There are great differences between the methodological functioning of social sciences in the academic world and their reflection on school-level courses. Social sciences are extremely open to different perspectives and interpretations, to relativity within the framework of acade- mic rules; It is the whole of the branches of social sciences in which the researcher can have subjective evaluations. On the other hand, Social Studies, History, Geography and Philosophy from the courses in the Social Sciences have been identified with memorization for many years. In these lessons, where knowledge was at the center, the student, who was the main subject of education, could not be active in his own learning process. However, in today’s world, infor- mation is accessed through the internet in a very short time. At this point, the main purpose is to create an idea/product by processing the information after questioning the reliability of the information that the student quickly reaches. The basic understanding in developed countries has been the thought that the student is “a little scientist” who experiences the methods and concepts of producing knowledge in that field. In other words, if the course is a History course, the student is seen as a “little historian”, if the course is a Geography course, as a ‘little geog- rapher’, and if the course is a Philosophy course, as a ‘little thinker’. As a matter of fact, at the beginning of the 21st century, non-governmental organizations in Türkiye were also demanding from the MoNE to attach importance to skill development in education. In this sense, the 2005 curriculum can be seen as a ‘discovery of skills’. Then, the emphasis on skills continued in the 2018 curriculum as well. Despite these changes in the curricula, the skills were not sufficiently reflected in the textbooks designed. Again, it has sometimes caused the writing of texts and acti- vities with unclear aims and relatively low quality in these textbooks. The Ministry of National Education has published the “K12 Skills Integrated Model of Türkiye” in order to define skills more effectively in terms of meaning and scope and to guide future education programs. The purpose of this research is to introduce the Social Sciences field skills in the”K12 Skills Integ- rated Model of Türkiye” in terms of concept, scope, development history and how to interpret the skills.