The aim of this study is to determine the usefulness of the teaching activities prepared for effective utilization of museums and historical places in the context of grade seven social studies teaching to increase the efficiency of teaching-learning processes. Designed as an action research, the current study includes 34 learning activities to be used in nine different venues. These activities implemented with the participation of 36 pupils in a public secondary school located in Manisa, Turkey to be used before the visits at school, during the museum or historic site visits and after the visits. Observations (researcher's journal, field notes, and video recordings), interviews (focus group and individual) and document analysis (student diaries, their portfolios and activities) were used as means of data collection. Content analysis has been conducted to analyze the data obtained through observation and interviews, while document analysis has been conducted on student products. The results of the research indicated that the implementation of the developed activities had positive outcomes in many respects. As a result of the implementation processes, the students have gained historical knowledge, developed historical and local awareness about Manisa, and understood the importance of historical and cultural values by means of comparing the past and present. Additionally, they have gained consciousness to protect and preserve the historical and cultural sites/artifacts. In terms of their social and emotional development, the participating students have developed friendship relations, group work competencies and empathy skills.