Subject didactic research on history and social studies in Sweden and Finland mostly relates to either secondary or upper secondary school, whereas studies related to younger children are few (Mård, 2020; Persson, 2017). Social studies as a school subject for younger children (grades 4–6) was introduced in Finland only a few years ago through the current curriculum of 2014, while history from grade 5 has a long tradition (Virta, 2014). 

One of the contemporary issues focused in educational research on these subjects is controversial issues, in order for students to learn to engage in discussion where opinions may differ (cf. Barton & McCully, 2007). However, when it comes to younger students, there are some hesitations whether or not to include such content (Cowan & Maitles, 2012). Barton and Levstik (2004) emphasize that even younger children are able to cope with difficult issues as e.g. fairness or justice, and need to be exposed to multiple perspectives. This study focuses on difficult issues as a point of departure for interviews with middle school teachers.

The purpose of this paper is to compare what middle school teachers in three regions, with Swedish as a common language in schools but different curricula, conceptualize as difficult issues in history and social studies. Furthermore, we investigate what teaching material they use and how they use it. This is a pilot study, based on interviews with twelve teachers (four teachers in each region). The main research questions are: 1) What are the similarities and differences in curricula and teaching material? 2) What do teachers in these regions define as difficult issues related to the two subjects? 3) How do teachers use teaching material for difficult issues?

Semi-structured and material-based interviews were co-constructed by the researchers. Transcripts will be collaboratively analysed focusing on thematic similarities and differences.