Graphic Organizers

Procedures Instruction:
What is a Graphic Organizer? Students use graphic
Strategy organizers
1. Teacherto graphically represent
provides explicit ideas and
instruction relations
on what
in narrative
graphic ororganizers
expositoryare text.andGraphic organizers
that graphic
help students
organizers make
are concrete,
a work in visual connections
progress. Special using
words,attention
phrases,should
diagrams, pictures,
be placed and arrows.  
on how, when, and
why the students should use them.
Why use it — expected outcomes? Graphic
2. Teacher
organizers helpmodels
studentsusing the selected
understand howgraphic
ideas and
concepts are connected or interrelatedbefore,
organizer while “thinking aloud” during,
using visual
or after reading the text.
representation.
 Shows an example of a completed graphic
Graphic organizers
organizer help students:
students could use with what is
 Focus on text
being studied. structure
 Visually represent
Discusses connections
the graphic in text
organizer and its
 Organize
design. writing
 Remember what is being read
3. Teacher guides and helps students use the
Whenselected
to use it? graphic
Before,organizer
during, by andaddressing the
after instruction
following
and/or reading. questions:
 What is the main idea of the graphic
How to use it?
organizer?
  Before
How does
reading:
the format help the user construct
meaning?Use graphic organizers to organize prior
 knowledge
How areand relationships
provide a conceptual
identified? framework
 for reading
How cannew thismaterial.
graphic organizer be used and
reused?
 During reading:
 In what ways does canthis graphic organizer
Graphic organizers be used to take notes.help
understanding the concept?
 After
What reading:
changes could be made to better use
Graphic organizers can be used to summarize, reconstruct,
the graphic organizer?
and synthesize
4. The studentsreading.
practice using the graphic
Designorganizer.
group work After studentsstudent
to promote have worked with the
interaction and
teacher to complete a graphic organizer,
conversation. Use the graphic organizer to encourage
distribute
students to talk aabout
blankconcepts
graphic organizer to students.
being studied, and to
test and challenge others students’ ideas.
 Have students work in pairs to complete a
graphic organizer using their own
experiences and background knowledge as
they work through the organizer.
5. Students complete a similar blank graphic
organizer independently.

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 1

  Have students refine their graphic organizers
as they make deeper, more complex
connections.
 Encourage students to create their own
organizers.

Classroom How do you know that students are using and

Assessment understanding the strategy and/or content?
View student work as students complete their graphic
organizers or collect them. Note increased
comprehension.
Black-line Masters
“Anticipation/Reaction Guide” Page 5
“Anticipation/Reaction Guide” sample Page 6
“Anticipation/Reaction Guide” sample Page 7
“Create a Time Line” Page 8
“Create a Time Line” sample Page 9
“Fishbone” Page 10
“Fishbone” sample Page 11
“It’s All in the Title” Page 12
“It’s All in the Title” sample Page 13
“K-W-L” Page 14
“K-W-L” sample Page 15
“K-W-L Plus” Page 16
“K-W-L Plus” sample Page 17
“Concept Definition Map” Page 18
“Concept Definition Map” sample Page 19
“Persuasion Map” Page 20
“Persuasion Map” sample Page 21
“Problem/Solution” Page 22
“Problem/Solution ” sample Page 23
“Sequence Chart” Page 24
“Chronological Sequence Chart” Page 25
“Chronological Sequence Chart” sample Page 26
“SQ3R” Page 27
“SQ3R” sample Page 28
“Systems(s) Comparison” Page 29
“Systems(s) Comparison” sample Page 30
“Triple Venn Diagram” Page 31
“Venn Diagram” Page 32
“Venn Diagram” sample Page 33
“Word Investigation” Page 34

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 2

 Variations Use graphic organizers to help student develop ideas,
content and organization for writing.

