Values are the thoughts and beliefs that help individuals act in harmony in social life and guide them in decision-making processes. When the definitions regarding the concept of value are reviewed, it is generally associated with such expressions "guide, compass, thought system, belief, morals, preference, desire." It is seen that it is expressed with concepts. According to Chaıtanya (2017: 6), values are principles and beliefs that generally guide behaviors and actions in our daily lives and direct us to decide what we want. Every society has a unique system of values that inherent with its history, culture, and beliefs. The functioning of this system plays an essential role in the survival of society. According to Akyol (2017: 377), the progress of a society depends on developing national and cultural values in citizens, and many problems arise from the loss of importance in values. For example, it is observed that patriotism is a necessity in societies that have to fight against terrorism, honesty in societies suffering from bribery and corruption, family unity in societies in which the family institution is seriously damaged, and diligence and responsibility in societies resisting poverty. National and universal values desired to be developed in children can be different by time and society. Although values education is a new concept and practice in Turkish education and culture, it is well- known that developing a good character and naming is important for Turkish people and carried out considering the favored values in society such as courage and honesty. Besides, those values are taught to children through tales and stories (e.g., Dede Korkut). The values reflecting the synthesis of Turkish culture and Islamic civilization during the Ottoman Period were based on morals. Today, fundamental values in the renewed curriculum of 2018 are determined as "Justice, friendship, honesty, self-control, patience, respect, love, responsibility, patriotism, benevolence." There is an ontological link between education and values. Education is not possible without values, and without education, it is not possible to develop awareness and concern about values (Ergen, 2017: 176). The internalization of values by individuals depends on the effectiveness of values education. Thus, the teaching approaches, methods, and materials should be carefully selected, prepared, and applied efficiently. Textbooks are the primary sources and teaching materials in transferring knowledge, skills, and values. The texts, poems, stories, and tales in the textbooks reflect values, and teachers benefit them in line with various teaching methods. Textbooks that reflect the official ideology of the state are like a light from the past to the future (Cömert, 2014: 64). According to Karasar (2012, p.183), documents ensure the accumulation and continuity in knowledge, reflecting the past. Textbooks are historical documents and evidence of the period in which they are published. Books are written sources that transfer the information about the current facts and events to new generations. The desired behaviors, knowledge, skills, and values for students can be revealed by examining the textbook's content. The current study aimed to translate and analyze the textbook of "Tarz-ı Nevîn Kıraat” by core and other values in the Social Studies Curriculum. The textbook was prepared by Fâik Reşad in R.1330 / M.1914 and used in primary, elementary, and high schools during the II. Constitutional Monarchy period. It was translated from Ottoman Turkish to contemporary Turkish for the study. The addressed values were justice, benevolence, patriotism, austerity, responsibility, love, respect, freedom, equality, aesthetics, honesty, sensitivity, solidarity, diligence, scientific approach, peace, independence, family unity, friendship, self-control, and patience. It is qualitative research in which a document analysis method (documentary screening) was applied to collect data. The obtained data were analyzed with content analysis techniques. Textbooks are the primary teaching materials and have an important place in transferring national and universal values to individuals and future generations. The Kıraat textbook, which was published and used during the II. Constitutional Monarchy was examined in terms of the values in the current curriculum. To the study findings, the most common values in the textbook of "Tarz-ı Nevin Kıraat" were diligence, scientific approach, patriotism, honesty, love, tolerance, self-control, respect, and aesthetics. Austerity, justice, benevolence, solidarity, and friendship values were also frequently addressed in the book. The least common values in the textbook were family unity, patience, responsibility, equality, peace, and freedom. The values in the book were presented using informational, advisory texts, stories, and tales. It can be suggested that the values in the "Tarz-ı Nevîn Kıraat” and some values in the current education programs, especially in the Social Studies curriculum, overlap. The results showed that the values of diligence, scientific approach, patriotism, and honesty were dealt with in the textbook, but the expressions regarding responsibility, equality, peace, and freedom were not discussed adequately. This finding was similar to the results of the studies by Gurbetoğlu (2007) and Yazıbaşı (2018). In the study by Gurbetoğlu (2007), which examined the moral values in children's magazines during the II. Constitutional Monarchy by purpose, content, and methods revealed that the most frequently discussed values were diligence, courage, solidarity, and honesty. In his study, Yazıcıbaşı (2018) investigated the moral treatises written for primary-school-age children in the II. Constitutional period, and found that values such as patriotism, diligence, frugality, respect for elders, patience, solidarity, bravery, obedience, self-sacrifice were commonly mentioned in those treatises.