Özet:

One of the important functions of educational curriculums is to give the history consciousness to next generations and young people who will become the intellectuals of the future. It is known that history lessons have a very important function in determination and realization of the prospective targets of nations and in conveying the previous experiences to next generations. Historical events take place in a location. In order to teach a historical event the spatial conditions where the event took place should also be known. Knowledge about spatial conditions is related with geography. Therefore, history and geography are fields that support each other. If an event, which will become history in the future, takes place in any location on earth, the event has certainly a connection with the location, thus with geography. As a result, when teaching a historical event, the geographical conditions which are effective on shaping, development and conclusion of the event, should certainly be known. The historical events which we learn by looking at the past from the period we live in are both related with time and location. The time related part of the historical events is taught by chronological scales while the location related part of the historical events is taught by relating with maps. Therefore the maps used in explanation of the historical events are one of the most important tools of history education. With the help of the maps historical events are related with location and are no longer memorization and tales. In this research, an evaluation was be made on teaching method and techniques and tool usage and efficiency of maps that are present in history text books and are used for explanation of historical events. In the research, document analysis method will be used. The maps in secondary school text books, history atlases and wall maps were subject to document analysis and it was questioned whether the maps used in history education reflect the geographical conditions of the location where the event took place and whether they are efficient in this issue, so that the detected problems related with the maps used in history education were opened for discussion

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