Examining social studies curriculum and textbooks in the context of building a drought-resistant society

This research aims to examine how drought and related elements are included in the Social Studies Curriculum and Social Studies textbooks taught at the secondary school level. Scope of this aim 2024 Social Studies Curriculum prepared according to Türkiye Century Maarif Model, 5th grade social studies textbook prepared according to Türkiye Century Maarif Model was started reading in the 2024-2025 academic year and 6th and 7th social studies textbooks reading in the 2024-2025 academic year were examined. The research was designed using document review, one of the qualitative research methods, and descriptive analysis was used. As a result of the analysis of the obtained data, it was seen that direct and indirect elements related to drought were included in Social Studies textbooks. But, in the books, "direkt" drought is stated "reason" or "result" an event. Reasons, result, the results effect of human behavior or society and the effects what needs to be done to minimize are not included in the book content and importance is not emphasized enough. The subject of water is emphasized in the 5th and 6th grade textbooks. Especially 5th grade textbooks include information graphics and visuals reducing social behaviors that waste water in daily life. The 7th grade textbook is incomplete in terms of the content of this subject. it is recommended that for textbooks drought is not reasons or results to handle under a single title and book contents be enriched principally for drought. There was no drought element in the 2024 Social Studies Course Curriculum. Thus, it is recommended that gain is directly related to drought and creating process components of what can be done during the lessons.