The aim for this study was to see the epoch antiquity’s part in the course History 1a1 in the textbooks, the regulatory documents, and the active history teachers in the municipality of Umeå. The method that has been used is hermeneutic method in cooperation with use of history. The study relay on the theory of history culture made by Klas-Göran Karlsson, but also on the theory of history consciousness. The study’s conclusion is that the epoch antiquity should take a small part of the course History 1a1, but that there is space for the teachers who want to give it more time. The books show the same results when some of them have a small part aimed for the antiquity and some of them have a few more pages. The teacher’s opinions show the same pattern when the majority thinks that the course should have a small part of the course, while others think it should have a bigger part. The result of what content the antiquity should have got a similar response in the three parts of the study. Governance and culture are the two themes that is said to be the most important part of the epoch’s content, the teachers agree but also think that historical consciousness is a matter of importance. The historical consciousness is also a big part of the regulatory documents and can be seen in the textbooks as well. The regulatory documents find the knowledge of source criticism and use of history to be of importance, but none of them appears in the textbook’s chapter of antiquity nor in the opinions of the teachers.

I föreliggande examensarbete har fem historielärares uppfattningar kring elevers läsförståelse, läsande av historiska texter, dess påverkan av undervisningen och ämnet undersökts. Syftet med examensarbetet är att belysa sambandet mellan elevers läsförståelse och deras utvecklande av historiemedvetande. En kvalitativ metod med semistrukturerade intervjuer har använts för att generera data, som har genomgått en analys med metoden grounded theory. För att besvara examensarbetets syfte har arbetet två forskningsfrågor, nämligen hur historielärare arbetar med elevers läsande av historiska texter samt hur historielärarna upplever att elevernas svårigheter med textläsningen påverkar historieundervisningen. Historielärarna har ett antal strategier som de använde sig av när eleverna skulle läsa historiska texter i historieundervisningen. Strategierna kan kategoriseras som begrepp och elevers ordförråd, högläsning, diskussion, förkunskap och att anpassa och tydliggöra för eleverna. Historielärarna upplevde att elevers svårigheter med textläsningen påverkar historieundervisningen, vilket har genererat att lärare undviker och minskar omfånget text och att det finns ett behov av strategier när historiska texter ska läsas. Resultatet visade utifrån undersökningen, dess teoretiska ramverk och forskningsläge, att historiska texter kan främja för elevers utvecklande av historiemedvetande, men på grund av deras bristande läsförståelse behöver de få stöd av strategier. Strategierna som lärarna använde sig av är betydelsefulla för elevers läsförståelse, läsande av historiska texter och utvecklande av historiemedvetande. Detta resultat har även kunnat stärkas med vetenskaplig forskning som berör historiemedvetande och läsförståelse. / Five history teachers’ perceptions of students reading comprehension, reading of historical texts, the influence of education and the subject has been examined in this article. The purpose of this study is to elucidate the relationship between students' reading comprehension and their development of historical consciousness. A qualitative method of semi-structured interviews was used to generate data that has undergone analysis method grounded theory. To answer the article purpose this article has two research questions, namely how history teachers work with students reading of historical texts and how the history teachers feel that students' difficulties with the text reading affects the teaching of history. History teachers have a number of strategies that they use when students would read historical texts in history teaching. The strategies can be categorized as concept and students' vocabulary, reading aloud, discussion, qualifications, and to adapt and make clear to the students. History teachers felt that students' difficulties with the text reading affects the teaching of history, which has generated that the teacher avoids and reduces the scope of the text and there for there is a need of strategies when historical texts are to be read. The results showed on the basis of the study, its theoretical framework and research location, the historical texts can promote the students' development of historical consciousness, but because out of their lack of reading skills they need to get the support of strategies. The strategies that the teachers made use of is important for students' reading comprehension, reading of historical texts and development of historical consciousness. This result has also been strengthened with scientific research relating to historical awareness and reading comprehension.

The main purpose of this essay was to interview students to get an idea of what their views of images with women in their history textbook is and how the representation, or the lack of, can affect their historical consciousness and historical identity. In order to find out this information, an unstructured interview in form of a focus group, with four students in high school, was used as well as an own review of their textbook to give a picture of the students’ perspective. The main theoretical starting point was based on gender theory with a focus on the distinction between the sexes which was used to help illuminate how the book differentiates between the sexes in terms of representation. Two theories, historical consciousness and historical identity, were also used to highlight how students are actually affected by the potentially unequal gender representation in images in their textbooks. What this essay shows is that there is a very skewed representation with a majority of men in the pictures in the book and when it is a woman she is in a position of less significance of a man. This is something the students are not happy with in general and it shows that they want a better representation in the pictures in their textbook. This has to some extent also affected their view of their historical identity as well as the students’ view of the past, present and future from a historical perspective.

