Abstract
The aim of the study is to examine the achievements of the 9th grade Geography curriculum based on the revised cognitive stages of Blum's taxonomy. Grade 9 is a class level where students take a geography course for the first time, so it is important to analyze the achievements of this class. Document analysis, one of the qualitative research methods, was used in the research. Although there are achievements in the curriculum that correspond to the stages of application, analysis, and evaluation, it is found that there is no success that represents the stage of creation. Studies show that gains are insufficient in terms of high-level cognitive processes and are not evenly distributed among the dimensions. Based on the results of the research, recommendations were given to experts, researchers and textbook authors on curriculum development. Key words: Geography, subject teaching, Blum Taxonomy, learning environment, taxonomy, education, teaching
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