Examination of 10th Grade History Curriculum in Terms of History-Sociology Relation: Case of Turkish high schools

Abstract

This study was centered on the fact that the history course given at high school in Turkey was associated with the topics of sociology based on the interdisciplinary approach in the teaching/learning of the concepts and the subjects in the curriculum. In the study, the document analysis method was used. The curriculum of 10^th-grade history course was put into practice in the 2017-2018 academic year, and the concepts and the topics in the content of one of the history coursebooks for 10^th graders prepared according to this program in the 2018-2019 academic year with the approval of Board of Education and Discipline of the Ministry of National Education were examined based on the relation between history and sociology. The topics such as “Establishment of the Ottoman State, Meaning Attributed to the State by the Turkish Society, Institutions and Organizations, Economic Activities of the Society, Rebellions, Invasions, Conquests, Transition to Rumelia and Settlement, Turkification and Islamization of the Region, and Migration” in the 10^th-grade history coursebook are also sociological concepts and phenomena.  As a result of this examination, it was determined that sociology would contribute to teaching/learning of the concepts and the topics in the 10^th-grade history course, considering particularly the learning outcomes in high schools in Turkey.

Keywords: History, sociology, historical sociology, history teaching, curricula.