Historical thinking is a fundamental cognitive process that needs to be developed for individuals to make sense of the past, evaluate relationships between events rationally, and establish connections between the past and the present. Historical thinking is a multi-layered skill that involves historical reasoning, logical evaluation, and a multidimensional perspective. Developing historical thinking skills in social studies courses contributes to the cultivation of students’ democratic citizenship awareness and enables them to understand diverse cultures and values. This study aims to examine the learning outcomes and process components of the “Our Shared Heritage” learning area in the 5th, 6th, and 7th-grade social studies curriculum from the perspective of historical thinking skills. Conducted using a document analysis method, the study employed the 2024 Turkey Century Maarif Model Social Studies Curriculum as the data collection tool. Within the analysis, the learning outcomes and process components were evaluated based on the historical thinking skills framework developed by NCHS (1996). The findings indicate that at the 4th-grade level, chronological thinking, historical understanding, and historical analysis and interpretation skills are represented at a limited level. In the 5th grade, chronological thinking and historical understanding skills are emphasized, while in the 6th and 7th grades, chronological thinking, historical understanding, and analysis skills are more systematically supported. Historical inquiry-based research skills are represented at a limited level in the 6th and 7th grades, whereas historical problem analysis and decision-making skills are not addressed within this learning area.