[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-265001-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-265001-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","ged-ss-visuals-and-data","GED - SS - Visuals and Data","","Lesson guide for GED Social Studies preparation focused on interpreting visually presented information such as graphs, maps, tables, charts, photographs, and political cartoons. Learning objectives cover extracting key takeaways from visual elements, analyzing independent and dependent variables, synthesizing information across sources, and computing mean, median, mode, and range. Includes strategy prompts for reading titles, labels, legends, units, and for evaluating how visuals support or challenge issues, with practice questions tied to a World War I victory garden poster.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/ged-ss-visuals-and-data/265001/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/ged-ss-visuals-and-data/265001.png","ImageObject",300,407,{"name":42,"@type":43},"Alex Sinclair","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-09-14",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",13,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What kinds of visuals appear on the GED Social Studies test?","Question",{"text":63,"@type":64},"The test includes passages and visually presented information, including graphs, maps, tables, charts, photographs, and political cartoons.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How should you analyze visual information like graphs, charts, and tables?",{"text":68,"@type":64},"Read the title, labels, and legend, look for obvious trends or themes, check units of measurement, and use the visual to support or refute the issue.",{"name":70,"@type":61,"acceptedAnswer":71},"What are independent and dependent variables in a graph?",{"text":72,"@type":64},"The independent variable is the factor changed in an experiment, and the dependent variable is the factor being measured. 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Types of visually presented information include:  \n• Graphs  \n• Maps  \n• Tables  \n• Charts  \n• Photographs  \n• Political Cartoons  \nSpend a few moments understanding visual information when you encounter it.  \nRead the title, labels, and captions (including legends), identify any obvious trends or themes, and check units of measurement.  \nVisually Presented Information  \nWhen analyzing photographs or political cartoons, ask yourself:  \n• What ideas or themes are visually represented?  \n• What written elements are there and how do they relate to the topic?  \n• Is the image supporting or reacting against a person, idea, or event?  \nWhen you encounter charts, graphs, or tables, ask yourself:  \n• What do the title, labels, and legend provide?  \n• Are there any obvious trends or themes?  \n• How does this support or refute the issue?  \nssg 1  \nMixed Practice  \nDuring World War I, the U.S. National War Garden Commission began a campaign to encourage private citizens to grow their own food as a means of supporting the war effort. This practice became very popular. With increased private food production, the government could reserve much of the cheaper, mass-produced food for the troops. The money saved in feeding soldiers freed up resources for other military needs. In addition, planting war gardens, also known as victory gardens, gave American citizens a sense of empowerment.  \nssg 2  \nMixed Practice  \nTitle: Will you have apart in Victory?  \nAuthor: James Montgomery Flagg  \nCommissioned by Charles Lathrop Pack, President of the National War Garden Commission, during World War I.  \nMixed Practice  \nTitle: Will you have apart in Victory?  \nAuthor: James Montgomery Flagg  \nCommissioned by Charles Lathrop Pack, President of the National War Garden Commission, during World War I.  \n1. Which of the following best describes the poster's use of the word victory?  \nA. ambiguous  \nB. informative  \nC. propagandistic  \nD. impersonal  \nMixed Practice  \nTitle: Will you have apart in Victory?  \nAuthor: James Montgomery Flagg  \nCommissioned by Charles Lathrop Pack, President of the National War Garden Commission, during World War I.  \n2. What is meant by the poster’s caption“Every Garden a Munition Plant”?  \nA. War gardens require a great deal of time to cultivate.  \nB. Citizens who plant war gardens encourage a sense of community in their hometowns.  \nC. Citizens who plant war gardens help supply the war effort with essential resources.  \nD. War gardens provide an excellent opportunity to learn about gardening, canning, and food drying.  \nMixed Practice  \n3. The author’s primary purpose in writing the paragraph accompanying the poster is most likely to  \nA. describe war gardens and explain their popularity in the United States.  \nB. encourage patriotism and continued support for a strong United States military.  \nC. distinguish the efforts of American citizens during World War I from those of citizens in other countries.  \nD. rebut the accusations of those who claimed that civilians did not do enough to support the U.S. war effort in World War I.  \nGraphs and Variables  \nThere are three types of variables in graphs:  \n• Independent variable: the factor changed by the person doing the experiment  \n• Dependent variable: the factor being measured in an experiment  \n• Control (or constant) variable: all the factors that stay the same in an experiment","cbCaivPFelLQnLEf","https://ap.wps.com/l/cbCaivPFelLQnLEf","pdf",754530,35,"English","# Learning Objectives\n# Visually Presented Information\n## Types of Visually Presented Information\n## How to Analyze Visuals\n# Mixed Practice\n## Poster Questions\n# Graphs and Variables\n## Independent, Dependent, and Control Variables","[{\"question\":\"What kinds of visuals appear on the GED Social Studies test?\",\"answer\":\"The test includes passages and visually presented information, including graphs, maps, tables, charts, photographs, and political cartoons.\"},{\"question\":\"How should you analyze visual information like graphs, charts, and tables?\",\"answer\":\"Read the title, labels, and legend, look for obvious trends or themes, check units of measurement, and use the visual to support or refute the issue.\"},{\"question\":\"What are independent and dependent variables in a graph?\",\"answer\":\"The independent variable is the factor changed in an experiment, and the dependent variable is the factor being measured. A control (constant) variable is what stays the same.\"}]","GED - SS - Visuals and Data | PDF",1789391703,88]