4. SINIF İNSAN HAKLARI ETKİLEŞİMLİ DERS KİTABI

["99 \nB\u0130RL\u0130KTE YA\u015eAMA \nA\u015fa\u011f\u0131da verilen a\u00e7\u0131klamay\u0131 okuyarak birlikte ya\u015fama k\u00fclt\u00fcr\u00fcne sahip bireylerin \u00f6zel- \nliklerini yaz\u0131n\u0131z. \n\u201cSiz de benim gibi halk oyunlar\u0131n\u0131 seyretmeyi sever misiniz? T\u00fcm oyuncular uyum \ni\u00e7erisinde birlikte hareket ederler. Biri bile hata yapmak istemez. Oyun sergilenmeden \n\u00f6nce defalarca prova yapar, verilen kurallara dikkatle uyarlar. Birbirleriyle konu\u015farak, \nyeni fikirler sunarak g\u00f6steriye haz\u0131rlan\u0131rlar. Toplumdaki i\u015fleyi\u015f de b\u00f6yledir. \u0130nsanlar uyum \ni\u00e7erisinde, birlikte ya\u015famak i\u00e7in \u00e7aba g\u00f6sterirler. Toplumda verilen kurallara uyum sa\u011flar, \ns\u00fcrekli ileti\u015fim i\u00e7inde olurlar. Ortak kararlar al\u0131r ve bunu uygularlar.\u201d \n....................................................................................................................................... \n............................................................................................................................................ \n............................................................................................................................................ \nBirlikte ya\u015fama k\u00fclt\u00fcr\u00fcn\u00fc etkileyen unsurlar\u0131 tart\u0131\u015f\u0131n\u0131z. Belirledi\u011finiz unsurlar\u0131 mad- \ndeler h\u00e2linde yaz\u0131n\u0131z. \n....................................................................................................................................... \n............................................................................................................................................ \n............................................................................................................................................ \n............................................................................................................................................ \n............................................................................................................................................ \n............................................................................................................................................ \n............................................................................................................................................ \n............................................................................................................................................ \n............................................................................................................................................ \nEtkinlik \nEtkinlik \n Birlikte ya\u015fama k\u00fclt\u00fcr\u00fcne sahip bireylerin \u00f6zelliklerine \u00f6rnekler veriniz. \nDe\u011ferlendirme \u00c7al\u0131\u015fmalar\u0131","6. \u00dcN\u0130TE \n100 \nYAPALIM \u00d6\u011eRENEL\u0130M \n A. A\u015fa\u011f\u0131daki ifadelerden do\u011fru olanlar\u0131n ba\u015f\u0131na \u201cD\u201d, yanl\u0131\u015f olanlar\u0131n ba\u015f\u0131na \n\u201cY\u201d yaz\u0131n\u0131z. \n B. A\u015fa\u011f\u0131daki c\u00fcmleleri, verilen s\u00f6zc\u00fck veya s\u00f6zc\u00fck grubu ile tamamlay\u0131n\u0131z. \nduyarl\u0131 olmak \nsivil toplum \ndayan\u0131\u015fma \nileti\u015fim \ndevlet \n1. (...) \n Ayn\u0131 yurtta ya\u015fayan ve ortak de\u011ferlere sahip olan insanlara yurtta\u015f denir. \n2. (...) \nBir yerin yurt olabilmesi i\u00e7in ortak de\u011fer ve k\u00fclt\u00fcre de ihtiya\u00e7 duyulur. \n3. (...) \nSivil toplum kurulu\u015flar\u0131na kat\u0131lmak her yurtta\u015f i\u00e7in zorunluluktur. \n4. (...) \n Devlet yurtta\u015flar\u0131n\u0131n g\u00fcvenli\u011fini sa\u011flamakla g\u00f6revlidir. \n5. (...) \n Oy kullanmak yurtta\u015fl\u0131k sorumluluklar\u0131m\u0131zdan biridir. \n6. (...) \n Aktif yurtta\u015f, toplumdaki sorunlara kar\u015f\u0131 duyarl\u0131d\u0131r. \n7. (...) \nBirlikte ya\u015farken farkl\u0131 fikirlere sayg\u0131 duymal\u0131y\u0131z. \n8. (...) \n Aktif yurtta\u015f kurallara uyar. \n9. (...) \n Se\u00e7imlere kat\u0131lmak yurtta\u015fl\u0131k sorumluluklar\u0131m\u0131zdand\u0131r. \n10. (...) \nDevlet pek \u00e7ok alanda yurtta\u015flar\u0131na hizmet g\u00f6t\u00fcrmekle sorumludur. \n1. Di\u011fer insanlarla bir arada ya\u015farken birbirimizle ................................................... i\u00e7inde olma- \nl\u0131y\u0131z. \n2. TEMA, TEV, K\u0131z\u0131lay \u00f6nemli ..................... .......................... kurulu\u015flar\u0131ndand\u0131r. \n3. Kamu hizmetlerini y\u00fcr\u00fctmek amac\u0131yla ....................................... taraf\u0131ndan kurulan kurumlar \nkamu kurumlar\u0131d\u0131r. \n4. Etraf\u0131m\u0131zda ya\u015fanan olaylara kar\u015f\u0131 .................... ......................... ve hakk\u0131m\u0131z\u0131 aramak aktif \nyurtta\u015fl\u0131k sorumluluklar\u0131m\u0131zdand\u0131r. \n5. Birlikte ya\u015famay\u0131 kolayla\u015ft\u0131ran unsurlar\u0131n ba\u015f\u0131nda ..................... gelir.","101 \nB\u0130RL\u0130KTE YA\u015eAMA \n C. Verilen se\u00e7eneklerden do\u011fru olan\u0131 i\u015faretleyiniz. \n1. \u0130nsanlar ya\u015famlar\u0131 boyunca e\u011fitim, sa\u011fl\u0131k, g\u00fcvenlik gibi alanlarda d\u00fczenleyici bir kuruma \nihtiya\u00e7 duyarlar. \nA\u015fa\u011f\u0131dakilerden hangisi bu ihtiya\u00e7lar\u0131 kar\u015f\u0131layan kurumdur? \nA) Devlet \nB) Sivil toplum kurulu\u015flar\u0131 \nC) M\u00fclteci \nD) Haymatlos \n2. A\u015fa\u011f\u0131da verilenlerden hangisi aktif yurtta\u015f\u0131n sahip oldu\u011fu \u00f6zelliklerden biri de\u011fildir? \nA) Aktif yurtta\u015f \u00e7evresine kar\u015f\u0131 duyarl\u0131d\u0131r. \nB) Aktif yurtta\u015f sorumluluklar\u0131n\u0131 yerine getirir. \nC) Aktif yurtta\u015f toplumda kural koyucudur. \nD) Aktif yurtta\u015f haks\u0131zl\u0131\u011fa u\u011frad\u0131\u011f\u0131nda hakk\u0131n\u0131 arar. \n3. A\u015fa\u011f\u0131dakilerden hangisi devletin temel g\u00f6revlerinden biri de\u011fildir? \nA) Toplumun huzur ve refah\u0131n\u0131 sa\u011flamak \nB) \u00dclkenin b\u00f6l\u00fcnmez b\u00fct\u00fcnl\u00fc\u011f\u00fcn\u00fc sa\u011flamak \nC) Ki\u015fi hak ve h\u00fcrriyetlerini g\u00fcvence alt\u0131na almak \nD) Haberle\u015fme \u00f6zg\u00fcrl\u00fc\u011f\u00fcn\u00fc k\u0131s\u0131tlamak \n4.A\u015fa\u011f\u0131dakilerden hangisi yurtta\u015flar\u0131n devlete kar\u015f\u0131 sorumluluklar\u0131ndand\u0131r? \nA) Adaleti sa\u011flamak \nB) Seyahat etmek \nC) Vergi vermek \nD) G\u00fcvenli\u011fi sa\u011flamak \n5. A\u015fa\u011f\u0131da verilen se\u00e7eneklerden hangisi bir sivil toplum kurulu\u015fudur? \nA) T.C. Mill\u00ee E\u011fitim Bakanl\u0131\u011f\u0131 \nB) T.C. Sa\u011fl\u0131k Bakanl\u0131\u011f\u0131 \nC) Mehmet\u00e7ik Vakf\u0131 \nD) T.C. Ticaret Bakanl\u0131\u011f\u0131 \n6. \u0130nsanlar\u0131n bar\u0131\u015f i\u00e7inde, ortak k\u00fclt\u00fcr ve de\u011ferlerle ya\u015fad\u0131klar\u0131 toprak par\u00e7as\u0131 yurt olarak \ntan\u0131mlan\u0131r. \nBuna g\u00f6re a\u015fa\u011f\u0131dakilerden hangisi yurt i\u00e7in gerekli de\u011fildir? \nA) \u0130nsanlar aras\u0131nda k\u00fclt\u00fcr birli\u011finin olmas\u0131 \nB) Birlikte ve bar\u0131\u015f i\u00e7inde ya\u015famas\u0131 \nC) Herkesin aktif yurtta\u015f olmas\u0131 \nD) \u00dczerinde ya\u015fan\u0131lan bir toprak par\u00e7as\u0131 olmas\u0131","6. \u00dcN\u0130TE \n102 \n D. A\u015fa\u011f\u0131daki metinden birlik ve beraberli\u011fin \u00f6nemini a\u00e7\u0131klay\u0131n\u0131z. \nK\u0130B\u0130RL\u0130 LALU \n\u00c7i\u00e7ek tarlas\u0131nda her \u00e7i\u00e7e\u011fe yetecek kadar yer varm\u0131\u015f. Sar\u0131 \u00e7i\u011fdemler, mor s\u00fcmb\u00fcller ve \nreng\u00e2renk laleler ne\u015fe i\u00e7inde ya\u015farlarm\u0131\u015f. Lale ailesinin en gen\u00e7 \u00fcyesi k\u0131rm\u0131z\u0131 renkli Lalu, en \ng\u00fczel \u00e7i\u00e7eklerin laleler oldu\u011funu d\u00fc\u015f\u00fcn\u00fcr, t\u00fcm g\u00fcn\u00fcn\u00fc di\u011fer \u00e7i\u00e7eklere