This article focuses on analysing the relations between expressions of historical consciousness and democracy as featured in the 2020 Norwegian Curriculum for Social Studies. In compulsory school in Norway, History is no longer a subject with a specific syllabus. However, there is a fundamental historical perspective running through the curriculum, intended to support students' understanding of society in the present and of varying conditions at different times. Historical knowledge and competencies are viewed as tools to understand and to influence society. Students are described as the main agents and the curriculum for Social Studies presents an ideal description of future citizens as participating, engaged and critical members of society. Democracy is expressed as three main themes: a participatory and developing perspective; a perspective expressing knowledge about Democracy; and a perspective stating Democracy as an arena as well as a desired result. Democracy is also underpinned with the citizens' responsible participation and with societal values such as human rights, equality, and freedom. The analysis problematizes that in the Norwegian curriculum students are presented as a collective, whilst the prescribed and desired perceptions and competencies are mainly individual. This indicates a contradictory and interesting tension between who and what is desired in terms of democracy and citizenship.