The study aimed to determine the effectiveness of the semantic maps strategy on developing the skill of analyzing the historical text and the reasoning thinking skills of fifth-grade students, and the researcher used the quasi-experimental approach, as the sample consisted of ) ( students from the fifth-grade basic students at the (Asya Bint Al-Harith Al-Saadia 64 School for Basic Education. (8-5) In the state of Rustaq, Al Batinah South Governorate, the sample was divided into two groups: the experimental group and consisted of ) ( female students (studied using 32 semantic maps, while the control group consisted of ) ( female students studied in the usual 32 way, and the equivalence of the two groups was verified through the tribal application of the two test texts analysis Historical and inferential reasoning. The researcher used two tools to collect data, which was represented in the test of analyzing historical texts, which consisted of ) ( historical texts followed by questions, (4) and testing 4 of reasoning thinking and consisted of ) ( questions in both inferential and deductive 20 aspects. Calculates the stability coefficient of its internal consistency, the T-test was used for statistical analysis and comparison between the two study groups. The results of the study showed that there is a statistically significant difference at the level ( between the mean of the two study samples in the analysis of historical texts analysis, 0.01) and the test of inferential thinking skills in favor of the experimental group. In the light of these results, the researcher recommended the necessity to employ the semantic maps strategy in teaching social studies subject.