The article examines how Israeli state-secular education integrates the principle of continuity and change through human agency into its history curriculum, in order to cultivate democratic consciousness. Drawing on theorists such as John Dewey, Marc Bloch, and Peter Seixas, it evaluates the curriculum's potential, or its lack thereof, to promote the understanding that democracy is constantly shaped by human actions. The article argues that, while the curriculum emphasises democratic values across various chapters from ancient times to the late twentieth century, it faces challenges in fostering historical consciousness that encourages students to act as agents of democratic change. Particularly, critical issues like relations between Jews and Arabs, or the tension between the country's Jewish and democratic identities are often neglected or not historicised, undermining a comprehensive view of modern Israeli society as a product of its history.