Teaching History for Justice

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.

• Contents (Tentative)1. Centering Justice in Students’ Study of the Past 1Why Do We Need to Teach History for Justice? 2Where Does Teaching History for Justice Originate? 8How Do We Teach History for Justice? 11Conclusion 152. Thinking Like an Activist 16Approaches to History Education  19Types of Thinking in History  20Using Activist Theories to Understand History  24Thinking Like an Activist Classroom Tool  303. Social Inquiry 32Making Inquiries Social  33Inquiries Through a Historical Thinking Lens  34Inquiries Through a Democratic Citizenship Lens  35Inquiries Through a Justice Lens  354. Critical Multiculturalism 41with Taylor Collins, Framingham Public Schools  41Making the Curriculum Multicultural and Critical  43Critical Multiculturalism in Action  505. Transformative Democratic Citizenship 56Studying a Political, but Nonpartisan, History  59Studying a Political History That is Democratic and Multicultural  62Transformative Democratic Citizenship in Action  676. U.S. History at the High School Level: Ms. María Lopez 73History for Justice in the U.S. History Classroom  74Ms. María Lopez’s High School U.S. History Classroom  757. World History at the High School Level: Mr. Tom Kulig 90with Maria R. Sequenzia, Framingham Public Schools  90History for Justice in the World History Classroom  91Mr. Tom Kulig’s High School World History Classroom  938. Ancient World History at the Middle Level: Ms. Joyce Smith 105with Neema Avashia, Boston Public Schools  105History for Justice in the Ancient History Classroom  107Ms. Joyce Smith’s Middle School Ancient History Classroom  1089. State and Local History at the Elementary Level: Mr. Frank Hashimoto 120with Jennifer R. Bryson, Boston University  120History for Justice in the State and Local History Classroom  122Mr. Hashimoto’s Elementary School State and Local History Classroom  12410. Overcoming Barriers 132Overcoming the Barriers to History for Justice  133Conclusion 140References 141About the Authors and Contributors 159Index 161

“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