History content is a panorama of character in action in every conceivable situation. It widens indefinitely the circle of people’s acquaintances, provides abundant material for the analysis of motives and gives opportunity for cultivating restraint and tolerance and charity in judgment particularly in societies emerging from violent conflict. This paper undertakes a review of socio-political and economic issues influencing the implementation of History and Government curriculum in Kenya, particularly in times following the country’s emergence from violent conflict outbreaks. The paper is based on a review of existing literature on the issues of concern. In this paper, it is argued that in Kenya, as elsewhere, politics occupy a central place in the daily affairs of the nation. The political class strive to control and manipulate the polity, either overtly or covertly. Education is normally a covert tool in the stratagem of the political class. History and Government as a subject suffers more from this political agenda in education than other subjects. This is because, ideally, the subject seeks to enlighten young Kenyans on the political history and memory of the nation. However, by twisting the curriculum to suit its political narratives, governments have over the years deprived Kenyans of a complete picture of the true Kenyan history. This explains why the nation does not have a single narrative that can help promote national unity and development. Incidents of conflicts partly arise due to different interpretations of the nation’s history. Post-conflict History and Government education needs to focus on building one shared story; a story that acknowledges the important role that every tribe and section of the Kenyan society plays in the entire nation’s development and existence. The review contributes significant approaches that can be adopted to improve performance of History and Government in secondary schools in Kenya.