Some barriers to teaching Black history in elementary classrooms include inadequate teacher preparation and the misguided view that elementary students are too young to learn the unvarnished truth about America's historical injustices. Legislative efforts to prevent teachers from discussing race-related topics labeled "divisive" represent an attempt to uphold white supremacy by shielding children from possible feelings of discomfort. However, no laws exist to protect Black children from educative-psychic violence inflicted on them while learning Black history through white historical perspectives. Through the authors' work leading professional development workshops on the teaching of Black history with predominantly white elementary teachers, they became aware of the need for instructional approaches that highlight the full humanity of Black people and the complex ways they exercised agency. This article examines teaching strategies for highlighting the variety of ways enslaved people resisted using children's literature and primary sources.