Bu araştırmada ortaokul 5.,6. ve 7. sınıf sosyal bilgiler dersi kazanımlarının demokrasinin temel ilkeleri olan "milli egemenlik, seçme ve seçilme hakkı, katılım, özgürlük, eşitlik, çoğulculuk, çoğunluk, hoşgörü, hukuk devleti, kuvvetler ayrılığı" ile ilişkisi ortaya konulmuştur. Araştırmada nitel araştırma yöntemlerinden doküman analizi tekniği kullanılmıştır. Araştırma sonucunda, ortaokul 5. sınıf sosyal bilgiler ders programında yer alan toplam 46 kazanımdan 8 tanesinin (% 3,68) demokrasinin temel ilkeleriyle ilgili olduğu tespit edilmiştir. Ortaokul 6. sınıf sosyal bilgiler ders programında yer alan toplam 43 kazanımdan 6 tanesinin (% 2,58) demokrasinin temel ilkeleriyle ilgili olduğu tespit edilmiştir. Ortaokul 7. sınıf sosyal bilgiler ders programında yer alan toplam 36 kazanımdan 7 tanesinin (% 2,52) demokrasinin temel ilkeleriyle ilişkili olduğu tespit edilmiştir. Araştırma konusuyla ilgili kazanımlara en fazla 5. sınıf sosyal bilgiler ders programında yer verildiği ortaya çıkmıştır. Ders programındaki öğrenme alanları açısından varolan durum değerlendirildiğinde içerik açısından demokrasinin temel ilkeleriyle ilişkilendirilebilecek en fazla sayıda konunun "Güç, Yönetim ve Toplum" öğrenme alanında yer aldığı ortaya çıkmıştır. Ortaokul 8.sınıfta okutulmakta olan Vatandaşlık ve İnsan Hakları Eğitimi dersinin 2015-2016 eğitim öğretim yılından itibaren uygulamadan kaldırılacak olmasının demokratik tutum ve değerlerin öğrencilere kazandırılması noktasında eksiklik yaratabileceği de düşünülmektedir. 5.6, ve 7. sınıf sosyal bilgiler dersinde ara disiplin olarak verilen vatandaşlık ve insan hakları eğitimi ile ilgili içeriklerin ve öğrenci çalışma kitaplarındaki etkinliklerin artırılmasının demokratik tutum ve değerlerin öğrencilere kazandırılması noktasında faydalı olacağı düşünülmektedir.

In this research, relationship of the acquisitions of Social Sciences for the 5th, 6th and 7th grades with the basic principles of democracy such as National Sovereignty, Right To Vote and Stand For Election, Participation, Freedom, Equality, Pluralism, Majority, Tolerance, Constitutional State, Separation of Powers. The document analysis technique of the qualitative research methods was used in the research. At the end of the research, it was found out that 8 ones of 46 acquisitions (3,68 %) in the curriculum of Social Sciences for the 5th grades are related to the basic principles of democracy. It was also revealed that 6 ones of 43 acquisitions (2,58 %) in the curriculum of Social Sciences for the 6th grades are related to the basic principles of democracy. 7 ones of 36 acquisitions (2,52 %) in the curriculum of Social Sciences for the 6th grades were found out to be related to the basic principles of democracy. The curriculum of Social Sciences for the 5th grades was found out to include the most acquisitions relevant to our researched issue.When the available situation is considered in terms of the learning areas in the curriculum, it appeared that the learning area of "Güç, Yönetim Toplum" include the most subjects related to the basic principles of democracy in terms of the content. That the school subject of Citizenship and Human Rights Education in the 8th grade is going to be invalidated in 2015-2016 is also thought to cause deficiency in process of helping students acquire democratic attitudes and values. It is considered that increasing the content related to citizenship and human rights education taught as an intermediate discipline in Social Sciences for the 5th, 6th and 7th grades and the activities in student' workbooks will be useful to help students acquire democratic attitudes and values. situation in terms of the learning domains in the curriculum, it was revealed that the learning domain of "Güç, Yönetim Toplum" include the most subjects related to the basic principles of democracy regarding the content. Basic principles of democracy handled as the basic criterion in this research is tried to be taught as a value in Citizenship And Human Rights Education agreed as an intermediate discipline in the curriculum of Social Sciences for the 5th, 6th and 7th grades. The school subject of Citizenship and Human Rights Education studied in secondary schools since 2011 enabled students to get information on human rights, civic responsibilities, concept of civil society, social rules, basic rights and freedom. This school subject had an important position with its content and acquisitions in terms of improving students in a multidirectional way as it let students be aware of rights and freedom, respect national values, know the process of development of human rights and try to keep it alive till now (Kondu and Sakar, 2013). At the end of this research restricted to acquisitions of Social Sciences for the 5th, 6th and 7th grades, it is thought that the sub-discipline of human rights and education aiming to enable students to acquire democratic attitudes and values will fail to release the target behavioral change for students. Each period has its own needs and wish for change. Therefore, need for new programs will definitely appear as has it been so far. So, what to be aimed is not only a program meeting available needs but also a foreseeing the future, flexible enough to shape itself for instant needs and student-centered program. Human rights and democracy should be at the core of this program. As, those preparing programs meeting needs that will be emerge can be the ones skilled, successful and respecting people's rights. That's why, human rights and democracy should be the matter underlying all programs, maybe the most important matter (Koçoğlu, 2012). That acquisitions related to citizenship and human rights should be included in every grade in both primary school and secondary school is suggested at the end of this study. The school subject of Citizenship and Democracy Education invalidated in 2015-2016 education year is thought to be useful if it is put into practice again. The content related to citizenship and human rights education, taught as an intermediate discipline in Social Sciences for the 5th, 6th and 7th grades, should be increased and the activities helping students acquire democratic attitudes and values should be applied in school subjects related to Social Sciences for the 5th, 6th and 7th grades, such as Turkish, Religion, Turkish Republic Revolution History and Kemalism.