Comparison between South Korea and Turkey's high school history curriculum

In this study, it is to compare between South Korea and Turkey's high school class history programs. The South Korea and Turkey's high school programs were found via internet. The aim, the content, and the learning and teaching of South Korea and Turkey's high school history programs are discussed as well as the evaluation of measurement of its situation and which purpose the education has been given has been discussed. In the study, the comparison between Korean history lesson and Turkey's 9th grade history lesson, between Korean East Asia history and Turkey's 10th grade history lesson, and between Korean world history lesson and contemporary Turkish and world history lesson has been done. It is to attempt to see Korea and Turkey's high school student's history curriculum by comparing two countries' general description of history education. Therefore, Korean and Turkish history curriculum have been solved through document analysis technique and the descriptive analysis technique. Also, within the frame of five elements of contemporary history education, purposes of program for history of Korea and program for history of Turkey have been studied by comparing of what their similarities and their differences are. The five contemporary elements that have been discussed are: giving place to historical thinking skills, contents related to world history and in connection with politics, social, and economics, contents about raising students' awareness, contents about raising students' awareness in regards to protection of world heritage, and comparing raising students' national values with general purposes. Along with this, it is to compare contents, learning-teaching, measurement-evaluation of between two countries' similarities and differences. In the study, within the frame of five elements of contemporary history education, purposes of program for history of Korea and program for history of Turkey, the result showed that there were more materials given to Korean history thinking skills in comparison to Turkey and the contents related to world history has been placed more importantly in Korea history program than Turkey history program. According to its contents of two countries' history programs, the specific purpose of teaching history and the concept of history have been identified in the first unit. It has shown that the content about raising students' awareness has been thought out in teaching history. In regards to two countries learning-teaching situations, historical thinking skills, raising awareness, active participation of students and motivating students, student using historical locations, raising imagination and creativity, and using visual means has been targeted as goals. Regarding the differences, it has shown that Korea had more variety of differences of teaching-learning than Turkey and the usage of technology system in teaching in Korea has been widespread than in Turkey. Also, the importance of about female and male contribution concerning the subject of history has been given importance in Turkey, however, in Korea, it has shown the emphasis of the students' different critical thinking. Looking at the relation to measurement-evaluation, evaluation according to giving grades to students, and according to situation of performance of homework and according to individual's level has been mentioned in the study. Also, evaluating as working alone or in groups, evaluating historical thinking skills and how to improve to be better, such as writing a composition, speaking and performance in discussion are mentioned in the study. Between two countries, the difference is that in Turkey, students take notes on a notebook to review the notes later, but the notes are not to be given to students. However, in Korea, taking notes are more for critical thinking and developing thinking skills, and the notes are given to students in different ways. Furthermore, comparing the evaluation of Turkey's 10th grade history lesson along with Korea East Asia history lesson, portfolio, report and other similar writings are emphasized in Korea. In Turkey, evaluating of taking notes and filling in the list are necessary, however, in Korea, it did not give importance. Key Words: High School, History Curriculum, Historical thinking skills, Korea, Turkey.