Virginia SOL USII.5.h
The Standard
describing racial segregation, housing discrimination via redlining, the rise of “Jim Crow” laws, Black Codes, and threats of violence including, but not limited to intimidation, lynchings, armed conflicts, suppressed voting rights, and limits on political participation faced by African Americans and other people during post-Reconstruction
Virginia Standards of Learning for History and Social Science
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain how laws, government policies, and violence restricted the rights and opportunities of African Americans and other targeted groups. They compare Black Codes, Jim Crow laws, redlining, voter suppression, and racial intimidation.
What Mastery Looks Like
- Students can place Black Codes, Jim Crow laws, and redlining in the correct historical periods and distinguish their methods. Given a law, map, photograph, or testimony, they can identify the restriction, who enforced it, and its effects.
Common Misconceptions
- Students may think these practices began at the same time or occurred only in the South. They may treat lynching and intimidation as isolated crimes rather than organized tools of racial control. They may also assume legal voting rights guaranteed actual access to voting.
How to Assess It
- Exit ticket: Provide a Black Code excerpt, a literacy test rule, and a redlining map. For each, students name the practice and explain one effect.
Lesson moves
Ways to Teach It
Give pairs dated source cards and a U.S. map; have them sort each card by time, place, method, and effect.
Ask students to write: How can a right exist on paper but be blocked in practice? Use two historical examples.
Play a four-corners source game with legal restriction, economic restriction, political restriction, and violent intimidation; students defend each choice.
Compare a 1930s redlining map with a current city map of parks, highways, or home values, then record patterns and cautions.
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Related Standards
- VS.11.a
explaining the social and political events connected to disenfranchisement of African American voters in Virginia in the early 20th century, desegregation, cour...
- USII.5.i
analyzing events and impacts of African American leaders in response to “Jim Crow” including, but not limited to the formation of the National Association for t...
- USII.2.e
describing the role and motivations of individuals who sought to gain from Reconstruction including, but not limited to formerly enslaved people elected to offi...
- VS.8.f
analyzing the effects of segregation and “Jim Crow” laws on life in Virginia
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