s\u00f6ylenerek ge\u00e7irirmi\u015f. \nLale d\u0131\u015f\u0131ndaki \u00e7i\u00e7eklerin tamam\u0131n\u0131 zarafetten yoksun, kaba ve ak\u0131ls\u0131z bulurmu\u015f. Tarladaki di\u011fer \n\u00e7i\u00e7eklere selam vermez, selam verenin de selam\u0131n\u0131 almazm\u0131\u015f. G\u00fcnlerini bu budalaca kibirle ge- \n\u00e7irirken tarlaya anlay\u0131\u015fs\u0131z bir b\u00f6cek dadanm\u0131\u015f. Bu yaramaz b\u00f6cek t\u00fcm \u00e7i\u00e7ekleri rahats\u0131z ediyor, \n\u00e7o\u011funu \u0131s\u0131r\u0131p ka\u00e7\u0131yor, bundan da b\u00fcy\u00fck keyif al\u0131yormu\u015f. \nBir g\u00fcn g\u00f6z\u00fcne kibirli Lalu\u2019yu kestirmi\u015f. Herkes uykudayken Lalu\u2019nun narin yapraklar\u0131 i\u00e7ine \ngirmi\u015f ve onu \u0131s\u0131rmaya ba\u015flam\u0131\u015f. Lalu \u00e7\u0131\u011fl\u0131k \u00e7\u0131\u011fl\u0131\u011fa ba\u011f\u0131r\u0131p yard\u0131m istemi\u015f. Di\u011fer \u00e7i\u00e7ekler La- \nlu\u2019nun kaba tav\u0131rlar\u0131na k\u0131rg\u0131n olsalar da onu yaln\u0131z b\u0131rakmam\u0131\u015flar. Tarlan\u0131n en ya\u015fl\u0131 \u00e7i\u00e7e\u011fi Bilge \n\u00c7i\u00e7o\u2019nun i\u015faretiyle yaramaz b\u00f6cekleri kovan o b\u00fcy\u00fcl\u00fc s\u00f6zleri hep birlikte s\u00f6ylemi\u015fler: \nHey u\u011fursuz! \nDadanma yuvam\u0131za \nB\u0131rak bizi h\u00fcr kalal\u0131m \nG\u00fcvenle uyuyal\u0131m \nYenilir miyiz sana? \n Biz reng\u00e2renk \u00e7i\u00e7ekler \nHaydi, u\u00e7 git yuvana \nBu i\u015f burada biter \nAldo maldo \nHay la-ra-r\u0131 \nHep birlikte s\u00f6yleyelim \nYaramaz b\u00f6cek \u00e7\u0131k d\u0131\u015far\u0131 \nLalu onu kurtarmak i\u00e7in t\u00fcm \u00e7i\u00e7eklerin b\u00fcy\u00fck bir dayan\u0131\u015fma \u00f6rne\u011fi g\u00f6stermesi kar\u015f\u0131s\u0131nda \nsu\u00e7luluk duymu\u015f ve a\u011flamakl\u0131 bir sesle \u015funlar\u0131 s\u00f6ylemi\u015f: \n\u00c7i\u00e7ek karde\u015flerim, affedin beni. Sizi b\u00f6yle bilmiyordum, kibrimden sizleri g\u00f6rememi\u015f, tan\u0131- \nyamam\u0131\u015f\u0131m. Biz ancak birlikte var\u0131z, birlikte \u00f6zg\u00fcr\u00fcz. Yapt\u0131\u011f\u0131m t\u00fcm kaba davran\u0131\u015flar i\u00e7in hepi- \nnizden dilerim \u00f6z\u00fcr. \n\u00c7i\u00e7ekler Lalu\u2019nun samimiyeti kar\u015f\u0131s\u0131nda onu affetmi\u015f, o g\u00fcnden sonra birlik olman\u0131n \u00f6nemi- \nni daha iyi anlayarak mutlu bir \u015fekilde ya\u015famaya devam etmi\u015flerdir. \n1. Rol payla\u015f\u0131m\u0131nda bulunarak (anlat\u0131c\u0131, Kibirli Lalu ve di\u011fer \u00e7i\u00e7ekler) \u201c \nKibirli Lalu \n\u201d metnini \ncanland\u0131r\u0131n\u0131z. \n2. Birlik ve beraberli\u011fin \u00f6nemini Kibirli Lalu hik\u00e2yesinden yola \u00e7\u0131karak anlat\u0131n\u0131z. \n .............................................................................................................................................. \n(Dr. Nalan ALTAY, Suna AY, Zeynep \u00d6zge ERTEK, Halil POLAT, Emine SELMANO\u011eLU, Hasan YAL\u00c7IN)","103 \nB\u0130RL\u0130KTE YA\u015eAMA \n E. Birlikte ya\u015faman\u0131n \u00f6nemini anlatan bir resim haz\u0131rlay\u0131n\u0131z.","104 \nCEVAP ANAHTARI \n1. \u00dcN\u0130TE \nA. \n1. 2. 3. 4. 5. 6. 7. 8. 9. 10. \nY \nD \nD \nY \nD \nY \nY \nD \nD \nY \nB. \n1. \ndayan\u0131\u015fma \n 2. \ne\u015fit \n 3. \n\u00e7ocuk \n 4. \nifade \u00f6zg\u00fcrl\u00fc\u011f\u00fc \n 5. \ntemel haklar \n 6. \nanayasa \nC. \n1. 2. 3. 4. 5. \nC \nD \nC \nB \nD \nD. \n1. \u00d6\u011frencinin verece\u011fi cevap de\u011ferlendirilir. \n2. 1. \nBana dokunma g\u00f6rseli \n 2. \nHastane g\u00f6rseli \n 3. \nOkul g\u00f6rseli \n 4. \nAn\u0131 defteri g\u00f6rseli \n 5. \nOy sand\u0131\u011f\u0131 g\u00f6rseli \nE. \n\u00d6\u011frencinin verece\u011fi cevap de\u011ferlendirilir. \n2. \u00dcN\u0130TE \nA. \n1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. \nY \nD \nY \nY \nD \nD \nY \nD \nD \nD \nY \nD \nB. \n1. \nyasal \n 2. \n\u00f6zg\u00fcrce \n 3. \nsayg\u0131 \n 4. \nsorumlulu\u011fum \n 5. \nbirlikte ya\u015faman\u0131n \n 6. \nKamu Denet\u00e7ili\u011fi \nKurumuna \n 7. \nfikirlerini s\u00f6yleme \n 8. \nortak miras\u0131na \nC. \n1. 