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al life. According to Crick report (1999) citizenship education is becoming a cornerstone subject in our education system, and rightly so (National Curriculum Citizenship, 1999).

This cited study has defined a good citizenship as Huddleston (2005) stated that the significance of excellent citizenship knowledge from a beginning age is very essential. If kids become familiar to talk about their variations in a logical way in the main years, they are more likely to agree to it as regular exercise in their puberty. Citizenship knowledge allows providing adolescents to deal with circumstances of conflict and to discussion knowledgeably and impatiently. It allows them to understand the repercussions of their activities, and those of the grownups around them. Students learn how to identify prejudice, assess discussion, think about proof, look for substitute understanding, opinions and resources of proof and above all to give explanations for the things they say and do, and to anticipate explanations to be given by other ( Huddleston, T. , 2005)

It is accepted that Citizenship education is one of the basic essentials in the curriculum of Social Studies. As a matter of fact, in high school level especially at the young age keen attention needs to be paid. Hence, in this area, at elementary and high school level, it should be not only be included but and should also be handled seriously. Unfortunately, in our educational system, especially in curriculum of schools, with reference to social studies special attention is not paid to teaching of citizenship education (Gholtash, 2010).

The researcher refers to the explanation of citizenship education given by Kerr,(1999) . The term ‘citizenship education’ is used deliberately in the place of the term, Civics Education which deals with citizens’ role in a society. The researcher premise is based on the fact that in every state the major goal of education is to prepare young people for their role as citizens. However a critical aspect of education that is often overlooked or inadequately addressed is the preparation of school students for citizenship. Moreover the researcher’s assumption is that Citizenship education remains at a relatively low concern in knowledge systems around the world. This is somewhat ironical, which has given sense of crisis in the field. There are no exams in civics as an excellent subject; and therefore it gets much less interest than those topics which are analyzed (Kerr, D., 1999).

The present study explores that Citizenship education is a broad curriculum and it is more than a subject. It should not be treated as a topic, and not integrated with any other subject. If it is taught well and developed according to local and global needs, its skills and values will enhance democratic social life for all of us, we will have a better understanding of our rights and responsibilities, if awareness begins in schools.

In the present study the area of citizenship education is covered by a wide range of terms comprising many subjects. These terms include citizenship, civics, social sciences, social studies, world studies, society, and studies of society, life skills and moral education. The area also has links to curriculum subjects and options, including history, geography, economics, law, politics, environmental studies, values education, religious studies, languages and science.

The citizenship education