This study investigated students' ideas about historical significance in Korea. Using qualitative, task-based interviews, I interviewed 28 secondary students who had taken Korean and world history courses. In response to various historical contexts, these Korean students relied primarily on a schematic narrative template consisting of 'tragedy,' 'struggle,' and 'freedom and equality' to judge historical significance. This schematic narrative template reflected the national identity which Korea established in the postcolonial context after independence in 1945. By applying this template to world history, moreover, students showed strong sympathy towards the oppressed, and this reflected their resistance to colonial and class hegemony. However, imposing this template resulted in significant omissions and distortions that might hinder the development of critical historical thinking. These findings suggest that a variety of cultural tools are necessary for Korean students to develop more complete and nuanced historical understanding.