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This article describes how two high school algebra teachers and their students focused on examining population trends affected by the creation of a highway though a thriving African American community. The authors adopted Dr. Gholdy Muhammad's (2020) culturally and historically responsive literacy framework to guide their anti-racist mathematics teaching. This genius lens focused their planning, teaching, and reflection on how to support students' meaningful mathematics learning through emotion, criticality, identity, skills, and intellect. The authors describe the three parts of their lesson: (1) humanizing math with emotion and identity; (2) naming racial injustices; and (3) mathematizing population data. The authors' intention in sharing this lesson is to inspire others to create related lessons for their own contexts.