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1 2 3 4 5 6 7 8 9 10 047 10 09 08 07
Contents
To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Copyright © by The McGraw-Hill Companies, Inc.
STRATEGIES AND REPRODUCIBLE GRAPHIC ORGANIZERS
Strategy 1: Using a Main Idea Chart (Vertical) . .
Reproducible Main Idea Chart (Vertical) . . .
Strategy 2: Using a Main Idea Chart (Horizontal)
Reproducible Main Idea Chart (Horizontal) .
Strategy 3: Using an Elliptical Chart . . . . . . . .
Reproducible Elliptical Chart . . . . . . . . .
Strategy 4: Using a K-W-L-H Chart . . . . . . . .
Reproducible K-W-L-H Chart . . . . . . . . .
Strategy 5: Using a Web Diagram (Vertical) . . . .
Reproducible Web Diagram (Vertical) . . . . .
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. 1
. 2
. 3
. 4
. 5
. 6
. 7
. 8
. 9
. 10
Strategy 6: Using a Web Diagram (Horizontal) .
Reproducible Web Diagram (Horizontal) . .
Strategy 7: Using a Tree Diagram . . . . . . . .
Reproducible Tree Diagram . . . . . . . . .
Strategy 8: Using a Standard Venn Diagram . .
Reproducible Standard Venn Diagram . . .
Strategy 9: Using an Advanced Venn Diagram .
Reproducible Advanced Venn Diagram . .
Strategy 10: Using a Table . . . . . . . . . . . .
Reproducible Table . . . . . . . . . . . . . .
Strategy 11: Using a Pyramid . . . . . . . . . .
Reproducible Pyramid . . . . . . . . . . . .
Strategy 12: Using a Fishbone Diagram . . . . .
Reproducible Fishbone Diagram . . . . . .
Strategy 13: Using a Time Line . . . . . . . . .
Reproducible Time Line . . . . . . . . . . .
Strategy 14: Using a Problem-Solution Chart . .
Reproducible Problem-Solution Chart . . .
Strategy 15: Using a Cause-and-Effect Chart . .
Reproducible Cause-and-Effect Chart . . . .
Strategy 16: Using a Cause-and-Effect Diagram
Reproducible Cause-and-Effect Diagram . .
Strategy 17: Using a Chain-of-Events Flowchart
Reproducible Chain-of-Events Flowchart . .
Strategy 18: Using a Sequencing Cycle . . . . .
Reproducible Sequencing Cycle . . . . . . .
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. 11
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. 19
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. 26
. 27
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. 36
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iii
Contents
Strategy 19: Using an Outline . . . . . . . . . . .
Reproducible Outline . . . . . . . . . . . . .
Strategy 20: Using a Concept-Definition Diagram
Reproducible Concept-Definition Diagram . .
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. 37
. 38
. 39
. 40
TRANSPARENCIES
iv
Main Idea Chart (Vertical)
Main Idea Chart (Horizontal)
Elliptical Chart
K-W-L-H Chart
Web Diagram (Vertical)
Web Diagram (Horizontal)
Tree Diagram
Standard Venn Diagram
Advanced Venn Diagram
Table
Pyramid
Fishbone Diagram
Time Line
Problem-Solution Chart
Cause-and-Effect Chart
Cause-and-Effect Diagram
Chain-of-Events Flowchart
Sequencing Cycle
Outline
Concept-Definition Diagram
Copyright © by The McGraw-Hill Companies, Inc.
Transparency 1:
Transparency 2:
Transparency 3:
Transparency 4:
Transparency 5:
Transparency 6:
Transparency 7:
Transparency 8:
Transparency 9:
Transparency 10:
Transparency 11:
Transparency 12:
Transparency 13:
Transparency 14:
Transparency 15:
Transparency 16:
Transparency 17:
Transparency 18:
Transparency 19:
Transparency 20:
Copyright © by The McGraw-Hill Companies, Inc.
