"Doing Justice to History" challenges everyday racism in society and offers counter-stories to the singular narratives that still prevail among national historians and in school curricula. It will be a key resource for the annual Black History Month in both the UK and the US. But the book's key purpose is to argue for deeper and long-lasting changes in historical studies and curricula so that history is taught in schools from an inclusive and global perspective. The contributors provide new insights into Black history at local, national and international levels. They discuss grassroots heroes, community activism, the Civil Rights movement in the US, British Somali history, and apartheid in South Africa. Their accounts of excellent practice offer teachers inspiration and guidance in presenting a broad view of history to history teachers across the world, and to students and teacher trainers committed to an inclusive view of history. Following an Introduction, the following chapters are included: (1) Pugilists, Diggers and Choreographers; (2) Transforming the Teaching of the Transatlantic Slave Trade; (3): The Story of Timbuktu; (4) Forgotten Stories in the African American Civil Rights Movement; (5) Teaching the History of Apartheid in South Africa; (6) Black British History: Is There Any Black in the Union Jack? (7) British Somali History: Innovation in Black British history; (8) Transforming Black history in Teaching: Three case studies: (8.1) Challenging Historical Fear and Loathing: Black history instruction in the United States (Jenice L. View); (8.2) Student and Teacher Activism and the Pursuit of Justice in the History Curriculum at George Mitchell School (Martin Spafford); (8.3): Case Studies of History beyond the Classroom: The South African History Educational Visit and Black History Month Celebrations at St Mary's High School, Hendon, UK (Michelle Hussain); and (9) Conclusions: