Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Using Bloom's Taxonomy in Social Studies

Application of Bloom's Questions in Social Studies

Ashley Pitre

on 18 January 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Using Bloom's Taxonomy in Social Studies

How to Use Bloom's Taxonomy in a Social Studies Lesson Applying Bloom's Knowledge Step Applying Bloom's Comprehension Step Applying Bloom's Application Step Applying Bloom's Analysis Step * Have students memorize important names, dates
and facts.
Ex 1: Canada's provinces, territories and regions then have students memorize

Ex 2: Early Civilization or Medieval Times have them memorize
important dates and names.

Objective verbs: Identify, name, recite, locate... * Have students summarize events that happen
around a specific event, date.

Ex 1: First Nations and European Explores have students summarize some of the conflicts that have arisen between them.
Ex 2: Traditions and Celebrations have them summarize what we do at Eid time and why
we celebrate it.

Objective Verbs: Give examples, illustrate
summarize, explain...etc. * Have students classify facts surrounding social studies
topics and separate into categories. Have them use their
knowledge in a new situation.

Ex 1: Urban and Rural Communities, have students categorize things into these two categories.
Ex 2: Migration have students think of reasons that
could make a group of people migrate.

Objective verbs: Organize, produce, sketch,
dramatize, paint, choose....etc. * Have students construct a timeline or cause and effect chart that connects each event or fact to another.
Ex 1: First Nations let them do a timeline of before, during and after European colonization.
Ex 2: New France (Quebec) they can make a timeline that connects past events with current issues.
Objective verbs: Categorize, compare,
infer, survey, distinguish... Applying Bloom's Synthesis Step * Have your students create a reproduction
in a diorama, map, or a short group video.
Ex 1: The Local Community, have students
design or make a map of their
ideal local community.
Ex 2: Economic Systems, have students create an art piece based on boom and bust economic cycle.
Objective Verbs: Create, design, invent,
plan, make up, develop...etc. Applying Bloom's Evaluation Step * Have students write a journal
reflection about what they think is
most important, or debate 2 sides of
Ex 1:Aspects of Citizenship and Government
in Canada you could ask students if
to criticize or defend the Charter and
compare it to rights in other countries.

Objective verbs: Criticize, defend,
compare, judge...etc.
Full transcript