After a white supremacists' rally which fomented terror and death in Charlottesville, VA, a group of local educators came together to reflect on what happened and determine what they could do to push for racial justice in their community. "Reframing the Narrative" (RtN) was created, a years-long grant-funded project to produce and implement antibias and antiracist (ABAR) curricula. They chose to use the Inquiry Design Model (IDM) as the means to create curricular materials that reflected the ABAR design principles. IDM, which follows the C3 Inquiry Arc, is a distinctive approach to creating curriculum and instructional materials that honors teachers' knowledge and expertise while centering student agency. RtN was initially focused on secondary classrooms and teachers, however because the pandemic forced teachers and students to work virtually and had unspent funds from the grant, they decided to support RtN at the elementary level. This article examines the the inaugural elementary cohort which focused on two levers: teacher professional learning and curriculum design.