The main subject of this study is to answers "what are the paradigms of moral value transference in secondary education history books?" question. First of all, literature search about moral value is made and the term moral value explained like this; moral value is behaviours and manners which determined by certain meanings and legibility that lead by person's purposes and neccesities assigns a meaning to fact. Thus moral value is a source of person's self origin behaviours and also source of sensibilities which judges that behaviours. From this perspective, in micro scale moral value is person based but also in macro scale moral value is one of the important things that forms the social structure. Progression of time affected human being abilities and also affected moral values and causes socieity to educate younger generations appropriate to spirite of the age. That assings a special meaning to moral value education. The point of education of the certain moral values with intentional implementation is to train younger generations to be characterfull and high moral value standarts. In this connection there is a reliation which can be explained like identificaiton and to train "persona grata" between moral value transference and history education that have most usefull instrumental foundation like; stories, biographies, inscription etc.

In this study, Case study method is used to reveal how the fact (the paradigm of moral value transference) occurs and to describe results and also to ease create themes. The point of the study is find out what are the paradigms of moral value transference in secondary education history books and find out what kind of relation lies between that and curriculum. The important part of this study is the diffrences or similarities between moral values in curriculum and moral values in textbooks. And the other important thing in the study is to find out moral values which did not explained in curriculum. For this purpose, 9,10,11. grade history textbooks and 12.grade T.C.İnkılap tarihi ve Atatürkçülük textbooks are used for, to obtain projected datas, document review and data acquisition about existing moral value and moral value transference.

In this context, the moral value in textbooks, the base moral value which describe in curriculum and the related moral values examined with descriptive analysis method and moral values and moral value transferences detected. With the further examination, the meaning, purpose and function of moral values are evaluated.

As a result, base moral values in 9,10,11. grade history textbooks and 12. grade T.C.İnkılap tarihi ve Atatürkçülük textbook and other moral values are used for universal and traditional based education system. Most common methods to transference of the moral values are the direct transference,infix of moral values and the instillment. Also consideration of text in "read-comment" part by student is another method.