To The Teacher
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.
v
Graphic Organizer
1
Main Idea Chart (Vertical)
Strategies
This type of graphic organizer is helpful when
you want students to find the main idea of a paragraph 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.
Main Idea
Supporting Supporting Supporting
Detail
Detail
Detail
Supporting Supporting Supporting
Detaill
Detail
Detail
Using Main Idea Charts (vertical) in the Social Studies Classroom
World History
Ask 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.
Europe becomes a
global power
Copyright © by The McGraw-Hill Companies, Inc.
Supporting Supporting Supporting
Detail
Detail
Detail
Supporting Supporting Supporting
Detaill
Detail
Detail
editorial about the impact of rapid industrialization
on developing countries.
American History
Ask students to use library or Internet resources
to create a vertical main idea chart, similar to the
one below, showing how the Industrial Revolution 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 individuals played key roles in developing new industries? Then have students write a report on one of
these individuals.
America grows from the
Industrial Revolution
World Geography
Have 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 supporting details in a written report.
Economics
Have 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
Civics and Government
Have students research the main idea that Congress uses its implied powers to enact legislation
that meets the challenges of the 21st century. Students should include specific examples for some
of their supporting details.
1
Graphic Organizer 1
Main Idea Chart (Vertical)
Main Idea
Supporting Detail
Supporting Detail
Supporting Detail
Supporting Detail
Supporting Detail
Copyright © by The McGraw-Hill Companies, Inc.
2
Supporting Detail
Graphic Organizer
2
1
Main Idea Chart (Horizontal)
Supporting
Detail
Strategies
Subtopic
Students can use this main idea chart to organize information about a central idea and its subtopics. Students complete the chart by adding the
supporting details in the boxes connected to the
subtopics.
Supporting
Detail
Main Idea
Supporting
Detail
Subtopic
Supporting
Detail
Using Main Idea Charts (horizontal) in the Social Studies Classroom
World History
American History
Have 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.
Present 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.
Subtopic
Copyright © by The McGraw-Hill Companies, Inc.
The Abbasids
developed a
large trading
network
Subtopic
Civics and Government
Have students use a horizontal main idea
chart, similar to the one below, to organize
information about the main idea that the Internet influences the political and social issues
of democracy. Ask students to identify examples of each type of influence.
Political
Issues
World Geography
Have 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 subtopics and support these with details that include
politics, culture, population, and social changes.
The Internet
influences
democracy
Social
Issues
Economics
In 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.
3
Main Idea
Subtopic
Subtopic
Copyright © by The McGraw-Hill Companies, Inc.
Supporting Detail
Supporting Detail
Supporting Detail
Supporting Detail
4
Main Idea Chart (Horizontal)
Graphic Organizer 2
Graphic Organizer
3
Elliptical Chart
Strategies
This 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 supporting details are listed in the surrounding areas.
Main
Idea
Using Elliptical Charts in the Social Studies Classroom
World History
American History
Ask students to use an elliptical chart to develop 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.
Assign 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 Government
Copyright © by The McGraw-Hill Companies, Inc.
Structure of the
Aztec Empire
Organize students into pairs, and ask each pair
to research information about the roles of the citizen in American democracy. After the pairs identify 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 Geography
Students should create an elliptical chart around
the central idea that many countries today are interdependent and rely on one another for survival.
Categories such as goods and services, ideas, information, and markets can be explored. Ask students
to use their graphic organizer to write a paragraph
about the interdependence of countries.
Roles of the
American citizen
Economics
Have students use an elliptical chart to explore
the major factors that influence economic development. Factors might include natural resources,
literacy rates, stable government, and trade with
other countries. Have students compare these factors for one industrialized country and one developing country. Students can report their findings
in a paper or in a series of charts.
5
po
rt
i
Sup
ng
De
il
ta
tin
g
D
e
tai
l
Copyright © by The McGraw-Hill Companies, Inc.
