الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
I Abstract
Nowadays, there is an urgent need to know and understand the idea of international legitimacy, its nature, dimensions and related concepts more than before. This is because Man’s security and stability become threatened by several dangers. Curriculum as a means of achieving Education aims contributes to developing students awareness of these concepts. I listory with its social nature also depends on them to carry a great role in enabling student to understand such concept of the international legitimacy:
Secondary stage objectives and history subject objectives at this stage also a lot of previous studies assured the importance of studying the idea of international legitimacy and its related concepts. As it is one of the new topics appeared on the Educational field and it is one of the most dangerous challenges that face all communities especially the Arab community.
Ilowever, through analyzing both the objectives and content of I listory subjects at the secondary stage, some interviews with history teachers and reviewing the literature, the researcher found that the idea of international legitimacy didn’t get enough care by curricula researchers although it is one of the universal attitudes that we always seek to comprise in curriculum.
So we could identify the problem of the study as ”Not comprising the concepts of international legitimacy in History curriculum at the secondary stage.
To face this problem the following questions were introduced
I ) What are the concepts of international legitimacy that should be comprised in History curriculum at the secondary stage?
2)I low much are these concepts available in History. curriculum at the secondary stage?
3)What are the foundations of preparing a suggested program to comprise these concepts in history curriculum at the secondary stage?
4)What is the effectiveness of the suggested program in the light of the determined objectives?
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The study method
The nature of the study identifies the method which the researcher will follow in dealing with the problem. The researcher used.
I- The analytic descriptive method in studying the reality of history curriculum at the secondary stage in the light of the concept list that should be comprised.
2- The experimental method in the field control of the suggested
program.
The study tools
I) A list of International legitimacy concepts.
2)Achievement test of international legitimacy concepts.
3)Behavioral situations test. All tools are prepared by the researcher. The study limits
The study will be limited to:-
Some concepts of international legitimacy that should be comprised in I listory curriculum at the secondary stage.
A sample of second grade secondary students.
The importance of the study.
The current research got its importance from contributing to:-
1- Discover the status Que of history curriculum as related to the concepts of International legitimacy. This could help curriculum designers in following stages of development.
This research could help develop history curriculum later in the light of the idea of international legitimacy.
3- Introducing two tests.
Achievement test to measure the cognitive side.
-Achievement test to measure the affective side.
A teacher could use these tests as models to imitate.
The study procedures
First - preparing a list of concepts (main- minor) of international legitimacy that should be comprised in history curriculum at the secondary stage through:-
Review of literature
-Studying the idea of international legitimacy ( nature- dimensions).
-United nation covenant
-Books of International law.
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Second: Introducing the primary list to a jury of specialist in education, political affairs and law to be sure of its objectiveness and comprehensiveness and correcting it.
Third : Doing an analytic study to the reality of history curriculum at the secondary stage in the light of the first item.
Fourth: Designing the suggested program in the light of the findings of the previous steps as to comprise the international legitimacy concepts that were predetermined.
The program requirements are:
The program philosophy
The program Ibundations
The program objectives
The program content
The implementation methods.
The requireil materials
The teacher guide
The Evaluation methods .
Then adjusting the program according to the jury’s point of view.
Fifth: Preparing a curriculum of the suggested program for the first grade of secondary stage and treating it in details so as to include ( objectives- content- activities- implementation methods-Evaluation- teacher’s guide). Then introducing it to a group of experts in the field of curricula and methodology then reviewing and adjusting according to their remarks.
Sixth: Preparing the tools.
•Achievement test about the suggested curriculum to measure the cognitive side of students.
•Situation test about the suggested curriculum to measure how much students understand the idea of international legitimacy and its related concepts.
Introducing them to a jury of specialists then reviewing and adjusting to be valid for application.
Seventh: Teaching the curriculum to the study sample through:
•Choosing the study sample and administering the study tools ( achievement test- situation test) on them before teaching the program.
•Teaching the program to the chosen sample.
•Post Administering of the tools.
Eighth: Statistical analysis and interpretation of results.
Ninth: Introducing Abstract and recommendations.
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Tire studs’ terms Effectiveness
The ability of the suggested program to achieve objectives and desired results as much as possible. It is procedurally measured by calculating the percentage of adjusted benefit and the volume of effect.
The program
A series of planned lessons aim at comprising the concepts of International legitimacy in History curriculum at secondary stage. The program includes objectives, content, methodology, activities, media,
Evaluation.
Concepts ofInternational legitimacy
Abstract conceptions and perceptions that indicate a relation between facts and things, events, social, industrial and political situations. They are classified on the basis of common features and characteristics.
They have a name and a symbol.