This site requires Javascript to be turned on. Please enable Javascript and reload the page.

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.

Train Schedule of the French Northern Railroad (1852)

This type of train schedule in the form of a line graph was widely distributed in France in the late 19th century. The schedules, in which the vertical axis shows the route of the railway line and the horizontal hours of the day, offered an efficient visual tool to plan the traffic on a route and to publicize the schedule. This approach can be traced back to the French railway engineer Charles Ibry, who presented it to the French Minister of Public Works, according to a report in the Annales des ponts et chaussées in January 1847. He had previously introduced it to the French northern railway system where it was already in daily use for many years, per reports from this time. This image can be viewed at https://gallica.bnf.fr/ark:/12148/btv1b531363101/f1.item.

Contents of this tag: