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The article outlines important concepts that should guide history teachers in reorganization of their curriculum around movements and how these can help students develop a stronger understanding of the past. Topics include the need for teachers to emphasize the role of people organized in movements and collective action in the past and present, the importance of illuminating the role of intersectionality in movements for justice and the significance of the role of community and school context.

An essay is presented in which the author discusses the relationship between what is identified as the study of history in an academic environment and popular history and how the differences between the two might impact history teachers, and his development of a college-level early American history survey course. The article discusses the understanding of history by the public at-large, how the survey course incorporates films and documentaries and linking current events to the past, and the interactivity of the course.