Syftet med uppsatsen var att undersöka huruvida historieundervisningen för grundskolans senare år ska inkludera miljöhistoria. För denna bedömning gjordes en textanalys av vad sex styrdokument på nationell och internationell nivå föreskriver. Skollagen, läroplanen och kursplanen för historia analyserades. Utöver dessa granskades tre internationella dokument som ligger till grund för läroplanen. Undersökningen utgick från ett perspektiv där historiemedvetande, i bemärkelsen handlingsberedskap inför framtiden, stod i centrum. Den genomfördes i form av en idéanalys där förekomsten av två idéer granskades, dels att miljöhistoria/miljöperspektiv ska finnas med i historieundervisningen, och dels att undervisningen ska skapa handlingsberedskap inför framtiden. Vidare gjordes en jämförelse mellan vad styrdokumenten på de olika nivåerna föreskriver. Resultatet visade att styrdokumenten för grundskolans senare år föreskriver att historieundervisningen ska innehålla ett miljöperspektiv. Det skrivs tydligt fram att undervisningen ska skapa handlingsberedskap inför framtiden, och det uttrycks också att miljöperspektiv kan skapa detta. Det föreskrivs inte att miljöhistoria ska finnas med i historieundervisningen. Två av dokumenten skriver inte fram idéerna alls. Jämförelsen av styrdokumenten på de olika nivåerna visade att de nationella styrdokumenten är föreskrivande och att de internationella styrdokumenten är uppmanande och rekommenderande. Läroplanen har dock fångat upp intentionerna i de internationella styrdokumenten. / The purpose of the essay was to investigate whether the teaching of history in compulsory school should include environmental history. For this assessment an analysis was compiled researching six national and international steering documents. The school law, curriculum and course syllabus for history was analyzed. Also three international documents that form the basis for the curriculum were analyzed. The analysis was made from a perspective where history consciousness , in the context of preparedness for the future, was in the centre. The analysis was conducted in a shape of ideas analysis, where the occurrence of two ideas were investigated, partly if environmental history/environmental perspective should be a part of history teaching, and partly if teaching creates preparedness of action for the future. Furthermore, a comparison between the different level steering documents was made. The results showed that two documents don’t accentuate the ideas at all. The collected evaluation is that the steering documents for the later years of compulsory school prescribe that the teaching of history should contain an environmental perspective. It is clearly stated that teaching should create preparedness for the future, and it is expressed that an environmental perspective can create preparedness for the future. It is not prescribed that environmental history should be included in the teaching. The comparison between the steering documents at the different levels showed that the national steering documents are prescriptive and the international steering documents are requesting and recommending. The curriculum has however captured the intentions of the international governing documents.

The subject of this examination paper is the study of the teaching of history in today’s society that is characterized by multiculturalism and diversity. It starts with an interest in understanding how multiculturalism and diversity are treated in the secondary schools in Sweden. The study begun as an inductive work and has been achieved via analysis of teaching contents, perspectives and working methods. The data for this study was obtained through semi-structured interviews and a survey. The main method used for analysis is the inductive qualitative method Grounded Theory (GT). The qualitative method, Critical discourse analysis, (CDA) has also been used to analyze the political aspects of history curriculum. In order to understand the role of the teaching of history in our society - the different levels of historical consciousness, the acquisition of skills and abilities, the perspective in history’s teaching as well as the perception or influence of multiculturalism and diversity - this study has taken into consideration the participation of different people with different education levels. An interesting phenomenon has been noticed during the course of this study: a special relationship to diversity and multiculturalism found in young students enrolled in a high school program that combine courses of history with other courses related to history. I define this phenomenon as awareness of diversity and multiculturalism. The used survey confirms the occurrence of this phenomenon. The result indicates that the young individuals who have followed a certain combination of subjects, have positive attitudes toward diversity and multiculturalism, equivalent to teachers with master and PhD’s degree who have the mission to teach democracy as their profession. Finally, the study focused on analyzing how contents and didactics strategies in history-teaching can influence the development of consciousness about diversity and multiculturalism. This study has a political and a didactical dimension, the discussion of both those dimensions is done by using Gert Biesta’s concepts qualification, socialization, subjectification, and James A. Banks’s five-dimensional typology about multicultural education.

Denna uppsats fokuserar på identitetsskapande med hjälp av historieämnet. Utifrån olika litteraturer och dess innehåll på hur man kan arbeta med detta identitetsskapande, kommer denna uppsats att ge konkreta förslag på hur lärare kan arbeta med det. Varje människa har ett behov av en tillhörighet, och en identitet. Identitetsskapande ska främja dessa behov men även utveckla en förståelse för vem man är i den samvaron som man lever i. Utifrån begrepp och historiedidaktik kommer identitet och identitetsskapande att förklaras och problematiseras.  Vidare ska detta arbete undersöka historieämnet och läroplanen och hur dessa förhåller sig till identitetsskapande. Arbetet kommer lyfta fram normativlitteratur/ styrdokument. Utifrån dessa dokument kommer det även att diskuteras samhällets påtryckningar av de läromedel som används vid historieundervisning. För att förstå sig på samhällsförändringar kommer det även diskuteras om faktorer som leder till dessa förändringar. I detta arbete kommer även en jämförelse av läroplaner, för att förtydliga den samhällsstruktur som förändrats med tiden.

