With the increasing awareness of Taiwanese indigenous peoples and their movements in Taiwan, the inclusion of content on indigenous peoples in textbooks has been receiving increasing attention, and various related social movements have been promoted. In 1993, the Ministry of Education replaced its original social studies curriculum for first-year junior high school students with the “Getting to Know Taiwan” curriculum in response to the increasing awareness of the Taiwanese identity. However, the neglect of and prejudice against indigenous peoples have always been reflected in textbooks. This study explored the content on indigenous peoples in Taiwan’s social studies curriculum from 1993 onward (including the textbooks used in 2018). We also present the possible directions for developing a social studies curriculum that incorporates content about indigenous peoples.

　　According to the social studies curriculum guidelines in Taiwan’s 12-year basic education system, themes related to transitional justice must be included in the history textbooks written for senior high school students. However, opinions have differed with respect to the inclusion of transitional justice–related topics in Taiwan’s senior high school history curriculum. Through content analysis, this study analyzed the development and pedagogical design of the transitional justice–related content in senior high school history textbooks and their educational implications. The results indicate that textbook units on transitional justice reflect the pursuit of human rights and the agency of actors involved in controversial areas of history. The design and inclusion of inquiry questions in textbooks enable students to think about how individual and collective decisions affect society. Consequently, these questions help students to understand the human condition and develop their identity from a historical perspective. The present study proposed three directions for textbook development: (1) Historical sources should be expanded to reflect diverse perspectives that promote discussions and dialogue regarding transitional justice–related topics among students. (2) Off-campus learning resources should be used to enrich the learning experiences of students and their conceptual understanding of transitional justice. (3) The ratio of historical evidence to narrative should be balanced to allow for the inclusion of more inquiry questions that help students to reflect on topics related to transitional justice in Taiwan.

　　South Africa’s Truth and Reconciliation Commission (TRC) is a well-known model for promoting transitional justice, and in the context of history textbook editing, the content of South African history textbooks that pertains to the TRC’s efforts to seek the truth and promote reconciliation is worthy of reference for textbooks in other countries. South African history textbooks emphasize the source-based editing strategy, aiming to deliver historical content while enhancing the ability of learners to perform historical enquiry. The present article discusses South Africa’s national history curriculum planning for the teaching of TRC-related content. It also analyzes how these textbooks explain the TRC’s work and various controversies and how source-based activities were designed to cultivate the historical skills of learners.

　　Around the Millennium, planning school curricula from the perspective of futures thinking has become a focus of curriculum reforms in various countries. The purpose of this study is to construct the learning foci of the Civic Foresight Curriculum (CFC) such that they align with Taiwan’s 12-Year basic education framework and to establish a foundation for educating our next generation of citizens. Through a literature review, focus group discussions, and the Delphi technique, several findings were obtained. 1. The item system of the CFC learning foci comprises 24 learning content–related items and 72 learning performance–related items that correspond to basic, intermediate, and advanced ability levels. 2. The item system of CFC learning foci was developed on the basis of a curriculum model of civic action and conforms to item format requirements. Through the analytic hierarchy process, the weight ratings of the three essential concepts of each thematic axis were used to prioritize curriculum content. 3. Keywords identified through coword analysis were extracted from the item system of the learning foci on the basis of the practical knowledge of an expert group and our research team. These key words partially differ from the four thematic axes and 12 essential concepts of the CFC as constructed by applying literature findings and academic theory. In curriculum design, the keywords, axes, and concepts can complement each other.