In the paper, the author depicts, compares and assesses two academic secondary school curricula for history (from 1996 and 1998), evaluating in particular instruction objectives, contents and methodical instructions in these two curricula. As to instruction obectives and contents, she underscores didactic, ethodic and educational aspects, where as to contents she does so in regard to themstisation, distribution and foundation of instruction content. As curricula have a direct impact upon instruction of history, being simultaneously the foundation for didactic instruments of history, the didactic-methodical instructions for the application of the curricula are also depicted. The author finds that the Slovene curricula for history in academic secondary school are didactically-methodi call contemporarily founded, whereas a more reviewable and systematic thematisation of instruction conent would be needed, enabling a more efficacious application and a more varied distribution ofthe instruction content, enabling in-depth insightts of certains historical events and processes.