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To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

STRATEGIES AND REPRODUCIBLE GRAPHIC ORGANIZERS

Strategy 1: Using a Main Idea Chart (Vertical) . . . . . . . . . . . . . . . . . . . . . 1Reproducible Main Idea Chart (Vertical) . . . . . . . . . . . . . . . . . . . . . . 2

Strategy 2: Using a Main Idea Chart (Horizontal) . . . . . . . . . . . . . . . . . . . 3Reproducible Main Idea Chart (Horizontal) . . . . . . . . . . . . . . . . . . . . 4

Strategy 3: Using an Elliptical Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Reproducible Elliptical Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Strategy 4: Using a K-W-L-H Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Reproducible K-W-L-H Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Strategy 5: Using a Web Diagram (Vertical) . . . . . . . . . . . . . . . . . . . . . . . 9Reproducible Web Diagram (Vertical) . . . . . . . . . . . . . . . . . . . . . . . . 10

Strategy 6: Using a Web Diagram (Horizontal) . . . . . . . . . . . . . . . . . . . . . 11Reproducible Web Diagram (Horizontal) . . . . . . . . . . . . . . . . . . . . . . 12

Strategy 7: Using a Tree Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Reproducible Tree Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Strategy 8: Using a Standard Venn Diagram . . . . . . . . . . . . . . . . . . . . . . 15Reproducible Standard Venn Diagram . . . . . . . . . . . . . . . . . . . . . . . 16

Strategy 9: Using an Advanced Venn Diagram . . . . . . . . . . . . . . . . . . . . . 17Reproducible Advanced Venn Diagram . . . . . . . . . . . . . . . . . . . . . . 18

Strategy 10: Using a Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Reproducible Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Strategy 11: Using a Pyramid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Reproducible Pyramid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Strategy 12: Using a Fishbone Diagram . . . . . . . . . . . . . . . . . . . . . . . . . 23Reproducible Fishbone Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Strategy 13: Using a Time Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Reproducible Time Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Strategy 14: Using a Problem-Solution Chart . . . . . . . . . . . . . . . . . . . . . . 27Reproducible Problem-Solution Chart . . . . . . . . . . . . . . . . . . . . . . . 28

Strategy 15: Using a Cause-and-Effect Chart . . . . . . . . . . . . . . . . . . . . . . 29Reproducible Cause-and-Effect Chart . . . . . . . . . . . . . . . . . . . . . . . . 30

Strategy 16: Using a Cause-and-Effect Diagram . . . . . . . . . . . . . . . . . . . . 31Reproducible Cause-and-Effect Diagram . . . . . . . . . . . . . . . . . . . . . . 32

Strategy 17: Using a Chain-of-Events Flowchart . . . . . . . . . . . . . . . . . . . . 33Reproducible Chain-of-Events Flowchart . . . . . . . . . . . . . . . . . . . . . . 34

Strategy 18: Using a Sequencing Cycle . . . . . . . . . . . . . . . . . . . . . . . . . 35Reproducible Sequencing Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Contents

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Strategy 19: Using an Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Reproducible Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Strategy 20: Using a Concept-Definition Diagram . . . . . . . . . . . . . . . . . . . 39Reproducible Concept-Definition Diagram . . . . . . . . . . . . . . . . . . . . . 40

TRANSPARENCIESTransparency 1: Main Idea Chart (Vertical)

Transparency 2: Main Idea Chart (Horizontal)

Transparency 3: Elliptical Chart

Transparency 4: K-W-L-H Chart

Transparency 5: Web Diagram (Vertical)

Transparency 6: Web Diagram (Horizontal)

Transparency 7: Tree Diagram

Transparency 8: Standard Venn Diagram

Transparency 9: Advanced Venn Diagram

Transparency 10: Table

Transparency 11: Pyramid

Transparency 12: Fishbone Diagram

Transparency 13: Time Line

Transparency 14: Problem-Solution Chart

Transparency 15: Cause-and-Effect Chart

Transparency 16: Cause-and-Effect Diagram

Transparency 17: Chain-of-Events Flowchart

Transparency 18: Sequencing Cycle

Transparency 19: Outline

Transparency 20: Concept-Definition Diagram

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Contents

To The Teacher

v

Graphic organizers are visual representations of written material. Charts, graphs, diagrams, and maps are examples of graphic organizers. The use of graphic organizers promotes reading and thinking. In addition, writing information in a visual or an illustrated way helps students clarify and categorize it for easier recall. It also helps students see connections among parallel or related facts.

This booklet provides you with 20 reproducible graphic organizers, as well as the graphic organizers in transparency form. Teaching strategies for using these organizers in the social studies classroom also are included. The strategies are designed to help you with ideas for using graphic organizers in world history, world geography, economics, American history, and civics and government classes. The goal of the strategies is to help students organize and improve their note-taking skills and study habits.

