Social Studies Teaching Strategies

Strategy
Name

Explanation

Considerations

How does it work?

When would I use it? Why

would I use it? Are there
challenges of using it I should
think about?

Placemat

Groups of 4 or fewer students

receive a 11x14 paper with a
Placemat template
(www.globaleducation.edu.au)
Each student fills in one of the four
outer squares. The centre square is
used to consolidate and summarize
individual answers.

Great way for students to get to

know each other. Use for goalsetting, expectations, and
setting a purpose.
Constraints: Group size can not
be more than 4. Lefties! Works
great with students at tables, not
so great when students sitting at
desks.

Possible
Sentences

Teacher provides words on the

SMARTBoard. Students write at
least 5 sentences using at least 5 of
the provided words. Students then
read (or listen to) information and
see if they used the words
correctly. If not, they rewrite their
sentences to make them true.

Better than the KWL chart.

Creates anticipation about
learning because involves
predictions.
Incorporates vocabulary but
may need to scaffold
vocabulary.
Challenge may be
comprehension. Struggling
readers/writers may find this
difficult.

Concept of
Defintion Map

Template available at
readingquest.org
Students fill out the boxes with the
term, definition, and provide
examples.

A summary tool.
Great for Gr. 6 government unit.

State (define)
Explain (in other words)
Elaborate (details, supporting
information. Examples and nonexamples)

Students use to explain a

concept.
Can also use as a reading guide.
Can also use for a jigsaw. Break
reading into sections and ask

What is it
called?

SEE-I

Illustrate (illustrative example,

simile/metaphor or actual
illustration)

students to complete a SEE-I

for a particular section of the
reading. Then jigsaw entire
class to share the reading as a
whole.

Template available at
readingquest.org.
Students write in point form a
thesis and then back it up with
proof. Then they take their
information and write it in
paragraph form in the space
provided.

Helps students form an

argument and make their
position clear. Teaches them an
argument is not just a
regurgitation of facts.

4 Corners
Debate

Assign a corner of the room a

position such as: strongly agree,
agree, disagree, strongly disagree.
Students show their position on a
particular topic by standing in a
corner of the room.
Then students share/debate their
opinions.
Students are free to change corners
as their thinking shifts.

A great way to discuss

controversial topics.
Can be used as a warm-up
activity by discussing students
initial opinions about a topic
they are about to study.

Concept
mapping

A web diagram for exploring

knowledge, and gathering and
sharing information.
Give students a theme and ask
them to connect related key words
or ideas.

Can be used to explore new

information, access prior
knowledge, and gather and
share new knowledge and
information.
Would work great for new
concepts.

Thesis-Proof

Card Sort
With
Variations
(two column,
Venn,
Linkage)

Groups of students receive Ziploc

bags that contain terms typed on
rectangle-shaped pieces of paper.
Groups sort the terms into groups or
matches, followed by a class
discussion to explain how groups
sorted their terms.
Variations: 1. Sort slips of paper into
two piles. Ex. citizenship and identity.
2. Make a Venn diagram to show the
overlap of terms.

Helps to clarify concepts.

Students should know the terms
definitions if there is going to be
meaningful class discussion.
However, this could be used to
measure students prior knowledge
before starting a new unit. It could
also be used to review concepts
and terms at the end of a unit.

OR state items can only appear in one

column. Argue why x fits into y
column and not z column.
3. Once sorted, can students
link/connect the words?
Cornell Notes

3-2-1

Interpreting
Visuals v.1

This system of note-taking has

students divide their sheet of 8.5x11inch piece of paper into three
sections: Keypoints, notes, and
summary. Draw a horizontal line two
inches from the bottom of the page.
This box serves as the summary.

Exit slip to check for

understanding.
3 Things you found out
2 Interesting things
1 Question you still have.

Present students with their own copy

of a work of art, and display the art
on the SMARTBoard.
Survey: Students record what they
first notice in the artwork
Quadrant: Students divide the artwork
into four equal-size squares and take
closer note of the items in each
square.
Perspectives: Students identify 6
characters in the image and write a
speech bubble that illustrates their
thoughts and feelings. Students must
use one work from the word bank in
each bubble (alternatively, another
class or the teacher writes the speech
bubbles and students match them to
the appropriate character).
Questions: Students consider
questions this image generates. May

A great note-taking strategy for

students. Students can then use
those notes for studying by folding
the paper on the line and looking
at only left-hand column. Teachers
can also use Cornell notes as a
study guide and fill in the left
column with questions and terms.
This works in any subject.
http://www.readingquest.org/str
at/321.html offers variations.
Can use as a summary tool:
Write down three differences
between x and y, two
similarities and one question
you might have.
Example used was of
Manifest Destiny painting.
Can use with Gr. 8 Japan.
Extension activity: If someone else
drew this event, what look like?
Explore perspective.

research and then report in jigsaw

format.
Freewrite

Give students a writing prompt. For

example, ask students to Think back
to a time when you really knew that
you know something. How did you
know?

This helps students generate ideas

and spark thinking about a topic.
Questions can be direct or broad.
If students find writing a
challenge, they may illustrate their
answers. As a method of formative
assessment, it could be used to
access prior knowledge.

