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TEXTBOOK ANALYSIS
SCHOOL INTERNSHIP PROGRAM-II
PEDAGOGY 1 - HISTORY
SUBMITTED TO:
DR. AJIT KUMAR BOHET
Department of Teacher Training
and Non Formal Education
Institute of Advanced Studies in Education
Faculty of Education
Jamia Millia Islamia

SUBMITTED BY:
SADIA SHAKIL
Roll No.- 20BED0150
Student Id- 202007830
B.Ed 2nd Year
Section C
Session- 2020-2022
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TABLE OF CONTENTS

COVER PAGE 1

TABLE OF CONTENTS 2

INTRODUCTION 4

NAME OF THE BOOK: 4

PUBLICATION: 4

TEXTBOOK DEVELOPMENT COMMITTEE 4

DEFINITION OF TEXTBOOK: 5

IMPORTANCE OF TEXTBOOK: 5
CONTENT OF THE BOOK: 5

PHYSICAL ANALYSIS: 6
COVER PAGE OF THE BOOK: 6

SIZE OF THE BOOK: 6

PRICE OF THE BOOK: 6

FONT SIZE: 7
SPACING: 7

MARGINS: 7
DURABILITY OF BINDING: 7

PAPER QUALITY: 7
ACADEMIC ANALYSIS 8

FOREWORD: 8
INDEX: 8

ORGANISATION: 9
SELECTION OF CONTENT: 9

LOGICAL CLASSIFICATION OF LESSON: 9

SEQUENCE OF THE LESSON: 9

BRIEF OF LESSON: 9
Chapter 1: The French Revolution 10

Chapter 2: Socialism in Europe and the Russian Revolution 10

Chapter 3: Nazism and the Rise of Hitler 10
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Chapter 4: Forest Society and Colonialism 11

Chapter 5: Pastoralists in the Modern World 11

PRESENTATION: 11

APPROPRIATENESS OF THE TITLE: 11

STYLE OF PRESENTATION: 11

VOCABULARY: 12
ILLUSTRATION: 12

QUALITY OF ILLUSTRATIONS: 12
PUPIL’S APPEAL: 13

ACCURACY OF ILLUSTRATION: 13
ADD ONS: 14

MAPS: 14
BOXES: 14

SOURCE BOXES: 15
ACTIVITIES: 15

NEW WORDS: 15
SOME IMPORTANT DATES: 16

QUESTION AND EXERCISES: 16

COMPREHENSIVENESS OF QUESTIONS: 17

ARRANGEMENTS 17
CREDITS: 17

CONCLUSION: 17
SUGGESTION: 17

TEXTBOOK REVIEW BY RATING SCALE 18

INTRODUCTION
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NAME OF THE BOOK:

India and the Contemporary World (pdf 2021-2022)

PUBLICATION:
National Council of Educational Research

TEXTBOOK DEVELOPMENT COMMITTEE

● CHAIRPERSON, ADVISORY GROUP FOR TEXTBOOKS IN SOCIAL
SCIENCE FOR THE SECONDARY STAGE Hari Vasudevan, Professor,
Department of History, Calcutta University, Kolkata
● CHIEF ADVISOR Neeladri Bhattacharya, Professor, Centre for Historical
Studies, School of Social Sciences, Jawaharlal Nehru University, New Delhi
Members:
● Monica Juneja, Professor, Maria-Goeppert-Mayer Guest Professor,
Historisches Seminar, University of Hanover, Germany
● Vandana Joshi, Lecturer, Venkateswara College, University of Delhi, New
Delhi
● Nandini Sundar, Professor, Department of Sociology, Delhi School of
Economics, University of Delhi, Delhi
● Mukul Kesavan, Professor, Department of History, Jamia Millia Islamia, New
Delhi
● Janaki Nair, Professor, Centre for Studies in Social Sciences, Kolkata
● Rekha Krishnan, Head of Senior School, Vasant Valley School, New Delhi
● Rashmi Paliwal, Eklavya, Hoshangabad, Madhya Pradesh
● Ajay Dandekar, Visiting fellow, Tata Institute of Social Sciences, Mumbai
● Pritish Acharya, Reader, Regional Institute of Education, Bhubaneswar,
Odisha
Member–Coordinator:
● Kiran Devendra, Professor, Department of Elementary Education, NCERT,
New Delhi
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DEFINITION OF TEXTBOOK:
A textbook is a book that contains comprehensive information about a course or a
subject that a student needs to get through the academic year. This has a set of
chapters, question-answers, and exercises included in the curriculum to improve the
learning standards of a student.

