Community-based Service Learning (CbSL) is a demonstrated pedagogical method for integrating theory and practice, transgressing ivory tower walls, and offering undergraduate students early exposure to real-world settings in which many wish to engage (Bringle & Duffy, 1998; Hofman & Rosing, 2007). Teaching the history of specific social movements has been widely lauded among some educators as a component of education (Teaching Tolerance, 2018). While there have been a limited number of models proposed for integrating historical case histories into service learning (e.g., Wade, 2007), none to date have incorporated specific community psychology features such as the Competencies for Community Psychology Practice (Dalton & Wolfe, 2012). This article will provide a four-step curricular design process for identifying local historical cases and developing pedagogical strategies for teaching students how to apply local historical lessons in addressing contemporary issues via service learning. Using the historical case illustration of northern California’s ‘Redwood Wars’, the article demonstrates how historical local movements and contemporary social action can root students in their communities while learning important community psychology principles and concepts.