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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.

How Do We Fix the Roads?

Project Summary
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.

Compelling Question
How do we fix the roads?

Supporting Questions

What are the conditions of roads around my school?
Why are the roads such an important issue in Michigan?
What are options for fixing the roads in Michigan?
What does my assigned option entail, and what are its pros and cons?
What should we do about the roads?
How do I let lawmakers in government know what I think about the best way to fix the roads?

Objectives
By the end of this project, students will be able to:

Create a data map that illustrates the condition of roads in their area. (MSSS 4 – G1.0.3)
Use polling data to create a data visualization such as a pie chart or bar graph. (MSSS 4 – P3.1.2)
Use multiple sources of information to explain why fixing the roads is an important public issue in Michigan, including how poor roads affect the lives of citizens. (MSSS 4 – G4.0.3, MSSS 4 – P3.1.1, MSSS 4 – P3.1.2; CCSS.ELA-LITERACY.RI.4.7)
Differentiate among types of roads in Michigan, and explain the responsibilities of different levels of government to fund, build, and maintain different roads. (MSSS 4 – C1.0.2, MSSS 4 – E1.0.8)
Employ effective research strategies to investigate a proposed solution to Michigan’s problem of poor roads. (MSSS 4 – P3.1.2; MITS CREATIVE COMMUNICATORS)
Present research findings to peers, summarizing pros and cons of one proposed solution to Michigan’s problem of poor roads. (MCSS 1B-DA-07, MCSS 1B-DA-06)
Identify and explain alternatives solutions to Michigan’s problem of poor roads. (MSSS 4 – P3.1.2; CCSS.ELA-LITERACY.W.4.7)
Deliberate with others over alternative solutions to Michigan’s problem of poor roads. (MSSS 4 – P3.1.3)
Write a letter to a state legislator that advances an evidence-based, reasoned argument about the best approach to fixing Michigan’s roads. (MSSS 4 – C5.0.1, MSSS 4 – P3.3.1; CCSS.ELA-LITERACY.W.4.1, CCSS.ELA-LITERACY.W.4.4, CCSS.ELA-LITERACY.W.4.5, CCSS.ELA-LITERACY.W.4.8; MCSS 1B-DA-06)

Assessments

Data maps
Graph/chart of poll results
Letters
Poster with information on assigned option

Calendar of Lessons

Problem Framing
What are the conditions of the roads around my school? In this hooking lesson, students will use a map of the roads surrounding their school and homes to record the conditions of local roads, creating a key to indicate if the roads are in good, fair, or bad condition. Students will then use Google Maps to create a class map that shows how students as a whole feel about local roads. The teacher will conclude the lesson with a discussion of how their city roads compare to roads throughout the state. Tools/Resources Needed: Google Maps Teacher Manual for Google Maps Handout: Using Google Maps	Day 1 Students make observations about rounds surrounding their school. Teacher explains how they record observations about neighborhood roads. Day 2 Teacher checks students’ progress on recording observations on neighborhood roads. Day 3 Teacher and students create map of neighborhood roads and compare with roads throughout the state. Teacher introduces compelling question for PBL.
Why are the roads such an important issue in Michigan? Students begin to broaden their understanding of roads as a public issue by polling five licensed drivers about their opinions regarding Michigan roads. As a class, students create a data visualization, such as a pie chart or bar graph, to reveal opinions. They then compare the class poll to results from a poll in Michigan and discuss similarities and differences. They also look at graphic information on the state of Michigan roads. The teacher then provides direct instruction on how roads are used and why they are so important in Michigan. If possible, students will have a question and answer session with the city and/or county commissioner. Tools/Resources Needed: Handout: What do you think about Michigan’s roads? Handout: Visualizing Polling Data Presentation: Why are the roads such an important issue in Michigan?	Day 4 Teacher and students develop polling questions. Students make plans to gather information about people’s opinions on Michigan roads. Day 5 Teacher checks students’ progress on polling. Day 6 Students share poll results and create a graph or chart with classroom data. Teacher shares and discusses graph with results of statewide poll. Day 7 Teacher provides direct instruction on the importance of roads in Michigan. Guest speaker, if possible
What are options for fixing the roads in Michigan? Students will first examine government responsibilities to fix and maintain roads. They will then consider proposed options for fixing the roads and receive their group assignment for an option to further investigate. The teacher will present the PBL activity and timeline. Tools/Resources Needed: Handout: Examining the government’s responsibilities for roads Handout: How Do We Fix the Roads? A PBL Investigation	Day 8 Students examine sources to understand the government’s responsibility to fix and maintain roads. Teacher introduces different options that have been proposed for fixing and maintaining Michigan roads. Day 9 Teacher explains research on different options for fixing Michigan roads. Teacher assigns groups and group roles. If possible, students begin research.
Investigation
What does my assigned option entail, and what are its pros and cons? Students spend three days researching their option and creating a poster to share with the class. Posters must include three basic sections: What the option entails, pros, and cons. Tools/Resources Needed: Various websites	Day 10 Students begin their independent group research. Teacher makes sure that they understand what their option entails by the end of the day. Day 11 Students finish their research and begin creating posters Teacher makes sure poster work has begun by the end of the day. Day 12 Students complete posters. Teacher shares deliberation procedure with students.
What should we do? A deliberative discussion Students engage in a deliberative discussion about different options for fixing Michigan’s road. Individual students then reflect upon the discussion to draw their own conclusions about how to fix the roads. Tools/Resources Needed: Presentation: Norms for Deliberative Discussion	Day 13 Students engage in deliberative discussion while teacher facilitates. Students choose an option
Taking Action
How do I let lawmakers in government know what I think about the best way to fix the roads? Over a two-day period, students draft, revise, and finalize letters to their Michigan representative about the best option for addressing problems with Michigan roads. Tools/Resources Needed: Presentation: Formatting and writing a letter	Day 14 Students write a first draft of their letters and share with a classmate for feedback. Teacher rotates providing help as needed Day 15 Students write their final letters. Teacher collects and prepares to send them out.