The significance of Histories of the New China, the reform and opening-up, socialist development across Chinese society, and Party as curriculum Ideology and politics’ integral components cannot be overstated. These elements play a crucial role in ensuring that education fulfills its fundamental mission of fostering virtue across universities. This study aims to explore methods for integrating “Four Histories” education into the architectural curriculum, creating a pathway for value construction, theoretical instruction, and competency development. Incorporating “Four Histories” education into the architectural curriculum requires careful consideration of top-level design. This study, which draws on the practical experience of teaching ideological and political reform cases within the curriculum of architectural physics, elucidates the core concepts and objectives of teaching the “Four Histories” within the framework of the discipline’s knowledge system and professional requirements. The practical experience was gleaned from teaching ideological and political reform cases within the architectural physics curriculum. A committed teaching team works together to break down professional barriers in order to promote cross-disciplinary complementarity across different majors. Their goal is to delve into the rich connotation and denotation of the curriculum. The foundation of national rejuvenation through arduous struggle, the future-oriented steadfast implementation of the “14th Five-Year Plan,” the centenary of Red culture as a forge for the spirit, and the power of reform and opening up as a catalyst for development are the four major educational themes that have been identified. Case studies, both typical and localized, are carried out with the goal of providing comprehensive viewpoints by looking into the “Four Histories” from a variety of perspectives. In addition, by making use of the resources that are already there in the community, a complementary extracurricular classroom for “Four Histories” education can be built through the collaborative creation of practical training bases. The students’ comprehension of the “Four Histories” and the relevance of each is deepened as a result of this method, which makes it easier to integrate historical knowledge and information with students’ actual life experiences. A wide array of instructional strategies and approaches are used in the classroom in order to foster deeper student development and increased student involvement. Among these are flipped classrooms, practical teaching methods, topic-oriented teaching, and other adaptable and motivational instructional strategies. Students are able to internalize the teachings of the “Four Histories” and apply them in their academic and personal life when they are actively involved in the learning process. This is made possible by the approaches that are discussed below. As a consequence, it is vital to have an ideological and political education system that is discipline-oriented. This requires a multi-pronged approach, collaboration across disciplines, and the active participation of numerous stakeholders. The study fills in the ideological education gaps that currently exist within the architectural discipline by adding a political and ideological component to the education provided by the “Four Histories” curriculum and integrating it reciprocally into the architectural curriculum. The primary objective of encouraging students to grow in virtue and character is successfully accomplished through the utilization of this comprehensive methodology.