This essay expounds on the merits and demerits of two social studies instructional strategies (cooperative learning and discussions) through virtual means in the current COVID-19 global pandemic, and offers eight helpful guidelines in addressing the strategies for social studies instructors. The merits of virtual cooperative learning and discussions include distance learning, elicitation and extraction, introduction to new virtual technological tools, appreciation of diversity and diverse opinions, and sharing of external resources. The demerits include the fear of large class sizes, the disconnect in classroom interactions, cultural and socio-cultural differentiations, non-constructive discourses, "the preferential syndrome," classroom discussion tardiness, and verbose posts. Eight recommendations for instructors include the use of Voice Threads for audio and video discussions, a synchronous class introduction, responding to peers with minimal or no responses to their posts, assigning chapters of reading for students to present, balancing complimentary remarks with analytical critiques to posts, instructors working with students to plan alternatives during technological challenges, and a formative and summative assessment of students' engagement, discussion, and learning experiences.