In this learning experience, the students will complete a primary source inquiry into the impacts of Reconstruction on Black experiences in Virginia and the South. The students will use the Claim-Evidence-Reasoning structure to defend one of two claims.Students will analyze sources that depict/detail Black experiences and perspectives before, during, and after the Reconstruction. This learning experience will be most effective after students have been introduced to the what and when of Reconstruction.

Students will learn about the jazz singer Billie Holiday and the sociohistorical context in which she performed. They will learn how discriminatory statutes (called Jim Crow laws) affected daily life. They will also analyze how movement is created in photographs and the effect of a photographer's point of view on composition. Finally, students will photograph a musician, paying attention to what can be communicated through point of view.

This story map develops a historical context for the Civil Rights Movement, including Jim Crow Laws, Pullman Railroad workers, Great Migration, and restrictive covenants. The second main focus of the story map is the Civil Rights Movement itself. Students explore several map tours that highlight people, events, and organizations instrumental in bringing about legislation for equal rights during the 1950s-1960s. The story map concludes with a brief exploration of current civil rights injustices in the Unites States including issues such as same-sex marriage, Black Lives Matter and #MeToo movements. Key questions: How did the Civil Rights Movement change the United States? When did the Civil Rights Movement begin? Has it ended? What events characterized the Civil Rights Movement? What are the enduring influences and consequences of the Civil Rights Movement? Contains links to student materials and teacher materials for creating lesson plans.