The purpose of this study is to examine and compare geography attainment targets in
the 6th and 7th grade Social Studies Curriculum according to the Revised Bloom’s
Taxonomy. Document analysis, one of the qualitative research methods, was used.
The 6th and 7th grade geography attainment targets of the 2018 Social Studies
Curriculum were analysed using a descriptive analysis technique. Twenty-two
attainment targets for geography in the Social Studies Curriculum were examined
using the Revised Bloom’s Taxonomy. It has been concluded that geography
attainment targets in the Social Studies Curriculum of Turkey are generally at the
lower level of thinking or cognition. This study reveals that metacognitive levels are not
reflected for geography in the Turkish Social Sciences curriculum. Paying attention to
these metacognitive criteria during curriculum updates may contribute to the
development of high-level cognitive skills for students. In this way, teachers can focus
on higher-level critical thinking skills in geography in secondary schools.