Vickie Malone's students see integration when they gather in her classroom at McComb (Mississippi) High School. Black and white youngsters talk and study with peers they've known since elementary school. She doesn't want them to learn history; she wants them to do history. She accomplishes that goal by prodding, poking and challenging her students to develop critical thinking skills. She has them troll through public documents and conduct oral histories with community residents. She pushes them to search and search, until they discover that one answer invariably leads to another question. For the past three years, Malone has taught a class on her town's local history, inviting students to find out what really happened, and why. This article shows how Malone created an environment that allows the students to do the research and the thinking, and ask the questions about their local history as she applies her school's philosophy of teaching: rigor, relevance, and relationship. The rigor comes from conducting research and shaping questions. The relevance comes from showing students how events connect with their own lives. The relationships are the bonds between classmates, students and the people they meet and interview.