From maps, graphs, and tables to photographs and political cartoons, social studies is replete with potentially rich visual images for students to analyze. Yet, elementary students often struggle to understand the information within such graphics. Many do not demonstrate data literacy, the "ability to comprehend, analyze, and interpret data and visual representations of data." As with other components of literacy, students need practice with disciplinary strategies to make sense of informational text and graphics. Given the purpose of social studies to prepare young people for informed engagement in civic life, students need more practice with reading, analyzing, and creating graphics. Implementing the Inquiry Arc of the "C3 Framework" is one tool to help do so in the elementary social studies classroom. This article walks through a specific example of how to follow the Inquiry Arc in order to prepare elementary students to study and understand visual images and graphics as well as possibilities for students to create their own infographics. These skills in interpretation and communication through visual and multi-modal forms will prepare students to better understand, critically reflect on, and communicate through graphics as civic agents. While the content of the examples provided in the article is best suited to fourth or fifth grade, these skills of reading, analyzing, and creating infographics can be practiced in any classroom, and the authors hope teachers see possibilities for adapting ideas here for appropriate use with their own students.