This chapter aims to discuss history curricula as educational projects in the Anthropocene epoch. Human activity significantly influences the Earth's climate and ecosystem. A lively discussion has debated how this insight should affect school and teaching, often focusing on sustainable development and interdisciplinary projects. In this article, I discuss the conditions of a history curriculum in the Anthropocene era. As a school subject, history is formed around a specialized body of procedural and conceptual knowledge. Possibly, history teaching could contribute a historical gaze on the Anthropocene—as a predicament that is complex but possible to understand. However, such an educational ambition would challenge the subject's traditional epistemology. A historical outlook from the Anthropocene points toward new temporal divisions and new ways of understanding historical significance. From a curricular perspective, the question of how to story the Anthropocene is related to teaching strategies and historical master narratives.