In teaching social studies, literary works are functional in acquiring basic knowledge, skills and values specific to the field, developing positive attitudes towards reading, and concretising abstract concepts. However, the effective use of these products in social studies textbooks is only possible by using them in accordance with the content and objectives of the course. In this context, the aim of this study is to identify the literary products and other printed works quoted in the Social Studies Curriculum (SSC, 2018) and in 4th to 7th-year social studies textbooks published in 2019, and to determine the cognitive and affective level of use of these products. The sample of the study consists of 4th, 5th, 6th and 7th-year social studies textbooks (2019) in the EBA online education platform that was updated in 2019 and SSC. Document analysis method, one of the qualitative research designs, was used in the research. The data were analysed descriptively. The researcher showed that the questions on literary products and works in the social studies textbooks were mainly questions at comprehension level, as in understanding the text. Questions at analytical, creative, evaluative and affective levels were encountered, even if in a limited number. It was observed that literary products of more diverse genres and contents are associated with a greater number of learning areas in the social studies textbooks compared to SSC (2018). It was concluded that while the curriculum aimed to make use of literary works at comprehension level, the textbooks used them not only in terms of comprehension but also in a way to improve students’ high-order thinking skills.