IMPORTANCE OF TEXTBOOK:
Learning cannot take place in a vacuum. We need to direct our learners to specific
learning goals and see that these goals are achieved. Textbooks help teachers and
learners in this regard. They play a vital role in the teaching-learning process. They
provide the basic framework within which much of the classroom activities occur and
also give every child the best possible opportunities for learning.

CONTENT OF THE BOOK:

1. Chapter 1: The French Revolution
2. Chapter 2: Socialism in Europe and the Russian Revolution
3. Chapter 3: Nazism and the Rise of Hitler
4. Chapter 4: Forest Society and Colonialism
5. Chapter 5: Pastoralists in the Modern World
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PHYSICAL ANALYSIS:

1. COVER PAGE OF THE BOOK:

The cover page of the textbook is of thick paper with images of some
events/people/things related to history.

2. SIZE OF THE BOOK:

The book is of 27*20 cm.

3. PRICE OF THE BOOK:

The price is Rs. 115 which is a little bit costly but compared to other
publications it is good.
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4. FONT SIZE:
The font size is appropriate enough for comfortable reading.

5. SPACING:
There is different spacing between the words, sentences and paragraphs for
clear differentiation.

6. MARGINS:
The pages have a wide margin on the right side of the page, which provides
ample space to make notes or write questions. Although the left side of the
page has very less margin that too gets used up in binding, so few alphabets
get hidden.

7. DURABILITY OF BINDING:
The books are sold both with and without binding. The ones with the binding
are held strong while those without binding loose pages.

8. PAPER QUALITY:
The paper quality is appropriate and the edges are not too sharp.
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ACADEMIC ANALYSIS

FOREWORD:
The foreword of the textbook mentions the recommendation by National Curriculum
Framework 2005 that children’s life at school must be linked to their life outside the
school. The syllabi and textbooks developed on the basis of NCF signify an attempt
to implement this basic idea. They also attempt to discourage rote learning and the
maintenance of sharp boundaries between different subject areas. The foreword also
mentions that the success of this effort depends on the steps that school principals
and teachers will take to encourage children to reflect on their own learning and to
pursue imaginative activities and questions. In the end it acknowledges all those
people who have put their input in the making of the textbook.

INDEX:
The index clearly specifies the sections and the chapters included under them along
with their respective page numbers.
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ORGANISATION:

1. SELECTION OF CONTENT:
In earlier classes (VI – VIII) the students have read about the history of India.
In tClasses IX they will see how the story of India’s pasts is related to the
larger history of the world. The selection of the content of this textbook is
based on the absorbing capacity of an average student of class 9.

2. LOGICAL CLASSIFICATION OF LESSON:

The lessons are divided into themes. Section I focuses on some of the events
and processes that are critical to the understanding of the modern world. The
chapters included in this section are the French Revolution, the Russian
Revolution and Nazism. Section II will move from dramatic events to the
routines of people’s lives – their economic activities and livelihood patterns.
We get to see what the contemporary world has meant for forest people and
pastoralists; and how they have coped with and defined the nature of these
changes.
(Earlier the book contained three sections, but in the academic year 2021-
2022, the syllabus was reduced for the students and the pdf issued by
NCERT had only 2 sections.)
3. SEQUENCE OF THE LESSON:
The lessons of each unit are chronologically arranged and are inter connected
with the previous and the next chapter. The sequence is as follows:
a. Chapter 1: The French Revolution
b. Chapter 2: Socialism in Europe and the Russian Revolution
c. Chapter 3: Nazism and the Rise of Hitler
d. Chapter 4: Forest Society and Colonialism
e. Chapter 5: Pastoralists in the Modern World

