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CIV.IQ
High School (9-12)Data Literacy60 minutes

Data-Driven Civic Analysis

Essential Question

How can we use public data to make evidence-based claims about government?

Overview

Students learn to design civic research using public data while understanding correlation vs. causation.

C3 Standards Alignment

D2.Civ.10.9-12D3.1.9-12D3.2.9-12

Learning Objectives

  • Identify multiple data sources on CIV.IQ (Congress.gov, FEC, Census)(D2.Civ.10.9-12)
  • Distinguish between correlation and causation(D3.1.9-12)
  • Evaluate data quality and limitations(D3.2.9-12)
  • Formulate testable civic research questions

Materials

  • --Computer/laptop access
  • --Worksheet H1: Civic Research Design
  • --Data literacy vocabulary guide

Vocabulary

CorrelationCausationPrimary sourceSecondary sourceVariableSample sizeLimitationAttribution

Procedure

1The Promise and Limits of Data

12 minutes
  1. Claim to evaluate: "Representatives who receive money from the pharmaceutical industry vote against drug pricing reform."
  2. Question: How would we TEST this claim?
  3. What data would we need? Campaign contributions (FEC) ✓ Voting records ✓ Motivations ✗
  4. Key distinction: Correlation ≠ Causation

2Tour of Data Sources

15 minutes
  1. Navigate CIV.IQ examining each data type:
  2. Congress.gov API: Bills, votes, member info, committees
  3. FEC data: Contributions, expenditures, donors
  4. Census Bureau: Demographics, district profiles
  5. OpenStates: State legislator data
  6. For each: What questions can this answer? What are its limitations?

Activities

Research Question Development

guided-practice20 minutes

Model turning vague questions into testable ones. Students brainstorm and refine their own research questions using Worksheet H1.

Data Source Exploration

exploration15 minutes

Tour CIV.IQ data sources. For each, identify what questions it can answer and its limitations.

Open on CIV.IQ: Multiple →

Discussion Questions

  1. What's the difference between correlation and causation?

  2. Why is it important to acknowledge data limitations?

  3. What makes a good research question?

Assessment

Students produce a testable research question that avoids causal claims.

Extensions

  • --Read a political science research paper using Congressional data
  • --Identify data sources and methods used

Common Questions

What's the difference between correlation and causation?
This discussion question is explored in the Data-Driven Civic Analysis lesson plan.
Why is it important to acknowledge data limitations?
This discussion question is explored in the Data-Driven Civic Analysis lesson plan.
What makes a good research question?
This discussion question is explored in the Data-Driven Civic Analysis lesson plan.