The aim of this bachelor?s thesis is to analyze if there are differences in the way of explainingthe causes of The Great Emigration from Sweden to America in the late 1800s/beginningof the 1900s. Due to the researcher?s education the thesis has a didactic, and comparativeperspective between how history textbooks aimed for Middle School and High School andhow the exhibition Drömmen om Amerika (= The Dream of America), in Vaxjo, Sweden,explains this phenomena. A special analysis scheme is applied to the sources in a way to makeit clear to the reader how informative they are and how much effort they put in the explaining.The outcome of the analysis shows that the exhibition gives the visitor a wider, deeper,and more informative depiction of The Great Emigration, compared to the textbooks? moresummarized extracts.

This essay will investigate how the History subject has changed and developped in Sweden. For those who study the way subjects and the school itself change over time it becomes quite clear that they have gone through an enormous change. However this essay will focus on how the History subject, and mainly the teaching of the Antique, in particular, has changed. In order to find out how it has changed several things will be taken into account. First of all there will be interviews and conversaisions with several teacher and try to find out how it has changed, according to their experiences and belives.

Textbooks are a very influential medium considering the fact that they often introduce students to information they have never read or heard about before, and as such they become very important in forming students? opinions on different matters. In this study I have taken a closer look at five textbooks in history that are currently being used in the Swedish upper secondary school. My aim has been to find out how East Asia is pictured and also how much space East Asian history is given in these textbooks with the postcolonial theory as theoretical basis. My study shows that East Asia is given very little space compared to Europe in these books, with an average of less than a twentieth of the number of pages that deal with European history.

The purpose of this essay is to examine whether the descriptions of Stalin's terror in history textbooks for high school changed from the 1950s until the 2010s. Since previous research shows that textbook content is influenced from different directions and that it dominates in teaching, therefore I want to find out what similarities and differences that exist in the textbooks. The survey is based on a qualitative approach because I want to have a profound picture of the descriptions of Stalin's terror. The results of the survey show that the number of casualties and the descriptions on the famine has changed over time. Furthermore, textbooks also found it difficult to distinguish between terror, politics and ideology.

This thesis is intended to respond to the extent to which South African textbooks on the subject of history is linked to the governmental policy documents and whether they are producing and reproducing national identity. The two textbooks are aimed at students in grade 10. Both books were produced in 2008 but published by different publishers.The essay is based on Norman Faircloughs critical discourse theory which has been supplemented by Michael Billings theory Banal Nationalism, which assumes that it is the national words that remind us daily of our homeland that is producing and reproducing national identity.  The survey shows that both textbooks are closely tied to the government policy document for the teaching of history. The textbooks refer to the policy, both explicitly and implicitly. The two textbooks reproduce a common national identity in South Africa based on the discussions taking place in society.

This article evaluates the narrative and it´s didactic role in historiographic textbooks for schools. The primary study is a comparing qualitative analysis of the narrative in the different textbooks. The result leads to a pedagogical discussion based on Kieran Egans theories about cognitive tools, and how they shape our comprehension. The theoretical background defining and discussing narrative as a concept is partly based on a semiotic view, part linguistic. The main conclusion of the work is how the narrative seems to be a product of discourse in the ways the textbooks differ at the most from each other; Broken down, how the role of the writer and the reader and their conception of the world take part I a significant comprehension of the stories told in history textbooks..

Swedish students in the upper secondary school will recieve informaition regarding religion from multiple sources. If we look past the students surroundings like the family, friends or multimedia school is still the primary arena for religous education. Discussions about religion will take place in other lessons than just the subject religion. History is in my opinion the subject closest related to religion and the two makes up for a lot of the values work in swedish schools. Textbooks is still one of the most important tools for education and that makes them important as objects to study.

The aim of this thesis is to examine how secondary teachers in the subject of history are using the textbook in their teaching. Four questions are being dealt with in this thesis. What importance is being placed on the use of history textbooks by the secondary teachers? What priorities do the secondary teachers have? How do they deal with student interests? And what is the importance of the secondary teachers? work experience? I have interviewed four secondary teachers with different work experience to complete this thesis. A Dictaphone has been used in all the interviews. Research has shown that textbooks now have a central role in teaching and the lack of alternative materials and reduction of teaching hours has made it difficult to replace. The main conclusions of the thesis are that the history textbook has a dual role depending on the teacher you ask, and that the history book is used differently by the teachers.

The study's aim is to implement a textbook analysis and examine how women are described in history textbooks for high school and in the curriculums Lgy 70, Lpf 94 and Gy 11. The study has a gender perspective and the study's purpose is to make a comparative study and compare textbooks with the current curriculum and compare the results with each other to see if there has been any change over time. The survey's material is three editions of Alla tiders historia from Gleerups förlag. The study refers to editions from 1989, 1996 and 2011. General parts from Lgy 70, Lpf 94 and Gy 11 are also central for my study.

Textbooks are a very influential medium considering the fact that they often introduce students to information they have never read or heard about before, and as such they become very important in forming students? opinions on different matters. In this study I have taken a closer look at five textbooks in history that are currently being used in the Swedish upper secondary school. My aim has been to find out how East Asia is pictured and also how much space East Asian history is given in these textbooks with the postcolonial theory as theoretical basis. My study shows that East Asia is given very little space compared to Europe in these books, with an average of less than a twentieth of the number of pages that deal with European history.

Although textbooks are scientifically proven that they are important and central to the school curriculum one should think critically about the content in textbooks - is it really compatible with the curriculum of following the textbook tradition? As a teacher there are different ways to reflect on which textbook to choose. It is important to compare several textbooks with each other and be aware that a textbook should follow the curriculum. A teacher examines many sections/topics in the textbooks, but in this paper only one section will be reviewed among four different textbooks. The section to be compared, in the paper, is the interwar period.

This thesis explores in which ways the portrayal of the event known as the Stockholm bloodbath has changed during the period 1869-1996. This is done through textbook analysis. In Sweden, history has been a school subject since the 17th century, and has throughout its history had a formative role in the Swedish school system. In the middle of the 19th century it was specifically stated that the aim was to help students nurture a sense of national pride and love of country. The aim of the study is to investigate how nationally loaded events have been portrayed in text books, as well as if and how the evolution of said textbooks reflect the evolution of the history subject as a whole.

The essay examines and compares three different textbooks used in gymnasieskolans A- course from a postcolonial perspective. The method used in the essay is a qualitative analysis. Edward Said?s postcolonial theories are used as a tool to facilitate the analysis of the textbooks. The purpose of the essay is to examine how the textbooks depicts different parts of the world, are they depicting a multicultural world view, or are the textbooks assuming a western perspective in their description of the world.

AbstractThis essay is based on a qualitative and quantitative study. We have compared history textbooks on an upper secondary level and how the books handle the Soviet Union. This study is done in Växjö as a region. Furthermore we also made interviews with upper secondary teachers and forms with upper secondary students. Our study of the textbooks has been ranges within the period from 1917 until 2009: we choose the year 1917 because the Soviet revolution started at the former date.

AbstractThis essay is based on a qualitative and quantitative study. We have compared history textbooks on an upper secondary level and how the books handle the Soviet Union. This study is done in Växjö as a region. Furthermore we also made interviews with upper secondary teachers and forms with upper secondary students. Our study of the textbooks has been ranges within the period from 1917 until 2009: we choose the year 1917 because the Soviet revolution started at the former date.