Acheycutts, P. Area Education Agency 7. Retrieved on July 12,

Resources 2003, from
http://edservices.aea7.k12.ia.us/edtech/classroom/visual/vocbe
mp1.GIF" \* MERGEFORMATINET
Idol, L. and Croll, V.J. (1987). Story-mapping training as a means
of improving reading comprehension. Learning Disability
Quarterly, 10, 214-229.
Kipperman, D. & McKinstry, M. Write design: sequence graphic
organizers. http://www.writedesignonline.com/organizers
NCREL (1995). Strategic teaching and reading project guidebook.
Retrieved July 12, 2003, from
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1ant
i.htm
Score: Online Resources for Teachers. Graphic organizers.
Retrieved July 12, 2003, from
http://www.sdcoe.k12.ca.us/score/actbank/tprobsol.htm
Teachnology, Inc. (2002) The Web Portal For Educators.
Retrieved July 12, 2003, from www.teach-nology.com.

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 3

 Anticipation/Reaction Guide
Anticipation/Reaction Guide

Directions: Respond to each statement twice: once before the

lesson and again after reading it.

 Write A if you agree with the statement

 Write D if you disagree with the statement

Response TOPIC Response
Before After
Reading Reading

NCREL (1995). Strategic Teaching and Reading Project Guidebook [Electronic version].
Retrieved July 12, 2003 from
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1anti.htm.

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 4

 Sample Anticipation/Reaction Guide
Anticipation/Reaction Guide

Directions: Respond to each statement twice: once before the

lesson and again after reading it. The statements are based on
Latin America and the United States (Ch.23, sect.1, pgs. 504-511)
in World Cultures: A Global Mosaic.

 Write A if you agree with the statement

 Write D if you disagree with the statement

Response TOPIC Latin America and the United Response
Before States After
Reading Reading
If I lived in Latin America, I would admire the U.S
If I were a Latin American, I would want the U.S.
to help my region in any way possible.
If I were a Latin American, I would trust the U.S.
government.
The U.S. is a “good neighbor” to surrounding
countries rather than an oppressive “Yankee
Imperialist”
U.S. investments in Latin America have helped
all Latin Americans.
The U.S. should support a dictator if doing so
keeps a country from turning communist.
The U.S. has no business helping to overthrow a
“bad” leader.
The U.S. should use trade embargos to force
change in countries with poor human rights
policies.
The U.S. should penalize any country that does
not join in on one of its trade embargoes.
The U.S. should make Puerto Rico the 51st state.

NCREL (1995). Strategic Teaching and Reading Project Guidebook [Electronic version].
Retrieved July 12, 2003 from
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1anti.htm.

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 5

 Anticipation/Reaction Guide True/False Version

Directions: Respond to each statement twice: once before the

lesson and again after reading it. The statements are based on
Latin America and the United States (Ch.23, sect.1, pgs. 504-511)
in World Cultures: A Global Mosaic.

 Write T if you believe the statement is true

 Write F if you believe the statement is false

Response TOPIC Latin America and the United Response
Before States After
Reading Reading Put
page # that
confirms answer

If I lived in Latin America, I would admire the U.S

If I were a Latin American, I would want the U.S.
to help my region in any way possible.
If I were a Latin American, I would trust the U.S.
government.
The U.S. is a “good neighbor” to surrounding
countries rather than an oppressive “Yankee
Imperialist”
U.S. investments in Latin America have helped
all Latin Americans.
The U.S. should support a dictator if doing so
keeps a country from turning communist.
The U.S. has no business helping to overthrow a
“bad” leader.
The U.S. should use trade embargos to force
change in countries with poor human rights
policies.
The U.S. should penalize any country that does
not join in on one of its trade embargoes.
The U.S. should make Puerto Rico the 51st state.

NCREL (1995). Strategic Teaching and Reading Project Guidebook [Electronic version].
Retrieved July 12, 2003 from
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1anti.htm.

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 6

 Create a Time Line

1. 2. 3.

4. 5. 6.

7. 8. 9.

10. 11. 12.

