Students will enter the investigation through a role-based hearing, compare their initial decisions to historical evidence from maps and records, and draft an early evidence-based claim that will guide the next phase of question design and methodology planning.

Students will refine an investigable question about redlining, test an initial hypothesis against local sources, and produce a peer-reviewed methodology plan with a starter evidence log that prepares them for deeper source analysis.

Students will present a polished mini-gallery of annotated redlining maps and archive excerpts to an authentic audience, defend one exhibit panel with precise historical evidence, and document how critique changed their interpretation of housing access, wealth building, and neighborhood investment.