The purpose of this Action Research study was to investigate and strengthen the culturally responsive curriculum for American history teachers and Black and Latinx students at an urban high school. Participants and data collected in cycle 1 consisted of ten urban public charter school history teachers. Action steps including interviews, focus groups and field journaling were designed, implemented, and evaluated in cycle 2 to evaluate the existing curriculum, develop new curriculum and evaluate the effectiveness of the newly formed process of development. Findings included reflections upon the curriculum development and revision process; the development and implementation of anti-racist history curriculum; and challenges and conclusions regarding curricular change in American history classrooms in urban charter schools. An iterative cycle of interrogation, reflection and meeting the moment emanated from the research findings. Implications for the organization included interrogation and collaborative, iterative revision of the high school American history curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]