Adapted from Pearson Education, Inc. publishing as Benjamin Cummins and www.genomenewsnetwork.org

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 7

 Create a Time Line- Sample
Read “Western Europe in the World Today” (Ch. 31, sections 1 and 2, pgs. 684-695) in
World Cultures: A Global Mosaic. Create a time line of significant events for post-World
War II Europe. Be sure to cite your information. The first two have been done for you.
Hint: skim through both sections before filling in any boxes.

1.1945 – millions 2.Post WWII U.S. launches

homeless, many facing
starvation. Cities,
factories, schools, major
transportation routes in
ruins (Ahmad et. al 686)
“containment” policy to stop
Soviet expansion. In 1947, the
Truman Doctrine is issued –
pledging U.S. aid to any free
3.
nation threatened. Also in
1947, the U.S. announces the
Marshall Plan to help rebuild
Europe (687-688).

4. 5. 6.

7. 8. 9.

10. 11. 12.

Adapted from Pearson Education, Inc. publishing as Benjamin Cummins and www.genomenewsnetwork.org

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 8

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 9
 Graphic Organizers Section 8, Page 10
Theory of Continental Drift

Hypothesized
Alfred That all the continents
Wegener: were connected and 1910-
German had drifted apart. 1915
Scientist Named supercontinent
Pangaea

Social Studies
Observed
landforms, fossils Noticed
Collected and gathered connections
evidence from evidence of between regions
all over the Earth’s climate that weren’t
world change geographically

© Washington Alliance
connected.
Name ________________________ Date ____________________
It’s All In the Title
Title of Chapter/section:

Based on the title, what do you think this chapter/section might be

about?

Based on the title, what types of information do you think might be

in this chapter/section?

In the space provided below, draw a cover page for the

chapter/section based on the title.

Adapted from: Teachnology, Inc. (2002) The Web Portal For Educators
[Electronic version]. Retrieved July 12, 2003 from www.teach-nology.com

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 11

Name ________________________ Date ____________________
It’s All In The Title
Title of Chapter/section:
Role for NATO debated
The Herald, June 10, 2004, p. A3

Based on the title, what do you think this chapter/section might be

about?

There appears to be a question among nations as to the role NATO will play
in a world problem. It is probably Iraq since there has been general
disagreement about it since before the war

Based on the title, what types of information do you think might be

in this chapter/section?

I will probably find the names of the major countries, background

information, the specifics of the debate.

In the space provided below, draw a cover page for the

chapter/section based on the title.

Adapted from: Teachnology, Inc. (2002) The Web Portal For Educators
[Electronic version]. Retrieved July 12, 2003 from www.teach-nology.com

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 12

 KWL
What I Know What I Want to Learn What I Have Learned

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 13

 KWL

What I Know What I Want to Learn What I Have Learned

I know that the Ice I want to know:

Ages happened a long o How long ago the
time ago. Ice Age happened
o What effect it had
I know that people on living things
living in North America o What it did to the
had to come from environment
somewhere—but o What it has to do
where? with people
coming to North
I know that there was America
a land bridge—but
from where to where? I want to know:
o Where the first
North American
people came from
o Why they came
o How they came

I want to know more

about
the land bridge.

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 14

 KWL+
What I Know What I Want to Learn What I Have Learned

Categories of Information I Expect to Use:

1.
2.
3.
4.
5.

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 15

 Concept Definition Map

What is it? (definition/category)

What is it like?
Comparison/Contrast

The Word

What are some examples?

Adapted from Barton, Mary Lee & Deborah L. Jordan, Teaching Reading in Science,
McREL, Aurora Colorado, 2001.

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 16

 Comparisons/Contrasts What is it? (Category)

Similar to a bridge narrow

Land form

Connects
The Word  two land
isthmus
masses

Bordered
by water
Isthmus of
Panama

What are some examples?

