Many studies show the value of local history, especially multicultural history, to youth development and student learning outcomes. Incorporating local history into classrooms improves students' ability to question historical significance, analyze primary sources, contextualize their historical thinking, and embrace the learning process as their own. This article details the development and implementation of a local history unit on civil rights in an eighth-grade public school classroom, documenting the logistics of curriculum development (locating resources, building partnerships, coordinating efforts across institutions) and the unit's student learning outcomes. In doing so, it argues that community-driven local history education has the potential to transform student learning in the classroom.