Despite extensive research into the function of education in promoting social cohesion, the role of the history curricula in promoting solidarity in South Africa and Zimbabwe remains under-researched. Understanding the history curriculum attempts made at the policy level to promote social cohesion by two postcolonial Sub-Saharan countries could unlock useful policy and practice implications for those who seek to mitigate conflicts in heterogeneous societies. Using document analysis, we draw from journal articles and policy documents to explore the attempts made by Zimbabwe and South Africa in history curricula reforms to enhance social cohesion, given the contemporary upsurge of intolerance, exclusion, and discrimination in Sub-Saharan Africa. Findings suggest that while the attempts by South Africa and Zimbabwe to promote social cohesion in the global village are evident, conflicts that emanate from some interferences and manipulations in policy formulation by politicians remain a challenge. We recommend that Sub-Saharan countries craft their history curriculum with minimal interference from politicians, if we aim to propagate social cohesion to improve a sense of belonging, inclusion, participation, recognition, and legitimacy among citizens. Our study contributes insights into how countries can reform and implement history curricula to establish and entrench social cohesion at their level.