This study is concerned with the methods of textbook selection used in the different states together with the history of textbook adoptions in Indiana.

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Efficiency in the presentation of a Latin text and its study-aids is the key to assisting intermediate students, who frequently become overwhelmed with the amount of vocabulary and grammar that needs to be simultaneously understood in order to read with any accuracy. This text breaks down the first book of Caesar's Bellum Gallicum in both a visual and a conceptual manner to aid students in learning intermediate Latin efficiently. The text is comprised of five parts. The first section contains the text as found in DuPontet's edition of Caesar's Bellum Gallicum. The second section has grammar notes that explain tense and case uses that are necessary for grasping the text, as well as citations for further reading. The third section displayes the text segmented into clauses and is positioned in such a way that the student can, at a glance, visualize what is part of the main clause, and what is subordinate to it. This segmentation assists the reader in learning to follow the order of Caesarian clauses when translating. The fourth section provides a list of vocabulary, not previously memorized by students, that happens to appear in that specific section. The final component is a list of all words that first appear in Book 1 of Caesar's Bellum Gallicum and that appear throughout Caesar's text five or more times.

Denna uppsats syftar till att analysera hur begreppen genus och etnicitet representeras i läroböcker för grundskoleelever i svensk grundskola. Fokus ligger på åldersgruppen 14-15 år och inriktningen gäller särskilt förhistoria och hur begreppen genus och etnicitet kommer till uttryck både vad gäller text som bild. En jämförelse och utgångspunkt i denna analys är diskussionen om människans ursprung så som den beskrivs i framförallt svensk populärvetenskap samt hur denna diskussion relaterar till genus- och etnicitetsbegreppen. Anledningen till att det är av särskild vikt att diskutera och analysera dessa begrepp är på grund av att den svenska skolans styrdokument är mycket tydliga i sina rekommendationer att implementera dessa båda begrepp för att på så sätt undvika polariseringar och värderingar av personer utifrån t.ex. kön eller härkomst. / This study is to a large extent an explorative search for representations of gender and ethnicity as expressed in teaching books concerning prehistory in compulsory school. The age level is 14-15 and the focus is specially prehistory and the representations of gender and ethnicity. The departure is a discussion of human’s origins as presented in a variety of foremost Swedish writing in popular science regarding issues related to genus and ethnicity. The school and course curriculum is very clear in its guidelines concerning gender and ethnicity which calls for a complete avoidance of stereotype thinking and/or valuation of any person based in belonging to a certain gender or ethnicity.

This essay looks at the new syllabus in English (Lgr11) and its focus on text types. The argumentative text is then the focal point and the argument as a text type and its characteristics are explored. The purpose is to see if two texts from a textbook in year nine could be seen as good representations of arguments. The textbook texts were compared to the forms of an argument through a reading matrix set up for this purpose. The results show that the selected texts were lacking in many respects and cannot be used as good examples of arguments. The textbook presents mostly fictional texts and just a few other text types. This heavy focus on fiction is a problem in more than one respect. Pupils need to be able to read and write many different kinds of texts as the demands of literacy are high in today’s society. It also important to be able to read critically as the number of texts available are increasing, especially on the internet, and their purpose and aim might not be disclosed.

I denna undersökning ämnar vi ta reda på hur progressionen ser ut gällande framställningen av kvinnor i historieläromedel från 1960-talet till år 2007. Vi har fokuserat kring dem som oftast marginaliserats i innehållet till fördel för de politiska aktiva så som drottningar och andra politiker. Här är det istället bondhustrur, den hemarbetande kvinnan, sömmerskor, hantverkare och andra yrkesarbetande kvinnor som undersöks för att ta reda på om de har en större plats i dag jämfört med på 1960-talet. Vi vill också ta reda på vilket sätt de framställs och har framställts. Är de aktiva och driver handlingen framåt eller ett bihang till den politiska historien? Vi har sett i vår analys att en positiv förändring skett, men att det finns mycket kvar att göra. / In this study, we intend to find out what the progression looks like when it comes to representations of women in childrens history text books from the 1960´s to year 2007. We have focused on the most frequently marginalized working women for the benefit of the political active women as queens and other politicians.Here it is, instead, peasant wives, the woman home workers, seamstresses, burghers, craftsmen and other working women in these groups who´s being studied and whether they have a larger place today compared to the 1960's. We also want to find out how they are constructed and produced. Are they active and operates forward or a appendage of the political history? We have seen in our analyze that the progression is good, but there’s still much work to do.

