According to the author, teaching for social justice entails the acquisition of the following learning outcomes: (1) knowledge of the meaning, historical development, and application of human rights; (2) ability to analyze human rights from multiple perspectives; and (3) willingness to address human rights issues in local, global, intercultural, and international contexts. In preparing teachers to foster social justice in their classrooms and their lives, the author believes that it is essential to model social justice learning outcomes in her own teaching and give students real opportunities to be in the "murky swamp" of decision making, in which they examine their beliefs and choose actions based on these learning outcomes. How then can teachers teach for social justice? This article presents an example of one of the strategies that the author uses in her courses at her institution, Florida International University, a large urban public research university in Miami, Florida. The goal of this strategy is to provide students with opportunities to gain knowledge of human rights, analyze human rights from multiple perspectives, and use this newly acquired knowledge and skill in addressing local human rights issues with global import.