Abstract. Usually physics courses present to students the disciplinary knowledge of some domain of physics: mechanics, electromagnetism, etc. However, for a student who seeks education and meaningful knowledge of the subject matter the focus on formal disciplinary contents might be neither sufficient nor satisfying.  The broad population of students, especially, prospective researchers and teachers of science require contents of wider perspective to construct the meaning of the subject matter beyond the procedural skills of problem solving. Making physics knowledge "cultural" would imply inclusion of the pertinent scientific discourse of conceptual development, contemporary and historical, regarding particular concept to be learned.  Cultural disciplinary knowledge can be framed in a special triadic structure: nucleus-body-periphery.  It is the periphery, incorporating conceptual variation, that upgrades the disciplinary knowledge to the cultural content knowledge (CCK). To promote CCK on several physical concepts important for school physics curriculum we produced special units – excurses to the history of physics (Galili, 2011).  I will illustrate their contents. Another way to provide CCK is a summative lecture following the regular course.  The lecture organizes the acquired knowledge in terms of few inter-related fundamental theories.  I will briefly describe such a lecture on optics already tried in Italy (Levrini et al. 2014).  We observed there a positive resonance of CCK with students' and teachers' views and interests. They pointed to the features of CCK especially appreciated: theory based structure of knowledge, dynamics of theories replacement, hierarchy of knowledge elements, epistemological shifts, etc.