This study aimed to know the effect of using Generative Learning Vygotsky's theory on imparting geographical concepts to fifth-grade students in the Al-Dhahirah Governorate, and the researcher used the quast experimental approach, The study sample consisted of (59) students, which were divided into two groups: An experimental group (29) students studied using Vygotsky's theory according to generative learning and a control group (30) female students studied in the usual way. To achieve the objectives of the study, the researcher prepared a list of geographical concepts in the lessons of the first unit of the social studies book for the fifth grade, and an achievement test, which was verified for its validity by presenting it to a group of arbitrators, and calculating its stability using Alpha Cronbach (,84).The study sample, after the completion of the unit lessons, also prepared a teacher's guide that includes the teaching steps using the Vygotsky theory according to generative learning, with a group of activities for the students. The results of the study showed that there are statistically significant differences between the arithmetic averages of the performance of the experimental and control group students at the level of significance (,05) in conferring geographical concepts in favor of the experimental group, and the existence of statistically significant differences between the averages of the experimental group in the achievement of geographical concepts between the pre and post exam in favor of Dimensional selection attributed to the use of Vygotsky's theory. In light of the results, the researcher recommended the necessity of including social studies curricula on activities based on generative learning, allowing students to build meaning and reach knowledge for themselves and prepare a training program for teachers on using the principles of Vygotsky theory in teaching social studies to develop concepts among students.