The English Language Arts classroom has depended on canonical texts for years. These texts have commonly been known for their use of literary and rhetorical devices. Through the history of fiction, very few books have been written by and about people of color. These statistics are mirrored in canonical texts often taught in ELA classrooms. Because classroom texts are not always diversified, instructors miss a very important opportunity to accurately represent the student in their classes. This counterstory works to reveal the inner struggles people of color may have when studying canonical texts without instruction that values individuality and intersectionality. Furthermore, this work stands as one form of representation for the underrepresented and could further discussion and instruction surrounding cultural inclusion for all students and the dissection of the literary canon. Keywords: Racism, Literary Canon, English Language Arts, The Crucible