Social studies in general, and Black history in particular, are marginalized at the elementary level. The ways Black history has been taught are problematic, focusing on either celebrating civil rights heroes or lamenting the oppressive treatment of Black people, thus flattening the rich and varied histories of Black people. An almost singular focus on the civil rights movement excludes other histories, including stories of everyday people--their lives, jobs, means of resistance, collaborations, and accomplishments. Moreover, there is an overwhelming emphasis on oppression and resistance, with less emphasis on culture, beauty, joy, and the full emotionalities of Black people. As a result, children are deprived of learning that captures the full range of humanity within Black histories. In this article, the authors present three alternatives to the traditional instructional approaches to Black history education at the elementary level: family stories/oral histories, counter-storytelling, and chronological overlaying. They provide a description of the Black Historical Consciousness framework, connect theories that fit within this framework to explain their pedagogical recommendations, and share instructional approaches.