Coke (2005) argues that vertical cooperative learning is needed between elementary and secondary school teachers. While this would help with the transition between grades and subjects, it is dependent upon school principals to implement these cooperative learning meetings. Drawing upon prior experience, the author advocates that pre-service social studies majors at the secondary level should practice cooperative learning strategies, such as "rallytable," "round table," and "talking chips" prior to teaching. By modeling cooperative learning strategies, pre-service teachers are exposed to the five essential elements of cooperative learning: positive interdependence; face-to-face interaction; individual and group accountability; interpersonal skills; and group processing. Examples of cooperative learning strategies for the social studies classroom are aligned with the content standards of the National Council for the Social Studies. (Contains 1 table.)