This chapter delves into the pedagogical nuances of teaching history within the context of the Ballarat Clemente program, exploring the distinctive challenges associated with imparting historical education to a cohort marked by experiences of marginalization and disadvantage. A central emphasis is placed on the significance of Historical Empathy as a teaching methodology, along with a pivotal focus on cultivating active learning models to enhance student engagement. The chapter underscores the integral role of primary sources, object-based learning, and museum theatre in shaping the teaching experience. These approaches are strategically employed to facilitate the transformative potential of history education, fostering a profound connection to place, identity, community, and a heightened comprehension of the foundational origins of structural inequality.