Gallery Walk
& Retrieval

Students gather information about

other classmates work as they view it
in a gallery-type format. Number
students 1s and 2s. 1s walk around
and listen to 2s students explanations
about their work. After a set period of
time, 1s sit and 2s walk around. A
final round could be a free-for-all
where students visit work that they
see during their walking turn, such as
the work of other 1s or 2s.

This is a large jig-saw. Students

verbally share their findings with
others, which reinforces their
learning. It is also a good way to
have students learn about a
number of topics, instead of doing
research individually. This strategy
can be used in any subject, any
time students make a product. Tip:
Preview students work before
allowing others to see it to ensure
there is nothing offensive in it
(Think back to the student who
made a comic and the
FUFUFUFU was of a character
stuttering)

Concept
Attainment

Present students with examples and

non-examples of a concept. Working
in groups, ask them to list the
common characteristics of the
examples. Then, ask students to use
their list of characteristics as criteria
to identify examples from nonexamples. Students then refine their
list of key characteristics and form a
definition of the concept.

This helps students understand a

concept through examples. Plus,
they see plenty of examples of a
concept, both positive and
negative. They apply what theyve
learned by identifying
relationships and similarities. They
also learn a concept beyond the
basic, memorized textbook
definition.

Tabletop
Twitter or

Teacher writes a prompt on a large

sheet of paper at each table.

A way to get shy people

participating in class discussion.

Silent
Discussion

Double
Exposure

Students individually respond to

the prompt and each others
comments without talking. Just
write!

Deescalating effect for

controversial topics. A level of
anonymity (but bad if students
write inappropriate comments).
Good, quiet transition activity.
Can hold on to it and revisit the
answers at a later date. Not
suitable for younger grades.
Students who cant transfer
thoughts to paper would find
this activity difficult.

Divide the room in half. Distribute

one of two different images to each
half of the room. Ask students to look
at their photo, of Tunisia (for example
Grade 3), and ask them what their
image indicates about life in Tunisia.
Then ask them to find an A-B partner
or 1-2 partner (with a different image)
and compare conclusions. Then
together the partners come up with
one thing thats true based on life in
Tunisia.

Adaption: Talk in groups

instead of pairs.
Use this as a jumping off point
to discuss the subject in the
photos.

Visualization
(aka Guided
Imagery)

Prior to the teacher reading a written

passage aloud, students are asked to:
listen to the reading (with their eyes
closed)
create a mental image as they listen
create a visual representation
(drawing) of the reading, once the
reading has concluded.

This would be a great hook or

introduction to a lesson, such as
the history of Grosse Isle where
Irish immigrants landed to escape
the Great Potato Famine. It can
then lead into discussions about
conditions back home that would
prompt one to endure the poor
conditions on the ship, etc. It
activates the senses and creates
empathy in listeners. It adds a
human element to historical facts.

Visual
Metaphors

Project on the SMARTBoard

photographs or illustrations (can be
examples and non-examples) of a
topic and ask students to write
(Topic) is like (whatever is pictured)
because ...

Any photo will work. Has to be

some prior knowledge about
items in the photo. A photo of
loom may not work if students
are unfamiliar with a loom.
Look at students definitions

Learn Alberta has 67 photos of

Tunisia.
Archives Canada is another
resource. Thomas Moore,
residential school photo
available there.

Variation: (Topic) is not like

(whatever is pictured) because ...
Once all of the photos are shown,
arrange students in groups and ask
them to come up with a common
definition that they type and project
on the SMARTBoard: (Topic) is
like

and come up with a common

definition for a concept together
as a class.

Reading Quest
Strategies

Readingquest.org under
strategies tab.
Venn diagram (can add a third
circle)
Cause and effect
Fishbone
Timeline
Frayer model (Useful for
definitions, facets Ex.
globalization)
Clock buddy for discussions (go to
your 3 oclock date)

Triangle with an inverted

triangle in the centre is good for
comparing/contrasting 3
different groups. Center triangle
used to record things that are
common to all three groups.

Inference/
Evidence

Can use with cartoon analysis or

deciphering the message activity
(Acadians picture and answer
5Ws. Check information on the
back to see if your inferences were
correct).
Ask students: What inferences can
you make? Types of inferences:
valid, invalid, correct, incorrect.
What evidence do you have to
support the inference?

Requires scaffolding. Students

need to know the difference
between inference and
evidence. Ex. If I wear
eyeglasses (evidence), the
inference is that I have poor
eyesight. Can have evidence
and inference is incorrect (I
wear fashion lenses).

Mystery bag

Teacher pulls items out of a bag

and students build a story using the
items from the bag. Story connects
items such as Western expansion
Gr. 7, Homestead Act, nationalism,
Gr. 9 immigration.
Could also talk about missing
stories. Ex. no mention of women.

Helps with historical thinking.

This is one activity to get kids
to think like historians.

Cartoon
analysis

Project a political cartoon on the

SMARTBoard. Ask students to

Use as an entry point for a

controversial topic.

identify the characters, time, topic,

symbols, perspective(s),
purpose/message and creator.

