The attitudes of the ‘Silhak’ scholars who came up with a social reform plan to respond to changes in their lives and their view of nature, who were interested in the surrounding environment and agonized over it in connection with the socio-economic problems of Joseon, have many implications for us who have to respond to various situations such as social change caused by digital transformation and climate crisis. However, through the 2015·2022 revised history curriculum, the content elements related to ‘Silhak’ in the curriculum documents have been greatly reduced. There are three main reasons. The first is that the academic research results were not properly reflected in the field of history education compared to the vast research results of the history academia related to ‘Silhak’. Most textbooks have a system of understanding divided into agriculture-oriented, commerce-oriented, and national studies, and the presented historical records related to ‘Silhak’ are also uniform. The second reason is that the contents of public history, such as the Silhak Museum and the Dasan Museum, are not properly reflected in the school history class. Lastly, it is not easy for students to regard ‘Silhak’ classes as meaningful history learning in terms of learning linked to students’ lives, which is emphasized in the recent curriculum. Accordingly, this article proposed a new design of history class with ‘Silhak’ based on the functional elements of value in the 2022 revised curriculum, the student-centered inquiry activities, and the emphasis on community capabilities. As learning content, topics linked to students’ lives are selected. As learning method, student-centered inquiry activities are used. This class is designed to foster community competence and maintain an attitude of life as a democratic citizen through activities regarding ‘Silhak’ and ‘Silhak scholars’. The first instruction model was an ecological and environmental history class for first-year high school students. Using the Silhak Museum’s ‘Anthropocene’ exhibition, we dealt with the ecological view of Silhak scholars in the little ice age 250 years ago and had a chance to think about our current issue concerning climate crisis and climate action. The second instruction model was a community-related class for third-year middle school students. We utilized the youth program of the Hwaseong City History Museum to learn about practical scholar Woo Ha-young, his recognition of reality, meaning of ‘Silhak’, and other scholars from the region. Furthermore, students could foster good citizenship by identifying problems in their town, discussing the resolution to solve them, and submitting their opinions. However, the fact that the designed class could not be applied to the class with actual students remains a limitation. This aims to analyze the results of the class based on the data after application of the actual class through subsequent studies. Students learn how to understand various perspectives through history classes. Various perspectives can be said to be various lenses that connect the past and the present. In history, it is ultimately important to see the past through various lenses and to form one’s own lens. In a drastically changing life, I hope that students can form a lens that sees their own history through the Silhak’ scholars’ attitudes toward their lives and the perspective of seeing the world.