D
ting
il
eta
Supporti
ng
D
e
tail
Main Idea
Suppor
6
Elliptical Chart
Graphic Organizer 3
r
po
Sup
Graphic Organizer
4
Strategies
K-W-L-H Chart
What I
Know
What I Want
to Know
What I
Learned
How Can I
Learn More
The K-W-L-H chart is used to activate students’ 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.
Using K-W-L-H Charts in the Social Studies Classroom
World History
American History
Ask 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.
Have 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.
Copyright © by The McGraw-Hill Companies, Inc.
World Geography
Students 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.
What I
Know
What I Want
to Know
What I
Learned
How Can I
Learn More
Terrorists
attack
World
Trade
Center
and
Pentagon
9/11/01
Economics
The 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 budget 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.
Civics and Government
Ask 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.
7
Graphic Organizer 4
What I Know
What I Want
to Know
K-W-L-H Chart
What I Learned
How Can I
Learn More
Copyright © by The McGraw-Hill Companies, Inc.
8
Graphic Organizer
5
Web Diagram (Vertical)
Strategies
This graphic organizer is a web diagram. Students can use a web diagram to identify one central 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.
Using Web Diagrams (vertical) in the Social Studies Classroom
World History
Provide 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 formation of new nations.
paragraph that explains the market economy to
someone who lives in a traditional economy.
Private
Property
Profit
Motive
Market
Economy
Copyright © by The McGraw-Hill Companies, Inc.
Limited
Government
Supply &
Demand
World War I
American History
World Geography
Ask students to consider the early empires of
South Asia. Have students create a vertical web
diagram identifying one of the empires and its contributions to South Asian culture. Students should
then select one of the contributions to research in
greater detail.
Economics
Have students read about life in colonial
America. As they read, have them create a vertical 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 Government
The president of the United States fills a number 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.
Have students research the characteristics of
a market economy and complete a vertical web
diagram, similar to the one here, with these characteristics. Then ask students to write a descriptive
9
Copyright © by The McGraw-Hill Companies, Inc.
10
Web Diagram (Vertical)
Graphic Organizer 5
Graphic Organizer
6
Web Diagram (Horizontal)
Strategies
Web 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 relevant, factual material to help explain or illustrate
the broad categories.
Using Web Diagrams (horizontal) in the Social Studies Classroom
World History
Sparta 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.
characteristic, students should include words or
phrases that will help them explain the characteristic to others.
American History
Have students develop a horizontal web diagram
to explore the life and contributions of George Washington 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.
Copyright © by The McGraw-Hill Companies, Inc.
Civics and Government
Athens
Have students work in small groups to create a
horizontal web diagram that identifies the structure
and roles of the Senate or the House of Representatives. 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 Geography
Have 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 structure, agricultural products, and primary industries.
In small groups, have students share what they
learned.
Senate
Economics
Ask students to use the horizontal web diagram
to identify the characteristics of money. For each
11
Copyright © by The McGraw-Hill Companies, Inc.
12
Web Diagram (Horizontal)
Graphic Organizer 6
Graphic Organizer
7
Tree Diagram
Strategies
This type of graphic organizer is helpful when
you want students to find the main idea of a paragraph 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
World History
Civics and Government
Provide students with resources on the Renaissance. Have students use the tree diagram to record
subordinate facts or statements to support the following sentence: “The Renaissance was an age
of artistic achievements.”
Provide resources to help students understand 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.
Copyright © by The McGraw-Hill Companies, Inc.
World Geography
Culture is the way of life of a group of people
who share similar beliefs and customs. Organize 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.
U.S. citizens have both a right and
a responsibility to be involved in
American government
Economics
Businesses need to raise money to expand. Often
they borrow money. Have students place the heading “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 History
Cattle 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.
13
Copyright © by The McGraw-Hill Companies, Inc.
