Drawing from the theoretical lenses of cultural memory and critical race theory, we examined how elementary level and middle school level social studies textbooks represent the history of racial violence directed toward African Americans and resistance to this violence in the U.S. Using a literary analysis method, we found that textbooks often presented vivid accounts; however, these narratives often presented these acts as detached from the larger structural and institutional ties that supported and subsequently benefited from these actions. We contend that this limited representation of racial violence has an adverse effect on the larger sociocultural memory and sociocultural knowledge available to students, thus limiting the extent to which students can fully understand the legacy of racism and racial inequity in the U.S. (Contains 1 table and 1 note.)