The purpose of this study is to analyse the 2021 video game The Forgotten City from a historical didactical theoretical framework. The study aims to highlight how the game can contribute to the players historical consciousness with its digital recreation of ancient Rome. The method used for analyzing the video game was a playthrough of the game with careful notetaking that was then analyzed with a qualitative method. The result of this analysis found many interesting aspects of how the game can contribute to the players historical consciousness. The game utilized moral-philosophical debates, an epistemological immersion in the game world, and a digital museum like presentation of history. The main problems that were identified was that there is no clear distinction between pure fiction and history which can lead to players without a historical framework of ancient Rome to assume that fiction is historical fact. Finally, the study presents a use case for how a video game like The Forgotten City can be used in a Swedish classroom setting.

The aim with this research is to investigate how Primary school textbooks present and describe the Holocaust. The purpose of looking at how the Holocaust is portrayed in Swedish school textbooks gives us a perspective and knowledge that can be useful in our own profession as teachers. The method we have used is a text analysis created by Niklas Ammerts, called the four representations models. These are ascertaining, explainable, analytic/reflective, and normative. We analyzed six textbooks from three different publishers, spanning from the year 2003 to 2021, to see if any changes had happened in the portrayal of the Holocaust in Swedish schoolbooks.   The textbooks we analyzed were mainly based on just explaining basic facts with little to no explanation to why things happened. The newer books have more explanation in them than the older ones, however just barely.

This degree project is a study investigating how the historiography of king Henry VIII of England has changed between 1887-1995. The aim of the study was to gain insight into how the historiography of Henry VIII and the most important aspects of his reign were viewed at different periods of the 19th and 20th centuries and how it has changed over that period. To achieve this aim, Karlsson’s and Zander’s theory about the uses of history was used along with a qualitative method of analysis. The results show that a change did occur in the historiography around Henry VIII at the beginning of the 20th century when the traditional Whig-school of writing history was surpassed by the modernist school of writing. Henry VIII went from being represented as a great ruler with his peoples’ best at heart to a flawed individual whose decisions were often motivated by selfish reasons. Overall, the historiography of Henry VIII has changed from glorifying the king’s personality to showing a more factual picture of the king and the advisors at his court.

The purpose of this essay is to analyze how the Kalmar Art Museum's exhibitions use history during the period 1975-1985. This is examined in relation to previous research on how cultural policy manifests itself in Kalmar Art Museum's operations. By applying critical heritage studies, with concepts borrowed from postcolonialism and gendertheory, the essay will in turn identify three themes in Kalmar Art Museum's exhibitions: use of history, other cultures and gender. Empirical evidence shows that there are clear connections between Kalmar Art Museum's themes and the cultural policy at the time. This is evident in how the 70s were characterized by a problematizing view of history that goes hand in hand with the museum and cultural policies ambitions to devotethemselves to regionalization and public education. At the same time, the study willshow how at the end of the decade there is a change in how the museum markets itselfand creates a brand, which is further strengthened during the 80s. This change manifestsitself in how the museum devotes itself to an idealizing use of history that lacksproblematization to a greater extent.

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This bachelor thesis in history consists of a case study of Per Olov Enquist’s documentary novel Legionärerna, which examines the Swedish extradition of Baltic soldiers after the Second World War. The intent of the study is to survey the novel’s use of history from a literary dimension. It does so by applying the typology of Hayden White, his poetics of history. This conceptual framework historicizes the historical writing by clarifying how the historical dictum is constructed in similar manner as fiction, and therefore dependent of its’ author. The result shows that Enquist uses the history – is constructing it – to object how one earlier has talked about the extradition by satire previous accounts and by reasoning contextual how one, instead, should understand the same historical phenomenon. These two aspects are linked to a third, viz, Enquist’s Maoist political stance.

Syftet med detta examensarbete var att undersöka interkulturella perspektiv inom historiebruket i sex svenska läroböcker i historia. Bakgrunden till det är att Sverige idag ses som ett mångkulturellt land och intresset av att undersöka om det framkommer i historieböckernas historiebruk. Metoden som användes var en kombination av textanalys och närläsning och via den teoretiska utgångspunkten om att granska berättelsen som öppen eller stängd. En öppen berättelse utifrån en interkulturell synvinkel ger perspektiv åt båda sidor, medans en stängd gör det inte. Historiebruket i läroböckerna undersöktes med fokus på representation, perspektiv och röst. Även historiebrukets geografiska spridning undersöktes mot bakgrund i tidigare forskning.  Syftet i undersökningen visade att alla undersökta läroböcker har någon form av utomeuropeisk kontakt i historiebruket i sina böcker. Undersökningens geografiska spridning visade till att det är en tydlig västeuropeisk dominans i historiebruket i svenska läroböcker. Historiebruket som placerades i de utomeuropeiska kontinenterna visade en stor variation på representation vilket kan spegla det svenska samhället till en viss grad. Perspektiven i de undersökta historiebruksuppgifterna visade även dem upp en stor variation, vissa med total avsaknad av perspektiv, några visade enbart upp en sida och andra gav perspektiv åt båda sidor. I förhållande till rösten i historiebruket var det en påtaglig nationell röst även när historiebruket även när uppgiften var förlagd i ett utomeuropeiskt land. Även här visade undersökningen på kontraster där ett flertal uppgifter gav en röst åt befolkningen i form av plakat och bildanalyser och i några få tillfällen släpptes den unika rösten in i historiebruket. / The purpose of this degree project was to investigate the intercultural perspective in the use of history in six Swedish history textbooks. The background to this is that Sweden today identifies as a multicultural country and the interest in investigating if that comes to show in history textbooks use of history. The method combines close reading and text analysis with the theoretical framework to investigate whether the textbooks’ storytelling can be defined as open or closed. An open story from an intercultural point of view gives perspectives from both sides, while a closed story does not. The use of history in history textbooks was investigated with a focus on representation, perspectives, and voice. Also, the geographical spread of the use of history was investigated towards earlier research.  The purpose of this study showed that all of the investigated textbooks had some tasks that focused on non-western use of history. The research geographical spread showed that there is a clear Western-European dominance in the use of history in Swedish textbooks. The use of history tasks placed on the non-European continents showed a great variation in the groups represented, which can mirror Swedish society to a certain extent. The perspectives in the investigated tasks also showed a great variation, some had a total lack of perspectives while some only showed perspectives from one side and some gave clear perspectives from both sides. The voice in the use of history tasks in Swedish history textbooks also showed variation. In some cases, the voice was given to the population through poster or picture analysis, and in a few cases there was a unique voice from people in the use of history tasks.

