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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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.

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.

Uppsatsen studerar historiebruket av Amaltheadådet och gärningsmannen Anton Nilson. Metoden som andvänds för studien är en kvalitiativ innehållsanalys med hermeneutisk läsning av tidningsartiklar från 18 olika dagstidningar som skrivits varje decennium från 1918 till april 2018. Klas-Göran Karlssons teoretiska typologi om historiebruk fungerar som ett kategoriseringsverktyg för att dra en slutsats i hur Amalthea och Anton Nilson skildrats i svensk press. Karlssons ideologiska historiebrukskategori har dessutom legat till grund för studiens teoretiska ansats som menar på att bruket av Amalthea och Anton Nilson förändras med tiden och följer den ideologiska samhällsutvecklingen. Studien slår fast att Amaltheadådet och Anton Nilson i nörjan av undersåkningsperioden används som en symbol för arbetarklassens kamp mot ett system som försakat dem. När det globala och även det svenska samhället förändras efter attentatet mot World Trade Center och lastbilsattacken på Drottninggatan i Stockholm förändras också bruket av Amalthea och Anton Nilson. Vid millenieskiftet blir Amalthea och Anton Nilson en symbol för terrorismens fasor.  Amaltheadådet och Anton Nilson har från 1900-talet till 2000-talet fått ett förändrat symbolvärde. Från att vara starkt förknippad som arbetarklasshjälte och de svagas kampför rättvisa till att framställas som en radikal galning och jämställas med terrornåtvärk som IS och Al-Qaida / The essay studies the use of history concerning the Amalthea bombing and convicted offender Anton Nilson. The method used for the study is qualitative analysis of content in news articles from 18 different newspapers written every ten years from 1918 to April of 2018. The theoretic typology of Klas-Göran Karlsson regarding use of history works as a tool of categorization to form a conclusion of how the bombing of Amalthea and Anton Nilson has been portrayed in Swedish mass media. It has furthermore laid the foundation for the theory of this study. Karlssons category of ideological use of history brought the conclusion that the use of history of Anton Nilson and the bombing of Amalthea will be affected by the flow of ideological ideas throughout the time period. The study confirms that the Amalthea bombings and Anton Nilson were, in the beginning of the studies timeframe, used as a symbol for an understanding of the working-class struggle against a system that has denied there rights. At the turn of the millennium the Amalthea bombing and Anton Nilson becomes the symbol of something completely different. The Amalthea bombings and Anton Nilson becomes the symbol of the horrors concerning terrorism. The Amalthea bombings and Anton Nilson has from the 20th century to the 21th century changed in symbolism from a strong and compassionate hero to a despised radical no better than other terrorist networks like IS or Al-Qaeda.

This paper analyzes two selected passages from six children’s Bibles with respect to their use of the narrator’s voice and focalization. This means that the texts are analyzed with a focus on who is telling the story and from whose perspective it unfolds. The analyzes are also built upon what has been added or taken away from the Bible texts and what functions the illustrated pictures have. In this way, the result can also be analyzed through a theory about use of history; that is the idea that morality and identity formatting shape history telling. In this study the different children’s Bibles tend to lift different aspects of the Bible stories. Even though the aims of the book writers cannot be known for sure, their intentions of moralizing or shaping a certain Christian or Jewish identity, such as the institution of pesach or the communion, can be anticipated. Furthermore, the study shows that the children’s Bible genre is often very didactic, while moralization is generally avoided in newer versions. A general distinction between how the Old Testament and the New Testament stories are told can also be spotted. In the latter one, the reader receives more insight about the characters inner and outer speech, which could make it easier to identify and sympathize with them.

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.