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The paper presents an encapsulation of the subject-teaching pedagogy research conducted by the MTA–SZTE Oral History and History Education Research Group. Our premise is that the role complex that society’s expectations assign to History and Civic Education as a school subject results from social, economic and technological changes as well as changes in lifestyle and civilisation, which have been affecting children’s and youth’s world of life in recent years. The new role expectations partly appear as sensitization towards the roles of active and conscious citizenship and as civic education, and they can partly be detected in the development of critical thinking and historical thinking and in the preservation of traditional, European transhistorical values and collective memory. 32 school classes participated in our research, where we admin-