Taxonomy, put forward by Bloom regarding cognitive learning, has been widely used as a theory that reveals systematic classification in learning-teaching processes. Today, it is observed that a studentcentered education approach, in which the student is an active participant, responsible for self-learning process and where information is discovered and structured, comes to the fore. For this reason, some innovations have been considered necessary today by making various criticisms concerning the application of Bloom's classification of cognitive domain. In Bloom taxonomy, it is stated that the ordering of cognitive processes from simple to complex in one dimension is an important deficiency and it is emphasized that the evaluation step is not more complicated than the synthesis step and the synthesis step also includes the evaluation step. After these changes, the original taxonomy was handled in two different dimensions as “Knowledge Dimension” and “Cognitive Process Dimension”. Thus, the taxonomy revised twodimensionally appears to allow cognitive learning to be evaluated not only in terms of knowledge but also in terms of process. This study aims to determine the objectives within the scope of the cognitive field in 5th grade Social Studies Curriculum that was put into practice in the academic year of 2017-2018 in terms of to which category of knowledge dimension and to which stage of the cognitive process dimension they belong in the revised Bloom’s Taxonomy. In the study, the data were analyzed through document analysis, which is one of the qualitative research models. The results of the study indicate that the objectives of the 5th Grade Social Studies Curriculum are mostly included in the scope of exponential knowledge in the knowledge dimension, whereas they focus on the phase of “comprehension” (%36.63) in the cognitive process dimension.