Before requiring students to complete a graphic organizer, describe the purpose of the particular graphic organizer. Each type of graphic organizer is best suited for a specific kind or purpose of visual presentation. For example, one type of graphic organizer may be better suited to categorize information sequentially; another to compare and/or contrast; a third to describe, support, or exemplify a main idea; and so on.

Demonstrate to students how to use their textbook and prior knowledge to fill in information in the various parts of the graphic organizer. Provide opportunities for students to work in groups as well as individually when they are completing the graphic organizers. This will teach students to analyze the graphics more closely. After students have completed the graphic organizer, discuss their responses as a class. This will help students learn to revise their thought processes, and it will help clarify the organization of their graphic organizers.

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Main Idea

America grows from the Industrial Revolution

Europe becomes a global power

SupportingDetail

SupportingDetail

SupportingDetail

SupportingDetail

SupportingDetail

SupportingDetaill

SupportingDetail

SupportingDetail

SupportingDetail

SupportingDetail

SupportingDetail

SupportingDetaill

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Graphic Organizer

Main Idea Chart (Vertical)11

StrategiesThis type of graphic organizer is helpful when

you want students to find the main idea of a para-graph or section. The main idea or topic is written in the top box. Then students must analyze the reading further for information that demonstrates or supports that main idea.

World HistoryAsk students to use a variety of resources to

create a vertical main idea chart, similar to the one below, showing how Europe became a global power. Students should begin with the year 1600.

Using Main Idea Charts (vertical) in the Social Studies Classroom

editorial about the impact of rapid industrialization on developing countries.

American HistoryAsk students to use library or Internet resources

to create a vertical main idea chart, similar to the one below, showing how the Industrial Revolu-tion affected America. Have students respond to these questions: What part of America was most affected? How was American life different after the Industrial Revolution? Which American indi-viduals played key roles in developing new indus-tries? Then have students write a report on one of these individuals.

Civics and GovernmentHave students research the main idea that Con-

gress uses its implied powers to enact legislation that meets the challenges of the 21st century. Stu-dents should include specific examples for some of their supporting details.

World GeographyHave students use the vertical main idea chart to

identify the importance of the Mediterranean Sea to the development of Europe. Supporting details can include trade, resources, climates, and unique geography. Students should then summarize sup-porting details in a written report.

EconomicsHave students create a vertical main idea chart

with this main idea: Rapid industrialization brings economic benefits to developing nations, but also creates economic and social problems. Have students use their graphic organizer to write an

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Graphic Organizer 1 Main Idea Chart (Vertical)

Main Idea

Supporting Detail Supporting Detail Supporting Detail


Main Idea

Subtopic

Subtopic

The Abbasids developed a large trading

network

Subtopic

Subtopic

The Internet influences democracy

Political Issues

Social Issues

SupportingDetail

SupportingDetail

SupportingDetail

SupportingDetail

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Graphic Organizer

122

StrategiesStudents can use this main idea chart to organ-

ize information about a central idea and its sub-topics. Students complete the chart by adding the supporting details in the boxes connected to the subtopics.

World HistoryHave students create a horizontal main idea

chart, similar to the one below, using the main idea that the Abbasids developed a large trading network. Students should develop two subtopics and add supporting details.

Using Main Idea Charts (horizontal) in the Social Studies Classroom

American HistoryPresent the main idea that the United States

was divided by the Civil War, and then have students develop a horizontal main idea chart. They may use the North and South as subtopics. Ask students to identify the issues that divided the nation and place those in the supporting detail boxes.

Civics and GovernmentHave students use a horizontal main idea

chart, similar to the one below, to organize information about the main idea that the Inter-net influences the political and social issues of democracy. Ask students to identify exam-ples of each type of influence.

World GeographyHave students create a horizontal main idea

chart to explore the changes that have happened in Russia since the fall of communism. Students should use government and economy as their sub-topics and support these with details that include politics, culture, population, and social changes.

EconomicsIn a horizontal main idea chart, have students

develop subtopics and supporting details for the main idea that every person plays a role in the U.S. economic system. Subtopics may include rights and responsibilities of a consumer with supporting details.

Main Idea Chart (Horizontal)

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Graphic Organizer 2 Main Idea Chart (Horizontal)

Main

Idea

Sup

po

rting

Detail

Sub

top

ic

Sub

top

ic

Sup

po

rting

Detail

Sup

po

rting

Detail

Sup

po

rting

Detail

MainIdea

Structure of the Aztec Empire

Roles of theAmerican citizen

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Graphic Organizer

33 Elliptical Chart

StrategiesThis graphic organizer is an elliptical chart.

Students can use an elliptical chart to identify one central idea and organize related information around it. The central idea is written in the center of the chart, and then broad categories of support-ing details are listed in the surrounding areas.

World HistoryAsk students to use an elliptical chart to de-

velop the central idea that the Aztec Empire was organized into four classes. Have students use the surrounding areas to identify the four classes and record details about the role each class played in Aztec society.

Using Elliptical Charts in the Social Studies Classroom

American HistoryAssign students to work in groups to examine

Spain’s influence on North America. Have each group decide on the broad categories that relate to the central idea. Then have each group member research one of the categories and share his or her findings with the entire group.