14
Tree Diagram
Graphic Organizer 7
Graphic Organizer
8
Standard Venn Diagram
Strategies
Venn diagrams are used to show similarities and
differences among various objects or subjects. The
standard Venn diagram consists of two overlapping circles. Differences are listed in the outer parts
of the circles. Similarities are described where the
circles overlap. Venn diagrams are especially helpful in displaying similarities and differences at a
glance.
Using Standard Venn Diagrams in the Social Studies Classroom
World History
American History
The early civilizations of Mesopotamia and
Egypt had a great impact on later civilizations. Ask
students to work in small groups and use the standard Venn diagram to display the similarities and
differences between these two civilizations.
Provide 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.
World Geography
Copyright © by The McGraw-Hill Companies, Inc.
China 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.
China
Hawks
Doves
Japan
Civics and Government
Economics
Consumers 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.
State 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.
15
Copyright © by The McGraw-Hill Companies, Inc.
16
Standard Venn Diagram
Graphic Organizer 8
Graphic Organizer
9
Advanced Venn Diagram
Strategies
Venn diagrams are used to compare and contrast information among various objects or subjects. 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.
Copyright © by The McGraw-Hill Companies, Inc.
Using Advanced Venn Diagrams in the Social Studies Classroom
World History
Economics
Using an advanced Venn diagram, have students compare and contrast the effects of the Industrial 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.
Economists 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.
World Geography
Ask 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.
Assign 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.
Civics and Government
American History
Ask 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 describing the settlement of the 13 original colonies.
English
Law
New England
Southern
Colonies
Code of Hammurabi
Roman
Law
Middle
Colonies
17
Copyright © by The McGraw-Hill Companies, Inc.
18
Advanced Venn Diagram
Graphic Organizer 9
Graphic Organizer
10
Table
Strategies
Tables are used to organize or categorize information 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.
Using Tables in the Social Studies Classroom
World History
Ask 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.
Monarch’s Name
and Country
Date of Rule
Main
Accomplishments
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 History
Have 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 summarize their findings in a written report, describing the
reasons for the increase or decrease of the enslaved
population during particular years.
Copyright © by The McGraw-Hill Companies, Inc.
Civics and Government
Ask 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, swelling populations, and so on).
World Geography
Have students use a table comparing the physical 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.
Economics
Have students list the characteristics of market,
command, and traditional economic systems in
a table. They should answer the following questions in the table under the appropriate type of
economy: WHAT to produce?, HOW to produce?,
1860
1870
1910
City
City
City
(population) (population) (population)
City
City
City
(population) (population) (population)
Etc.
Etc.
Etc.
Etc.
Etc.
Etc.
19
Copyright © by The McGraw-Hill Companies, Inc.
20
Table
Graphic Organizer 10
Graphic Organizer
11
Pyramid
Strategies
A pyramid is a type of table that is very effective 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.
Using Pyramids in the Social Studies Classroom
World History
Have 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. Students should summarize their findings in a onepage report.
pleting the pyramid, have students summarize
their statistics and compare them to a Lorenz
Curve in a report.
Distribution of Wealth
Copyright © by The McGraw-Hill Companies, Inc.
Assyrian Empire
American History
World Geography
As students study East Asia, have them develop
an inverted pyramid to show how different aspects
of Taiwan’s economy have contributed to it becoming one of the world’s most prosperous economies.
The top section of the pyramid should list Taiwan’s
primary source of wealth.
Economics
Have 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-
Tell students that they will use a pyramid
to identify important events that led to the settling 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 Government
At 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.
21
Copyright © by The McGraw-Hill Companies, Inc.
22
Pyramid
Graphic Organizer 11
Graphic Organizer
12
Fishbone Diagram
Strategies
The 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.
Using Fishbone Diagrams in the Social Studies Classroom
World History
American History
Have students use a fishbone diagram to identify the causes of World War I. Students should be
able to identify militarism, nationalism, and alliances as the main causes. Ask students to write a
definition of each cause beside the word.
Ask students to select one of the European countries 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 students expand the fishbone diagram to describe the
influences that explorer had on the development
of North America.
