Social Studies is a special field under the concept of education where democratic values, national consciousness, and social sciences are synthesized with an interdisciplinary approach. How a nation understands and conceptualizes its own history, geography, and the type of citizen it aims to have in the future is directly related to the nature of the Social Studies curriculum. The Social Studies education program plays an important role in shaping the national memory as well as reflecting the country's educational philosophy. For this reason, it is important to analyze the curriculum structures of different societies comparatively and to understand the goals of advanced education systems. This study aims to examine the social studies curriculum in Turkey and Canada (Prince Edward Island). A qualitative research method was adopted for this study. The data sources consist of the social studies curricula implemented in Canada (Prince Edward Island) and Turkey. The findings of the study were obtained using document analysis, one of the qualitative data collection methods. Descriptive analysis was used in the analysis of the data. As a result of the comparative analysis conducted within the scope of this study, it is thought that there are some fundamental differences and similarities between the Turkish Social Studies Curriculum and the Prince Edward Island (PEI) Social Studies Curriculum in terms of objectives, content organization, and pedagogical approaches. It is understood that both curricula aim to prepare students for social life and instill civic awareness, although it can be said that different priorities are at the forefront in the way these objectives are structured. The findings reveal that these differences are based on countries' forms of government, demographic structures, and perceptions of cultural heritage.

Social studies, Turkey, Canada, Prince Edward Island, curriculum.