Drawing on the thinking behind the Humanities 20:20 initiative, this article explores why the humanities are so important in a balanced and broadly based primary curriculum, arguing that, well taught, they provide an essential basis for how children learn to become critical thinkers and active citizens. This does not just involve teaching history, geography, religious education and citizenship in traditional ways. The humanities should be seen more fluidly to include other areas, such as drama, language and literature. Whose histories and which cultures to introduce should be re-examined if children are to understand the importance of context, culture and perspective, and avoid the assumptions and stereotyping which result from studying only, or mainly, the dominant culture. Ways of working, such as fieldwork, observation, interpretation and discussion, are emphasised, rather than simply memorising information. Primary-age children, especially as they approach adolescence, should and can address the difficult, sometimes controversial, issues which inevitably arise.