The aim of this study is to determine the level of distribution of 10th-grade geography curriculum achievements in units according to the revised Bloom's taxonomy and that how a trend is observed. The research was carried out using the document review method. Within the scope of the research, the 34 achievements of the 10th-grade Geography course curriculum were investigated. The reliability coefficient of the study was determined as 0.79. According to the findings of the analysis, the conceptual knowledge achievements is mostly involved in the unit of natural systems, human systems, global environment, environment, and social learning. The procedural knowledge is least involved, also there is no achievement at the metacognitive knowledge level. In the cognitive process dimension, the “understand” achievement is involved at most, and the “evaluate” achievement at least, also we determined that there are no achievements at the level of “remember”, “apply” and “create”. We found that the achievements are not homogeneous and that there is not enough care for achievements related to the higher level knowledge and cognitive process dimensions activating students' learning. The achievements of the geography curriculum should be rearranged according to the higher level of knowledge and cognitive process dimension providing that students perform more mental activities. In this respect, applications and activities should be included in the geography curriculum to improve students' skills and creativity by using high-level knowledge and cognitive processes. It is also useful for teachers to undergo in-service training that allows them to train themselves through such training. A booklet should be prepared to guide teachers about that. We hoped that the study will contribute to the further works.