The purpose of this research is to interpret the Social Thinking skills identified through the implementation of a complete teaching unit on the concept of freedom. The question that guided the research was: What social thinking skills are developed in the practice of teaching and learning of the concept of freedom supported by a blog with 10th grade students from the educational institution La Graciela in Tulua city. The research is qualitative therefore it seeks to study the phenomenon in its natural educational process (Coll, 1989) taking into account aspects such as its holistic and inductive character, this research aims to study the reality of the educational phenomenon selected from a global perspective , considering all its elements. The research is inductive because the results are constructed from obtained information and not from pre-intervention hypothesis. The data collection was carried out through questionnaires, participant observations, and transcripts analysis. The methodological strategy was the case study (Yin, 2009) that allows the participation of conceptual, procedural and attitudinal contents related to Social Thinking it also values multiple sources of evidence with data that converge in a triangulation style, which enables the construction of theoretical positions that guide the collection and analysis of data. The event takes place in educational institution classroom during six sessions, with the support of some technological devices. The results are analyzed in three interrelated moments: at first, the existing skills are identified in the planning of the teaching unit, in the second moment, the identified skills in the unit are analyzed from the construction of concepts related to learning and educational practices that emerged as part of the codification process, and in the third moment, the planned skills and the identified skills in the unit are discussed and contrasted to establish the extend and limitations in educational processes. According to the results of the research, the social thinking skills that were identified were: description in a high level followed by the explanation with an average performance and in a low level were interpretation and argumentation.