When teaching the Civil Rights Movement in elementary classrooms, heroic figures such as Rosa Parks and Martin Luther King Jr. tend to dominate the curricular landscape. While it is essential for students to learn about their contributions and struggles, it is equally important to frame the broader injustices they were combating. In this article, the authors share one avenue for contextualizing the Civil Rights Movement in upper elementary classrooms using a pedagogical strategy that integrates mathematics and social studies--slow reveal graphs. Although often overlooked, the ability to read and interpret graphs is increasingly essential in social studies education. This includes teaching students to discern credible data, interpret numeric information through the lens of citizenship, and critically analyze data visualizations by asking questions about what information is included and excluded. By integrating mathematics with social studies education, students are better prepared to engage with and understand the complexities of the world, make informed decisions, and contribute to their communities as citizens. Slow reveal graphs offer one avenue to achieve these healthy integrative goals and purposefully teach more social studies throughout the school day. In this article, the authors explore how to leverage a slow reveal graph to inquire into historical data about Black members of Congress in U.S. History in relation to the Civil Rights Movement.