Sosyal Bilgiler, doğası gereği geçmişle günümüz arasında bir köprü görevi üstlenmektedir. Bu dersin içeriğini oluşturan alt disiplinlerden biri olan tarih konularının öğretimi sırasında, öğretmenlerin sözlü ve yazılı edebiyat ürünlerinden faydalanmaları, öğrencilerin dönemin toplumsal ve kültürel yapısı hakkında bilgi sahibi olmalarına katkı sağlayacaktır. Sosyal Bilgiler öğretmenlerinin derslerinde, tarih konularının öğretimi sırasında sözlü ve yazılı edebiyat ürünlerinden faydalanmaları durumunu incelemek amacıyla yapılan bu araştırma nitel bir çalışmadır. Araştırmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubunu Kars ili merkez ortaokullarında oluşturmaktadır. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizinde içerik analizi kullanılmıştır. Elde edilen bulgular ışığında destan, hikâye, efsane, anı, atasözü, seyahatname, halk hikâyesi, tarihi roman, masal ve biyografi gibi edebi türlerin daha sık kullanıldığı, kullanılan edebi ürünlerin kalıcılığı sağlaması, ilgi çekici olması, dikkat çekici olması, dersi eğlenceli hale getirmesi gibi nedenlerle tercih edildiği sonucuna ulaşılmıştır. Bunun yanı sıra edebi ürün kullanmanın öğretim sürecine daha çok kalıcılık, ilgi çekicilik ve dersi eğlenceli hale getirmesi gibi etkilerinin olduğu da ulaşılan sonuçlar arasındadır. Bunun yanı sıra çalışmada, edebi ürün kullanılırken, bazı edebi türlerin öğrenci düzeyine uygun olmaması, ders saatinin yetersizliği, kaynaklara ulaşma konusunda sorun yaşama ve konuların yoğun olmasından dolayı vakit ayıramama gibi sorunlar yaşandığı sonucuna ulaşılmış ve bu sorunlara karşı öğretmenlerin sunduğu çözüm önerilerine yer verilmiştir

Social Studies Class has the role of a bridge between the past and present, due to its nature. During the teaching of history subjects, which is one of the sub-disciplines of this course content, teachers’ benefiting from oral and written literary products will contribute to students’ acquiring knowledge about the social and cultural structure of the period. This study is a qualitative study, which aimed at examining the utilization of oral and written literary products during the teaching of history subjects in the classes of Social Studies teachers. In the study, the case study design among the qualitative research methods has been used. The working group of the research was constituted of 10 social studies teachers working in the secondary schools in Kars province central. Semi-structured interview form was used as data collection tool in the research. In the interview form, questions were directed to the Social Studies teachers in the observation form, which was reshaped as they were deemed necessary after the pilot studies. Content analysis was used in the analysis of the data. According to the obtained findings epic saga, story, legend, memoir, proverb, itinerary, folktale, historical novel and fairy tale were found as more frequently used literary genres and it was determined that literary genres were generally preferred for the purposes of sustaining retention, creating interest, drawing attention, and making lectures more enjoyable. Additionally, use of literary texts had positive effects on teaching process for instance enabling retention, drawing attention to the lecture and making it more enjoyable. Moreover, it was determined that some problems were experienced in using literary texts for example inconvenient literary texts according to students’ levels, insufficient lecture hours, problems on reaching to sources and not being able to allocate enough time due to intensity of subjects hence teachers’ solution suggestions against these problems were presented in this study Literature is one of the disciplines closely related to the course of Social Sciences with a curriculum reflecting numerous topics from various sub-disciplines such as history, geography, sociology, psychology, philosophy, anthropology, economy, law, and political science (MEB, 2005). Yalçın and Aytaş (2014) define the literature as the whole of verbal and written works with an aesthetic quality expressing human’s feelings, thoughts, and dreams (Tokcan, 2016, 1). In the Curriculum of Social Sciences (2004), it is stated that the course of Social Sciences should be combined with Turkish-language course by using literary works and written materials. Aim and Problem Status In this study, aiming to reveal the state of Social Sciences teachers to use verbal and written literary works while teaching history topics in their lessons, the answers were sought for the questions below: While the Social Sciences teachers teach history topics in the lessons;  What kind of literary works are in use?  What are the reasons to prefer the literary works in use?  What do they think about the effects of literary works usage on teaching process?  What kind of problems do they experience in using literary works?  