This study scrutinizes the history curriculum's pedagogical approaches and civic engagement in Lakes State, South Sudan. History curriculum in South Sudan is evolving from a colonial-influenced system towards a national framework emphasizing peacebuilding, critical thinking, and civic engagement, though it faces severe challenges, including a lack of qualified teachers, limited resources, and contested historical narratives. The curriculum prioritizes “unity in resistance" to foster national identity while struggling with the challenges of teaching sensitive, recent conflict history. History curriculum’s pedagogical approaches have shifted from a 19th century focus on nationalistic, elite-driven narratives to a 21st century emphasis on critical thinking, inquiry, and civic engagement. This evolution aims to use the study of the past to prepare students for active participation in democratic societies through pedagogical strategies like historical thinking, empathy, and evidence analysis. The study was analyzed under historical thinking / disciplinary theory, critical constructivism theory and narrative/chronological theory. A case study design was used, with a sample of 429 history teachers and head teachers from public secondary schools in Lakes’ state, South Sudan. The study's results are reliable with existing research on civic education and civic engagement, which suggests that the development of the understanding of historical and chronological time, independent of cognitive development of the person, must be understood above all as an educative process in which strategies and mediums employed are fundamental.