Syftet med denna uppsats var att undersöka om läroböckernas berättelser levde upp till den normativa demokratisyn som formuleras i LPO 94 och om berättelsen om det moderna Sveriges framväxt kan tillskrivas ett värde för alla elever. Undersökningen bygger på en kvalitativ läromedelsanalys av tre vanligt förekommande läroböcker i historia för grundskolans senare del. Vi har i läroböckerna fokuserat på berättelser om det moderna Sveriges framväxt som kan kopplas till begrepp som demokrati, rättigheter, solidaritet och jämställdhet. Utifrån läroböckerna, LPO 94 och aktuell forskning har vi diskuterat huruvida den historiska framställningen av det moderna Sveriges framväxt kan tillskrivas ett allmängiltigt värde. Undersökningens resultat visade att läroböckerna förmedlade en historia som tydligt gick att härleda till läroplanen. Aktuell forskning visade samtidigt att begreppet demokrati är åsidosatt inom skolan och att det på sin höjd sammankopplas med en instrumentell förståelse av begreppet. Vi menar att en grundläggande historisk förståelse av närkontexten är nödvändig för att kunna utveckla och fördjupa ett historiemedvetande. / The purpose of this thesis was to investigate how textbook narratives were compatible to the normative view formulated in the curriculum of 1994 and if narratives concerning Sweden’s modernization ascribe a value to all pupils. The investigation is based on a qualitative textbook analysis of three commonly used history textbooks within upper level compulsory school. In the textbooks we have focused on narratives concerning Sweden’s modern development connected to notions as democracy, civil rights, solidarity and equality. On the basis of textbooks, curriculum and current research we discuss whether the historical account of Sweden’s development ascribe a value that is generally applicable. The result of the investigation showed that the textbooks mediated a history with close connection to the aim of the curriculum. Simultaneously current research points out how the notion of democracy is neglected within the educational system and at its best is connected with a one dimensional understanding of the idea. We conclude that pupils need a basic understanding of the nearby historical context to be able to develop their historical awareness.

The syllabuses for English describe culture vaguely and give room for a discussion about what culture is. Consequently, it becomes important to study the cultural view of textbooks because textbooks are one of the main teaching aids in Swedish schools. The purpose of this degree project is to analyse two English textbooks used at upper-secondary level in Sweden and their implied view of culture. In addition to this I want to find out how Tornberg’s three perspectives on culture are represented in the analysed textbooks. The method used is textual analysis in the form of ideational structure analysis focusing on the contents of text and exercises in the textbooks. My results show that Blueprint A, one of the analysed textbooks, is characterized by the cultural perspective that Tornberg refers to a meeting in the third place. In the other analysed book, Core 1, a majority of the texts may be connected to the same perspective but there is also a significant amount of texts connected to the other two perspectives identified by Tornberg, an accomplished fact and a future competence.

I denna studie har vi valt att undersöka huruvida eleverna i skolår fyra och fem upplever att läroböcker i naturvetenskap vänder sig till dem. Det vi ville undersöka var om det fanns någon skillnad i hur flickor och pojkar uppfattar läroboken i naturvetenskap, och om läroboken tog hänsyn till elevernas erfarenhetsvärld. Vi valde att intervjua elever från två olika skolor i södra Sverige. I vår undersökningsgrupp ingick 14 elever, varav sju flickor och sju pojkar. Vid intervjutillfällena fick eleverna parvis svara på frågor om bilder och text ur en läroboksserie i naturvetenskap för skolår 4-6, från slutet av 1990-talet. Utifrån detta kunde vi få en inblick i elevernas förförståelse och erfarenhetsvärld. Sett ur genusperspektiv kunde vi i resultatet urskilja att flickor och pojkar upplever att läroböckerna i naturvetenskap vänder sig något mer till pojkar. Vi kunde också dra slutsatsen att bilderna i läroböckerna knöt an till elevernas erfarenhetsvärld, bortsett från en bild som enbart pojkarna kunde identifiera.

This study focuses on how the religion of Christianity has been covered in Swedish textbooks between the years 1968 and 2018. The study further aims to compare and highlight the similarities and differences that time has had on how Christianity is covered, with regards to number of pages dedicated to the religion, what is said about the religion et cetera. Further the analysis shows that there are traits in the books that survive through time, and others that does not. A critical element to understanding these traits that highlights the description of Christianity, is understanding the tendencies that each textbook displays. The tendency in question varies from example not including women in certain aspects, only focusing on the good that Christianity stands for but choosing not to account for the “dark spots” in the history of this religion such as the crusades or the Spanish inquisition. Finally, there are also an interest in this study to show how the chosen textbooks also treats the didactic questions to see in what way that some fundamental aspects are covered.   In short it can be said that the book that represents the “earlier” period in this study shows signs or tendency to promote Christianity a bit more than the others. The meaning of this is simply put, that the textbook from 1968 praises the religion more and gives it a lot of space in the book, compared to the other ones. The textbook from 1997 however shows signs of the complete opposite. In fact, the 1997 textbook tended to show less of Christianity as a whole and give more room to acknowledging the “dark history” that happened in the name of Christianity, for example the crusades. The textbook from 2018 shows signs of a more “balanced” approach to Christianity of the three. A sort of middle path where there are signs of a better proportioned number of pages is given to the religion, and a recognition to both the good that Christianity stands for as well as the bad that has happened in the name of said religion.