Check out sheg.stanford.edu for

sourcing questions.
SSTIC: Symbolism (many
cartoonists use)
Size (size of items imply certain
meanings)
Text
Imagery (well-known image to
evoke certain understanding)
Colour

history frame

Visit readingquest.org for template.

Print on 11.5x17-inch paper.
Double-side with information on
the back.

It is similar to a story map. This

graphic organizer looks at key
characters, time and place of
events, problems or goals, key
events, outcome and larger
events. Looking to record an
event with sequences? This will
work.
History and ELA applications.

Graphic
organizers

Use a graphic organizer to explore

Reading a Map. What is the map
of? Helpful legends and symbols?
Map scale? Direction?
Place/location hints?

Use in Gr. 7 when talking about

the War of 1812 and border.
Grade 3 textbook talks about
maps. Gr. 5 also looks at maps.

Both sides
now

Students have a question and

answer both sides. Decide on final
answer. Ex. Confederation: Yes or
No.

This could be used for essay

planning.
Also use for Gr. 8 Japan/U.S.

post it poll

Present students with a

question/quote. Ask them to write
their personal response on a post-it
note, and stick it under the
appropriate label on the board. Ex.
Absolutely, Yes but, Im
somewhat skeptical, and No Way!

Teacher can play devils

advocate to round out the
answers.
A quieter activity because
students put their thoughts into
writing.
A visual way to see the poll
results.

Questionnaire

Give students a questionnaire that

will help them understand some of
their own ideological beliefs.
Answer each question as honestly

Creates anticipation for

learning.
Social 9 economics, Grade. 12.
Early years quality of life,

as you can. On the back of the

sheet students determine their
score.
Then explore the utility of the
spectrum. Ask about perspectives
on both ends.

meeting peoples needs.

Human graph/
spectrum

Graph: Poll students. Ask them to

go to the wall and stand in a line
that represents their position.
Longest line strongest
perspective.
Spectrum: Poll students. Ask
students to line up against a wall
with one end being the strongly
agree position and the opposite
end being the strongly disagree
position. Talk to your neighbour. If
you disagree or agree more than
him/her, move to that side of
him/her. Will create a human
greyscale line.

Physical activity. Visual

learners can see the poll result.
Extension (horseshoe debate):
Place chairs in a horseshoe
shape. Students sit in a
greyscale line. Can switch
chairs as they shift their
position.

S-W-B-S
(Somebody
wanted but so)

Students make four columns on a

page with the following headings:
Somebody, Wanted, But, So.
Students write sentences by filling
in the columns. Ex. (somebody)
The rabbits (wanted) land (but) the
people were in the way (so) they
took it anyway.

A summary strategy.
In social studies, can be used to
record different perspectives.
*Use Shaun Tans The Rabbits
book. Class set avail in curr lab

Memory Maps

Teacher instructs students to draw a

map of the world, for example, from
memory.

Geographic understanding: A
great tool to explore sense of
place in lower grades.
In older grades, incorporate this
in a lesson on colonialism
because what we view as most
important we tend to draw first,
on the left and larger. Check out
Mercator projection and Peters
projection for map variations.

Sketch Maps

Teacher instructs students to draw

Geographic understanding: A

a map from memory on a large

piece of paper as a group. Options
available are: physical, political,
social, historical and other
thematic.

tool to explore rough awareness

of actual space.
The options help make students
aware of the different kinds of
maps that exist.

Graffiti groups

Teacher writes a question on a

large sheet of paper. Each table
receives its own question and
coloured marker. Tables discuss the
question and the pre-selected
recorder writes the groups answer
on the paper. Once groups have
answered the question, they switch
tables and answer that tables
question using the coloured marker
they were given. When students
return to their home table, they
consider the other groups
responses, and consolidate and
summarize those answers into a
single answer.

This activity could be used as a

starting point for class
discussion.
This activity is an alternative to
the KWL chart because the
teacher could use it to gauge
students present knowledge.
The different-coloured markers
make groups accountable for
their answers as any
inappropriate comments could
be traced by to their author(s).

Letter Box
review

Students receive a page with

labelled boxes. Ex. A-B, C-D, etc.
Students write as many
words/concepts/ideas related to the
unit that they can think of in the
appropriate box.
Extension: Ask students to make
true sentences out of their word.

This works as an end-of-unit

review tool for any subject. In a
variation, ask students to
compare their list with others in
the class to ensure all of the
concepts are covered. For
younger grades, can do this
activity as a class.

Comic Strip

Students receive a comic strip with

the words erased from the speech
bubbles. Students create the
dialogue between characters.

If I want students to apply a

concept this would be a great
tool. Comic-strip biographies
are available. Do this to a strip
of Louis Riel by Chester
Brown, for example, and see if
students can write from the
various perspectives.

As the title suggests. Use to begin

your class. Great if you can connect it
to that days lesson.

A personal story helps build

relationships with your students.
They see the teacher as a person. It
also gets their brain working and

Tell a Story or
a Joke

boosts their energy, which is

especially good if a class takes
place right after lunch.