A common complaint is that history is taught in North American and European schools in a rote manner and through the memorization of factual information. The author aims to articulate a concept of historical consciousness that would be useful for the practice of history in schools. According to the author it must do two things: it must recognize student’s prior historical consciousness and define the trajectory of development in that consciousness. The author uses the work of Jorn Rusen and his four stages of development in historical consciousness: traditional, exemplary, critical, and genetic. He then uses these four stages to inform seven issues that are encountered by historical thinkers: historical epistemology, historical significance, continuity and change, progress and decline, moral judgment, historical agency, and empathy. He uses Rusen’s four types of historical consciousness to suggest how different types of historical thinkers may approach the seven issues listed above. He concludes with an examination of how the notions of historical consciousness can be made practical for students. He uses an example of students confronting filmic text and another where they consider the historical significance. He concludes with a discussion on the limitations of using this framework for historical consciousness.