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Findings show that rights-related values exist but are not balanced across grades, and the coverage level for children’s and women’s rights remains below the desired standard.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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30918/AERJ.92.20.042 ISSN: 2354-2160  \nFull Length Research Paper  \nAn investigation into social studies curriculum and course books in the context of women's and children's rights  \nHüseyin Erol  \nDepartment of Social Studies Education, Faculty of Education, Adıyaman University, Turkey.  \nAccepted 14 April, 2021  \n\n| ABSTRACT\u003Cbr>Human rights are necessary and compulsory for all people irrespective of language, religion, race, gender or sect. Learning about these rights begins within family and continues in school formally. Human rights education is necessary for values of human rights to pass from theory to practice. The rights given to people or groups with certain characteristics only in the past are today offered on the basis of equality and freedom in the contemporary society. Among those groups, children and women who obtained their rights later than others are of sensitive importance. This study investigated the extent to which children’s and women’s rights are included in the social sciences curriculum and social sciences course books. Among qualitative research methods, the document analysis was used in the study. The results of study showed that children's and women's rights are not included in social sciences course and curriculum at a desired level, the values that can be associated with human rights are included, yet these values are not distributed in a balanced way across grades. Learning outcomes regarding human rights in the curriculum of social sciences can be increased. The contents about children's and women's rights can be increased. Also, the\u003Cbr>current and controversial topics regarding children's and women's rights can be added in the course books. Keywords: Social studies, children's and women's rights, curriculum. |\n| --- |\n| E-mail: [h02.erol@hotmail.com](h02.erol@hotmail.com). |\n\nINTRODUCTION  \nHuman rights that have been in agenda in the individual and social sphere as of the creation of human being up to now have caused the “right” concept to be perceived differently among people due to language, religion, race, gender or sect in different periods of human rights history. Although the Code of Hammurabi, among the first written documents on human rights, includes severe sanctions, it is deemed important as it includes some articles in support of human rights (Akdağ and Taşkaya, 2010) . However, societies were classified as free, half slaves or slaves. In ancient Greek civilization deemed as homeland of democracy, free men differed from the majority of society in terms of their rights. Free men had the right to do free trade or participate in state government as well as being a citizenship and use their democratic rights even though primitive. The place of  \nwomen in that civilization was not important. Similarly, the Roman civilization that had much contribution to human rights and was inspired by the Greek civilization in terms of intellection set forth regulations regarding human rights in accordance with the conditions of the time (Yürük and Karakul, 1998) . As in many other issues in the medieval age, religion was dominant over human rights. Christianity in the West and Islamism in the East created a period in which people could find themselves through their doctrines and orders (Günal, 2009) . Islamism that provided the most important contribution to human rights with the Last Speech of the Prophet Muhammad at the beginning of the medieval age restructured viewpoint of human rights at all segments of society that accepted Islamism, particularly in Arab society. Besides social regulations, Islamism led to radical changes with its  \negalitarian perspective on women’s rights. Constitution of Medina accepted as the first constitution in history by some authorities is a document which was much ahead of its time, guaranteeing fundamental rights and freedoms (Akgündüz, 1997; Konseyi, 2013) . In the same period, there w","cbCaib478TlBFYRc","https://ap.wps.com/l/cbCaib478TlBFYRc","pdf",354468,"English","# Abstract\n# Introduction\n## Historical background of human rights\n## Role of education and curriculum","[{\"question\":\"What does the study examine regarding children’s and women’s rights?\",\"answer\":\"It investigates the extent to which children’s and women’s rights are included in the social studies curriculum and social sciences course books.\"},{\"question\":\"What research method is used in the study?\",\"answer\":\"The study uses qualitative research methods, specifically document analysis.\"},{\"question\":\"What key finding emerged about curriculum and course book coverage?\",\"answer\":\"Children’s and women’s rights are not included at a desired level, and human-rights-related values are not distributed in a balanced way across grades.\"}]","African Educational Research Journal - Volume 9 - Issue 2 | PDF",1792070925,25]