Students will enter the project through a story-based launch, examine Green Book-related artifacts with a museum educator, and begin using the missing/confusing/good/bad matrix to notice how sources reveal danger, support, and resilience in Black travel during segregation.

Students will compare a Green Book entry, a travel document, and a community record to identify patterns, gaps, and tensions; use the missing/confusing/good/bad matrix to refine an investigable question; and produce a peer-reviewed source plan that outlines how their group will collect and compare evidence.

Students will present their Route to Resilience exhibit panels to a school audience, use source captions and the four-part matrix to explain their evidence, and complete a final exit share that names one insight and one supporting piece of evidence.