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This essay is about local history in history teaching in two cities; Kalmar and Vetlanda. The purpose was to see how teachers in Kalmar and Vetlanda define local history and what kind of local history they teach their students. I have also examined what benefits of didactics the teachers see in teaching local history. In order to find out I interviewed four history teachers at three schools in Kalmar and two history teachers at one school in Vetlanda. Some of the interviews were carried out over the telephone and the rest at the teachers´s schools. The teachers all work in upper secondary schools. What I found was that all the teachers had more or less the same definition of the term local history; it´s about the history in one area. This area could be where their students come from or the area where the school is located. Some teachers taught more local history than others. The teachers taught some different types of local history, for example: city guiding, literature studying, subject days, essays, to search material in archives and source material etc. All the teachers said that some benefits of didactics, when it comes to teach local history, were that it could give the students some more knowledge about their hometown and its surroundings. The students know much about their hometown, but not all the background. The closeness was also an advantage; the local history is just outside the door. Hopefully it could lead to a bigger interest when it comes to history.

<p>This essay is about local history in history teaching in two cities; Kalmar and Vetlanda. The purpose was to see how teachers in Kalmar and Vetlanda define local history and what kind of local history they teach their students. I have also examined what benefits of didactics the teachers see in teaching local history. In order to find out I interviewed four history teachers at three schools in Kalmar and two history teachers at one school in Vetlanda. Some of the interviews were carried out over the telephone and the rest at the teachers´s schools. The teachers all work in upper secondary schools.</p><p>What I found was that all the teachers had more or less the same definition of the term local history; it´s about the history in one area. This area could be where their students come from or the area where the school is located. Some teachers taught more local history than others. The teachers taught some different types of local history, for example: city guiding, literature studying, subject days, essays, to search material in archives and source material etc. All the teachers said that some benefits of didactics, when it comes to teach local history, were that it could give the students some more knowledge about their hometown and its surroundings. The students know much about their hometown, but not all the background. The closeness was also an advantage; the local history is just outside the door. Hopefully it could lead to a bigger interest when it comes to history.</p>

This paper concerns the question how the Norrbottnic railway navvy has been used inNorrbottnic newspapers in order to deal with contemporary issues of a political and economicnature. The time period covered is 1951-2004 and 36 newspaper articles have been used. Thepaper shows that there is no obvious connection between the newspapers political affiliationand the components from the navvies lives one otherwise would expect the newspaper topresent. Ideological use of history is not always present. There are other uses of history to, inthe articles. On the other hand the results of this investigation shows all newspapers wants topreserve the navvies accomplishments for later generations. There is no clear connectionbetween a decision to preserve and important events in the surrounding contemporary society.A commitment to preserve is taken independently of important contemporary events.

The portrayal of women in history textbooks is a problem area that will always have a major impact on girls and their identity. The purpose of this study is to find out how women are portrayed in history textbooks for upper secondary school. The history textbooks that we have chosen to analyze are books that were published at various times during the 2000s. All relevant books for this study have been included in Swedish history education. The theoretical starting point of the study is gender theory, which is also the basis för the analytical tool used in the analysis of history teaching materials. The method used is a content analysis which made it possible to delve deeper into how women are portrayed in history textbooks. The result that we have come to is that the representation of women is based on appearance, sexuality and reflection of the men that are written about. When it is written about women, it is often written as additional history instead of being a given part of regular text. The idea of the study was not to include men in the analysis, that is, not to use men as a yardstick for what is normal. This is something that we realize is difficult to avoid. The results that emerged from the analysis reflects the patriarchal society that has dominated historically. In the last section, we discuss how this had an impact on the portrayal of women in history teaching materials. The results show that the use of history is strongly linked to the historiography that characterize the representation of women.

This paper examines how the ideal of manhood is portrayed and constructed and how the participation of Swedish soldier volunteers are motivated and legitimatized. The purpose of this examination is to gain understanding and knowledge about the Swedish soldiers in the Swedish brigade, how they legitimatize and motivate their participation and how the ideal of manhood is portrayed and constructed. The study is based on material from the war archive in Stockholm. The empirical material is composed by letters and propaganda material. In the analysis of the empirical study, there have been two theories used which are Eric Hobsbawms historical method and theory about invented traditions and Peter Aronssons historical method and theory about ‘historiebruk’ and legitimacy. The method I used for analyzing my empirical material is the genetic-biography method which aims the interest to the text, language in the text, the words and the sentences. The field of research about the finish civil war in 1918 is very large and that is why I made a selection in order to choose which research should represent the rest of the field. The selection is based on the reasoning about the class conflict, eye witnesses and the picture of the finish civil war, the freedom war and the participation of the Swedish soldier volunteers. The result in this study and examination shows how the ideal of manhood is constructed usually by a soldier who often sacrifices his own life and becomes a hero, a freedom fighter that stands up against the violence from the east, the so called bolsjevikempire. The participation of the Swedish soldier volunteers is legitimatized through several ways. The legitimization is often connected to the past and the Swedish nation in order to accept the actions and the participation of the Swedish soldiers.