The purpose of this study is to examine how history is used at memorial sites connected to “snapphanar” in three municipalities in the region of Scania in southern Sweden. The word snapphane is a name used to describe the people in Scania who rebelled against the Swedish crown during the 17th century. Some joined the Danish army, and some were partisans without any connection to Denmark.  Ten places were visited, and eight memorials connected to the snapphane story were found and analyzed. The aim is to analyze how they are portrayed and how their history is used. The theoretical framework applied to the analysis is a modified version of Klas-Göran Karlssons typology over different categories of use of history.  The results show that the memorials use history in many ways, and most memorials show several different types of history use combined. The use of history to retell what happened at the place of the memorial is prominent, but the snapphane story is also used to bring up how the region was mistreated by Sweden when it became a part of Sweden. Furthermore, there is a history use that points toward a need to highlight the uniqueness of the people and the surroundings, but also highlight the Danish heritage that shapes the region. The result also shows that the snapphanar are portrayed as men only, and they are most often described as farmers forced to revolt against the Swedish king due to the harsh treatment of them.  The results also show that snapphanar are used in the marketing of the region.

The purpose of this study is to explore how upper secondary school students relate to popularhistorical stories conveyed via Hollywood films, if they can identify and relate critically to the use of history used in feature films and how it affects their history film literacy. That students gain an understanding that history is used and in what ways it can be used is a fundamental factor within the subject of history. Previous studies show that many students have difficulty distinguishing between what is historical fact and what is fiction.To explore this, a qualitative study was carried out using observations and the participants’ writtentexts. The theoretical starting points are based on Klas-Göran Karlsson’s typology of use of history, Louise Rosenblatt’s efferent and aesthetic reading and Maria Deldéns historical film literacy. Kenneth Nordgren’s model of historical use was also included in the analysis of the results. The results show that the students were able to identify different uses of history in the feature film 300 with the help of Karlsson’s typology. However, it appeared somewhat problematic as they had difficulty distinguishing some of the uses. The results also showed that it is a good idea to combine efferent reading with aesthetic reading to strengthen the students’ historical film literacy. However, if may be beneficial to use a historical feature film that contains fewer fictional elements. The use of feature film in the education also showed that the students became more engaged in the teaching. / Syftet med denna studie är att undersöka hur gymnasieelever förhåller sig till populärhistoriskaberättelser som förmedlas via Hollywoodfilmer, om de kan identifiera och förhålla sig kritiskt till historiebruk som används i spelfilm samt hur det påverkar deras historiefilmslitteracitet. Attelever får en förståelse för att historia används och på vilka sätt den kan användas är engrundläggande faktor inom historieämnet. Tidigare studier visar att många elever har svårt att skiljapå vad som är historisk fakta och vad som är fiktion.För att undersöka detta genomfördes en kvalitativ studie med hjälp av observationer och deltagarnasskriftliga texter. De teoretiska utgångspunkterna tar avstamp i Klas-Göran Karlssonshistoriebrukstypologi, Louise Rosenblatts efferenta och estetiska läsning samt Maria Deldénshistoriefilmslitteracitet. I analysen av resultatet användes även Kenneth Nordgrenshistoriebruksmodell. Resultatet av undersökningen visar att eleverna kunde identifiera olika historiebruk i spelfilmen 300 med hjälp av Karlssons typologi. Dock förefall den något problematisk då de hade svårt att särskilja några av bruken. Resultatet visar även att det är en god idé att kombinera efferent läsning med estetisk läsning för att stärka elevers historiefilmslitteracitet. Dock kan det vara fördelaktigt att använda en historisk spelfilm som innehåller färre fiktiva faktorer. Användandet av spelfilm i undervisningen visade även att eleverna blev mer engagerade i undervisningen.

This bachelor thesis examines the PC-game Europa Universalis IV and its potential as a learning tool to develop players historical consciousness. The thesis also researches and compares Europa Universalis IV:s historical content and use of history to what is characteristic of popular history. The results show that the game’s potential for developing historical consciousness lies in its contrafactual use of historical content, but because of its high abstraction of history and historical aspects the potentials are limited and problematic to evaluate. The analysis of uses of history in Europa Universalis IV shows that the game’s historical presentation is mostly exemplary and commercial.