Abstract
This paper examines the integration of History and Social Studies within the primary education curriculum from a theoretical perspective, with the aim of establishing a framework for pedagogical coherence. The persistent separation of these closely related disciplines has resulted in content fragmentation, duplication of themes, and limited opportunities for learners to develop a holistic understanding of society and citizenship. Drawing on interdisciplinary theory, constructivist learning principles, and social reconstructionist perspectives, the paper argues that curriculum integration provides a more meaningful and context-driven approach to teaching and learning at the basic education level. The study conceptually clarifies the key constructs of History Education, Social Studies Education, and curriculum integration, while tracing the historical development of both subjects within the primary school curriculum. It further explores various models of curriculum integration, identifying the interdisciplinary approach as the most suitable for fostering connections between historical knowledge and contemporary societal issues. The paper highlights the pedagogical implications of integration, particularly in promoting inquiry-based learning, critical thinking, and the use of local historical contexts to enhance relevance. The paper also identifies significant challenges, including inadequate teacher preparation, rigid curriculum structures, and assessment constraints. It emphasizes the central role of teacher competence in successfully implementing an integrated curriculum. The paper concludes that effective integration of History and Social Studies is essential for achieving pedagogical coherence and meaningful citizenship education. It recommends curriculum redesign, strengthened teacher education programmes, and supportive policy frameworks to facilitate sustainable integration in primary education.