Introduction:

Textbooks play a very important role in daily constructs and activities of teaching in
school classes. The teacher uses textbooks to motivate the students and give them the maximum
awareness, understanding and cognition of a specific subject matter. Textbooks are used as the
material for the whole of the curriculum. Where, content analysis is a research tool used to
determine the presence of certain words or concepts within texts or sets of texts. Content analysis
of textbooks is very much important because with the help of content analysis we can easily
understand the content which is present in the textbooks are suitable for students of particular
age group or not suitable. Because every age has a particular mental thinking and textbooks must
be matched with their thinking. If not then these books is not suitable for children of those
particular age group.

Principles of content development

There is a longstanding controversy of whether the sequence of content and experiences should
be based on the logical of the subject matter or the way individuals’ process knowledge. Those are going
for sequence based on psychological principles draw on research on human growth development and
learning-essentially the third big ideas: Rousseau’s developmental theory. Piaget’s researches provide a
Framework for Sequencing content and experiences or activities and for relating Expectations to students’
cognitive levels. Most school district considers students stage of thinking in formulating curriculum
objectives content and experience by great levels the curriculum is the sequence according to Piaget’s
theory of cognitive development. Here discussed some principle of content development with reference to
above contents of NCERT geography textbook of class IX.

• Simple to complex

Simple to Complex learning indicates that contains is optimally organized in a sequence

preceding from simple subordinate components to complex components highlighting inter relationship
among components. Optimal learning results when individuals are presented with easy content and then
with more difficult content. Here in the geography text book first chapter is “Resources and
Development”, which is for construction of basic understanding about different types and characteristics
of resources. Chapter two focused on the “Forest and Wildlife Resources”, which is informative and
based on the information of first chapter in a interlinking manner of step by step concept development. In
this way last chapter “Lifelines of National Economy” is superficially informative about Indian Economy
as well as complex content compare to first one.

• Known to unknown

Spencer’s ideas about development led to the formulation of some common instructional principles. In
particular, Spencer promoted the idea that teachers should begin with the simple and move to the
complex, begin with the concrete and move to the abstract, and begin with the known and move gradually
to what is unknown. These contents influence to children to make their own investigations, and to draw
their own inferences. They should be told as little as possible, and induced to discover as much as
possible. Structure of the above mention content also ideally framed on the basis of known to unknown
principle.

• Concrete to abstract

It is important that, in learning geography, students be allowed to explore and develop understandings by
moving along a concrete to abstract continuum. As understanding develops, this movement along the
continuum is not necessarily linear. Students may at one point be working abstractly but when a new idea
or context arises, they need to return to a concrete starting point. Therefore, the textbook must be prepared
to engage students at different points along the continuum. Geography text book helps learner out
tremendously if they start by learning concepts in a concrete manner and build up from there. If we
forwarding chapter by chapter it found the some abstract contents materials are included in chapter five
and six, which is obvious and vary according to the thinking processes of the learners.

• Whole to part

Whole to part learning receive support from cognitive psychologist. They have urged that the
curriculum be arranged so that the content or experience is first presented in an overview that provides
students with general idea of the information of situation. First chapter portrait a glance view about India
as a country and her attributes. From the chapter two, specifications prominently depict upto chapter
population (chapter five).

• Definite to infinite

Through concrete and definite example a syllabus can have a better idea of abstract and indefinite
things. Content should take full advantage of knowledge of student about certain natural things in
proceeding from, definite to indefinite. Every topic included sufficient maps for more clarity of the
content. Here the principle of definite to indefinite is followed.

• Psychology to scientific

To make the syllabus more scientific different examples and pictures are given in each chapter. In
some content is full of real life example and picture which are based on the psychological to scientific.
Real life examples make the syllabus of class 9 in NCERT more scientific in nature.

