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The article is about how the voices of the marginalized should be integrated in teaching history, especially in terms of culturally responsive teaching, in order to make the classroom more inclusive. It examines the relevance of teacher preparation, incorporation of diverse histories, and the use of technology in fostering cultural respect. The study reveals that the self-efficacy of teachers in multicultural classrooms is directly related to their perceptions of diversity climate in schools. It also stresses the necessity to take the marginalized histories, like the history of LGBTQ+ as well as Latinx, into consideration, to consider the whole picture of history. The article finds that teachers should consider prioritizing diversity and inclusion to create an inclusive and engaging learning environment that suits all students.