This study aims to analyze the social studies curricula in Turkey and Manitoba. In the study, qualitative research method was adopted. The source of the data consisted of the social studies curricula applied in Turkey and Manitoba. The findings of the study were obtained using document analysis. Descriptive analysis method was used for data analysis. In light of the findings obtained in the research; it was determined that two curricula have more similar characteristics in terms of purpose, content, learning-teaching process and evaluation elements. It was determined that the two curricula were similar in terms of objectives from the following aspects: Students being democratic, environmentally-conscious and good citizens who have critical thinking and communication skills. The thematic standards set by NCSS were intense in both curricula. Therefore, it was found that there were also similarities in terms of content. Regarding the assessment dimension; it was determined that process assessment stood out and different evaluation techniques were discussed. Based on the differences found during the research, the following suggestions were made: Names of the individuals and academic advisors who contributed to the curriculum should be included in the social studies curricula. Furthermore, a brief history of the social studies curriculum can be included. Issues such as sustainable development and gender equality should be included in social studies curricula. Examples of activities that are suggestive for social studies teachers can be included in social studies curricula. Real life should be included more in social studies curricula, and social studies classrooms should be seen as a life laboratory.

Social studies, Canada, Manitoba, curriculum.