The main objective of this research is to examine how local history elements are incorporated into the 2024 Social Studies Curriculum; to identify local history studies and topics in social studies education in Turkey; and to reveal the contributions of local history practices to cultural sustainability and the development and transmission of national identity. The research was conducted using a qualitative research approach with document analysis. Two main sources were used in the data collection process. First, the 2024 Social Studies Curriculum was examined, and the learning outcomes, process components, and learning and teaching practices in the curriculum were analyzed from the perspective of local history. Second, academic studies published in Turkey on local history education in social studies were used as data sources. Data analysis was performed using the content analysis method. Data related to the curriculum were examined in terms of which learning areas and at what level local history elements are included; academic studies were examined in terms of their topics, methods, and findings. Furthermore, the contributions of local history activities to cultural sustainability and national identity were analyzed. The research shows that local history elements are included in different learning areas in the 2024 Social Studies Curriculum and are systematically addressed from primary to secondary school. While digital tools and group discussions are widely used, field-based activities are limited. In this context, the research indicates that local history practices contribute to students' historical awareness, sense of belonging, and internalization of national identity in social studies education.