Table of Contents
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 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. Maria Lopez 73
History for Justice in the U.S. History Classroom 74
Ms. Maria 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 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 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 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 157
Index 159