History, as school discipline, plays a significant part in critical discourse analysis of different societies and their historical and cultural evolution and transformation over time. History pedagogies, grounded in constructivist, both cognitive and social, and transformational paradigms, have the power to engage the learner in a significant and meaningful learning experience. This chapter examines history teaching in the classroom, by focusing on the use of historiography, and thinking historically during history classrooms. Using a specific historical thinking strategy, situated in historiography, and combined with critical thinking and inquiry-based pedagogy, this book chapter offers an innovative, meaningful, empathetic, and culturally engaging approach for teaching history in schools.