2. 3. 4. 5. \nB \nA \nA \nC \nC \nD. \n1. \n\u00c7evreye kar\u015f\u0131 sorumlulu\u011fumuz \n2. \nArkada\u015flar\u0131m\u0131za ve di\u011fer insanlara kar\u015f\u0131 sorumlulu\u011fumuz \n3. \nHayvanlara kar\u015f\u0131 sorumlulu\u011fumuz \n4. \nKendimize kar\u015f\u0131 sorumlulu\u011fumuz \n5. \n\u0130nsanl\u0131\u011f\u0131n ortak miras\u0131na kar\u015f\u0131 sorumlulu\u011fumuz \nE. \n\u00d6\u011frencinin verece\u011fi cevap de\u011ferlendirilir. \n3. \u00dcN\u0130TE \nA. \n1. 2. 3. 4. 5. 6. 7. 8. 9. 10. \nD \n Y \nD \nY \nD \nD \nY \nY \nD \nY \nB. \n1. \nayr\u0131mc\u0131l\u0131k \n 2. \nfarkl\u0131l\u0131k \n 3. \ne\u015fit \n 4. \nadaletin \n 5. \nYasa \n 6. \nsayg\u0131 \n 7. \ng\u00fcven \n 8. \nhaks\u0131zl\u0131klar","105 \nC. \n1. B 2. C 3. B 4. A 5. A \nD, E. \n\u00d6\u011frencinin verece\u011fi cevap de\u011ferlendirilir. \n4. \u00dcN\u0130TE \nA. \n1. 2. 3. 4. 5. 6. 7. 8. 9. 10. \nD \nY \nD \nY \nD \nD \nY \nD \nY \n D \nB. \n1. \nsayg\u0131l\u0131 \n 2. \ndo\u011fal \n 3. \n ileti\u015fim sorunlar\u0131 \n 4. \nkurallar \n 5. \nkan\u0131tlara \nC. \n1. \nDuygu, d\u00fc\u015f\u00fcnce veya bilgilerin akla gelebilecek her t\u00fcrl\u00fc yolla ba\u015fkalar\u0131na aktar\u0131lmas\u0131 \n2. \n\u0130stekleri, d\u00fc\u015f\u00fcnceleri kar\u015f\u0131t olan iki ki\u015fiden veya iki topluluktan her biri \n3. \n\u0130ki veya daha \u00e7ok taraf\u0131n d\u00fc\u015f\u00fcnce ve ama\u00e7lar\u0131 aras\u0131nda ayr\u0131l\u0131k ya\u015fanmas\u0131 \n4. \nTaraflar\u0131n aras\u0131ndaki anla\u015fmazl\u0131klar\u0131n ortadan kald\u0131r\u0131lmas\u0131 yoluyla birli\u011fin sa\u011flanmas\u0131 \n5. \nKendisini kar\u015f\u0131 taraf\u0131n yerine koymak ve olaylara onun bak\u0131\u015f a\u00e7\u0131s\u0131yla bakma \nD. \n1. 2. 3. 4. 5. 6. \nC \nD \nD \nB \nC \nA \nE. \n\u00d6\u011frencinin verece\u011fi cevap de\u011ferlendirilir. \n5. \u00dcN\u0130TE \nA. \n1. 2. 3. 4. 5. 6. 7. 8. 9. 10. \nD \nD \nD \nD \nY \nD \nY \nY \nD \nD \nB. \n1. \nde\u011fi\u015fim \n 2. \nay\u0131plama \n 3. \nyaz\u0131l\u0131 kurallar \n 4. \nyapt\u0131r\u0131m \n 5. \nyaz\u0131l\u0131 olmayan kurallar \n 6. \nceza \n 7. \nyasalarla \nC. \n1. 2. 3. 4. 5. \nD \nD \n D \nB \nA \nD, E. \n\u00d6\u011frencinin verece\u011fi cevap de\u011ferlendirilir. \n6. \u00dcN\u0130TE \nA. \n1. 2. 3. 4. 5. 6. 7. 8. 9. 10. \nD \nD \nY \nD \nD \nD \nD \nD \nY \nD \nB. \n1. \nileti\u015fim \n 2. \nsivil toplum \n 3. \ndevlet \n 4. \nduyarl\u0131 olmak \n 5. \ndayan\u0131\u015fma \nC. \n1. 2. 3. 4. 5. 6. \nA \nC \nD \nC \nC \nC \nD, E. \n\u00d6\u011frencinin verece\u011fi cevap de\u011ferlendirilir.","106 \nS\u00d6ZL\u00dcK \nahlak: \nBir toplum i\u00e7inde ki\u015filerin uymak zorunda olduklar\u0131 davran\u0131\u015f bi\u00e7imleri ve kurallar\u0131. \nak\u0131l: \nD\u00fc\u015f\u00fcnme, anlama ve kavrama g\u00fcc\u00fc. \nanayasa: \n \u00dclke \u00fczerindeki egemenlik haklar\u0131n\u0131n kullan\u0131m yetkisinin i\u00e7eri\u011finde belirtildi\u011fi \u015fekliy- \nle devlete verildi\u011fini belirleyen toplumsal s\u00f6zle\u015fmelerdir. \nanket: \n Ki\u015filerin belli konulardaki tutumlar\u0131n\u0131, d\u00fc\u015f\u00fcnce ve duygular\u0131n\u0131, \u00f6nerilerini saptamak \n\u00fczere yaz\u0131l\u0131 olarak haz\u0131rlanm\u0131\u015f soru listeleridir. \nanla\u015fmazl\u0131k: \n \u0130ki veya daha \u00e7ok taraf\u0131n kar\u015f\u0131la\u015fan d\u00fc\u015f\u00fcnce ve ama\u00e7lar\u0131 aras\u0131nda ayr\u0131l\u0131k, \nuyu\u015fmazl\u0131k. \nayr\u0131m: \n Bir kimse veya nesnenin bir ba\u015fkas\u0131yla kar\u0131\u015ft\u0131r\u0131lmamas\u0131n\u0131 sa\u011flayan ayr\u0131l\u0131k, benzer \u015fey- \nleri birbirinden ay\u0131ran \u00f6zellik, ba\u015fkal\u0131k, fark. \nazami: \n En \u00e7ok, en \u00fcst, en b\u00fcy\u00fck, en y\u00fcksek (derece, nicelik), maksimum, maksimal. \nazim: \n Bir i\u015fteki engelleri yenme kararl\u0131l\u0131\u011f\u0131. \nbar\u0131nak: \n Bar\u0131n\u0131lacak yer, melce. \nbeceri: \n Ki\u015finin yatk\u0131nl\u0131k