Cartier
Causes of
WWI
Copyright © by The McGraw-Hill Companies, Inc.
France
Champlain
World Geography
The 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.
Economics
A person who borrows money will have specific
responsibilities. Ask students to list “Responsibilities of a Borrower” as the main idea and then identify the responsibilities using the fishbone diagram.
La Salle
Civics and Government
Have 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. Statements that support the group’s stance should be
listed on the right.
Responsibilities
of a Borrower
23
Copyright © by The McGraw-Hill Companies, Inc.
24
Fishbone Diagram
Graphic Organizer 12
Graphic Organizer
13
Time Line
Strategies
Time lines are used to list important dates in
chronological order. They require students to analyze 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.
Using Time Lines in the Social Studies Classroom
World History
American History
The Chinese philosophies of Confucianism,
Daoism, and Legalism all sought to create a peaceful society. Ask students to research these philosophies and create a time line showing the important
dates associated with them, including the names
and dates of the great thinkers in each philosophy.
Have 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 victories. Or students could use one color to represent
events in the Atlantic front and another color for
the Pacific front.
Confucius is born
551 B.C.
Allied Victories
Copyright © by The McGraw-Hill Companies, Inc.
World Geography
Ask 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.
Economics
Marketing involves all the activities needed to
move goods and services from producer to consumer. 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.
Axis Victories
Civics and Government
Have students research significant dates in
the history of their city, county, or state. Students
should then create a time line showing the chronological 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 significant in shaping their city, county, or state.
25
Copyright © by The McGraw-Hill Companies, Inc.
26
Time Line
Graphic Organizer 13
Graphic Organizer
14
Strategies
Problem-Solution Chart
Problem
Solution
Students can use problem-solution charts to
examine historical events or decisions. They also
can use this type of graphic organizer to brainstorm 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.
Using Problem-Solution Charts in the Social Studies Classroom
World History
Civics and Government
As 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.
The 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 brainstorm 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.
Copyright © by The McGraw-Hill Companies, Inc.
World Geography
The conflict between Protestants and Catholics
in Northern Ireland has caused violence and instability. As a class, list the problems that have contributed to the conflict in a problem-solution chart.
Then organize students into groups to discuss and
recommend possible solutions for each problem.
Problem
Solution
Fraud
Economics
As 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 solution and use it to write an editorial about how to
address the problem.
Invasion of
Privacy
Theft
American History
Tell 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 individuals developed to address these problems. Then have
students examine the solutions and determine which
solution was the most effective for each problem.
27
Graphic Organizer 14
Problem
Problem-Solution Chart
Solution
Copyright © by The McGraw-Hill Companies, Inc.
28
Graphic Organizer
15
Cause-and-Effect Chart
Strategies
Cause
Effect/Cause
Effect
This type of organizer helps students analyze
information by identifying cause-and-effect relationships. 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.
Copyright © by The McGraw-Hill Companies, Inc.
Using Cause-and-Effect Charts in the Social Studies Classroom
World History
Economics
Have students study the fall of Rome to determine the causes that led to the decline of the
Roman Empire. For each cause, have them determine specific effects. Then have them examine
the effect to determine if it begins another causeand-effect sequence. A sample of one sequence is
shown below.
The laws of supply and demand are based on
causes and effects. Ask students to list the determinants 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.
Cause
Effect/Cause
Effect
Poor
leadership
Dishonest
government
Increase in
violence
and
tension
World Geography
Have 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.
Cause
Effect/Cause
Increase in
population
Demand
increases
Decrease
in income
Demand
decreases
New fad
Demand
increases
Substitutes
available
Demand
decreases
Effect
American History
The Great Awakening affected life in the early
colonies. Using a cause-and-effect chart, have students identify the causes of the Great Awakening,
its effects, and whether these effects became the
cause of yet another effect.
Civics and Government
Immigration 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.
29
Graphic Organizer 15
Cause
Cause-and-Effect Chart
Effect/Cause
Effect
Copyright © by The McGraw-Hill Companies, Inc.
