In the 1960s, "Muhammad Speaks" and "Black Panther" were widely known for their sensational rhetoric and calls for radical social reform. Yet they also served as a distinct voice in Black communities, providing critical and creative perspectives on a range of social issues--from education reform to police reform--that received little coverage in the mainstream press (Streitmatter 2001). Akin to earlier generations of the militant Black press they sought to define Black liberation struggles through discussion and debate on the fundamental purpose and meaning of education for Black Americans (Fultz 1995). The papers protested the "mis-education" of Black children in public schools, while illustrating progressive alternatives to improving educational opportunity for historically marginalized communities (Kashif 1973). In doing so, they raised important and difficult questions about the purpose of education, the politics of knowledge and the relationship between culture, history and liberation. This essay explores the role of "Muhammad Speaks" and "Black Panther" in framing public discourse on the teaching of history during their peak periods of circulation: 1961 to 1974 and 1967 to 1973, respectively. Over 5,000 articles were reviewed for their education related content, with an eye toward coverage of history education. The study illustrates two salient aspects of the papers' discourse. First, the papers protested the endemic character of racism in history textbooks while framing historical knowledge within a wider conversation about power, privilege, and liberation. Second, the papers attempted to counterbalance misrepresentations of Black history by building historical content into their pages--highlighting histories on people like Fredrick Douglas, events like Nat Turner's revolt, and critical Black historiographies by scholars like W.E.B Du Bois. In doing so they modeled an approach to multicultural history education that resisted superficial "heroes and holidays" style history toward a critical conception of the past that was both troubled and hopeful and engaged with the lived experience of school children.