ve \u00f6\u011frenime ba\u011fl\u0131 olarak bir i\u015fi ba\u015farma ve bir i\u015flemi amaca uygun \nolarak sonu\u00e7land\u0131rma yetene\u011fi, maharet. \nbeden: \n V\u00fccudun ba\u015f, kol ve bacak d\u0131\u015f\u0131nda kalan b\u00f6l\u00fcm\u00fc, g\u00f6vde. \nbili\u015fim su\u00e7u: \n Bilgisayar, pos makinesi ve cep telefonu gibi her t\u00fcrl\u00fc teknolojiye y\u00f6nelik \nsu\u00e7lard\u0131r. \nbirey: \n Toplumu olu\u015fturan insanlar\u0131n benzer yanlar\u0131n\u0131 kendinde ta\u015f\u0131makla beraber kendine \n\u00f6zg\u00fc ay\u0131r\u0131c\u0131 \u00f6zellikleri de bulunan insanlar\u0131n her biri. \nceza: \nSu\u00e7 i\u015fleyen bir kimsenin ya\u015fant\u0131s\u0131na, \u00f6zg\u00fcrl\u00fc\u011f\u00fcne, mallar\u0131na, onuruna kar\u015f\u0131 yasalar\u0131n \n\u00f6ng\u00f6rd\u00fc\u011f\u00fc yapt\u0131r\u0131m. \n\u00e7evre: \n Ki\u015finin i\u00e7inde bulundu\u011fu toplumu olu\u015fturan ortam. \n\u00e7\u00f6z\u00fcm: \n Bir sorunun \u00e7\u00f6z\u00fclmesinden al\u0131nan sonu\u00e7, hal. \ndavran\u0131\u015f: \n D\u0131\u015ftan g\u00f6zlemlenebilecek tepkilerin toplam\u0131. \ndayan\u0131\u015fma: \n Bir toplulu\u011fu olu\u015fturanlar\u0131n duygu, d\u00fc\u015f\u00fcnce ve ortak \u00e7\u0131karlarda birbirlerine \nkar\u015f\u0131l\u0131kl\u0131 ba\u011flanmas\u0131, tesan\u00fct. \ndedikodu: \n Ba\u015fkalar\u0131n\u0131 \u00e7eki\u015ftirmek ve k\u0131namak \u00fczere yap\u0131lan konu\u015fma, kov, g\u0131ybet, k\u0131l\u00fckal. \nde\u011fer: \n Bir \u015feyin \u00f6nemini belirlemeye yarayan soyut \u00f6l\u00e7\u00fc, bir \u015feyin de\u011fdi\u011fi kar\u015f\u0131l\u0131k, k\u0131ymet. \ndemokratik: \n Demokrasiye uygun. \nd\u0131\u015flanma: \nD\u0131\u015flanmak i\u015fi. \ndin\u00ee: \nDinle ilgili, din \u00fczerine, dinsel.","107 \ndokunulmazl\u0131k: \nDokunulmaz, ili\u015filmez, kar\u0131\u015f\u0131lmaz olma durumu, masuniyet. \nduyarl\u0131l\u0131k: \n Duyarl\u0131 olma durumu, duygunluk, duyarl\u0131k, hassasl\u0131k. \nduygu: \n Belirli nesne, olay veya bireylerin insan\u0131n i\u00e7 d\u00fcnyas\u0131nda uyand\u0131rd\u0131\u011f\u0131 izlenim. \nd\u00fc\u015f\u00fcnce: \n Uzay ve zaman\u0131n \u00f6tesinde, \u00f6znenin d\u0131\u015f\u0131nda, kendili\u011finden var olan, duyularla de\u011fil, \nyaln\u0131zca ruhen alg\u0131lanabilen as\u0131l ger\u00e7eklik, m\u00fctalaa, fikir, ide, idea. \nerdem: \n Ahlak\u0131n \u00f6vd\u00fc\u011f\u00fc iyi olma, al\u00e7ak g\u00f6n\u00fcll\u00fcl\u00fck, yi\u011fitlik, do\u011fruluk vb. niteliklerin genel ad\u0131, \nfazilet. \nestetik: \n Sanatsal yarat\u0131n\u0131n genel yasalar\u0131yla sanatta ve hayatta g\u00fczelli\u011fin kuramsal bilimi, g\u00fc- \nzel duyu, bedii, bediiyat. \netkile\u015fim: \n Birbirini kar\u015f\u0131l\u0131kl\u0131 olarak etkileme i\u015fi. \nevrensel: \n B\u00fct\u00fcn insanl\u0131\u011f\u0131 ilgilendiren, \u00e2lem\u015f\u00fcmul, cihan\u015f\u00fcmul, \u00fcniversal. \nfert: \n Birey. \nfiziksel: \nGenel olarak do\u011faya, maddeye, nesnelere ili\u015fkin olan, fizik\u00ee. \ngelenek: \n Bir toplumda, bir toplulukta eskiden kalm\u0131\u015f olmalar\u0131 dolay\u0131s\u0131yla sayg\u0131n tutulup \nku\u015faktan ku\u015fa\u011fa iletilen, yapt\u0131r\u0131m g\u00fcc\u00fc olan k\u00fclt\u00fcrel kal\u0131nt\u0131lar, al\u0131\u015fkanl\u0131klar, bilgi, t\u00f6re ve \ndavran\u0131\u015flar, anane, tradisyon. \ng\u00f6rg\u00fc: \n Bir toplum i\u00e7inde var olan ve uyulmas\u0131 gereken sayg\u0131 ve incelik davran\u0131\u015flar\u0131, terbiye. \ngereksinim: \n Eksikli\u011fi duyulan \u015fey, ihtiya\u00e7. \ng\u00fcven: \n Korku, \u00e7ekinme ve ku\u015fku duymadan inanma ve ba\u011flanma duygusu, itimat. \ng\u00fcvence: \n Bir antla\u015fmada taraflardan birinin sorumlulu\u011fu \u00fczerine almas\u0131, inanca, teminat, \ngaranti. \nhizmet: \nBirinin i\u015fini g\u00f6rme veya birine yarayan bir i\u015fi yapma. \nhudut: \n\u0130ki kom\u015fu devletin topraklar\u0131n\u0131 birbirinden ay\u0131ran \u00e7izgi. \nhukuk: \n Toplumu d\u00fczenleyen ve devletin yapt\u0131r\u0131m