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It can be argued that very important changes have been made to textbooks which were rearranged according to the theory of constructivism during the 2004-2005 academic year. The aim of this change was to enable students to acquire high-order cognitive skills. In this study, by using Bloom taxonomy, the pre-reading and reflection (assessment) questions in Social Studies textbooks which have a significant place in education programs were examined to discover the extent to which they give rise to high-order cognitive domain skills. The sample of the research consisted of Social Studies teachers working in the central district of the province of Konya as well as the textbooks which the Ministry of Education requires for use in the 6th and 7th grades. When this study is considered as a whole, it can be seen that there are two stages. Each stage is initially assessed within itself and then compared to the other stage. The holistic multiple case study design was used. In each stage of this study, however, for consideration of the views of teachers and the stages of document analysis, the holistic single design was used. Descriptive analysis was applied to all findings to interpret the collected data. After the relevant literature was reviewed, similar results from studies on this subject were assessed to increase the validity and reliability of this study. In addition, various data was collected through textbooks and focus-group interviews with teachers. Data from examination of the documents was categorized according to question types and their cognitive levels according to Bloom taxonomy via content analysis percentage distributions. The aim of this study was …