Sosyal bilgiler, ilkokul ve ortaokul düzeylerindeki bireylerin toplumsal varoluşunu gerçekleştirmek amacıyla ihtiyaç duydukları çeşitli sosyal ve beşerî bilim içeriklerinin harmanlanarak verildiği bir derstir. Sosyal bilgilerin doğası gereği konuları yaşamla iç içedir. Bu nedenle konuların öğretiminde yerel coğrafyada yer alan unsurlara öncelik verilerek bireyin bulunduğu çevreyi anlamasına ve küreseli anlamlandırmasına yardımcı olmaktadır. Millî Eğitim Bakanlığı, 2017 yılında, tüm ortaokullarda (5, 6, 7 ve 8. sınıf) seçmeli olarak verilmek üzere “Şehrimiz ... Dersi Öğretim Programı”nı yayınlamıştır. "Şehrimiz …" adlı bu dersin, tıpkı sosyal bilgilerde olduğu gibi, tarih, coğrafya, ekonomi, felsefe, psikoloji, sosyoloji, antropoloji, etnografya, sanat ve estetik gibi farklı sosyal bilim alanlarının birbirleriyle ilişkilendirilerek yani disiplinler arası bir yaklaşımla verileceği ifade edilmiştir. “Şehrimiz …” dersinin gerek felsefi ve eğitimsel temelleri gerek ise de içeriği sosyal bilgiler ile çeşitli benzerlikler göstermektedir. Bu doğrultuda çalışmanın amacı, “Şehrimiz …” ve “Sosyal Bilgiler” derslerini, öğretim programları temelinde inceleyerek her iki dersin benzerliklerini ortaya koymaktır. Çalışmada nitel araştırma yöntemlerinden doküman inceleme kullanılmıştır. Çalışma sonucunda her iki öğretim programının temel felsefesi, amaçları, değer ve becerileri, uygulamada dikkat edilecek hususları, ölçme ve değerlendirme yaklaşımları başta olmak üzere içeriklerinin önemli oranda benzerlik gösterdiği tespit edilmiştir.

Social studies is a course in which various social and human science contents are taught in order to realize the social existence of the individuals who are at primary or secondary school levels. Due to its nature, the topics of social sciences are intertwined with life. Therefore, it helps the individuals to understand the environment in which they are living and to explain the Globus by giving priority to the elements included within the local geography during the teaching o f this lesson. In 2017, the Ministry of National Education published the curriculum of “Our City ….” class prepared for all 5th , 6th, 7th and 8th grade students as optional class.It was stated that this class called “Our city…” will be taughtthrough i nterdisciplinary approach by linking different fields of social sciences such as history, geography, economics, philosophy, psychology, sociology, anthropology, ethnography, art and aesthetics together just as it is in social studies. Both the philosophica l and educational base of the class called “Our city…” as well as its content show various similarities with the social studies. Accordingly, the aim of this study is to compare the classes of “Our city …” and Social Sciences in terms of target, content, l earningteaching process and measurement and evaluation items and to determine the similarities and differences of the two classes starting from the literature. In this study the document analysis method was used from the qualitative research methods. Docu ment analysis is the analysis of the written sources containing information about the subject to be investigated (Yıldırım and Şimşek, 2011). In this study, it was intended to compare the curriculum of the social studies and the curriculum of “Our city…” b y benefitting from the document investigation method. As it was stated before, the data source of the research was formed by the curriculums. The teaching program comparison form which was developed by the researcher was used as the data collection tool. I n this form, in order to examine the elements discussed in the research in details, the elements of both curriculums were analyzed on a single page to have the opportunity to examine and compare them at the same time. Both curriculums were examined in deta ils before they were transferred to this form. After the related sections (aims, skills, values) were transferred to the prepared form then the similar aspects were revealed and noted. Then the analysis process was interrupted for a while then the similar aspects of the curriculums were revealed for the second times. The analyses made in two different time periods were compared and the similarities of both analyzes were controlled by being presented to an expert opinion. The data was analyzed through conten t analysis from the quantitative data analysis techniques. The fundamental process in content analysis is to bring together the similar data within the framework of specific concepts and themes and to interpret them in a way that the reader can understand (Yıldırım and Şimşek, 2011, p. 227). The findings obtained from the research were presented as raw in the tables and then comments were made on these findings. The results obtained from the research are the followings: Although the class of Our town is a basic philosophy of the curriculum, it was not included with the basic philosophy of the Social Studies’ Curriculum. However, when the 2005 SBDÖP was examined it was detected that both curriculums were prepared in the framework of constructivist approach; the topics were taught according to the principle of close to far and had similar understanding since they contributed to the socialization process by preparing the individuals for the daily life. Again, as a result of the research, it was deter mined that the general aims of the curriculum of Our City class showed similarities with the special aims of the Social Studies class. It was revealed that both curriculums showed significant similarities in terms of values and skills. 27 skills were included in the Social Studies Curriculum while it was 21 in the curriculum of Our City. In total, 11 skills were included in both curriculu ms. 18 values were included within the Curriculum of the Social Studies Class, while the Curriculum of Our City Class contained 14 values. Except the value of sharing, 13 (J