g\u00fcc\u00fcn\u00fc belirleyen yasalar\u0131n b\u00fct\u00fcn\u00fc, t\u00fcze. \nihlal: \n Kurala ayk\u0131r\u0131 davranmak. \nihmal: \nGereken ilgiyi g\u00f6stermeme, bo\u015flama, savsaklama, savsama, \u00f6nem vermeme. \nileti\u015fim: \n Duygu, d\u00fc\u015f\u00fcnce veya bilgilerin akla gelebilecek her t\u00fcrl\u00fc yolla ba\u015fkalar\u0131na aktar\u0131lmas\u0131, \nbildiri\u015fim, haberle\u015fme, kom\u00fcnikasyon. \nilgi: \n Belirli bir olay veya etkinli\u011fe yak\u0131nl\u0131k duyma, ondan ho\u015flanma ve ona \u00f6ncelik tan\u0131ma. \nistismar \n: Birinin iyi niyetini k\u00f6t\u00fcye kullanma, s\u00f6m\u00fcrme. \nkamu: \nHalk hizmeti g\u00f6ren devlet organlar\u0131n\u0131n t\u00fcm\u00fc.","108 \nkanaat: \n Kan\u0131, inan\u00e7, d\u00fc\u015f\u00fcnce. \nkaptan: \n Tak\u0131m oyunlar\u0131nda tak\u0131m\u0131 temsil eden kimse. \nk\u00e2r: \nYarar, fayda. \nkat\u0131l\u0131m: \n Kat\u0131lma i\u015fi, i\u015ftirak. \nkonuksever: \n Konuklar\u0131na iyi davranan, onlar\u0131 iyi a\u011f\u0131rlayan ve kendisine konuk gelmesinden \nho\u015flanan, misafirperver. \nkonum: \n Bir kimsenin veya bir \u015feyin bir yerdeki durumu veya duru\u015f bi\u00e7imi, pozisyon. \nkurul: \n Bir i\u015fi yapmak, y\u00f6netmek veya bir kurum ve kurulu\u015fu temsil etmek i\u00e7in g\u00f6revlendirilmi\u015f \nki\u015filerden olu\u015fmu\u015f topluluk, heyet, konsey, asamble. \nkurulu\u015f: \nTopluma hizmet, \u00fcretim, t\u00fcketim vb. ama\u00e7 ve g\u00f6revlerle kurulan her \u015fey, tesis. \nkurum: \n Evlilik, aile, ortakl\u0131k, m\u00fclkiyet gibi k\u00f6kl\u00fc bir yap\u0131y\u0131 i\u00e7eren, genellikle devletle ili\u015fkisi olan \nyap\u0131 veya birlik, m\u00fcessese. \nk\u00fclt\u00fcr: \nTarihsel, toplumsal geli\u015fme s\u00fcreci i\u00e7inde yarat\u0131lan b\u00fct\u00fcn maddi ve manevi de\u011ferler ile \nbunlar\u0131 yaratmada, sonraki nesillere iletmede kullan\u0131lan, insan\u0131n do\u011fal ve toplumsal \u00e7evresine \negemenli\u011finin \u00f6l\u00e7\u00fcs\u00fcn\u00fc g\u00f6steren ara\u00e7lar\u0131n b\u00fct\u00fcn\u00fc, hars, ekin. \nmesut: \n Mutlu, sevin\u00e7li, ongun. \nmezhep: \nBir dinin g\u00f6r\u00fc\u015f, yorum ve anlay\u0131\u015f ayr\u0131l\u0131klar\u0131 sebebiyle ortaya \u00e7\u0131kan kollar\u0131ndan her biri. \nmillet: \n \u00c7o\u011funlukla ayn\u0131 topraklar \u00fczerinde ya\u015fayan aralar\u0131nda dil, tarih, duygu, \u00fclk\u00fc, gelenek ve \ng\u00f6renek birli\u011fi olan insan toplulu\u011fu, ulus. \nmiras: \nBir neslin kendinden sonra gelen nesle b\u0131rakt\u0131\u011f\u0131 \u015fey. \nm\u00fcdahale: \n Kar\u0131\u015fma, araya girme. \nnesil: \n Yakla\u015f\u0131k olarak ayn\u0131 y\u0131llarda do\u011fmu\u015f, ayn\u0131 \u00e7a\u011f\u0131n \u015fartlar\u0131n\u0131, dolay\u0131s\u0131yla birbirine benzer \ns\u0131k\u0131nt\u0131lar\u0131, kaderleri payla\u015fm\u0131\u015f, benzer \u00f6devlerle y\u00fck\u00fcml\u00fc olmu\u015f ki\u015filerin toplulu\u011fu. \nnitelik: \n Nesne veya ya\u015fant\u0131n\u0131n bir y\u00f6n\u00fcn\u00fc \u00f6tekilerden ay\u0131rt etmeye yarayan ve \u00f6l\u00e7\u00fclebilen \u00f6zel- \nlik, keyfiyet. \nonur: \n\u0130nsan\u0131n kendine kar\u015f\u0131 duydu\u011fu sayg\u0131, \u015feref, \u00f6z sayg\u0131, haysiyet, izzetinefis. \n\u00f6fke: \n Engelleme, incinme veya g\u00f6zda\u011f\u0131 kar\u015f\u0131s\u0131nda g\u00f6sterilen sald\u0131rganl\u0131k tepkisi, k\u0131zg\u0131nl\u0131k, h\u0131\u015f\u0131m, \nhiddet, gazap. \n\u00f6telemek: \n Belli olmayan bir s\u00fcre ertelemek. \npolitik: \n Belli bir hedefe ula\u015fabilmek i\u00e7in uzla\u015fmay\u0131, iyi ge\u00e7inmeyi ama\u00e7layan, siyasal. \nrol: \nBir i\u015fte bir kimse veya \u015feyin \u00fcst\u00fcne d\u00fc\u015fen g\u00f6rev. \nruhsal: \nRuhla ilgili olan, ruhi, tinsel, psikolojik, psi\u015fik.","109 \nsanat: \n Bir duygu, tasar\u0131, g\u00fczellik vb.nin anlat\u0131m\u0131nda kullan\u0131lan y\u00f6ntemlerin tamam\u0131 veya bu \nanlat\u0131m sonucunda ortaya \u00e7\u0131kan \u00fcst\u00fcn