4. BRIEF OF LESSON:

● Chapter 1: The French Revolution

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Chapter 1 is on the French Revolution where the ideas of liberty, equality and
fraternity are highlighted along with their origins in France. The French
Revolution led to the end of monarchy in France. A society based on
privileges gave way to a new system of governance. The Declaration of the
Rights of Man during the revolution, announced the coming of a new time.
The idea that all individuals had rights and could claim equality became part
of a new language of politics. These notions of equality and freedom emerged
as the central ideas of a new age; but in different countries they were
reinterpreted and rethought in many different ways.

● Chapter 2: Socialism in Europe and the Russian Revolution

Chapter II tells about the coming of socialism in Europe, and the dramatic
events that forced the ruling monarch, Tsar Nicholas II, to give up power. The
Russian Revolution sought to change society in a different way. It raised the
question of economic equality and the well-being of workers and peasants.
The chapter will tell you about the changes that were initiated by the new
Soviet government, the problems it faced and the measures it undertook.
While Soviet Russia pushed ahead with industrialisation and mechanisation of
agriculture, it denied the rights of citizens that were essential to the working of
a democratic society. The ideals of socialism however, became part of the
anti-colonial movements in different countries.

● Chapter 3: Nazism and the Rise of Hitler

Chapter III discusses the rise of Hitler and the politics of Nazism. We can
read about the children and women in Nazi Germany, about schools and
concentration camps. We see how Nazism denied various minorities a right to
live, how it drew upon a long tradition of anti-Jewish feelings to persecute the
Jews, and how it waged a relentless battle against democracy and socialism.
But the story of Nazism’s rise is not only about a few specific events, about
massacres and killings. It is about the working of an elaborate and frightening
system which operated at different levels.
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● Chapter 4: Forest Society and Colonialism

Chapter IV takes us into the forest and tells us about the variety of ways the
forests were used by communities living within them. It shows how in the
nineteenth century the growth of industries and urban centres, ships and
railways, created a new demand on the forests for timber and other forest
products. New demands led to new rules of forest use, new ways of
organising the forest. We see how colonial control was established over the
forests, how forest areas were mapped, trees were classified, and plantations
were developed. All these developments affected the lives of those local
communities who used forest resources. They were forced to operate within
new systems and reorganise their lives. But they also rebelled against the
rules and persuaded the state to change its policies. The chapter gives an
idea of the history of such developments in India and Indonesia.

● Chapter 5: Pastoralists in the Modern World

Chapter V tracks the movements of the pastoralists in the mountains and
deserts, in the plains and plateaus of India and Africa. Pastoral communities
in both these areas form an important segment of the population. Yet we
rarely study their lives. Their histories do not enter the pages of textbooks.
Chapter V shows how their lives were affected by the controls established
over the forest, the expansion of agriculture, and the decline of grazing fields.
It tells us about the patterns of their movements, their relationships to other
communities, and the way they adjust to changing situations.

PRESENTATION:

1. APPROPRIATENESS OF THE TITLE:

The titles clearly describe the content of the chapter and the students can
easily make out what they are going to study just by reading the title.
2. STYLE OF PRESENTATION:
The content of the chapters are presented in a simple chronological order with
parts within the chapter and its appropriate subheadings.
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For Example The French Revolution is divided into following subheadings:

a. French Society During the Late Eighteenth Century
i. The Struggle to Survive
ii. How a Subsistence Crisis Happens
iii. A Growing Middle Class Envisages an End to Privileges
b. The Outbreak of the Revolution
i. France Becomes a Constitutional Monarchy
c. France Abolishes Monarchy and Becomes a Republic
i. The Reign of Terror
ii. A Directory Rules France
d. Did Women have a Revolution?
e. The Abolition of Slavery
f. The Revolution and Everyday Life
g. Conclusion

The Rest of the chapters are also presented in a similar manner.

3. VOCABULARY:
The usage of words is appropriate according to the capacity of the students. Difficult
words, if any, are explained separately.