Civics and GovernmentOrganize students into pairs, and ask each pair

to research information about the roles of the citi-zen in American democracy. After the pairs iden-tify the roles of citizens, have them find or draw illustrations that explain the specific roles. Have the pairs share their organizers and illustrations with the class.

World GeographyStudents should create an elliptical chart around

the central idea that many countries today are inter- dependent and rely on one another for survival. Categories such as goods and services, ideas, infor-mation, and markets can be explored. Ask students to use their graphic organizer to write a paragraph about the interdependence of countries.

EconomicsHave students use an elliptical chart to explore

the major factors that influence economic devel-opment. Factors might include natural resources, literacy rates, stable government, and trade with other countries. Have students compare these fac-tors for one industrialized country and one devel-oping country. Students can report their findings in a paper or in a series of charts.

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Graphic Organizer 3 Elliptical Chart

Main

IdeaSu

pp

ortingD

etail

SupportingD

etail

SupportingDetail

Sup

po

rting

Detail

What I Know

What I Want to Know

What I Learned

How Can I Learn More

What I Know

What I Want to Know

What I Learned

How Can I Learn More

Terroristsattack World Trade Center and Pentagon 9/11/01

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Graphic Organizer

44 K-W-L-H Chart

StrategiesThe K-W-L-H chart is used to activate stu-

dents’ prior knowledge and interest before they read, as well as to set a purpose for reading. This chart asks for student feedback on what they already Know, what they Want to know, what they Learned, and How they can learn more.

World HistoryAsk students to record what they know about

the Mongols in the first column. When deciding what they want to find out, suggest that students consider names of important rulers, areas they conquered, and their skills and customs. After students have read their text’s discussion of the Mongols, have them record what they learned. Then have them circle any items in the W column that are still to be discovered. Have students plan ways to learn more about these circled topics.

World GeographyStudents can use the organizer to explore the

climates of Australia, New Zealand, Oceania, and Antarctica. Ask students to respond to the first two columns. After students have read their textbooks, ask them to complete the K-W-L-H organizer. Facilitate a classroom discussion about what they learned and how they can learn more.

EconomicsThe federal budget and the national debt affect

everyone. Organize students into small groups. Distribute one K-W-L-H organizer per group. Have each group identify what they know and what they would like to find out about the federal bud-get and the national debt. After your presentation on the budget-making process, give the groups time to write what they learned. Have each group identify at least two ways that they can learn more.

Using K-W-L-H Charts in the Social Studies Classroom

American HistoryHave students use the K-W-L-H chart to explore

the war on terrorism. Ask students to complete the first two columns before they begin exploring the topic. After reading and learning about the topic, have students complete the last two columns of the chart. Then have students review what they have written in the W column and underline any items that are opinions and circle any items that are facts.

Civics and GovernmentAsk students to complete the first two columns

in their organizer on what they know and what they would like to know about labor unions. After students have read the text, have them complete the last two columns of the K-W-L-H chart.

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Graphic Organizer 4 K-W-L-H Chart

What I Know What I Wantto Know What I Learned How Can I

Learn More

Market Economy

Private Property

Profit Motive

Limited Government

Supply &Demand

World War I

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Graphic Organizer

55 Web Diagram (Vertical)

StrategiesThis graphic organizer is a web diagram. Stu-

dents can use a web diagram to identify one cen-tral idea and organize related information around it. The central idea is written in the center of the web, and then broad categories of supporting details are listed in the outer ovals of the diagram.

World HistoryProvide resources about World War I and how

it affected the 20th century. Ask students to create a vertical web diagram and to identify four broad categories of supporting details, such as the forma-tion of new nations.

Using Web Diagrams (vertical) in the Social Studies Classroom

paragraph that explains the market economy to someone who lives in a traditional economy.

American HistoryHave students read about life in colonial

America. As they read, have them create a verti-cal web diagram about daily life in colonial times. For each of the broad categories in the outer ovals, have students add one or more details to explain or illustrate the category.

Civics and GovernmentThe president of the United States fills a num-

ber of important roles. Ask students to complete a vertical web diagram to identify these roles and describe how they affect the country and other parts of the world.

World GeographyAsk students to consider the early empires of

South Asia. Have students create a vertical web diagram identifying one of the empires and its con-tributions to South Asian culture. Students should then select one of the contributions to research in greater detail.

EconomicsHave students research the characteristics of

a market economy and complete a vertical web diagram, similar to the one here, with these char-acteristics. Then ask students to write a descriptive

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Graphic Organizer 5 Web Diagram (Vertical)

Senate

Athens

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Graphic Organizer

66

StrategiesWeb diagrams often are used to help students

identify one central idea and organize related information around it. Students must determine the broad categories that should be listed in the outer parts of the web. Students also can add rel-evant, factual material to help explain or illustrate the broad categories.

