The aim of this study is to determine the effect of documentary use in teaching environmental issues in Our Country's Resources chapter, which is included in the 6th grade social studies course, on the achievement and attitudes of students. Pretest results have been analyzed regarding the control group students, to whom the teaching technique based on the program in the 6th grade Social Studies course "Resources of Our Country" Unit has been applied to utilizing the direct instruction method, and the experimental group students, to whom the documentary supported learning model has been applied. The study has been designed in the pretest-posttest control group experimental design (PPCG) model. The study group consisted of 23 students in the experimental group and 24 students in the control group, who attend the 6th grade in Atatürk Middle School in Osmaniye in the 2016-2017 academic year. Subjects in the pretest-posttest control group pattern are put to evaluations with relation to the dependent variable both before and after the experimental study. Pretest has been presented to the students with clear and understandable instructions, and verbally explained to the students when necessary. Pretest results have been assessed, and teaching process has been planned. In the first stage of this model adopted in the research, experimental and control groups have been formed unbiased so that they are equal. Afterwards, both groups have been put to pretest process, and the initial state before the application is determined. And in the next stage, the control group proceeds with the curriculum application, while the desired application is performed on the experimental group.No significant difference had been observed regarding the knowledge of students on the application unit before the teaching process. All the variables for both experimental and control groups are kept identical, and a difference in only in the application is established between the two groups. As the final stage, related evaluations (pretest) are performed with a dependent variable from both groups. Documentary supported teaching has been applied to the experimental group, and the existing teaching program has been applied to the control groups for a period of 3 weeks. "Resources of our Country Unit Academic Achievement Test" and "Environmental Attitude Scale" has been applied to the experimental and control groups before and after the applications. Documentary supported teaching studies have been performed with the experimental group during the research process. During the documentary supported teaching process, different methods have been applied to provide active participation of the students. The application process has been supported with worksheets and concept maps; discussions have been made on the subject. At the end of each course hour, students have been asked to summarize what they learned about the day's subject. On the other hand, the courses in the control group were carried out using the direct instruction method, focusing on the understanding that the teacher is dominant and that the student is passive. In the study, ''Academic Achievement Test of Our Country's Resources Chapter", which was developed as data collection tool and aims to determine the academic achievement level of the 6th grade students in the Social Studies Course, and "Attitudes of Secondary School Students Scale Towards the Environment Scale", which was developed by Gökçe et al. (2007) to determine the attitudes of the students towards the environment, have been used. The specified scale consists of 34 items and the response options are designed as a triple Likert type. The academic achievement test consists of 21 multiple-choice questions with four options. As a result of the item analysis, 9 questions with low reliability were excluded from the test and the study was continued with 21 questions. Academic achievement test has been provided to evaluate the knowledge of the students about the environment concept, included in the "The World is in Danger!" subject of the "Resources of Our Country" unit; the environmental attitude scale has been provided to evaluate their attitudes towards environmental issues. Also, worksheets related to environmental problems have been provided to support their awareness towards environmental problems. While preparing the academic achievement test, the literature with respect to acquisitions in the 6th grade Social Studies course teaching program has been utilized. The academic achievement test has been applied to the experimental and control groups as both a pretest and a posttest; primarily, knowledge of the students on the subject has been evaluated, and the test has been used to observe the increase in students' knowledge after the activity. Course plans consist of a formal chapter, introduction (attraction, amusement, starting the course), body, conclusion and evaluation chapters. A session plan has been prepared for subject teaching to both groups. Worksheets consisting of open-ended questions, aiming to provide permanence of the information taught to the students, support the subject, and increase its effects on the attitudes and achievements of the students, have been prepared with regards to the topic. In order to determine students' views on environmental issues through documentary teaching and to support the teaching of the subject, open-ended worksheets have been prepared. Date, subject, duration, method, evaluation type, and acquisitions of the session have been included in the formal chapter. During the determination process of acquisitions, it has been considered that the goals are achievable and observable and that the difficulty level is parallel to the student performance, so that a qualified teaching is provided, and that students' goal achievements can be evaluated. The obtained data have been analyzed by SPSS package program. As a result of the analyses made, it has been observed that the use