The battle at Klågerup: Culture of history and the use of history in conjunction with Sweden’s last peasant uprising. During the early 1800’s the southern part of Sweden and its people was subjected to change in terms of agricultural management, also known as the great agricultural reform. This was only one of several aspects which affected the peasants towards a time of lesser status and rights. Eventually an unforeseen to some degree forced enlistment of 15. 000 peasants in southern Sweden became a decisive moment in Sweden’s history. In which the commoners revolted against the Swedish state at varying locations. However, one area in particular was affected by the peasants’ accumulated discontent. Namely a small village called Klågerup, which resulted in the Swedish government quelling the uprising in what can only be referred to as a blood bath. Approximately 23 peasants were killed in 1811 while the Swedish cavalry suffered no casualties according to records. The aim of this essay examines how people have used the memory of the Klågerup riots, in conjunction with two historical perspectives, which are culture of history and the use of history. The examination is done through the lens of a qualitative hermeneutic text analysis. The interest of examining the Klågerup riots in conjunction with the specific above-mentioned perspectives is based on an inspiration of Anders Dybelius’s thesis called “A sustainable memory? The use of history in relation to Georg Carl von Döbeln 1848 – 2009”. The material used in this examination includes newspapers, a play, a novel, scientifically researched historical literature, one historical monument and one building of historical value. All of the used material for analysis is referred to as artefacts. The analysis through the help of Klas-Göran Karlssons and Ulf Zanders typology in regard to use of history, and Dybelius’s perspective of local-ideology show interesting results. The result indicates that multiple purposes for the use of history is applicable on a majority of the used artefacts. Furthermore, regarding the culture of history based on Dybelius’s rendering of Jörn Rüsens tripartite thematization in terms of culture of history, resulted in three artefacts being categorized into each of the three themes. In total nine artefacts were analyzed regarding both the use of history and culture of history. A didactic reflection upon the use of history, culture of history and history awareness is presented in the end of this paper regarding how one might implement the three into the classroom and role of teaching