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Teaching Data Literacy in Social Studies: An Interactive Professional Development Tool Why teach data literacy in social studies? Not only is data literacy required by state standards and included in standardized assessments, it is important for understanding core social studies disciplines. This module addresses the role that data visualizations play in social studies standards, assessments, and texts. It also provides links to resources that can be used to support data literacy as a component of disciplinary literacy. What kinds of data visualizations will students encounter in social studies? 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.

Acres of land owned by Negroes in Georgia (1900)

The creator of this visualization--W.E.B. Du Bois-- was a sociologist and well-known leader in the black civil rights movement. For the World's Fair in Paris in 1900 he designed an exhibition on the black population in the United States with his former classmate Thomas J. Calloway. In just four months, and with financial support from the U.S. Congress, Calloway and Du Bois produced a presentation comprised of a great number of books and photographs. Du Bois's particular contribution together with students, was to prepare several dozen display boards presenting sociological data on the lives of the black population through graphs and charts. It is clear that Du Bois modeled some of the charts from statistical atlases at the U.S. Census Office, for example; in others he developed his own modes of visualization. This particular data visualization displays information of how many acres of land was owned by negroes in Georgia from the year of 1874-1899.

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