The article presents possibilities for creating modern learning environments in history lessons based on formative assessment, which provides feedback to students about achieving the learning objectives (learning intentions) and knowledge standards. The feedback is based on success criteria that stem from learning intentions and knowledge standards. Its purpose is to enable students to improve their attainment, taking their potential and talent into account. Students are provided feedback by the teacher, other classmates (peer feedback), and themselves (self-assessment). Students co-design the learning intentions and success criteria, which increases their motivation and responsibility. In the learning unit on the attitude of Slovenes towards the states in which they lived in the 20th century, we have proved that formative assessment can be used to create an inclusive, safe, and encouraging learning environment. Learning is based on the development and formative assessment of critical-thinking skills in working with primary and secondary historical sources. Forms of cooperative learning in groups and pairs are included, which develop social skills. We present various teaching materials with a selection of primary and secondary historical sources; formative assessment activities and tools, such as the traffic light with learning intentions and success criteria, and a form for collecting student voice.