Instead of having their students' first experience with biology that did not address issues of racism in science, Kelsie Fowler and Saraswati Noel created a unit drew on storytelling and artistic expression which is rare in science education, where these modes helped them center what really mattered to them--their Black students' personal experiences and authentic connections to genetics and inheritance. By forgoing traditional assessments that reinforce white standards of knowing and being (tests, formulaic lab write-ups, etc.) (Syverson 2009; Bang et al. 2017; Trumbull and Nelson-Barber 2019) and aim for quantity over depth of understanding (Cintron, Wadlington, and ChenFeng 2021), they refuted cultivating uncritical lab geneticists. They challenged students to investigate dimensions of their identity through studying genes, meiosis, skin tone, mutations, phenotypes, the human genome, differences between ethnic populations, etc. Lessons were designed to teach canonical ideas about genetics but also to better prepare students to question and dismantle racism.