The aim of the study is to examine the changes and continuity that have occurred from 1997 to 2017 in how the first wave (1900-1920) and second wave (1960-1980) of the women’s movement for gender equality are portrayed in historical textbooks for upper secondary school. Additionally, it aims to investigate how the portrayals in textbooks relate to the values of the Swedish school curriculum regarding gender quality specifically in the curricula from 1994 and 2011. The research questions intend to investigate how the textbooks describe the women’s movement and which women are depicted in the textbooks. The essay also aims for a comparative analysis of the similarities and differences in conveying a gender equality perspective by comparing the textbooks to the contemporary curriculum. The source material for the study consists of six history textbooks published between 1997 and 2017, with three books published under Lpf94 and remaining three under Gy11. The research method employed is a textual analysis based on Niklas Ammerts typology, which consists of four categories: stating, explaining, reflecting and normative. It is used to categorize the descriptions of the women’s movement. Yvonne Hirdman’s gender system theory is used to analyse the textbooks from a gender perspective. The study concludes that to accurately depict women’s movements and their underlying motivations, individual women must be more prominently included. Despite improvements in Gy11 textbooks aligning with the curriculum, there remains a need to includes narratives of individual women within the movement, for a comprehensive representation of women’s contribution in history.