A Characterization of classroom discourse through the analysis of cultural historical facts today's teacher has the challenge of transforming classroom practices, implementing strategies to develop critical thinking in order to train qualified and competitive students; among these strategies should be privileged those aimed at potentiating the argument for the student to justify what affirms or refutes what others pose, acquiring said skill relevance in Social Science didactics; Therefore, it is an imperative for teachers to know what is related to the evolution of argumentation, the classification of arguments according to quality, argumentative strategies or categories and the situation of students facing processes of this nature; Hence, the present qualitative study aims to identify the argumentative strategies used by the students when analyzing historical cultural facts of their context, through the analysis of the information collected in the development of the activities implicit in the UD (didactic unit).