What are their proposals to the problems which emerge in using literary works? Methodology In this study examining the state of Social Sciences teachers to use literary works while teaching history topics, the case study design of qualitative research methods was employed. The purposeful sampling was preferred in determining the study group in the research. The study group was formed according to the case study group technique within purposeful sampling. The study group of research was comprised of the social sciences teachers who are volunteers to participate in the study and work at secondary schools in Kars city center. The number of teachers participating in the study is ten. In the table below, the information related to the teachers comprising the study group is presented. Tablo.1. Information about the teachers comprising the study group Sex Seniority Socio-economic State of School’s Environment Female Male 0-5 years 6-10 years 11-15 years 15 years and above Low Medi um High 6 4 3 2 2 3 4 2 4 In the study employing qualitative research methods, the interview technique was used to gather data. The data collection tool in the research is the semi-structured interview form. The expert view was consulted in order to assess the form’s adequacy to the study aim, and a pilot implementation study was done with two Social Sciences teachers. After required adjustments, the form took its final version. The interviews with teachers, lasting nearly for 10 minutes, were generally carried out in school administrators’ or teachers’ offices. It was sought to create a suitable atmosphere so that the teachers is able to answer honestly the questions. The content analysis method among qualitative data analysis methods was employed in analyzing the data acquired from the observations and interviews in the research. In the results part of the research, the teachers’ opinions were cited. The teachers were coded as T.1, T. 2, T.3,… Results and Conclusion According to the results related to the literary kinds used while teaching history topics in Social Sciences lessons, it is observed that the teachers employ rather the kinds of epic, story, myth, memory, proverb, travel book, folktale, historical novel, fairy tale, and biography than theatre script and traditional Turkish theatre. According to the reasons to prefer the literary kinds the social sciences teachers use in teaching history topics, most of the teachers employ the literary works in the lessons because the latter ensure memorability, make the lesson funny, are attractive and interesting. After examining the opinions of Social Sciences teachers about the effects of literary works usage in teaching history topics on the teaching process, it was detected that the teachers talked about memorability, quality of being interesting and making the lessons funny. According to the results related to the problems the Social Sciences teachers encounter in teaching history topics, certain teachers express that they never experienced any problem; others stated the problems such as inconvenience of some literary kinds to the students’ level, insufficiency of lesson durations, matters about resource availability, time insufficiency due to the intensity of subjects. According to the results about the teachers’ opinions related to the solutions for the problems experienced in using literary works while teaching history topics, the teachers stated that some literary kinds should be offered to students by reducing it to their level. In addition, other proposals were also stated such as increasing lesson durations, decreasing theme numbers, offering literary works with visual and verbal materials and activating students. In light of the data acquired, the literary kinds such as epic, story, myth, memory, proverb, travel book, folktale, historical novel, fairy tale and biography are used more frequently because of their quality of memorability, being interesting and attractive, and making lesson funny. Moreover, it was founded that the literary work usage has effects such as memorability, quality of being interesting and making lessons funny on teaching process. Additionally, in this study, it was detected that certain problems such as inadequacy of some literary kinds to the students’ level, insufficiency of lesson duration, matters about resource availability, lack of time due to the intensity of subjects are encountered in using literary works, and the solution suggestions offered by teachers to these problems were stated. Suggestions  Teachers use the course book as the main source. The lesspreferred literary works, especially theatre script, should be covered more in course books in order to enable to use more literary works in lessons.  Teachers should give more places the literary kinds in teaching history topics to make lessons more interesting and information memorable.  A decrease in theme numbers and increase in course hours would create an adequate environment to form more effective learning conditions. Thereby, teachers would not be forced to teach the topics superficially.  As the literary kinds suitable for history topics of social sciences are compiled in an archive, teachers would reach any related literary kind when they wish. They should be able to employ the literary kinds acquired from the archive by visual-verbal materials, when they wish.  Teachers should enable students to benefit from literary kinds related to the identified topic by assigning the latter with project of performance studies.  Considering the fact that students cannot understand literary kinds since they do not know its meanings, the literary works should be given both by their original and simplified versions that was made suitable as much as possible to the students’ level.