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 17

 Persuasion Map
Write your goal or point of persuasion in the first box. Write three reasons supporting
your goal in the next boxes. List facts and examples in the branching boxes.

fact/example

Reason 1 fact/example

fact/example

fact/example

Goal Reason 2 fact/example

fact/example

fact/example

Reason 3 fact/example

fact/example

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 18

 Persuasion Map - Example
Read “Latin America and the United States” (pgs.505-511 in World Cultures: A Global Mosaic). Answer
the following question in a persuasive thesis sentence in the goal box:
Has the United States’ involvement in Latin America had a positive effect on Latin America?
Write three reasons supporting your goal in the next boxes. List facts and examples in the
branching boxes (be sure to cite examples with page numbers).

fact/example
“As a result” of the Spanish-American War, the
U.S. “gained Puerto Rico and the Phillipines”
(Ahmad et. al 506).

Reason 1 fact/example
The U.S. has taken land After the Mexican War ended in 1848, the U.S.
took almost half of Mexico’s territory (506).
from Latin America.

fact/example

fact/example

Goal Reason 2 fact/example

The United States
involvement in Latin America
has not had a positive effect
on Latin America.

fact/example

fact/example

Reason 3 fact/example

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 19

 Problem/Solution
Problem/Solution require you to identify a problem and consider multiple
solutions and possible results.

Who
What
Problem

Why

Attempted Results
Solutions
Solution 1. 1.

2. 2.

3. 3.

End Results

Adapted from: Score: Online Resources for Teachers. Graphic Organizers [Electronic version].
Retrieved July 12, 2003, from http://www.sdcoe.k12.ca.us/score/actbank/tprobsol.htm

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 20

 Problem/Solution Sample
Problem/Solution requires you to identify a problem and consider multiple solutions and possible results.
In this assignment, identify the four major global issues in Latin America discussed in “Regional and Global Issues”
(World Cultures: A Global Mosaic, pgs. 511-515). After identifying and explaining the problem (Who, What, Why), list
two attempted solutions and their results stated in the book (cite the corresponding page number). Then list one
possible solution you have and its possible result. You will complete an organizer for each of the four issues. The
first has been done for you as an example.

Who? Latin America

Problem What? Debt Problem
Why? Latin American nations borrowed large amounts
from foreign banks and governments to develop agriculture
and industry. When interest rates rose in the 1980s and
the economy slowed, it created a debt crisis (Ahmad et. al
513)

Attempted
Solutions
Solution From Book
1. Banks lowered interest rates,
extended the repayment period, and
canceled some debt in exchange for
partial ownership(513).
2. L.Amer. governments have “cut
spending on services to the poor ,
laid of workers, and sold state-owned
industries” (513).
Your Idea
3. L.American governments should
provide micro-loans to small
business owners and farmers. The
interest collected could help pay off
the debt to foreign banks.
Results
From Book
1. Though not stated directly,
it appears to have kept the
countries from defaulting and
to have kept the banks from
failing (513).
2. This has saved money but it
has also caused the poor’s
standard of living to drop even
below what it was (513)
Your Idea
3.This would help accomplish
two major tasks. It would help
pay off foreign debt and would
help the ever increasing poor.

End Results
If all three of the above are done, the end result
could be an end to debt in Latin America and the
start of prosperity.
Adapted from: Score: Online Resources for Teachers. Graphic Organizers [Electronic
version]. Retrieved July 12, 2003, from
http://www.sdcoe.k12.ca.us/score/actbank/tprobsol.htm

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 21

 Sequence Chart
List steps or events in time order.
Topic:

First:

Next:

Next:

Next:

Next:

Next:

Next:

Last:

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 22

 Chronological Sequence Chart

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 23

 Chronological Sequence Sample
Topic 1:Europe in World War I

Based on reading from “Europe in Two World Wars” from World Cultures: A Global Mosaic, pgs.
675-682. Please cite all information

Nationalism and By late 1800’s

colonial rivalries militarism thrived in
lead to increased Europe. P. 677
military spending
and bigger armies
and navies in the
1800’2 p.677

Topic 2: Europe in World War II

Mussolini and
Hitler took
advantage o post-
WWI turmoil and poor
economic conditions
to gain power. P.
678-679)

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 24

 Name: _______________________
Date: _______________________
Class: _______________________

SQ3R
Record important titles and subtitles from work.
_____________________________________________________________
Survey:
_____________________________________________________________
_____________________________________________________________

Question: Write "Who, What, When, Where, and Why" questions from main topics.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Read: Write answers to questions from above.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Recite: Record key facts and phrases as needed for each question.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Review: Create a summary paragraph for each question.

