Wigginton and Middleton work through Dominican social science textbooks for grades two to eight, together with school biographies of the three founders known as La Trinitaria and school treatments of Trujillo, Balaguer and Peña Gómez, asking how blackness is handled in material that teaches children what a Dominican is. Critical race theory frames the reading. They trace a master script in which whiteness, Catholicism and Spanish descent are the norm while Haiti supplies the black African Other against which national identity gets defined. Recent texts, they find, admit blackness more openly than before, which they read with Kimberly Simmons as African ancestry being gradually unburied rather than flatly denied. The inclusion stays inconsistent: illustrations, captions and narratives keep sliding back toward the older script. The classroom material registers a society negotiating its own blackness under the pressure of Haiti's, slowly and unevenly.