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This paper details a semester-long course project that has been successfully adapted for use in mathematics courses ranging from introductory level, generaleducation classes to advanced courses in the mathematics major. Through creating aspirational mathematical family trees and writing mathematical autobiographies, this assignment is designed to help battle belonging uncertainty, to challenge students to self-situate in relation to the history of mathematical and scientific knowledge, and to make visible a student's developing identity in mathematics and, more broadly, in STEM. The construction and scaffolding of the project, assignments, examples of student work, foundational readings, assessment and outcomes, and adaptation strategies for various classroom settings are discussed in detail. [ABSTRACT FROM AUTHOR]