The aim of this study is to examine and compare Social Studies curricula of Turkey, Canada (Ontario) and Hong Kong in terms of "Global Warming and Climate Change". It is aimed to determine similarities and differences. Qualitative research method was adopted in the study. The source of data is the educational programs in the field of Social Studies being implemented in Turkey, Canada (Ontario) and Hong Kong. The findings of the study were obtained using document analysis. It has been confirmed that global warming and climate change subjects for 7th graders are included in Turkey social studies curricula within the context of "Global Connections". It has been also determined that there is a learning outcome related to the solution of global issues and an explanation like "addressing global climate change" regarding this outcome. However, it has been seen that in Canada (Ontario) and Hong Kong social studies curricula the subject is included more widely. While for students of Canada (Ontario) social studies curricula, expectations like collecting data, interpretation; map analysis and formation; reviewing of evidence and deduction are in question; in Hong Kong these are subjects like responsible global citizens and global cooperation, the importance of individual effort. As for Turkey's social studies curricula, it is considered that there should be more place given to a content that will make students active about global warming and climate change and will encourage them to think and research, and will create a sense of global responsibility.

Social studies, compare, global warming, climate change.