For educators tasked with helping students become more skillful and successful communicators in increasingly diverse political and economic contexts, it is crucial to help students understand the ways that whiteness and white privilege influence interactions. However, because of its invisibility, whiteness proves difficult to talk about. This article offers a way of teaching about the invisibility of whiteness via a guided class discussion of Arizona's controversial SB-1070, intended to create perspective by incongruity. By asking students to think about enacting the law without change in another state, this activity tries to wrench loose their preexisting conceptions about what it means to be American and, thus, disrupt invisible whiteness. References and suggested readings are provided.