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 25

Text: ‘The Industrial Revolution” World Cultures: A Global Mosaic p.670-675

Purpose: Be able to answer the following three questions:

1) How did new technologies contribute to the industrial revolution?
2) How did industrialization affect people’s lives? Name: _______________________
3) How did reformers try to change society in the 1800s? Date: _______________________
Class: _______________________

SQ3R Sample
Record important titles and subtitles from work.
1)The Industrial Revolution, 2)Beginnings of the Industrial Revolution,
Survey: 2a)the factory system, 2b) improved transportation and communication___
_____________________________________________________________

Question: Write "Who, What, When, Where, and Why" questions from main topics.
1) When and what was the industrial revolution? 2) What led to the
beginning of the industrial revolution? 2a) What was the factory system?
2b) Where did improvements in transportation and communication occur?
_____________________________________________________________
Read: Write answers to questions from above.
1) process in which machines replaced hand tools; steam and electricity
took the place of human and animal power (Ahmad et. al 798).___________
2)A revolution in agriculture which led to increased food production. This in
turn led to better health and increased population. At the same time better
farming methods led to less need for farmers (671).____________________
_____________________________________________________________
Recite: Record key facts and phrases as needed for each question.
1) two stages; Britain, Western Europe, U.S. 2) Available labor__________
_____________________________________________________________
_____________________________________________________________

Review: Create a summary paragraph for two of the above questions.

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 26

 Systems(s) Comparison
Systems(s)

Differences Similarities

Conclusion(s)

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 27

Name ________________________ Date ____________________

Systems(s) Comparison
Systems(s)

Socialism and Democracy

Differences Similarities

Conclusion(s)

Triple Venn Diagram

____________________

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 28

Name ________________________ Date ____________________

Venn Diagram

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 29

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 30
 Compare/Contrast
Venn Diagram
Name ________________

Differences Shared Differences

Eyes on the Prize:

The Americans (Jordan, America’s Civil Rights
Greenblatt and Bowes) 1954-1965
by Juan Williams

Rosa Parks, a tired

Rosa acted alone and
then was supported by
the African American
community who
coordinated a city
wide boycott
African American There were a wide
seamstress, refused to variety of people who
give up her seat to a had been arrested.
white man while riding Rosa was just seen as
on a bus in Montgomery, the “best” person.
AL on December 1, 1955 NAACP had been
working for a long time
to establish a boycott to
integrate the buses in
Montgomery

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 31

 Name___________________
Date____________________
Assignment:
_____________

Word Investigation
Directions:
1. Define the words—use a dictionary
2. Create direct analogies—What words have similar meanings?
3. Make personal analogy—What would it feel like to have the characteristic or traits of . . ?
4. Identify words with the opposite meaning or characteristics
5. Use the word in an original sentence—with correct grammar and at least 6 words long.

Word: _____________________________

1. Definition:

2. Similar (analogy) 3. Feels like: 4. Opposite

5. Your sentence using the word:

Word: _____________________________

1. Definition:

2. Similar (analogy) 3. Feels like: 4. Opposite

5. Your sentence using the word:

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 32

Side two of Word Investigation
Word: _____________________________
1. Definition:

2. Similar (analogy) 3. Feels like: 4. Opposite

5. Your sentence using the word:

Word: _____________________________
1. Definition:

2. Similar (analogy) 3. Feels like: 4. Opposite

5. Your sentence using the word:

A word of your choice from the reading--Word: _________________________________

1. Definition:

2. Similar (analogy) 3. Feels like: 4. Opposite

5. Your sentence using the word:

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 33

© Washington Alliance Social Studies Graphic Organizers Section 8, Page 34