Detta examensarbete är en beskrivning av hur Lödöse museum arbetar för att nå ut till skolor. Syftet är att beskriva och analysera museipedagogers arbete för att nå ut till skolor med fokus på hur Lödöse museum skapar en relevant verksamhet för skolor och historieundervisningen. För att finna svar på hur Lödöse museum arbetar har jag använt mig utav en fallstudie. En fallstudie handlar om att studera ett enskilt fall. Syftet är att jag som undersökare kan upptäcka nya kunskaper och insikter som inte hade uppenbarats genom en masstudie. För att få svar på syftet har jag använt mig utav metodvalen: Dokument Kulturstrategi Västra Götaland och regional kulturplan 2020-2023, rapporten Jämlik Kultur 2016-2017, intervju av museipedagog och observation. Resultatet av metoderna resulterade i en samstämmighet kring visionen om att nå ut till alla skolor i 49 kommuner, samt att Lödöse museum har ett rikt utbud för att kunna levandegöra skolans historieundervisning. / This thesis is a description of how the Lödöse Museum works to reach out to schools. The aim is to describe and analyze the work of museum educators to reach out to schools, with a focus on how the Lödöse Museum works, I have used a case study. A case study is about studying an individual case. The purpose is that I, as a researcher, can discover new knowledge and insights that had not been revealed through a mass study. In order to get answers to the purpose, I have used the method choices: The document Cultural Strategy Västra Götaland and Regional Cultural Plan 2020-2023, the report Equal Culture 2016-2017, interview by museum educator and observation. The results of the methods resulted in a consensus on the vision of reaching out to all schools in forty-nine municipalities. Where Lödöse Museum has a rich selection to be able to bring the school´s history to life.

The purpose of my investigation is to see if and, if so, how teachers for the younger ages work with local history as a resource in history teaching. And if the teachers believe that the use of local history gives a greater historical awareness and makes it easier to remember the knowledge when the teaching becomes closer to the students compared to the more nationally adapted textbook.The focus is on the concepts of historical awareness, time perspective and place identity.The method I used is semi-structured interviews with teachers. I even took part in their planning, how they carried out the teaching and assessed it, based on the teachers' own stories. I have also analyzed the curriculum for the history subject and the textbook used as a basis.The results of the work are linked to previous research results and strengthen the previous theories that concrete teaching where the students are more involved and can relate to their local environment strengthens their awareness of history and gives a greater interest in their own history and in their home village.The survey is important when teachers plan their teaching in the subject of history and can give inspiration to how the teaching can be carried out to increase students' knowledge and commitment to the subject in both a national and a local context.

Syftet med detta examensarbete är att undersöka hur lärare på mellanstadiet förhåller sig till historisk tid. Fokus var de undersökta lärarnas utsagor om hur de resonerar kring sin egen och sina elevers förståelse för historisk tid samt om lärarnas resonemang kring användandet av artefakter i undervisningen. Det är fem medverkande lärare i studien med olika erfarenheter i att undervisa i skolämnet historia. Lärarna har intervjuats och därefter har jag analyserat deras redogörelser utifrån Joel Rudnerts fyra beståndsdelar: sekvens, berättare, aktör och kanon. I undersökningen har det konstaterats utifrån lärarnas narrativa mönster om hur de resonerar kring sin undervisning att beståndsdelen sekvens är mycket framträdande. Förutom lärarnas intervjuer baseras detta arbete på tidigare forskning om barn och ungdomars förståelse för historisk tid. Joel Rudnert och Nanny Hartsmar är två framträdande forskare i syftet om att förstå hur barn och ungdomar ser på historisk tid. En av slutsatserna blev utifrån det att tidsuppfattning och historiemedvetande är sammanlänkande, samt att förståelsen för då-, nu- och framtid är en utvecklingsprocess. Mitt syfte med detta arbete är att öka kunskapen om hur elever på mellanstadiet uppfattar historisk tid och hur vi kan arbeta med begreppet i historieundervisningen. / The purpose of this dissertation is to investigate how middle school teachers relate to historical time. The focus was on the teachers´ statements about how they reason about their own and their students´ understanding of historical time, as well as the teachers reasoning about the use of artifacts in the education. There are five participating teachers in the study with different experiences in teaching of the school subject history. The teachers have been interviewed and then I have analyzed their statements based on Joel Rudnert's four components: sequence, narrator, actor and canon. In the study, it has been established from the teachers' narrative pattern of how they reason about their teaching that the component “sequence” is very prominent. Definitions of sequence can appear in different ways, such as a large narrative or year mark on a timeline. In addition to the teachers 'interviews, this work is based on past research on children and adolescents' understanding of historical time. Joel Rudnert and Nanny Hartsmar are two prominent researchers with the aim of understanding how children and young people see history. One of the conclusions was based on the fact that time perception and historical consciousness are interconnected, and that understanding of the past, now and future is a developmental process. Scientist are also debating about if the children needs to have the understanding about their own personal time before they can handle historical time. In this study, historical time will not be defined based on the period when the written sources emerged. Instead the study will focus on the aspects of time that are a result of history. My aim with this work is to increase knowledge about how middle school students perceive historical time and how we as teachers can work with this in our teaching of history.