Teachers can use Teaching History for Justice to show students how activism was used in the past to seek justice, how past social movements connect to the present, and how democratic tools can be used to change society.

Contents (Tentative) 1.   Centering Justice in Students’ Study of the Past  1 Why Do We Need to Teach History for Justice? 2 Where Does Teaching History for Justice Originate? 8 How Do We Teach History for Justice? 11 Conclusion 15 2.   Thinking Like an Activist  16 Approaches to History Education  19 Types of Thinking in History  20 Using Activist Theories to Understand History  24 Thinking Like an Activist Classroom Tool  30 3.   Social Inquiry  32 Making Inquiries Social  33 Inquiries Through a Historical Thinking Lens  34 Inquiries Through a Democratic Citizenship Lens  35 Inquiries Through a Justice Lens  35 4. Critical Multiculturalism   41 with Taylor Collins, Framingham Public Schools  41 Making the Curriculum Multicultural and Critical  43 Critical Multiculturalism in Action  50 5. Transformative Democratic Citizenship   56 Studying a Political, but Nonpartisan, History  59 Studying a Political History That is Democratic and Multicultural  62 Transformative Democratic Citizenship in Action  67 6. U.S. History at the High School Level: Ms. María Lopez   73 History for Justice in the U.S. History Classroom  74 Ms. María Lopez’s High School U.S. History Classroom  75 7. World History at the High School Level: Mr. Tom Kulig   90 with Maria R. Sequenzia, Framingham Public Schools  90 History for Justice in the World History Classroom  91 Mr. Tom Kulig’s High School World History Classroom  93 8. Ancient World History at the Middle Level: Ms. Joyce Smith   105 with Neema Avashia, Boston Public Schools  105 History for Justice in the Ancient History Classroom  107 Ms. Joyce Smith’s Middle School Ancient History Classroom  108 9. State and Local History at the Elementary Level: Mr. Frank Hashimoto   120 with Jennifer R. Bryson, Boston University  120 History for Justice in the State and Local History Classroom  122 Mr. Hashimoto’s Elementary School State and Local History Classroom  124 10. Overcoming Barriers   132 Overcoming the Barriers to History for Justice  133 Conclusion   140 References   141 About the Authors and Contributors   159 Index   161

“Martell and Stevens offer an original and compelling framework for teaching history for social justice in the United States. Drawing on theories and practices of social activism, the authors argue that a critical approach to history education informed by social activism can enable students to understand how past social movements have led to greater justice in the present, and how a critical activist orientation can empower students in the present to promote social justice today and in the future. By including multiple examples of history teachers in diverse settings and at different grade levels who have enacted activist-oriented approaches, the book is among the most important and relevant resources for teaching and learning history during politically contentious times.” —Terrie Epstein, chair and professor of education, Hunter College, City University of New York