This lecture examines the process curriculum creation for historical teaching. It addresses how to break down and cover the vast quantity of information available to historians when teaching. It suggests allowing students to make their own discoveries through teaching, and as a result argues for a thematic and case study curriculum. The lecture suggests a focus on themes and questions, as well as the enduring issues across time, as well as allocating time for an in-depth examination of selected periods and societies as illustrative case studies.