Here’s a sample lesson of what I’m trying to describe in non-traditional high school level Social Studies.
Video: http://youtu.be/QjBRNiTmchc?t=55m22s
Slides: http://www.slideshare.net/MeagenHowe/sample-lesson-upinarms
Handout: http://www.slideshare.net/MeagenHowe/up-in-arms-over-the-2nd-amendment

I introduce students to both text and quantitative data from groups espousing two different interpretations of the Second Amendment. Together we answer their questions about the material to aid comprehension. Then I ask them individually to evaluate which position they would support, and identify evidence in defense of their position. No calculation necessarily required, but higher order thinking about real world quantitative information expected. I am ATTEMPTING to verbally walk them through a similar process to what they will see on the GED Social Studies Test Extended Response. The test provides multiple pieces of content on an enduring civics issue, and test takers must develop an argument in their response, citing specific evidence.

Particularly when it comes to diving into the graphs, I think I could better development my questions, if you need another example for “Needs improvement.” I look forward to your constructive criticism.

Let kids have some time to solve the area of one of the shapes, then present those ideas and see if the class can pick out the merits of each solution.

The addition/subtraction method may be one of those solutions. Before asking students that third question, perhaps it might be more effective to see if a student came up with that naturally and ask if the class can figure out how/why this method worked.
Allow the class to adopt that method or nudge the conversation in that direction.

@meagan said “All I saw on Curmudgeon’s blog were arguments about calculation, not using data to argue about real world topics.”
That’s true. I started it in January and it has been mostly focused around my own classes and trying to present, sort, and share things that I might use as starters. This coming year, I’ll be teaching the first dedicated statistics class my school has ever had, so I would like to feature some of what you ask for. I’m hoping however, that teachers such as yourself have some data sets and questions to get me started? Always happy to have contributions that I don’t have to filch from Dan, Fawn, Andrew, etc ….

I just re-watched “Time” to see if I could target some of what hurts the development of the question and I can see the “you can always add but you can’t subtract” situation taking place. Too much “adding” has happened including:

– Giving the students the two variables that will be related.
– Identifying the independent and dependent variables by placing them on their respective axis’
– Even the appropriate scale has been introduced

Feel free to skip my next post! A+ work.

@Meagen, happy to help if I can. I’m struggling with your question, though. Most arguments around quantitative data involve some kind of calculation, whether that’s a calculation of a median, a confidence interval, a linear regression, etc. Without the calculation, we’re just looking at a disorderly pile of numbers. Can you elaborate?