30
Graphic Organizer
16
Cause-and-Effect Diagram
Strategies
This 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.
Using Cause-and-Effect Diagrams in the Social Studies Classroom
World History
American History
The 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.
Have students use a cause-and-effect diagram to
identify the causes of the American Revolution. Students should use their diagrams to write a one-page
report explaining how these causes culminated in the
American Revolution.
Copyright © by The McGraw-Hill Companies, Inc.
The Ming
reform
China
World Geography
The 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 railroad on Russian life. Groups can then teach each
other what has been learned.
American
Revolution
begins
Civics and Government
Have students use the cause-and-effect diagram 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.
Economics
A good business partnership results from a variety of causes. Ask students to create a cause-andeffect diagram to identify the factors that might
culminate in a successful business partnership.
31
Graphic Organizer 16
Cause-and-Effect Diagram
Copyright © by The McGraw-Hill Companies, Inc.
32
Graphic Organizer
17
Chain-of-Events Flowchart
Strategies
A chain-of-events flowchart asks students to
organize and interpret information by sequencing 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.
Using Chain-of-Events Flowcharts in the Social Studies Classroom
World History
American History
Have 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.
The Framers made the amendment process difficult to discourage minor or frequent changes being
made to the U.S. Constitution. Have students use
the chain-of-events flowchart to show the amendment process.
Copyright © by The McGraw-Hill Companies, Inc.
World Geography
Air 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 precipitation to create acid rain.
Proposal
Ratification
Cars and factories emit
nitrogen oxides and
sulfur oxides
New Amendment
Civics and Government
Parliamentary systems of government differ
from presidential systems of government. Ask
students to use a chain-of-events flowchart to highlight the steps followed in choosing the head of a
country’s parliamentary system.
Economics
The 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.
33
Graphic Organizer 17
Chain-of-Events Flowchart
Copyright © by The McGraw-Hill Companies, Inc.
34
Graphic Organizer
18
Sequencing Cycle
Strategies
1.
A 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?”
2.
4.
3.
Using Sequencing Cycles in the Social Studies Classroom
World History
Economics
“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.
Have 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 economy. Students will need to add arrows going both
directions on their sequencing cycles.
1. Product
Markets
World Geography
Copyright © by The McGraw-Hill Companies, Inc.
Remind 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.
2. Individuals
3. Factor
Markets
1. Evaporation
2.
4.
4. Businesses
3.
American History
Civics and Government
Students 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 students to contribute the information they learned
in their research.
In 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.
35
4.
1.
3.
Copyright © by The McGraw-Hill Companies, Inc.
2.
36
Sequencing Cycle
Graphic Organizer 18
Graphic Organizer
19
Strategies
General rules to follow when outlining include
using Roman numerals (I, II, III) to list major categories 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.
Outline
Main Topic
I.
A.
1.
2.
B.
1.
2.
II.
Using Outlines in the Social Studies Classroom
World History
Civics and Government
Ask students to read about the complex civilizations that grew up around the Mississippi River
Valley. Have students create an outline identifying
at least two major categories about these early civilizations. Each category should be supported by
two or more subtopics.
Ask students to identify the three branches of
our government. Students should then create an
outline using the three branches as their major categories and identifying appropriate subtopics and
supporting details. Have students use the information to write a summary paragraph describing the
basic structure of the American government.
Copyright © by The McGraw-Hill Companies, Inc.
World Geography
Eastern 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.
Structure of the U.S. Government
I. Legislative Branch
A.
1.
2.
Economics
Economics is the study of people using limited 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.
B.
1.
2.
II. Executive Branch (continued)
American History
The 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.
37
Graphic Organizer 19
Outline
Main Topic
I.
A.
1.
2.
1.
2.
II.
38
Copyright © by The McGraw-Hill Companies, Inc.
B.
