Eminent African American historian Carter G. Woodson in his book "The Miseducation of the Negro," published a generation before the "Brown v. Board of Education" decision, concerned himself not with the racial composition of classrooms and schools, but with the curricula taught both in the schools and the larger culture. Certainly Woodson acknowledged the gross disparity of resources between White and Black schools, but most importantly he recognized that it was the significance of what was taught and not taught in American public schools that ultimately limited the potential of Black children to succeed in school and the larger society. Woodson understood that an education that ignored or distorted the cultural strengths of African and African American history and praised the supposed supremacy of White civilization was more harmful than the physical isolation of Black students sanctioned by the "Plessy v. Ferguson" guideline of "separate but equal," established by the Supreme Court in 1896. This article addresses how the author has shaped his curriculum in the wake of the post-Civil Rights era to cultivate in his students a respect for and commitment to racial justice and equal opportunity. The pedagogy he shares has largely developed around his teaching of U.S. history as a White American male in the two high schools where he has spent his career, one a predominantly White school with a significant percentage of students with Asian backgrounds and the other a predominantly African American school with a significant number of Latino students. While the principles, beliefs, curricula, lessons, and materials examined in this article focus on African American history, his teaching about the history of American Indians, as well as Asian Americans, Latinos, and other immigrant groups incorporates similar approaches to uncovering both shared and unique struggles for self-identity and justice in the past and present. (Contains 1 table and 1 note.)