Table of Contents

• 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

About the Author

Christopher C. Martell is an assistant professor of social studies education at the University of Massachusetts Boston. Kaylene M. Stevens is a lecturer of social studies education at Boston University. Both were formerly high school history teachers in the Framingham Public Schools, which is an urban district outside Boston, Massachusetts.

Reviews

"Martell and Stevens provide an accessible review of pedagogical theory and research that supports teaching social justice issues in the history classroom. Teacher educators, curriculum designers, and preservice and in-service teachers will find this slim volume invaluable for better meeting the National Council for the Social Studies' College, Career, and Civic Life (C3) Framework for Social Studies State Standards."--CHOICE