Twenty years after its first application, the Integrated Science Learning Environment model (ISLE) proved still-useful in catalyzing novel thinking about the role of artifacts in shaping Holocaust remembrance at the graduate level. Drawing on new ideas from museum science and technology design, an updated framework, called Provocative Artifacts for Learning (PAL), accounts for advances in educational technologies, mobile capabilities, and 21st-century pedagogy. This paper provides a brief description of the historical development, practical design, and use of the PAL model. Because PAL encompasses two separate but linked items (defined as A1 and A2), the different sides of the axes are related but not antithetically (as in assessment versus evaluation). The meaning-making around A1 develops from the evaluation of place, time, and person, bringing to light critical issues regarding access, bias, and provenance. The sense-making around A2 is revealed in the assessment of the mechanics, dynamics, and discovery evidenced in the final product or outcome of the activity that promotes critical voice, shared control, and student negotiation. In creating A2, students apply what they learned from evaluating A1. In assessing A2, teachers provide feedback that is directly related to the study of A1. In today's rapidly changing techno-culture, this new approach to evaluation gives traditional topics a new relevancy. In turn, practicing the agnostic skills of judging the influencing (often hidden) aspects in both directions allows learners to experience iterative knowledge discovery supported by metacognition. Giving agency to students empowers them to appreciate and personalize new knowledge can lead to transfer. This 'next-generation literacy' likely will be able to transfer across domains we cannot yet imagine. PAL seeks to help educators find the right balance to perpetuate an integrated culture (milieu) in which humans maintain control over decision-making processes, individually and for the collective good.