This book chapter, using critical discourse analysis, examines conceptual models of historical thinking and historical narratives in school textbooks. It considers the role of historiography in the classroom and major classroom pedagogical models relevant to historical thinking, developed by such authors as Lee Shulman’s model of pedagogical reasoning and action, Sam Wineburg (USA), Peter Seixas (Canada), Stéphane Lévesque (Canada), Carla van Boxtel & Yan van Drie (the Netherlands), to name a few. The chapter analyses history as a school discipline, in both local and global settings, and its significance in promoting cultural diversity, cultural identities (see Zajda, 2017; Zajda & Whitehouse, 2024), and intercultural and global understanding. It is argued that history pedagogies, grounded in discourse analysis, and constructivist, metacognitive and transformational paradigms, have the power to engage the learner in significant and meaningful learning experiences of historical thinking, informed by multiple discourses of our historical narratives and those of other nations.