World HistorySparta and Athens were two of the earliest and

most important city-states in ancient Greece. Have students complete a horizontal web diagram for each city-state. The broad categories of information can include elements such as political structure, daily life, contributions to history, and so on.

Using Web Diagrams (horizontal) in the Social Studies Classroom

characteristic, students should include words or phrases that will help them explain the characteris-

tic to others.

American HistoryHave students develop a horizontal web diagram

to explore the life and contributions of George Wash-ington to the formation of the American nation. Have students use the information from their diagram to write a historical sketch of America’s first president.

Civics and GovernmentHave students work in small groups to create a

horizontal web diagram that identifies the structure and roles of the Senate or the House of Representa-tives. Pair students—one who has completed the web diagram for the Senate and one who completed it for the House—and have them discuss what they have learned.

World GeographyHave students select a country in Africa South

of the Sahara. For their selected country, have students organize information about the country’s climate, natural resources, culture, political struc-ture, agricultural products, and primary industries. In small groups, have students share what they learned.

EconomicsAsk students to use the horizontal web diagram

to identify the characteristics of money. For each

Web Diagram (Horizontal)

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Graphic Organizer 6 Web Diagram (Horizontal)

U.S. citizens have both a right and a responsibility to be involved in

American government

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Graphic Organizer

77 Tree Diagram

World HistoryProvide students with resources on the Renais-

sance. Have students use the tree diagram to record subordinate facts or statements to support the fol-lowing sentence: “The Renaissance was an age of artistic achievements.”

World GeographyCulture is the way of life of a group of people

who share similar beliefs and customs. Organ-ize students into small groups and ask them to develop one unifying statement about culture. Then have the groups identify three statements or examples that support their unifying statement.

EconomicsBusinesses need to raise money to expand. Often

they borrow money. Have students place the head-ing “Kinds of Debt Financing” in the top box of the organizer. Then have students use the three boxes to describe the three categories of debt financing used by businesses.

American HistoryCattle ranches played an important role in the

development of the American West. Have students work together in groups to identify a unifying statement about cattle and cattle ranches, and then support the statement with subordinate facts and statements. Topics may include the railroads and cattle, the Spanish influence on cattle ranches, and cattle drives.

Civics and GovernmentProvide resources to help students under-

stand the political rights and responsibilities of U.S. citizens. Ask students to create a tree diagram to illustrate their findings. Remind students that subordinate facts need to be related to one another as well as to the main unifying statement.

StrategiesThis type of graphic organizer is helpful when

you want students to find the main idea of a para-graph or section. The main idea or topic is written in the top box. Then students must analyze the reading further for information that demonstrates or supports that main idea.

Using Tree Diagrams in the Social Studies Classroom

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Graphic Organizer 7 Tree Diagram

JapanChina

DovesHawks

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Graphic Organizer

88 Standard Venn Diagram

StrategiesVenn diagrams are used to show similarities and

differences among various objects or subjects. The standard Venn diagram consists of two overlap-ping circles. Differences are listed in the outer parts of the circles. Similarities are described where the circles overlap. Venn diagrams are especially help-ful in displaying similarities and differences at a glance.

World HistoryThe early civilizations of Mesopotamia and

Egypt had a great impact on later civilizations. Ask students to work in small groups and use the stan-dard Venn diagram to display the similarities and differences between these two civilizations.

World GeographyChina and Japan are different from each other

in many ways, yet both countries do have some things in common. Have students use a standard Venn diagram to compare and contrast these two countries of East Asia.

Using Standard Venn Diagrams in the Social Studies Classroom

American HistoryProvide resources for students to learn more about

“hawks” and “doves” during the Vietnam War. The groups shared a criticism of President Johnson’s handling of the war. Yet each group held different views of the war itself. Have each student complete a Venn diagram based on the information they have researched. Then ask students to write a summary explaining what they learned about the two groups.

Civics and GovernmentState and federal governments share powers

yet still have powers of their own. Have students identify national powers, state powers, and shared powers using the standard Venn diagram.

EconomicsConsumers use credit cards and debit cards

to purchase goods and services. Have students explore the similarities and differences in these two types of cards. Use the Venn diagrams as the basis for a classroom discussion about them.

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Graphic Organizer 8 Standard Venn Diagram

New England

MiddleColonies

SouthernColonies

Code of Hammurabi

RomanLaw

EnglishLaw

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Graphic Organizer

99 Advanced Venn Diagram

StrategiesVenn diagrams are used to compare and con-

trast information among various objects or sub-jects. The advanced Venn diagram consists of three overlapping circles. Students should label each circle and provide facts unique only to those labels in the outer parts of the circles. Similarities between two or among three topics are described where their circles overlap.

World HistoryUsing an advanced Venn diagram, have stu-

dents compare and contrast the effects of the Indus-trial Revolution on Great Britain, the United States, and Germany. Ask students to identify differences as well as the common elements all three countries share as a result of the Industrial Revolution.

