This paper aimed to identify trends in the scientific literature that relate the link between two concepts: historical thinking and historical reenactment. The definition of both concepts and their commonalities were examined. Convinced that History instruction and Heritage education could improve new methods and techniques, and aware of the benefits of reenactments in active learning and participation in and outside the classroom, we came to the obvious conclusion that merging both aspects is a must and should be disseminated. We also analyzed the presence of second-order concepts in reenactment practices and how they are addressed by actors and spectators. Reenactments foster the acquisition of critical thinking by citizens through education; their quality, however, must be improved through research and didactics—didactics based on reenactment that help us value the past and the traces still present in local areas. Local and global identity and heritage, emotions, reproduction of objects, the use of sources, relevance, empathy, multiperspectives, causation, communication, the relationship between past and present, and the sustainable economy proposed by the 2030 Agenda, are all aspects that should take center stage in turning this phenomenon into a living and lasting history as an experience.