Social information comparison of date requirements in the course books with the 1955 year secondary date course textbooks

In this study, middle school 5.-6.-7. class Social Studies textbooks and middle school 1.-2.-3. The history subjects in the class history textbooks were studied and tried to reveal the similarities and differences in teaching programs and textbooks. Curriculums and especially textbooks are emphasized. This study, which is done by the method of document analysis, consists of six main parts as introduction, textbooks, conceptual framework and related researches, methods, findings, interpretations, conclusions and suggestions. Information about the curriculum used until the day of the Republic was included in the appendix section. The aim of the study is 2015 academic year middle school 5-6-7. in the Social Studies textbooks taught in the classroom, the subjects of the history of 1955 and the middle schools 1.-2.-3. the similarities and differences have been tried to be revealed by comparing the topics covered in the history textbooks taught in classrooms, language-narration, visual design, methods and content. As the study was conducted by document analysis and literature review, there were available resources for the purpose of the research. These resources were examined in detail and the necessary notes were taken and evaluated in this direction. As a result of the research, it has been seen that the subjects of history in the secondary school social studies curriculum and textbooks are handled in a short and concise way by removing the information and the contents of the subjects and their contents. The topics are presented in a way that attracts the attention of the students with various examples and questions asked in the following. The visual materials used in the textbooks are attentive and the integrity is provided by the stated subject. It has been seen through research that the evaluation questions given at the end of the unit become more functional. The subjects in the secondary school history curriculum and textbooks were seen to be longer and loaded with information. It is seen that the subjects are disjointed and political history is intense, influenced by the political atmosphere of the period, not enriched with examples and questions. It has been determined that the images used are unlit and do not serve their purpose, that the evaluation questions are included in only one textbook and are not fulfilled. Key Words: Social Studies, History, Textbooks, Teaching Programs