This chapter explores the possibility of meeting the dual aims by including social history in the classroom and thus reframing for the students what is considered ‘official’ history, providing an accessible and relatable entry point to historical issues and eras. Social history allows us to better contextualise and imagine major historical moments for our students. It goes some way towards explaining why particular narratives and themes have ended up dominating the historical landscape while others have been forgotten, opening up opportunities to broach more complex metahistorical ideas in the classroom. Social history can be a powerful bridge for our students to help them make the cognitive leap of understanding their own personal history as part of a much broader narrative. Teaching for historical thinking means inducting students into particular ways of thinking about the past, about the meaning and handling of evidence and the coming to conclusions based on that evidence.