The following study focuses on a certain typologi of uses of history, defined as narratological uses of history. This typology is used to investigate its applicability on teaching materials in history education and materials used in Swedish teaching education in history. Uses of history is a common concept in history didactics and is linked to the broader idea of history councessnes. Which is a term that is used in the Swedish syllabus for year 4–6. Uses of history relates to how history is presented in a certain context. The narratological uses of history focus on narratives and are divided into three categories: Traditional, critical and genetic. Traditional is a fact-based and factual way, as something impenetrable for interpretation and reconstruction. Critical is a use of history that questions, critises or shows an alternative historical explanation. Genetic recognises more than one view of certain history. This typology has been applied to the great power era (1611–1720) in Swedish history due to its controversy both in present and past time and the typology is new to the research field and it has been used only on materials for years 7–9. The study has used a content analysis and a thematic analysis, to be able to answer the study's research questions. The content analysis of the material shows that the traditional uses of history is the most common way of presenting history, which correspond to previous research, and that there's only  difference between teaching materials for education in history for year 4–6 and material in education for teachers in history according to the critical typology. The thematic analysis shows that the genetic typology is used to present certain historical characters, Gustavus Adolphus, Queen Christina and Charles XII of Sweden, in all materials used in the study. The critical typology is used in only two materials and is not commonly seen, but when it is used it applies to certain historical characters. The research that is presented in this study shows that there seems to be a consensus about how and when history should be presented according to the typology and the way it has been applied in the study.  The result of the different analysis will be discussed in contrast to history didactics and its implications on teaching about history. An awareness on how to implement certain history in contrast to the teachers own consciousness of history is therefore argued.