#VISUALIZE DEFINITION FOR SOCIAL STUDIES SERIES#

21st-century standards outline a series of student learning goals. The Partnership for 21st Century Learning recognizes that information for tables, graphs and charts can be collected digitally. There are different types of graphs: bar graph, the line graph, pie charts, and the pictograph. Graphs or charts are pictures used to make facts easier for a reader to understand.Tables use numerals or non-numeral data that is set in vertical columns so that the data may be emphasized, compared, or contrasted.Students need to have the skills to read and to interpret information in multiple formats since data can be organized in different ways. Digital programs allow visual data to be shared or reconfigured easily. Information today is often presented visually in different formats. Of 07 Interpreting Visual and Audio Sources Students at every grade level should have the critical reasoning skills necessary to understand the role that an author has in each of the sources, primary or secondary, and to recognize bias where it exists in any source. 'Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on historical issues and learn to make historical claims backed by documentary evidence.' SHEG notes the difference between the teaching of social studies in the past compared to the context of today, The Stanford History Education Group (SHEG) supports teachers with materials to help students 'learn to think critically about what sources provide the best evidence to answer historical questions.' The proliferation of 'fake news' websites and social media 'bots' means that students must sharpen their ability to evaluate documents.

However, a more important skill in this age of partisanship is the ability to evaluate sources. Of 07 Critical Analysis of Primary and Secondary SourcesĪs they have in the past, students need to recognize the difference between primary and secondary sources as evidence.

There are specifics skills outlined below that can support the inquiry process. They must evaluate their sources and evidence before they communicate their conclusions or take informed action. They must first prepare their questions and plan their inquiries before they use the traditional tools of research. Students must engage in a pursuit of knowledge through questions. In economics, civics, history, and geography, there is required inquiry. In every dimension, there is an inquiry, a seeking or request for truth, information, or knowledge. The design of the frameworks is that an 'Inquiry Arc' straddles all elements of the C3s. In order to meet this purpose, the C3s Frameworks encourage student inquiry. 'The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.' The combined goal of implementing the C3 framework is to enhance the rigor of the social studies disciplines using the skills of critical thinking, problem-solving, and participation. In 2013, the National Council for the Social Studies ( NCSS), published the College, Career, and Civic Life (C3) Framework for Social Studies State Standards also known as the C3 Framework.

Visualize definition for social studies