Since the beginning of the twenty-first century, Moroccan education has undergone a significant pedagogical transformation, shifting from objectives-based teaching to a competency-based approach, in accordance with the National Charter for Education and Training. Within this framework, critical thinking has emerged as a key transversal competency that the education system seeks to develop among learners. This study examines the extent to which indicators for developing critical-thinking skills are incorporated into history instruction at the Common Core level of upper-secondary education and how history textbooks address their development and interdisciplinary extensions. The study adopts a descriptive-analytical approach based on content analysis of official pedagogical guidelines and history curricula, as well as a purposive sample of four lessons shared by the Al-Manar and Al-Masar textbooks (eight coding units). An indicator-based analytical grid, scored from 0 to 3, was applied alongside a comprehensive count of learning tasks. The study hypothesized that critical thinking, although present in history instruction, is not developed comprehensively or effectively, and that its interdisciplinary extensions are presented in overly general and reductive terms. The findings partially confirmed the first hypothesis and fully supported the second. By quantitatively documenting 392 learning tasks, the study highlights the gap between the curricular emphasis on critical thinking and its limited implementation in textbooks.