In a time of increasing plurality in today's public schools, it is essential that students become critically competent citizens by examining current and historical social justice issues. The purpose of this manuscript is to provide the research, theory, and practice for teachers to help students take a critical stance as they read and respond to social studies material. It begins with a thorough rationale focusing on two areas: 1) the need to examine social studies from a global perspective and 2) the need to instruct our students to read and process social studies content with a critical eye. This research and theoretical discussion provides the foundation for a literature-based instructional model that integrates critical literacy with social studies content centered on five themes for developing a democratic classroom: examining multiple perspectives; finding authentic voice; recognizing social barriers; finding one's identity; and finally, "the call to service."