The controversial and complicated nature of the "N" word is examined in a multicultural classroom project. Utilizing both old and new literature, pop culture, historical lenses, and contemporary interpretations, the word proves extremely relevant in today's language arts classroom. By examining students' perceptions and experiences as well as the author's own historical and personal insights, this article focuses on an implemented lesson plan at an urban middle school. The article frames the "N" word and the dialogue using the philosophical concept of presentism and the pedagogical idea of dysconsciousness.