The Promise and Practice of Teaching Data Literacy in Social Studies: A Companion Site Main Menu 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. Data Visualizations as Primary Sources Humans have been creating different types of data visualizations for centuries. Explore this collection of timelines, maps, graphs and charts to see what they reveal about the historical time and place in which they were produced. 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. How do I help students create and integrate data visualizations for social studies? This page highlights several tools that are useful for data-based projects in social studies.  And accompanying each tool is a "minimal manual" that provides guidance for using the tool in social studies inquiry- and project-based learning. Project-Based Learning Activities for Data Literacy in Social Studies Lorem ipsum dolor sit amet, nec constituto comprehensam te. Sea no affert nemore comprehensam, eum te purto soleat accusata. Ea est magna malis. No atqui iudico est. In vel propriae suavitate. Est homero timeam cu, novum persecuti mea an. 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.

Michigan K-12 Standards for Social Studies: 4th Grade Michigan History

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This page shows primary sources data visualizations that can be linked to the the Michigan Social Studies Standards for 4th-grade Michigan history. To see data visualizations connected to a particular expectation, look for standard codes that are highlighted with a little icon next to them. If you click on the code, the page will shift to show you primary source data visualizations that are related to the particular expectation.

HISTORY

H3 The History of Michigan (Beyond Statehood)
Use historical thinking to understand the past.

3.0.1 Use historical inquiry questions to investigate the development of Michigan’s major economic activities from statehood to present.

3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan.

3.0.3 Use case studies or stories to describe the ideas and actions of individuals involved in the Underground Railroad in Michigan and in the Great Lakes region.

3.0.4 Describe how the relationship between the location of natural resources and the location of industries (after 1837) affected and continue to affect the location and growth of Michigan cities.

3.0.5 Use visual data and informational text or primary accounts to compare a major Michigan economic activity today with that same activity or a related activity in the past.

3.0.6 Use a variety of primary and secondary sources to construct a historical narrative about the beginnings of the automobile industry and the labor movement in Michigan.

3.0.7 Describe past and current threats to Michigan’s natural resources and describe how state government, tribal and local governments, schools, organizations, and individuals worked in the past and continue to work today to protect its natural resources.
 

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  1. Data Visualizations as Primary Sources Tamara Shreiner