The purpose of this study is to shed light on which genocides are covered in history education in Södertälje and what governs these selections of genocides that are covered, as well as to investigate how teachers work to activate and develop the historical consciousness of studentsin genocide education. The essay's empiricism is based on four in-depth interviews, so-calledqualitative semi-structured interviews, which were conducted with four active high schoolteachers from two different high schools in Södertälje. The results in this study were analyzedby using Per Eliasson's three theoretical criteria, Lars Andersson Hult’s theoreticalperspective and Steven Dahl's theoretical reflection, for how to activate and develop anawareness of history in the student. The results showed that the teachers who participated inthe survey focused mainly on Seyfo and the Holocaust, while other genocides were coveredto a lesser extent in the teaching. The study's results also suggest that there are three mainfactors that govern the selection of genocides that are covered in teaching. These factors are:education and knowledge, society and the student base, and possible difficulties with materialissues. The results show that there are several successful ways of working and useful methodsfor activating and developing the students' consciousness of history. One of these workingmethods is to take into account the design of the teaching content based on the students'ethnic identity, background and experience. Another successful way that emerges from theresults is to activate and develop historical consciousness by using popular culture filmswhen teaching about genocide to raise questions that lead to a need for orientation in theindividual. In summary, this study has highlighted questions about which topics are coveredin genocide education in Södertälje, which factors govern the selection of content and how toactivate and develop students' historical consciousness.