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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.

HIGH SCHOOL WORLD HISTORY

Foundations of World History

Why study world history?
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Expanding and Intensified Hemispheric Interactions, 300-1500 CE

How do religion and philosophy shape the development of societies?
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How does trade affect culture?
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Prior to the great global convergence, how did the worldviews of people in Afro-Eurasia compare with the worldviews of people in the Americas?
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Contemporary Global Investigation: Is globalization good or bad?
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The Emergence of the First Global Age, 15^th to 18^th Centuries

What happens when separate “worlds” converge?
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Did the world become a better place to live because of the global convergence?
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Why did some societies emerge from the global convergence with more power, and others with less?
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Contemporary Global Investigations: How can we address global climate change while allowing for sustainable development, especially in places that need it most?
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An Age of Global Revolutions, 18^th Century to 1914

What constitutes a “revolution?”
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What makes people want to change their government?
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What drives people to leave their homes?
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How do political and economic forces shape people’s identities?
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Contemporary Global Investigation: How can population growth and resources be brought into balance?
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Global Crisis and Achievement, 1900 to Present

Why was the 20th century so violent?
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Is there ever just cause for war?
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How do we uphold the promise of “never again?”
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Did the Cold War really end?
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Has an accelerating pace of technological and scientific innovations improved people’s lives?
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Contemporary Global Investigation: Has the world become more or less violent throughout modern history?
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