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The map is not only a tool for depicting one's surroundings, but also a tool that has the important property of conveying knowledge and information in a visual way. In recent times, teachers have noticed a certain concern about students' reduced mapskills and weakened mental maps. With the help of spatial theories, it is made visible how spatiality is expressed in educational history through the usage of maps. This includes how maps contribute to a knowledge-conveying dimension and clarification in teaching. The aim of this thesis is to deepen the knowledge of how maps are utilised in the history subject to promote student learning. The role of maps in conveying historical knowledge within a spatial dimension will be analysed in order to establish support in the students' education and continued learning.

The three theories of space that form the basis of the essay's analysis are; the absolute space, the relative space and the relational space. Methodologically, the interviews were analysed based on the three spatial perspectives to visualize how the usage of maps spatialise history. This also demonstrates the pedagogical value of maps in teaching. This thesis is a case study and intends to represent five teachers' perspectives and approach of including maps as a tool in history education for upper secondary school, which takes place through a qualitative interview study.

The results show that a map's area of ​​usage and both mediating as well as communicative purpose depends on the educational circumstances and the choices the teacher makes. In relation to the spatial perspectives and the teachers' interviews, it is possible to distinguish different areas of usage for maps when it comes to spatializing historical knowledge and information.