Using Advanced Venn Diagrams in the Social Studies Classroom

EconomicsEconomists classify three types of imperfect

market structures as monopoly, oligopoly, and monopolistic competition. Have students use an advanced Venn diagram to show the similarities and differences of these structures.

Civics and GovernmentAsk students to compare and contrast the Code

of Hammurabi, Roman Law, and English Law in an advanced Venn diagram. Students should conduct additional research on these topics to add details to their advanced Venn diagrams.

World GeographyAssign three regions of the United States or

three regions of Canada to student groups. Have the groups create an advanced Venn diagram to compare and contrast these regions. Groups should consider similarities and differences in climate, resources, and economic activity.

American HistoryAsk students to research the settlement of the

New England, Middle, and Southern Colonies, and then compare and contrast these settlements in an advanced Venn diagram. Have students use the information to write a summary paragraph describ-ing the settlement of the 13 original colonies.

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Graphic Organizer 9 Advanced Venn Diagram

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Graphic Organizer

1010

Monarch’s Name and Country

Main Accomplish-

ments

1860 1870 1910

City(population)

City(population)

City(population)

City(population)

City(population)

City(population)

Etc. Etc. Etc.

Etc.Etc.Etc.

Table

StrategiesTables are used to organize or categorize informa-

tion or to make comparisons among categories. The main items to be compared often are listed across the top of the table, and specific categories are listed along the left side of the table. Students then fill in the cells with facts or supporting information.

World HistoryAsk students to use library or Internet resources

to construct a table similar to the one below about European monarchs of the 16th and 17th centuries. Students should select at least one ruler each from Spain, France, and England.

Using Tables in the Social Studies Classroom

and FOR WHOM to produce? Then ask students to write a short report in which they analyze the role of the profit motive in each type of economy.

American HistoryHave students use a table to chart the growth of

the Atlantic slave trade. Students can supply their own dates based on their research, but they should display several time periods. Have students summa-rize their findings in a written report, describing the reasons for the increase or decrease of the enslaved population during particular years.

Civics and GovernmentAsk students to create a table similar to the one

below, showing the population of America’s 10 largest cities from 1860 to 1910. Then have them write one or two pages analyzing the trends they find (for example, reasons why certain cities moved in or out of the top 10, immigration patterns, swell-ing populations, and so on).

World GeographyHave students use a table comparing the physi-

cal features of two or more countries. In column one, the features to be compared may include mountain ranges, deserts, rivers, climates, and so on. Students should summarize their comparisons in a written report.

EconomicsHave students list the characteristics of market,

command, and traditional economic systems in a table. They should answer the following ques-tions in the table under the appropriate type of economy: WHAT to produce?, HOW to produce?,

Date of Rule

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Graphic Organizer 10 Table

Assyrian Empire

Distribution of Wealth

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Graphic Organizer

1111 Pyramid

StrategiesA pyramid is a type of table that is very effec-

tive for organizing information in a hierarchical manner (majority/minority or general-to-specific). A pyramid also can be used to list details or facts leading up to a climax or culminating event.

World HistoryHave students create a pyramid illustrating the

well-organized structure of the Assyrian Empire. Students should include the Assyrian people, government soldiers, province officials, and kings. They also should include a brief description of the role each group played in Assyrian society. Stu-dents should summarize their findings in a one-page report.

Using Pyramids in the Social Studies Classroom

pleting the pyramid, have students summarize their statistics and compare them to a Lorenz Curve in a report.

World GeographyAs students study East Asia, have them develop

an inverted pyramid to show how different aspects of Taiwan’s economy have contributed to it becom-ing one of the world’s most prosperous economies. The top section of the pyramid should list Taiwan’s primary source of wealth.

EconomicsHave students research the distribution of

wealth in the United States. Ask them to label a pyramid with the various percentages holding certain proportions of the country’s wealth. For example, about 10 percent of the U.S. population holds about 70 percent of the wealth. After com-

American HistoryTell students that they will use a pyramid

to identify important events that led to the set-tling of the Great Plains. Students should select the four events and place them in order of importance in the pyramid. Ask each student to circle the event that they think was the most important in settling the Great Plains. Discuss the events that the students circled, and ask students to defend their opinions.

Civics and GovernmentAt least four factors influence public

opinion—mass media, personal background, public officials, and interest groups. Ask each student to rank these influences from most important at the top of an inverted pyramid to the least important at the bottom. Then pair students to discuss their rankings.

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Graphic Organizer 11 Pyramid

Responsibilities of a Borrower

Causes of WWI

France

Cartier

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La Salle

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Graphic Organizer

Fishbone Diagram

StrategiesThe purpose of a fishbone diagram is similar

to that of a main idea/supporting details chart. A main idea statement or category is written on the single line to the left. Supporting facts, examples, or subcategories are written on the lines to the right. In many cases, a third set of lines can be generated and attached to the subcategories with additional information or facts.

World HistoryHave students use a fishbone diagram to iden-

tify the causes of World War I. Students should be able to identify militarism, nationalism, and alli-ances as the main causes. Ask students to write a definition of each cause beside the word.

