The study aims to analyze history books of the upper primary stage inPalestine according to the principles of «integrity and relay».To know thedegree of its commitment to these criteria, The researcher has designed a«study tool» which includes a categorized list of several criteria that classifiesthe main elements of integrity and relay. The study tool includes: (subjects,interacting between subjects, using projects methods, other resourcesin addition to the book, gradation from simple to complex, and from theconcrete to the abstract, gradation from the whole to the part and from publicto private and sequence according to chronological order). The researcherused the method of content analysis as a basic tool for describing the qualityand quantity of the curriculum content. Therefore the researcher chose thefollowing units for analysis: (the book units, basic and subsidiary titles andmaps, pictures and shapes, and the introductory activities. The researcherhas examined the validity and the reliability of the tool by showing it to somespecialists in the education field. The study reached a result that the curriculaused as a sample had taken into consideration the principles of integrationand relay in most of the analyzed units in this study.Suggestions and RecommendationsIn conclusion, the researcher has recommended to benefit from theresearched results of the study when printing new editions for the subjectsof history for the high basic stage in Palestine. He also recommends that thecurricula should fit the horizontal integration and vertical continuity moreprecisely out of the importance of these principles in organizing the curriculumelements. The curricula should also be formulated curricula in away that suitsthe project methods which depend on team work and cooperation between thestudents in carrying out the activities practically, and providing the necessaryequipment to implement the integrated curriculum
"Content Analysis of the History Curriculum at Middle Schools in Palestine,"
Journal of Al-Quds Open University for Educational & Psychological Research & Studies: Vol. 1
, Article 4.
Available at: https://digitalcommons.aaru.edu.jo/jaqou_edpsych/vol1/iss2/4