History, as a school discipline, plays a significant role in discourse analysis of different societies and their historical and cultural evolution and transformation over time. History pedagogies, grounded in constructivist, both cognitive and social constructivist pedagogy, and transformational paradigms, and drawing on Bruner’s meaning-making process, have the power to engage the learner in a significant and meaningful learning experience. This book chapter examines history teaching in the classroom, in the form of re-imagined historical narratives, and focusing on cultural identities. Using a specific historical thinking strategy, situated in historiography, and combined with discourse analysis, critical thinking and inquiry-based pedagogy, this book chapter offers an innovative, meaningful, empathetic, and culturally engaging approach for teaching history in schools. This approach is also grounded in multiple perspectives in history, reflecting cultural pluralism, formation of cultural identities, and offers a rich diversity of socio-cultural and political discourses in historical narratives.