yarat\u0131c\u0131l\u0131k. \ns\u0131\u011f\u0131nmac\u0131: \nBa\u015fka bir \u00fclkeye veya yere s\u0131\u011f\u0131nm\u0131\u015f olan ki\u015fi, s\u0131\u011f\u0131n\u0131k, m\u00fclteci. \ns\u0131n\u0131f: \n \u00c7e\u015fitli ama\u00e7larla olu\u015fmu\u015f k\u00fcmeler. \nslogan: \n Bir d\u00fc\u015f\u00fcnceyi kolay hat\u0131rlan\u0131p tekrarlanabilir bir bi\u00e7imde ifade eden k\u0131sa, \u00e7arp\u0131c\u0131 s\u00f6z, \nmotto. \nsorgulamak: \n Emin olunamayan konular \u00fczerinde d\u00fc\u015f\u00fcnmek, kendi kendine soru sormak. \nsorun: \n Ara\u015ft\u0131r\u0131l\u0131p \u00f6\u011frenilmesi, d\u00fc\u015f\u00fcn\u00fcl\u00fcp \u00e7\u00f6z\u00fcmlenmesi, bir sonuca ba\u011flanmas\u0131 gereken du- \nrum, mesele, problem. \ns\u00fcre\u00e7: \n Aralar\u0131nda birlik olan veya belli bir d\u00fczen veya zaman i\u00e7inde tekrarlanan, ilerleyen, \ngeli\u015fen olay ve hareketler dizisi, vetire, proses. \n\u015fiddet: \n Duygu veya davran\u0131\u015fta a\u015f\u0131r\u0131l\u0131k. \n\u015fehit: \n Kutsal bir \u00fclk\u00fc veya inan\u00e7 u\u011frunda \u00f6len kimse. \ntaraf: \n \u0130stekleri, d\u00fc\u015f\u00fcnceleri kar\u015f\u0131t olan iki ki\u015fiden veya iki topluluktan her biri. \nteknoloji: \n Bir sanayi dal\u0131 ile ilgili yap\u0131m y\u00f6ntemlerini, kullan\u0131lan ara\u00e7, gere\u00e7 ve aletleri, bunlar\u0131n \nkullan\u0131m bi\u00e7imlerini kapsayan uygulama bilgisi, uygulay\u0131m bilimi. \nten: \n \u0130nsan v\u00fccudunun d\u0131\u015f y\u00fcz\u00fc, cilt. \ntoplum: \n Toplum bilimi ayn\u0131 toprak par\u00e7as\u0131 \u00fczerinde bir arada ya\u015fayan ve temel \u00e7\u0131karlar\u0131n\u0131 sa\u011fla- \nmak i\u00e7in i\u015f birli\u011fi yapan insanlar\u0131n t\u00fcm\u00fc, cemiyet. \ntoplumsal: \n Toplumla ilgili, topluma ili\u015fkin, i\u00e7timai, ma\u015fer\u00ee, sosyal. \nulus: \n Millet. \nvak\u0131f: \nBir hizmetin gelecekte de yap\u0131lmas\u0131 i\u00e7in belli \u015fartlarla ve resm\u00ee bir yolla ayr\u0131larak bir \ntopluluk veya bir kimse taraf\u0131ndan b\u0131rak\u0131lan m\u00fclk, para. \nvefa: \nSevgiyi s\u00fcrd\u00fcrme, sevgi, dostluk ba\u011fl\u0131l\u0131\u011f\u0131. \nyapt\u0131r\u0131m: \nYasaya, kurala kar\u015f\u0131 yap\u0131lan ayk\u0131r\u0131 davran\u0131\u015flara verilen ceza. \nyasa: \n Devletin yasama organlar\u0131 taraf\u0131ndan konulan ve uyulmas\u0131 gereken kurallar b\u00fct\u00fcn\u00fc, ka- \nnun. \nyetenek: \nBir kimsenin bir \u015feyi anlama veya yapabilme niteli\u011fi, kabiliyet, istidat. \nyeti\u015fkin: \n Beden, ruh ve duygu bak\u0131mlar\u0131ndan olgunlu\u011fa eri\u015fmi\u015f olan kimse. \ny\u00f6netmelik: \n Bir kurulu\u015fun \u00e7al\u0131\u015fma y\u00f6ntemini belirleyen kurallar\u0131n t\u00fcm\u00fc. \nzihin: \nCanl\u0131n\u0131n duygu ve davran\u0131\u015flar d\u0131\u015f\u0131ndaki ruhsal s\u00fcre\u00e7 ve etkinliklerinin b\u00fct\u00fcn\u00fc. \nzorlama: \n Zorlamak i\u015fi, i\u00e7ten gelmeyen. ","110 \nKAYNAK\u00c7A \nAk\u0131ll\u0131o\u011flu, T. (1995). \n\u0130nsan haklar\u0131, kavram, kaynaklar ve koruma sistemleri \n, Ankara: A.\u00dc.Sbf \u0130nsan \nHaklar\u0131 Merkezi Yay\u0131nlar\u0131. \n\u00c7e\u00e7en, A. (2015). \n\u0130nsan haklar\u0131, \n Ankara: Se\u00e7kin Yay\u0131nc\u0131l\u0131k. \n\u00c7otuks\u00f6ken, B. ve Tepe, H. (2013). \n\u00c7ocuklar i\u00e7in felsefe e\u011fitimi \n, Ankara: T\u00fcrkiye Felsefe Kurumu. \nDemirkas\u0131mo\u011flu, N. (Mart 2015). \nToplum ya\u015fam\u0131nda kurallar: birey-toplum ili\u015fkisi \n, Manisa: Cb\u00fc Sos- \nyal Bilimler Dergisi, Cilt 13, Say\u0131 1. \nDin\u00e7kol, B. (2015). \nKad\u0131n erkek e\u015fitli\u011finde pozitif ayr\u0131mc\u0131l\u0131k \n, \u0130stanbul: \u0130stanbul Ticaret \u00dcniversitesi \nSosyal Bilimler Dergisi, Y\u0131l 4, Say\u0131 8, S.101-117. \nDirek, N. (2012). \n\u00c7ocuklarla felsefe \n, \u0130stanbul: Pan Yay\u0131nc\u0131l\u0131k. \nDo\u011fan, \u0130. (2007). \nVatanda\u015fl\u0131k, demokrasi ve insan haklar\u0131 \n, Ankara: Pegem Yay\u0131nlar\u0131. \nD\u00f6kmen, \u00dc. (2016). \n\u0130leti\u015fim \u00e7at\u0131\u015fmalar\u0131 ve empati \n, \u0130stanbul: Remzi Kitabevi. \nFlowers, N. (2010). \nPusulac\u0131k, \u00e7ocuklar i\u00e7in insan haklar\u0131 e\u011fitimi k\u0131lavuzu \n, \u0130stanbul: \u0130stanbul Bilgi \u00dcni- \nversitesi Yay\u0131nlar\u0131. \nG\u00f6ren, Z. (2007). \nTemel haklar\u0131n s\u0131n\u0131rlanmas\u0131 s\u0131n\u0131rlamam\u0131n s\u0131n\u0131rlanmas\u0131 \n, \u0130stanbul: \u0130stanbul Ticaret \n\u00dcniversitesi Sosyal Bilimler Dergisi, Y\u0131l 6, Say\u0131 12, S.39-59. \nG\u00fclmez, M. (2001). \n\u0130nsan haklar\u0131 ve demokrasi e\u011fitimi \n, Ankara: Todai Yay\u0131nlar\u0131. \nKarak\u00fct\u00fck, K. (2001). \nDemokratik laik e\u011fitim: \u00e7a\u011fda\u015f toplum olman\u0131n yolu \n, Ankara: An\u0131 Yay\u0131nc\u0131l\u0131k. \nKaraman Kepenek\u00e7i, Y. (2014). \nE\u011fitimciler i\u00e7in insan haklar\u0131 ve yurtta\u015fl\u0131k \n, Ankara: Siyasal Kitabevi. \nLabbe, B. Puech, M. (2011). \n\u00c7\u0131t\u0131r \u00e7\u0131t\u0131r felsefe serisi \n, \u0130stanbul: G\u00fcn\u0131\u015f\u0131\u011f\u0131 Kitaplar\u0131. \nMEB. (2018). \n\u0130nsan haklar\u0131, yurtta\u015fl\u0131k ve demokrasi dersi \u00f6\u011fretim program\u0131 (ilkokul 4. s\u0131n\u0131f) \n, Ankara. \nOzankaya, \u00d6. (2001). \nMustafa Kemal Atat\u00fcrk-yurtta\u015f i\u00e7in medeni bilgiler \n, \u0130stanbul: Cem Yay\u0131nevi. \nSencer, M. (1992). \nHak ve \u00f6zg\u00fcrl\u00fck kavram\u0131, \n Ankara: Todai \u0130nsan Haklar\u0131 Y\u0131ll\u0131\u011f\u0131, Cilt 14. \nTDK. (2012). \nYaz\u0131m k\u0131lavuzu \n, Ankara: T\u00fcrk Dil Kurumu Yay\u0131nlar\u0131. \nTBMM. (1982). \nT\u00fcrkiye Cumhuriyeti Anayasas\u0131 \n. \nU\u00e7man, B. D. (2016). \nNasrettin hoca hik\u00e2yeleri \n, \u0130stanbul: Nar Yay\u0131nlar\u0131. \nWh\u0131te, D. A. (2009). \n\u00c7ocuklar i\u00e7in felsefe \n, Ankara: Odt\u00fc Yay\u0131nc\u0131l\u0131k. \nY\u00fczba\u015f\u0131o\u011flu, N. (2000). \n\u0130nsan haklar\u0131 \n, \u0130stanbul: Yap\u0131 Kredi Yay\u0131nlar\u0131. \n\u0130NTERNET KAYNAK\u00c7ASI \n(sayfa 16) \nwww.tbmm.gov.tr\/komisyon\/insanhaklari\/mevzuat_TIHB.htm Eri\u015fim tarihi: 25.05.2017 \n(sayfa 30) \nwww.ilo.org.tr\/ Eri\u015fim tarihi: 20.05.2017 \n(sayfa 31) \nwww.trthaber.com\/ Eri\u015fim tarihi: 20.05.2017 \n(sayfa 35) \nwww.kdkcocuk.gov.tr\/ Eri\u015fim tarihi: 20.05.2017 \n(sayfa 78) \nwww.atam.gov.tr\/ Eri\u015fim tarihi: 20.05.2017 \n(sayfa 81) \nhttp:\/\/www.ankarabarosu.org.tr\/siteler\/ankarabarosu\/tekmakale\/2001-2\/2.pdf Eri\u015fim \ntarihi: 25\/05\/2017 \n(sayfa 90) \nwww.antoloji.com\/vatan-sevgisini-icten-duyanlar-2-siiri\/ Eri\u015fim tarihi: 20.05.2017 \n(sayfa 104) \nwww.dijitalteknoloji.net\/internet\/bilisim-sucu-nedir-ve-cezalari-nelerdir.html\/ Eri\u015fim \ntarihi: 04\/06\/2018 \n(sayfa 104, 105, 106, 107) \nwww.tdk.gov.tr\/ Eri\u015fim tarihi: 20.05.2017","111 \nG\u00d6RSEL KAYNAK\u00c7A \n(sayfa 28) \nhttp:\/\/unescobursa.org\/cumalikizik.php?dil=en&id=84 Eri\u015fim tarihi: 20.05.2017 \n(sayfa 28) \n http:\/\/www.hurriyet.com.tr\/diyarbakir-surlari-ve-hevsel-bahceleri-unesco-dunya-kul- \ntur-mirasi-listesine-girdi-29461048 Eri\u015fim tarihi: 20.05.2017 \n(sayfa 30) \n http:\/\/www.gazete32.com.tr\/tag\/gocmen Eri\u015fim tarihi: 21.12.2017 \n(sayfa 31) \nhttp:\/\/www.trthaber.com\/ Eri\u015fim tarihi: 20.05.2017 \n(sayfa 38) \nwww.usak.gov.tr\/tarih Eri\u015fim tarihi: 20.05.2017 \n(sayfa 90) \n http:\/\/www.sabah.com.tr\/egitim\/2017\/01\/29\/asik-veysel-kimdir Eri\u015fim tarihi: 20.05.2017 \nA\u015fa\u011f\u0131da sayfa numaras\u0131 ve kodu yaz\u0131l\u0131 g\u00f6rseller \nwww.shutterstock.com \n adresinden telifi \u00f6denerek \nal\u0131nm\u0131\u015ft\u0131r. \nKapak \n734681044, 309239795, 749621941, 595196426, 239737246, \nS. 22 \n 10276225, 410082334, \ns.30 \n 256346482, 327353576, 384096937, 501224185, \ns.31 \n 616762319, 573893488, \ns.39 \n549184444, \ns.82 \n 680562148 \nKaynak\u00e7ada belirtilmeyen g\u00f6rseller, g\u00f6rsel tasar\u0131m uzman\u0131 taraf\u0131ndan haz\u0131rlanm\u0131\u015ft\u0131r.","112"]