In a globalized world, raising well-rounded citizens is considered extremely important. This task is deeply embedded within the Social Studies curriculum in the education system, as one of the fundamental aims of Social Studies lessons is to cultivate "active citizens." Therefore, a well-structured curriculum that incorporates and adapts to the demands of the age is deemed crucial. This study attempts to compare the content frameworks of the Social Studies curricula in the USA (Arkansas state) and Turkey, highlighting their similarities and differences. The study utilizes qualitative research methods, specifically document analysis, and the available data is being analyzed using descriptive analysis technology. The Arkansas Social Studies Academic Standards K8 and the Turkish Century Education Model (TYMM) curricula for Life Skills, Social Studies, and Turkish Revolution History and Atatürkism in Turkey were used as the primary data sources. In Arkansas, Social Studies is taught from kindergarten to eighth grade, with Arkansas History offered as a separate subject in grades 7 and 8. The situation in Turkey is quite different. In Turkey, there is no equivalent subject for "Social Studies" in kindergarten; in grades 1, 2, and 3, Social Studies is taught as "Life Skills." Social Studies is taught in grades 4, 5, 6, and 7, while in 8th grade, students are taught Turkish Revolution History and Atatürkism. It is considered important that Social Studies is taught from kindergarten to 8th grade in Arkansas for the sake of the curriculum's integrity. Furthermore, the emphasis on primary and secondary sources from kindergarten onwards in Arkansas is considered necessary and appropriate, guiding children towards primary sources when conducting research. It is believed that implementing this in Turkey would be beneficial.

Social Studies, Türkiye, Arkansas, curriculum.