This article shares how the authors' experience with a graduate course led to creating the Living Museum: Empires Project with a group of local high school students enrolled in a science, technology, engineering, and mathematics magnet school's combined advanced language and world issues course. The authors begin with a brief background on how they decided to engage high school students through critical performative pedagogy (CPP). CPP is a theoretical lens for engaging arts-based learning strategies that include both visual and performing arts to make sense of complex sociocultural and political issues and act to inform others in the community about those issues. The authors then describe how they employed embodied theory to make obvious the complex sociocultural structures found through CPP, specifically as the youth made meaning within a "dissociated" space. In this human subjects (Institutional Review Board [IRB])--approved project, the authors take a critical case study approach and use rhizomatic data analysis to name and map the youths' personal trajectories. They used the Living Museum to make political commentaries that challenged audiences.