The purpose of this essay is to illustrate, by using history didactic concepts and the history of timber rafting on the Klarälv, the role of local history in school context. To achieve my aim and to broaden the essay four teachers were interviewed and a survey was conducted among high school pupils. The information on the subject has been gathered through literature on timber rafting and by an interview with a raft man. Literature was also used for obtaining information regarding history didactics.

Through Värmland flows the longest river in Sweden, Klarälven, which for over 400 years was used for the transportation of timber. The extensive work that was timber rafting, affected all of Sweden and vice versa. It gave rise to work opportunities and created a growing ground for industry along the river. Preserved memories of log-floating tell of a bygone era which mustn't be lost. The task of schools is to pass this knowledge on to future generations in order to preserve the history of an important part of the Swedish cultural heritage.

The result shows that timber rafting isn't paid much attention during history classes in school. Since history is such a broad subject, some things are considered too narrow to be properly introduced. The history subject is the largest of the SO subjects due to its permeating nature, and by furthering the cross-subject cooperation students are aided in their cognitive development as they should compare and analyse from four perspectives rather than one. As well, teachers consider themselves having a greater freedom in grading when combining the four SO subjects. Local history represents only a small part of the total education, but is ought to be paid greater attention as it provides the students with a greater ability to see patterns on a global level.