Abstract

The study aimed to identify the concepts of human rights that are included in the content of the social studies books for the intermediate stage. The analysis tool is presented by presenting the analysis form to a group of experts in the methods of teaching, measurement and evaluation to ensure understanding of the human rights concepts contained in the middle school social books, and the researcher made sure of the stability of the analysis through the process of returning the desalination process again, through the coefficient of agreement using the Hall equation SteH .listi.
The results of the search revealed the availability of human rights concepts in social studies textbooks in the intermediate stage, as the number of concepts reached (468), and the concept of economic rights came in the first place with a frequency of (52) with a rate of 11.10%, and the second place was the concept of social rights with a frequency of (46) with a rate of (46). 9.93 and ranked The third came equally between the concept of political rights, people’s rights, and freedom, with a frequency of (42), with a rate of 8.97, which indicates a clear interest on the part of the authors in these important human rights concepts, while some concepts got weak repetitions or were not achieved in some books, such as the concept of rights (the developmental, captive children, minorities)
In the light of the results of the research, the researcher recommended a number of recommendations, including the necessity of reconsidering by the Ministry of Education the plans and policies for authoring books by benefiting from the results of studies and research when writing books, including social studies books.
A number of proposals were proposed, including conducting an experimental study to find out the extent to which students in the intermediate stage acquire human rights concepts.