The why, what, and how, of history education in Norwegian and Swedish history curricula for upper secondary schools (approximately 1920–1960)

History curricula are shaped by factors such as historiography, pedagogical ideals, political goals, international initiatives, and broader societal conditions and processes. This article examines ideas about purposes, content, and methods, of history education, in history curricula that were used in Swedish and Norwegian theoretical upper secondary schools between 1920 and 1960. These schools aimed at preparing students for university studies and providing general education (Bildung). While having close connections to academic disciplines, these schools were also influenced by political goals of democratization and ideas of progressive pedagogy. There are tensions in the curricula between material aspects of Bildung, focusing on content, and formal aspects of Bildung, focusing on students’ development. Although material aspects remain essential, formal aspects are increasingly emphasized through individual projects, student interaction, more active use of historical sources, and, in the latest Swedish documents, critical thinking. Limitations of progressive methods are also acknowledged. The Norwegian and Swedish curricula differ in attitudes to nationalism and the state. These differences can be explained by different starting points for nation-building and differences between Norwegian and Swedish historiography. There is a more dramatic shift in the Norwegian curricula, from a highly teacher/material-centred approach, to an ideal of active and independent students.