The purpose of this essay is, based on current government policy documents, to investigate how three different digital learning resources in history conveys the content in the area of concern to the First World War. I have based my theory on Niklas Ammerts typology of presentation methods consisting of four types; finding, explanatory, reflective / analytical and evaluative (normative).

The concept of historical consciousness has a central place in today's governing documents and because the textbook, as such Sture Langström, has a central role in the planning and implementation of teaching, there is great interest to discuss how current teaching materials can contribute to this.

The results of the survey show significant similarities in how the three investigated objects convey the content in the First World War. All three objects are dominated by finding and explanatory presentations. In two of the objects there are also explanatory and analytical representations, which promotes a wider perspective over time, something that can also be seen as a development of a historical consciousness.

There are no normative presentations in any of the examined objects.

One explanation of the predominant finding and explanatory methods of preparation is the lack of space for the content.