Historical thinking skills and the extent to which they are included in the history curriculum for the fifth grade of middle school from the point of view of supervisors and teachers

The current research aims to identify the skills of thinking history and the extent to which they are included in the history curriculum for the fifth grade from the point of view of the supervisors and teachers, and its sample consisted of supervisors specialized in the Directorate of Educational Supervision Directorate of Education of Nineveh Governorate and teachers of the history curriculum for the fifth grade literary preparatory in the schools of the Directorate of Education of Nineveh for the academic year (2023-2024), as the total number of its members reached (255) supervisors and teachers by (13) supervisors and supervisors, including (12) supervisors (1) supervisor, and (242) Teachers and teachers, including (143) teachers and (99) schools, and the researcher prepared the research tool (historical thinking skills), which consisted of (76) paragraphs in its final form distributed into five skills: (the skill of understanding historical situations (16) paragraphs, the skill of discovering historical evidence (20) items, the skill of analyzing historical issues and decision-making (18) paragraphs, the skill of positive influences (12) paragraphs, the skill of negative effects (10) paragraphs, with five alternatives included in the curriculum to the degree: (very large, large, medium, few, very few) by taking the opinions of the members of the research sample From the supervisors of specialization and teachers of the history curriculum, it was applied on Thursday (16/11/2023) and continued until Wednesday (27/12/2023) on the members of the research sample, and after collecting data and analyzing it statistically using the (t-test) test for two independent samples, Pearson's correlation coefficient, Cronbach's alpha, reference mean, and relative weight, the researcher reached the following results:1 The percentages achieved for the skill of analyzing historical issues and decision-making amounted to (81.8) has achieved the first place, and the skill of understanding historical situations (81.72) and achieved the second place, has achieved the skill of negative effects ranked third and adult (79.36), while the skill of positive effects ranked fourth, which reached (78.7) The skill of discovering historical evidence has achieved the fifth and last place and adult (78.28) according to the point of view of the members of the research sample of supervisors competence.-2 The achieved percentages of the skill of positive influences amounted to (74.4), it achieved the first place, while the skill of understanding historical situations reached (73.84) and achieved the second place, and the skill of discovering historical evidence ranked third and amounted to (73.42), while the skill of analyzing historical issues and decision-making ranked fourth, which amounted to (73.22), while the skill of negative effects achieved the fifth and last place of (71.42) according to the point of view of the members of the research sample of teachers of the history curriculum.-3 There is a statistically significant difference at the level of (0.05) between the averages of the scores of the members of the research sample in consolidating the historical thinking skills of the history curriculum for the fifth grade literary preparatory between the two points of view of the supervisors and teachers and in favor of the supervisors specialization. The researchers came out with a number of conclusions, recommendations and suggestions, including that the supervisors have a good vision to include in the history curriculum the skills of historical thinking and the need for supervisors to emphasize the teaching of historical thinking skills during their visit to the teachers of the history curriculum. The Ministry of Education, the General Directorate of Curricula, requested the inclusion of historical thinking skills in accordance with historical scientific developments. The role of the history curriculum in developing historical thinking skills among fifth grade literary students from the point of view of specialized supervisors and teachers. The extent to which the history curriculum includes fifth grade literary students to highlight historical novels from the point of view of the supervisors and teachers.