The purpose of this study is to see how three history teachers in year 4 and 5 uses historical narratives in order to bring their students historical consciousness. In order to investigate this, two questions were formulated:

1. To what extent and how do history teachers in three middle school classes use Jörn Rüsen’s principals by historical narration bring historical consciousness to their pupils?
2.  How do teachers define Historical consciousness?

These questions are answered by observing six history lessons in three different schools in different parts of Stockholm and interviewing the teachers afterwards. The outcome of these observations and interviews has been analysed using the three principals for historical consciousness by historical narration Memory, Continuity and Function and the theories of historical consciousness by Jörn Rüsen. This theory has then been further developed to better suit the study and illustrate further results.

The conclution of this study shows that the teachers in these three classes have three different definitions of the term Historical consciousness and that they only bring historical consciousness by historical narration to their pupils a few times.