There are several reasons to use slow reveal graphics in social studies. First, slow reveal graphics help students make sense of the multitude of data visualizations they encounter in social studies. Because data visualizations are often visually complex and intricate, it can be difficult for the eye to know exactly where to look when first encountering one. By covering up or eliminating other visual elements, the task of analysis becomes much more manageable for students. And because slow reveal graphics focus on integrating new information as it is displayed, students have time to practice asking questions about what they are viewing.

In addition, slow reveal graphics help social studies teachers use their expertise to address discipline-specific content and uncover students’ prior knowledge. When displaying the years on a line graph, for example, social studies teachers can help students connect the timeframe to existing content knowledge and assess the extent to which students need more background knowledge. Social studies teachers are also best equipped to dig into concepts that are represented in data visualizations, such as social and political reasons underlying statistics, or groups of people who are excluded, misrepresented, or stereotyped by data representations.

Third, slow reveal graphics are a great way to prompt inquiry. They can help students recognize the existence of social issues, challenge uninformed viewpoints or misconceptions, and reveal patterns, differences, or disparities worthy of further investigation. Teachers can then support students in formulating questions to focus and guide research. Slow reveal graphics also provide opportunities for teachers to ask questions about ways data have been represented and explore how stories change with disaggregation or new representations of data.

Finally, slow reveal graphs support analysis of primary sources. Primary sources are critical pieces of information in social studies. This is particularly true in history, which is arguably the discipline students will study the most in their social studies classes. Primary sources are at the heart of ‘doing’ the discipline of history, and curriculum standards across the United States require students to work with primary sources as they apply historical thinking skills. To think historically, students should read and gather facts from primary sources, consider the document’s origin and context, and consider biases and motivations for creating a document. Why did the author create this? Who was the audience? What was going on at the time? These are all questions students should be asking of primary sources as they use them as evidence or illustration for a historical topic. Slow reveal graphics can help students develop and strengthen historical thinking skills, while also reinforcing mathematical and statistical skills.