Ordinary citizens and elected officials struggle with the unsettled nature of history and America's problematic racial past in particular. Textbooks--the most common curricular resource in the discipline--contribute by emphasizing singular names (e.g., Martin Luther King Jr.), curious objects (e.g., Rosa Parks's bus seat), and ahistorical notions (e.g., narratives of continuous national progress). Students, even young children, can engage in complex historical inquiries with accessible material, age-appropriate scaffolding, and discipline-specific prompts. This article unpacks one fourth-grade Birmingham classroom's inquiry into its ignominious local and state history. In this study, one brave, experienced white teacher positioned her mostly white students to explore local segregation from the optics of school funding--specifically, their own Birmingham suburban school district and a neighboring district. The teacher, Miss Parker (a pseudonym), collaborated with the authors to sift, select, and flatten the complicated history, civics, and economics depicting the students' school-geography. Manageable curricular texts coupled with accessible pedagogical tasks positioned the youngsters for success in their initial guided historical inquiry. To do so, Miss Parker relied on the latest understandings about the science of learning history.