Graphic Organizer
20
Strategies
A concept-definition diagram allows students to
synthesize as they read, learning key concepts and
developing new vocabulary. Students use the questions “What is it?”, “What is it like?”, and “What
are some examples?” to pull together characteristics, facts, and examples. This graphic organizer
also can be used as a note-taking guide.
Concept-Definition Diagram
What is it?
What is it like?
Characteristics:
What are some examples?
Copyright © by The McGraw-Hill Companies, Inc.
Using Concept-Definition Diagrams in the Social Studies Classroom
World History
American History
Have 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.
After 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 conceptdefinition diagram. Provide resources on sectionalism to enhance student learning. Encourage
students to look for examples of sectionalism in
the world today.
World Geography
Civics and Government
Dynasties 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.
Have 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.
Economics
Global 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.
39
Graphic Organizer 20
Concept-Definition Diagram
What is it?
What is it like?
Characteristics:
40
Copyright © by The McGraw-Hill Companies, Inc.
What are some examples?
Copyright © by The McGraw-Hill Companies, Inc.
Graphic Organizer 1:
Main Idea Chart (Vertical)
Main Idea
Supporting Detail
Supporting Detail
Supporting Detail
Supporting Detail
Supporting Detail
Supporting Detail
Subtopic
Subtopic
Main Idea Chart (Horizontal)
Main Idea
Graphic Organizer 2 :
Copyright © by The McGraw-Hill Companies, Inc.
Supporting Detail
Supporting Detail
Supporting Detail
Supporting Detail
ng
Sup
p
o
rt
i
gD
eta
il
Supporti
ng D
e
ail
tail
Det
g
n
i
t
Suppor
Main Idea
Elliptical Chart
tin
il
ta
e
D
Graphic Organizer 3 :
Copyright © by The McGraw-Hill Companies, Inc.
or
p
Sup
Copyright © by The McGraw-Hill Companies, Inc.
Graphic Organizer 4 :
What I Know
K-W-L-H Chart
What I Want
to Know
What I Learned
How Can I
Learn More
Copyright © by The McGraw-Hill Companies, Inc.
Graphic Organizer 5 :
Web Diagram (Vertical)
Graphic Organizer 6 :
Web Diagram (Horizontal)
Copyright © by The McGraw-Hill Companies, Inc.
Copyright © by The McGraw-Hill Companies, Inc.
Graphic Organizer 7 :
Tree Diagram
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Graphic Organizer 8 :
Standard Venn Diagram
Copyright © by The McGraw-Hill Companies, Inc.
Graphic Organizer 9 :
Advanced Venn Diagram
Copyright © by The McGraw-Hill Companies, Inc.
Graphic Organizer 10 :
Table
Copyright © by The McGraw-Hill Companies, Inc.
Graphic Organizer 11 :
Pyramid
Graphic Organizer 12 :
Fishbone Diagram
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Graphic Organizer 13 :
Time Line
Copyright © by The McGraw-Hill Companies, Inc.
Copyright © by The McGraw-Hill Companies, Inc.
Graphic Organizer 14 :
Problem-Solution Chart
Problem
Solution
Cause
Graphic Organizer 15 :
Effect/Cause
Cause-and-Effect Chart
Copyright © by The McGraw-Hill Companies, Inc.
Effect
Copyright © by The McGraw-Hill Companies, Inc.
Graphic Organizer 16 :
Cause-and-Effect Diagram
Copyright © by The McGraw-Hill Companies, Inc.
Graphic Organizer 17 :
Chain-of-Events Flowchart
4.
Graphic Organizer 18 :
3.
1.
Sequencing Cycle
Copyright © by The McGraw-Hill Companies, Inc.
2.
Copyright © by The McGraw-Hill Companies, Inc.
Graphic Organizer 19 :
Main Topic
I.
A.
1.
2.
B.
1.
2.
II.
Outline
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Graphic Organizer 20 :
Concept-Definition Diagram
What is it?
What is it like?
Characteristics:
What are some examples?