Using Fishbone Diagrams in the Social Studies Classroom

American HistoryAsk students to select one of the European coun-

tries that sent explorers to North America. Have students name the country on the left and list the explorers on the right. For each explorer, have stu-dents expand the fishbone diagram to describe the influences that explorer had on the development of North America.

World GeographyThe Central Asian Republics—Kazakhstan,

Uzbekistan, Turkmenistan, Kyrgyzstan, and Tajikistan—have developing economies. Ask students to use a fishbone diagram for each country to identify ways each republic is working to improve its economy.

EconomicsA person who borrows money will have specific

responsibilities. Ask students to list “Responsibili-ties of a Borrower” as the main idea and then iden-tify the responsibilities using the fishbone diagram.

Civics and GovernmentHave students select a current educational or

social issue in the news. Students should develop a fishbone diagram to identify the positions that different groups are taking on the issue. The name of the group and its general stance on the issue should be listed on the left of the diagram. State-ments that support the group’s stance should be listed on the right.

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Graphic Organizer 12 Fishbone Diagram

Confucius is born 551 B.C.

Axis Victories

Allied Victories

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Graphic Organizer

Time Line1313

StrategiesTime lines are used to list important dates in

chronological order. They require students to ana-lyze information by sequencing events. Time lines also require students to determine baseline dates and to be aware that b.c. dates go in reverse order.

World HistoryThe Chinese philosophies of Confucianism,

Daoism, and Legalism all sought to create a peace-ful society. Ask students to research these philoso-phies and create a time line showing the important dates associated with them, including the names and dates of the great thinkers in each philosophy.

Using Time Lines in the Social Studies Classroom

American HistoryHave students organize important World

War II events on a time line. As students plan the time line, encourage them to consider how to use color to represent different events. For example, students could use one color to represent Allied victories and another color to represent Axis victo-ries. Or students could use one color to represent events in the Atlantic front and another color for the Pacific front.

World GeographyAsk students to use library and Internet

resources to identify important dates for the exploration of Antarctica. The time line also can include dates for important decisions and treaties affecting the continent.

EconomicsMarketing involves all the activities needed to

move goods and services from producer to con-sumer. Ask students to create a time line showing the stages of marketing from the early 1900s to the present day. Have students write a paragraph about what they consider to be the most significant change during that time span and why they think that change is important.

Civics and GovernmentHave students research significant dates in

the history of their city, county, or state. Students should then create a time line showing the chron-ological order of events. The time line also can include the dates when important people served in the community’s government. Have students identify the events they believe are the most sig-nificant in shaping their city, county, or state.

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Graphic Organizer 13 Time Line

Problem Solution

Problem Solution

Fraud

Invasion of Privacy

Theft

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Graphic Organizer

1414 Problem-Solution Chart

StrategiesStudents can use problem-solution charts to

examine historical events or decisions. They also can use this type of graphic organizer to brain-storm possible solutions to existing problems. The problem-solution chart might be best suited for group discussion after you have explained an event or action to the class. Students can describe or predict the problem and brainstorm possible solutions.

World HistoryAs students are studying the Maya, Aztec, and

Inca peoples, have them use a problem-solution chart to identify one specific problem faced by each group. Then have them state the solution or solutions to the problem that the people found.

World GeographyThe conflict between Protestants and Catholics

in Northern Ireland has caused violence and insta-bility. As a class, list the problems that have con-tributed to the conflict in a problem-solution chart. Then organize students into groups to discuss and recommend possible solutions for each problem.

EconomicsAs developing nations seek economic growth,

they face numerous obstacles. With the use of a problem-solution chart, ask students to name the problems and to offer possible solutions. Students should select one of the problems and its solu-tion and use it to write an editorial about how to address the problem.

American HistoryTell students that they will use a problem-solution

chart to list three of the problems that resulted from the Great Depression. Students should research and record the solutions that governments and individu-als developed to address these problems. Then have students examine the solutions and determine which solution was the most effective for each problem.

Using Problem-Solution Charts in the Social Studies Classroom

Civics and GovernmentThe Internet provides great opportunities but

also problems for citizens in a democracy. Have students work in groups to identify three problems caused by the Internet. Then have them brain-storm solutions to those problems. As a group, students should select the best solution to each problem and then defend that solution to other groups in the class.

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Graphic Organizer 14 Problem-Solution Chart

SolutionProblem

Cause Effect/Cause Effect


Poorleadership


Increase in population

Decreasein income

New fad

Substitutesavailable

Demandincreases

Demanddecreases

Demandincreases

Demanddecreases

Dishonest govern-ment

Increase in violence and tension

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Graphic Organizer

1515 Cause-and-Effect Chart

StrategiesThis type of organizer helps students analyze

information by identifying cause-and-effect rela-tionships. In some cases, students will identify separate causes and their effects. In other instances, students may be required to identify a sequence of a cause and its effect, which becomes the cause of yet another effect.

