This practitioner research study examined students at an ethnically and economically diverse high school and the impact of replacing the corporate-produced textbook with teacher-created reading packets and questions that asked students to take a critical stance on historical events in United States history. Using critical theories of education as a lens, this study analyzed survey and interview data. The results show this new text increased students' interest in reading about history, improved students' ability to recall information and complete homework, developed students' ability to see history as interpreted perspectives, and helped non-White students better identify with the people in history. Appended to this document are: (1) Appendix A: Reading 6-7; (2) Appendix B: Secondary Students' Perceptions of Texts in History Courses: Survey of Students at Course Completion; (3) Appendix C: Interview Protocol; and (4) Appendix D: Level One Codes (P-); Level Two Codes (P-TXT-); Level Three Codes (B-TXT-NEG). (Contains 1 table, 5 figures, and 2 footnotes.)