ILLUSTRATION:

1. QUALITY OF ILLUSTRATIONS:
The illustrations depicted in between the texts are of good quality. Since in
History the illustrations are mostly of old items, the quality might be a little
disturbed.
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2. PUPIL’S APPEAL:
The illustrations are of a wide variety which appeal to the pupils' interest. For
example there are pictures, cartoons, paintings, maps, flowcharts, etc. Often
pictures of primary sources are also incorporated so that the students have a
better understanding.

3. ACCURACY OF ILLUSTRATION:
The illustrations/graphics adequately support the reading text material. They
help students in visualising the abstract text that they are studying. The
illustrations also have captions which describe what is being shown in the
image.
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ADD ONS:

1. MAPS:
Maps are extensively used in each chapter to make the students aware of the region
that they are studying about in the chapter. Some of the maps (of very small regions)
are not that clear and somewhat difficult to read. Although most of the maps are of a
good scale and even colourful for the students’ better understanding.

2. BOXES:
In every chapter, there are some supplementary materials for the students to gain
extra knowledge. These boxes often add an interesting touch to the chapter and the
students take interest in reading them.
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3. SOURCE BOXES:
There are also about 7-8 source boxes in every chapter that provide the students an
insight into the world at that time through primary sources. These source boxes often
depict the sayings of some historical personality, or an excerpt from any historical
book or letter. These source boxes serve as an object of interest for the students and
complement their understanding of the subject.

4. ACTIVITIES:
There are few activities included in every chapter. These activities help the students
in Creative learning. Through these activities maximum student involvement can be
ensured and the teacher can use these activities to know how much the students
have understood.

5. NEW WORDS:
There is a glossary of new words in between the chapters. These words might be
new to the children and the meaning of such words is explained.
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6. SOME IMPORTANT DATES:

As dates are an important part of history, there is a separate mention of important
dates and events associated with it. These help the students to quickly go through
the dates in a glance.

QUESTION AND EXERCISES:

There are some questions towards the end of every chapter which help in
recapitulation of the topic and evaluation of the students. The students answer these
questions to know what they have understood from the chapter. The students are
also required to write these questions and their answers in their notebooks for better
memorisation and understanding.
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1. COMPREHENSIVENESS OF QUESTIONS:
The questions asked do not cover the whole chapter but only some specific
topics.

2. ARRANGEMENTS
The questions are arranged as per the sequence of the chapter .

CREDITS:
The credits are given to the contributors of the books at the end. Separate mention is
given for both the photograph selectors and the text references. The texts mentioned
in the references are easily available online for the students to read extensive
content about the topic.

CONCLUSION:
Overall the content of the book is appropriate for the level of students and the
chapters help the students understand different aspects of history.

SUGGESTION:
The book can be improved through the following ways:
● Providing better margins on the left sides of the pages.
● Incorporation of stories from history.
● The questions asked at the end of the chapter can be more comprehensive
and cover all the topics.
● The paper quality can be a little better.
● The printing quality can also be a little better considering the price.
● There can be inclusion of fun activities like crossword puzzles, quizzes or role
play so that students are more interested in them.
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TEXTBOOK REVIEW BY RATING SCALE

Scale for evaluation:

5-Excellent
4-Good
3-Average
2-Below Average
1-Poor

SR. NO. TOPIC 5 4 3 2 1

A Physical Analysis

1 ● Cover Page

2 ● Size

3 ● Price

4 ● Font Size

5 ● Spacing

6 ● Margin

7 ● Durability of Binding

8 ● Paper Quality

B Organisation

1 ● Selection of Content

2 ● Logical Classification

3 ● Sequence of Chapters

C Presentation

1 ● Appropriateness of Title

2 ● Style of Presentation
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3 ● Vocabulary

D Illustration

1 ● Quality of Illustration

2 ● Pupil’s Appeal

3 ● Accuracy of Illustration

E Add Ons

1 ● Maps

2 ● Boxes

3 ● Sources

4 ● Activities

5 ● New Words

6 ● Some Important Dates

F Question and Exercises

1 ● Comprehensiveness of Questions

2 ● Arrangements

G Credits