The paper critiques the curriculum construction of historical consciousness within Australian school systems. National and trans-national discourses about identity, culture, gender, race and class influence the development of historical consciousness in Australian classrooms. During this unprecedented period of shared grief and global trauma, re-interpreting historical narratives that build children's concepts of social justice, equity and global inclusivity is important epistemological work for the future. This paper uses survey data and interviews from Australian school children and teachers as the COVID-19 pandemic emerged to examine what are the key narratives about Indigenous stories, resilience, adversity, global migration, and national identity, and how these narratives distort present realities. The analysis considers how historical consciousness is enacted within the current Australian school curriculum with stories from commemoration to contestability. Survey data from students from school years 6-12 is analysed in terms of how personal agency and empathy is formed through historical practices and inquiry in the classroom. This is supported by interviews about teaching practices. This paper reveals how globalized experiences can bridge historic boundaries of racism, prejudice and exclusion and how curriculum frameworks can develop critical historical consciousness for the future.