World HistoryHave students study the fall of Rome to deter-

mine the causes that led to the decline of the Roman Empire. For each cause, have them deter-mine specific effects. Then have them examine the effect to determine if it begins another cause-and-effect sequence. A sample of one sequence is shown below.

Using Cause-and-Effect Charts in the Social Studies Classroom

EconomicsThe laws of supply and demand are based on

causes and effects. Ask students to list the deter-minants of demand in a cause-and-effect chart and then to write the effects of a change in these determinants. Have them do the same thing with the determinants of supply.

World GeographyHave students research the physical features

and environmental challenges of South Asia. Students should use a cause-and-effect chart to describe specific environmental issues, how they came about, and how they affect the people and economies of South Asia.

American HistoryThe Great Awakening affected life in the early

colonies. Using a cause-and-effect chart, have stu-dents identify the causes of the Great Awakening, its effects, and whether these effects became the cause of yet another effect.

Civics and GovernmentImmigration has been and continues to be an

important issue in the United States. Facilitate a group discussion on the topic of immigration. Ask students to create a cause-and-effect chart to illustrate causes of immigration and the effects of immigration on the United States today.

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Graphic Organizer 15 Cause-and-Effect Chart


American Revolution begins

The Ming reform China

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Graphic Organizer

1616 Cause-and-Effect Diagram

StrategiesThis graphic organizer also requires students to

identify cause-and-effect relationships. Students may complete the diagram in two ways. They may identify the cause in the single box on the right and list the effects on the left. Or they may list multiple causes on the left with their culminating effect on the right.

World HistoryThe Ming dynasty brought significant changes

to China. Ask students to read about this dynasty and create a cause-and-effect diagram showing effects of the reforms instituted by the Ming dynasty.

Using Cause-and-Effect Diagrams in the Social Studies Classroom

American HistoryHave students use a cause-and-effect diagram to

identify the causes of the American Revolution. Stu-dents should use their diagrams to write a one-page report explaining how these causes culminated in the American Revolution.

World GeographyThe Trans-Siberian Railroad has changed Russia.

Organize students into two groups. One group should use a cause-and-effect diagram to identify the causes that led to the development of the Trans-Siberian Railroad. The other group should use the organizer to identify the effects of the rail-road on Russian life. Groups can then teach each other what has been learned.

EconomicsA good business partnership results from a vari-

ety of causes. Ask students to create a cause-and-effect diagram to identify the factors that might culminate in a successful business partnership.

Civics and GovernmentHave students use the cause-and-effect dia-

gram to identify causes of juvenile delinquency. After identifying the causes, have students write a number beside each cause to rank its importance. Students should use 1 for the most important cause and 4 for the least important cause.

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Graphic Organizer 16 Cause-and-Effect Diagram

Cars and factories emitnitrogen oxides and

sulfur oxides

Ratification

Proposal

New Amendment

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Graphic Organizer

1717 Chain-of-Events Flowchart

StrategiesA chain-of-events flowchart asks students to

organize and interpret information by sequenc-ing the stages of an event. This type of graphic organizer also is used to describe the actions of a character or group, or the steps to be followed in a procedure.

World HistoryHave students use a chain-of-events flowchart

to sequence the events that led to the French Revolution. Students can be organized into groups representing the three estates of the French people, and each group can create a flowchart specific to their identity.

World GeographyAir pollution and acid rain are significant

problems in many cities around the world. Have students develop a chain-of-events flowchart to explain how air pollution combines with precipita-tion to create acid rain.

Using Chain-of-Events Flowcharts in the Social Studies Classroom

American HistoryThe Framers made the amendment process diffi-

cult to discourage minor or frequent changes being made to the U.S. Constitution. Have students use the chain-of-events flowchart to show the amend-ment process.

EconomicsThe Federal Reserve System controls the rate

of growth of the money supply. Ask students to develop a chain-of-events flowchart to explain how the Fed implements its money supply policies.

Civics and GovernmentParliamentary systems of government differ

from presidential systems of government. Ask students to use a chain-of-events flowchart to high-light the steps followed in choosing the head of a country’s parliamentary system.

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Graphic Organizer 17 Chain-of-Events Flowchart

1. Evaporation

2.

3.

4.

1. Product Markets

2. Individuals

3. Factor Markets

4. Businesses

1.

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Graphic Organizer

1818 Sequencing Cycle

StrategiesA sequencing cycle is similar to a chain-of-events

flowchart, but it differs in that it has a complete cycle. As students read, have them ask themselves the following questions and write their answers in the appropriate boxes. “What is the first step in the procedure or event?” “What are the next stages or steps?” “How does one event lead to another?” “What is the outcome?”

World History“History often repeats itself” is a common

quote. Have students read about the events that led to World War I and World War II. Ask students to create a dual sequencing cycle beginning with events that led to World War I, and then stating the events after World War I that led to World War II. Be sure students ask the Strategies questions above as they summarize the events.

