Increasingly, science teachers are seeking phenomena that will allow them to explore both scientific content and socially relevant issues. The authors describe a series of lessons that (1) model the exoneration of wrongly convicted individuals using the science of DNA analysis and (2) contextualize individual cases within a larger system where Black people and other people of color are disproportionately incarcerated. By simply flipping a popular forensics scenario from establishing guilt to proving the innocence of someone wrongfully convicted, teachers can situate student learning in a contemporary social justice phenomenon that fosters critical analysis and that is also academically rigorous (Mackenzie 2020; Morrison, Bell, and Rhinehart 2019).