Activities for Social Studies

Embark on a global adventure with our interactive world map. Explore, connect, and discover by placing pins and sharing interesting facts about yourself or locations. Let the exploration begin!

Help your child develop emotional awareness with our basic emotions worksheet! Designed for young learners, it teaches how to identify and express feelings.

A map of each continent is a valuable resource for students to learn geography.

A Circle of Support template is a tool used to document the people and resources in your network who provide support and encouragement.

A map of each continent is a valuable resource for students to learn geography.

Use this template to discuss digital citizenship and how your students wish to behave while online. Discuss proper behaviors and inappropriate actions. Students can collaborate on page one, placing ideas with voice, video, and text. Then, use page two to place a complete pledge for students to sign with the drawing tool.

Help your students develop emotional awareness with our basic emotions worksheet! Designed for young learners, it teaches how to identify and express feelings.

Use this template to show off student work and work on proper peer feedback with Sonia's Gallery Walk using the TAG strategy. T - Tell your classmates something you like about their work. A - Ask them a question about it. G - Give a suggestion for how they can improve their work. Students can place a snapshot, screenshot, video, or show their work in the space provided, and then peers can provide multimedia feedback on the side. Use Kami's Split and Merge to create a portfolio collaborative activity or to remove the directions page to assign individually, then merge them all together after the work is done.

Use the Grid Method to create a student-centered, competency-based framework for any subject.

A map of each continent is a valuable resource for students to learn geography.

Students are curious kiddos. Teach them how to research with the GAS strategy. G - Goals, what do you want to learn? A - Answers, find the answers. S - Share, share what you learned. Knowing what they are supposed to look for helps them stay focused when searching for the answers. Then they can share what they learned by summarizing it real quick on the last page with a video, voice comment, or voice typing.

Rubrics are a must have when doing Project-based learning, but a Progress Assessment Tool can really place the experience in the hands of the students. While digging deeper into an Umbrella Question (driving question), students can write their own learning targets by a teacher giving them standards.

Steve Martinez has used this method to align the content standards, literacy, standards, CTE standards, or general skills that he wanted students to work on. Students write learning targets that will be used throughout the PBL unit, document how each learning target will be hit or mastered, and then have a column for feedback and reflection (self-reflection, peer-to-peer reflection, and/or teacher to student feedback).

Feel free to use as many or as little learning targets for the PBL unit of your choice. Steve would use this document to conference with students 1:1 or in small groups through the duration of a PBL unit. This document was inspired by the work of Ross Cooper and Erin Murphy.

Explore the world with our World Map Worksheet! Label continents, oceans, and countries to build your geography skills.

Try out Project-based Learning with this French Revolution template!

The supporting questions are a great strategy at the beginning of a Project-based Learning Unit. Our Kami Hero Steve Martinez uses this to have his students receive an Umbrella Question (Driving Question) that becomes the focus of the entire PBL experience.

The supporting questions are questions that students can ask to better understand the Umbrella Question, or what needs to be asked in order to begin to answer the Umbrella Question. This level of empowerment and inquiry positions students to ask their own questions, find truth through inquiry, and then document their citations to refer back to later.

This Umbrella Question reads, “To What Degree, Should Citizens Stand Up to Their Government.” What kind of BIG Complex questions can you think of for students?

Kami amplifies this inquiry by giving students the ability to “talk out” their inquiry, “plan out their PBL,” and receive feedback from their teacher through the Kami tools. The supporting questions is a jumping off start before tackling the PBL by interrogating the question.

This engaging activity allows students to create their own mini-podcasts celebrating Women’s History. Using Kami’s audio recording tool, students will explore an inspiring woman or theme in history, developing their research, storytelling, and public speaking skills.

Unleash the power of student inquiry by providing a BIG umbrella question (driving question) for students to tackle for the duration of a Project-based learning (PBL) unit.

What kind of BIG questions or wicked problems can you give your students? Insert yours for students and have them create their own supporting questions to better understand the Umbrella Questions, or supporting questions they must ask to begin to address or solve the Umbrella question. Students then can use their own inquiry to find truth for their own questions. Students can exercise research skills, interview professionals, listen to podcasts, or read literature to answer their questions.

This template provides an opportunity for students to document citations. Steve Martinez would use this as the first step of a PBL unit with his students. This document was inspired by the work of Ross Cooper and Erin Murphy.