World GeographyRemind students that the total amount of water

on Earth does not change but moves from place to place. Have students use a sequencing chart to explain how the water cycle works.

Using Sequencing Cycles in the Social Studies Classroom

EconomicsHave students read about the circular flow of

economic activity in their textbooks. Then ask them to complete a sequencing cycle in which they label the interactions among the elements of the econ-omy. Students will need to add arrows going both directions on their sequencing cycles.

American HistoryIn early American history, only white men who

owned property and paid taxes were eligible to vote and had rights. Have students select one group that is still struggling for certain rights. Ask them to write “Struggling for Rights” in the first box, and then list the actions and legislation that granted some but not all rights. Have students explain the sequencing cycle in a paragraph.

Civics and GovernmentStudents can create a sequencing cycle to show

how court cases reach the U.S. Supreme Court. Have students select one of the items on the sequencing cycle for further research. Conduct a class discussion about the sequence, and ask stu-dents to contribute the information they learned in their research.

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Graphic Organizer 18 Sequencing Cycle

1.3.

2.4.

Main Topic

I.

A.

1.

2.

B.

1.

2.

II.

Structure of the U.S. Government

I. Legislative Branch

A.

1.

2.

B.

1.

2.

II. Executive Branch (continued)

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Graphic Organizer

1919 Outline

StrategiesGeneral rules to follow when outlining include

using Roman numerals (I, II, III) to list major cat-egories under the main topic. Subtopics are written as capital letters (A, B, C). Under subtopics, place related details that support the subtopics. Use Arabic numerals (1, 2, 3) for these details. Remind students that an “A” subtopic should always be followed by a “B” subtopic, and a “1” detail should always be followed by a “2” detail.

World HistoryAsk students to read about the complex civiliza-

tions that grew up around the Mississippi River Valley. Have students create an outline identifying at least two major categories about these early civi-lizations. Each category should be supported by two or more subtopics.

World GeographyEastern European countries have changed

drastically since the fall of the Soviet Union. Have students study the countries in this region and develop an outline based on their readings. Have students use their outlines to develop an essay on the countries and cultures of eastern Europe.

EconomicsEconomics is the study of people using lim-

ited resources to fulfill unlimited wants. Students should create an outline identifying the basic problems of economics. For each major category, students should include at least two subtopics with supporting details.

American HistoryThe Korean War was fought to prevent a

Communist takeover of the Korean Peninsula. Ask students to use library and Internet resources to develop an outline identifying how the United States became involved in this war and why the United States continues to have troops in South Korea.

Using Outlines in the Social Studies Classroom

Civics and GovernmentAsk students to identify the three branches of

our government. Students should then create an outline using the three branches as their major cat-egories and identifying appropriate subtopics and supporting details. Have students use the informa-tion to write a summary paragraph describing the basic structure of the American government.

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Graphic Organizer 19 Outline

II.

Main Topic

I.

A.

B.

1.

2.

1.

2.

What is it?What is it like?

What are some examples?

Characteristics:

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Graphic Organizer

2020 Concept-Definition Diagram

StrategiesA concept-definition diagram allows students to

synthesize as they read, learning key concepts and developing new vocabulary. Students use the ques-tions “What is it?”, “What is it like?”, and “What are some examples?” to pull together characteris-tics, facts, and examples. This graphic organizer also can be used as a note-taking guide.

World HistoryHave students use the concept-definition

diagram as they study the trading routes of the African trading empires. For example, students could list trading routes in the “What is it?” box. Characteristics include “begun by the Berbers,” “used camels to carry loads across the desert,” and so on. Examples could include the trade route from Benin to Timbuktu and from Saleh to Tripoli.

World GeographyDynasties ruled large empires in East Asia and

Southeast Asia. Completing the concept-definition diagram can help students understand the concept of dynasties. Students should use the questions above to help them identify and differentiate the dynasties that ruled these regions.

EconomicsGlobal integration is the interdependency

among countries, especially in financial markets and telecommunications. Have students use the concept-definition diagram to examine global integration. Encourage students to use library and Internet resources to identify examples and characteristics of interdependence.

Using Concept-Definition Diagrams in the Social Studies Classroom

American HistoryAfter the War of 1812, sectionalism began to

surface in America. The concept of sectionalism can be better understood by having students respond to the questions found in the concept-definition diagram. Provide resources on section-alism to enhance student learning. Encourage students to look for examples of sectionalism in the world today.

Civics and GovernmentHave students use the concept-definition

diagram to explore the concept of the two-party system in American politics. Have students use the information from the diagram to write a paragraph summarizing the American two-party system.

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Graphic Organizer 20 Concept-Definition Diagram

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Graphic Organizer 4 : K-W-L-H Chart Copyright © by The McGraw-Hill Companies, Inc.

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What is it like?


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Graphic Organizer 20 : Concept-Definition Diagram Copyright © by The McGraw-Hill Companies, Inc.

copyright © by the mcgraw-hill companies, inc. all rights...

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