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The Promise and Practice of Teaching Data Literacy in Social Studies: A Companion Site A Taxonomy of Data Visualizations Information can be visualized in multiple ways, from bar graphs to scatterplots, choropleth maps to distribution maps, timelines to time series. Designers can choose from an array of graphical elements such as points, lines, or icons used to represent data, and multiple aesthetic attributes such as color, shape, and size. Furthermore, designers can apply multiple combinations of titles, legends, and explanatory text to provide context for a data visualization. Given the almost dizzying array of data visualizations students may encounter in social studies, it is helpful to place them in categories related to the types of questions they will help us answer. How do students learn with data visualizations? Reading data visualizations in print and online social studies texts can improve students' overall comprehension and quality of reasoning. And there is evidence to suggest that reading data visualizations helps students better understand historical and geographic context, multiple causation, and change over time — all important concepts for students to grasp in social studies subject areas. However, students may face significant challenges in trying to make sense of different kinds of data visualizations. This section provides insight into both benefits and challenges of reading timelines, maps, and graphs and charts. How should students analyze data visualizations in social studies? The challenges that data visualizations present, coupled with their prevalence in social studies texts, standardized assessments, in online social studies resources, and as sources of information in society, suggest that teaching with and about data visualizations in social studies is essential. This module provides guidance for how teachers can support students' data literacy for social studies. Index of Lesson Plans This page contains a list of the minimal manuals and lessons found on this website. Minimal manuals are designed to be adapted to different grade levels and do not have a grade designation associated with them. Lesson plans are organized according to the school level for which they are designed. However, many of these lessons can be adapted for different grade levels.

4TH GRADE SOCIAL STUDIES

How do we fix the roads?
In this project-based learning activity, fourth-grade students investigate the state of Michigan roads as a public issue, develop an argument about the best way to address the issue, and write a letter stating their opinion to a Michigan legislator. The project begins with direct and guided instruction that is aimed at framing the problem, “How do we fix the roads?” by considering the condition of roads in their area, why roads are important, and how poor roads affect individuals in their community and state. Students also learn about the responsibilities of different levels of government to build and maintain roads. Students are then presented with several proposed alternatives for addressing problems with Michigan roads and they work in small groups to investigate what one assigned option would entail. The whole class uses information on the different options to deliberate about the best alternative. Finally, individual students compose a letter to send to their state representative, arguing for the best solution to the problem of Michigan’s poor roads.