The objective of this article is recognition of similarities and differences between methods of selecting and organizing content of social studies curriculum and procedure of civic education at the primary education in Iran and Sweden. This is so as to suggest applied recommendations to reform the Iranian curriculum. The research type based on research objectives is applied and according to the research design descriptive-analytical based on comparative method. Based on the existing literature, the method of selecting content in Iran was based on subject matters approach (separate disciplinary) while in Sweden it is topic-based and based on interdisciplinary integrated approach. The subjects of History, Civic Studies and Geography are traditionally organized separately and the content of the curriculum is originated from social sciences and is based on what the decision making authorities know about children’s learning whereas in Sweden, for integrated curriculum organizing of social sciences, the whole overlapping fields of studies are united in a uniform curriculum. Among the general characteristics of the civic education in Iran are, a concentrated educational system of management and planning, lack of non governmental foundations and non involvement of them at the educational system, lack of active and cooperative methods of learning and dependence on book and handout oriented methods of teaching, paying no attention to procedure of civic education and global citizenship training in text books and curricula of primary schools. This is while in Sweden it is based on interdisciplinary, participative and interactive integrated approach, and is in touch with the lives of people. Such an education conducted is respectful of open environment and far off any prejudice and discrimination, and based on humane, moral, and cosmopolitan principles, and is aware of challenges of social variety and is supposed to be performed through cooperation of parents, society, non governmental organizations in the direction of training global citizens in a global village.