In this licentiate thesis is the focus is on what tools for handling historical information that is mentioned in the standards for history education in the Swedish upper-secondary school. To what extent these tools are made available for the students by their teachers is also investigated. That is done, by looking at teachers assessment materials. The results show a very low degree of alignment between the standards and the teacher made assessment materials. Theories of history didactics are used to shed light on the results. The pattern that evolves show that most teachers only handle a small part of the standards.
free text keywords: History, History education, history, assessment, alignment, subject construction