Abstract
The current Ethiopian Grade Ten Histor Textbook has been scrutinized through the lens of Bloom's Taxonomy to evaluate its learning outcomes and assessment activities. The study indicates that the majority of the learning outcomes and assessment activities in the textbook primarily focus on factual knowledge and conceptual understanding, emphasizing the retention of historical terms and events. The results also reveal that the history textbook learning outcome statements predominantly emphasize lower-order thinking skills. Specifically, 53.19% of the content focused on remembering, understanding, and applying, while only 46.78% of the statements centered on higher-order thinking skills, such as analyzing, evaluating, and creating. To enrich history teaching, the study recommends integrating disciplinary strategies and historian methods to cultivate critical thinking skills, enabling students to make informed judgments and navigate the complexities of the modern world. To achieve this goal, Ethiopian history textbook writers should emphasize the concept of historical thinking, and research evidence to improve educational practice, which is a set of cognitive processes that enables individuals to analyze, evaluate, and contextualize historical information.