I have in this study worked whit two seventh grade classes. The purpose of this study has been to examine if teaching with the complement of fiction novel has given the pupils in one of the classes better conditions to write an essay than in the other class. The assignment ended the course “Egypt -5000 years ago”. I’ve also created a survey to find out if there were any differences between the classes that worked with creative writing, and the class that didn’t do it. The conclusion of my work is that the differences between the two classes did not come out as big as I expected. The reason to the small difference in skills between the classes may lay in the dual thinking operation, in which the genetic such as the genealogic perspective comes through the pupils in forming a dependent historical perception. This kind of thinking creates an active conversation where the pupils obtain the prospective to analyse and reflect with other pupils and teachers about the text that they had been reading. This kind of thinking agrees with the views of Mary Ingemanssons study on younger children. Conversations of this kind did not occur in my lessons. Another important observation which I noticed in my study was that when using fiction in history teaching, the pupils tended to present timeless fantasy stories or list of facts.