History of the Party， history of the new China, history of the reform and opening-up, and history of socialist development are important parts of curriculum ideological and political education, which 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 the four histories education into architectural curriculum, creating a pathway for value construction, theoretical instruction, and competency development. Incorporating the four histories education into architectural curriculum requires careful consideration of top-level design, starting from the subject knowledge system and professional requirements to clarify the main line and goals of the four histories education. Then a teaching team should be built 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. A batch of typical and localized four histories education cases from different perspectives are selected, and training bases are jointly built combining with local resources to build the second classroom for four histories education. Finally, flipped classrooms, practical teaching, topic-oriented teaching are used to foster deeper student development and increase student involvement. By a multi-pronged approach, the collaboration across disciplines, and the active participation of numerous stakeholders, a professional based curriculum ideological and political system will be established, to achieve the goal of adding political and ideological component to the education by the four histories and integrating it reciprocally into the architectural curriculum, so as to implement the fundamental task of encouraging students to grow in virtue and character.