The current study aimed to reveal the degree of availability of multimedia-based activities in the content of social studies textbooks for the upper elementary stage in Palestine. To achieve this goal, a descriptive analytical approach was used. The study population consisted of social studies textbooks for the tenth grade, both parts one and two, from the 2020 edition. The sample included activities from these textbooks, and a coding list was developed to analyze how these media were employed in the activities. The validity and reliability of the tool were confirmed using appropriate methods.

The results indicated that the content of the first part contained 46.2% of multimedia-based activities, while the content of the second part contained 53.8% in the tenth-grade textbooks. The findings showed that text media ranked first, followed by images in second place, static illustrations in third, the internet in fourth, video clips in fifth, audio clips in sixth, and animated graphics ranked last. The results illustrated how text media was utilized in terms of type, size, and color of the fonts used in the activities, as well as how images and static illustrations were employed based on content goals, presentation, color attractiveness, and clarity.

Based on the results, the researchers recommended including animated graphics in the activities of the social studies textbooks for the tenth grade, integrating interactive multimedia into the activities of these textbooks, and ensuring a balanced distribution of all multimedia in the educational books.

Keywords: activities, multimedia, social studies, upper elementary stage.