• Sequencing

Sequence refers to how these skills and subject matter should be ordered. The type of sequencing
to use depends on the goals and purpose of the curriculum. Most subjects can be taught using any of these
forms of sequencing. It is the needs of the students that determine what may be the most appropriate
option. Here in this text book contents are simple-to-complex, prerequisite learning, whole-to-part
learning.

• Articulation

Articulation refers to the vertical and horizontal inter relationship of various aspect of the
curriculum that is to the way in which curriculum components of caring later in the programs sequence
relay to those occurring earlier. For instance a teacher my design and algebra course so that it related
algebra concept key concept presented in a geometric course.

• Integration

Integration refers to linking all types of knowledge and experience content within the curriculum
plan. Essentially it links all the curriculum’s pieces so that students comprehend knowledge as unified
rather than atomized. Integration emphasizes horizontal relationship among topics and themes from all
knowledge comments.

Content of Geography Textbook of Class IX

The book is divided into eleven lessons. These are:

Physical Geography:

1. ‘Earth as a planet’ a) shape of the Earth

2. ‘Moving Earth’: a) Rotation of Earth b) Revolution of the Earth
3. ‘Location of the Earth: a) Latitude b) Longitude
4. ‘Geomorphic process and Land form’ a) Mountain b) Pleatue c) Plain
5. ‘Weathering

Man and Environment:

6. ‘Disaster and Management’

Regional Geography:

7. Resource of India: a) concept of Resource b) Mining Resource c) Energy Resource

8. ‘West Bengal’: a) Location and administrative division of west Bengal
b) Physical Aspect of west Bengal: physiographic Division, Major River, climate, impact of
Monsoon on climate, soil & Vegetation.
c) Economic Aspect of west Bengal: agriculture, Industry, major town, cities and tourism
9. Map and Scale

Analysis of Textbook

I. General Information
1.1 Title of the book: “PRAK-MADHYAMIK ADHUNIK BHUGOL O PARIBASH”
1.2 Writer of the Book: Ranjit Ganang, M.sc. B.Ed.
1.3 Name of the Publisher/Organization: Prantik prkashni, 18 kartik Chandra Bose street,
Kolkata-700009
1.4 Stage: Secondary
1.5 Class: IX
1.6 Total No. of pages: 176 plus inner, foreword, preface, content etc and cover page
1.7 Total Lessons: 11

II. Physical Aspects of the Textbook

2.1 Cover Page: Coloured / 2 Coloured/ Attractiveness: Multi-coloured and reasonably attractive
2.2 Quality of paper: Good (80 GSM paper)
2.3 Quality of binding: Soft binding with a average quality
2.4 Font size used and its appropriateness: Appropriate and easily readable for everyone
2.5 Layout of text: Satisfactory

III. Visuals and Picture

Item Support your answer (Yes/No) by providing evidences/examples with page

number(s).
1 Adequate Yes. Visuals as required within the boundaries of the text to explain the
concepts and key ideas are adequately used. Visuals are available almost in
each and every page to help children understand the words, sentences and
the lessons meaningfully. In some cases the visuals need clarity. The content
and other aspect used in the book are adequate. The map of the Political map
of west Bengal
Child friendly To some extent it is child friendly. Though the designing and placement of
the visuals are proper and the objects and scenes depicted relate to children’s
familiar experiences at home and in the community, the clarity, colour,
sharpness and attractiveness of the visuals are very poor in that they would
hardly attract the attention of children to self-engage in learning. Visuals
certainly are not child-friendly
Gender To some extent. Within the text as well as in the visuals, there are references
perspective to both males and females but males are seen more often than females in the
visuals. Certain actions and performances appear to have been marked for
males and the same appears to be true for females. There should have been
equal representations of both the gender groups to impart the feeling that
girls can perform the same actions as that of boys.
Inclusion No. This is a standard textbook catering to learning needs of most children
perspective in SSA schools in the state. The inclusion perspective has not been reflected
in the text. The examples, illustrations, poems and narratives depict general
life experiences and practices in the community and are not drawn from any
specific life experiences of challenged children with special needs.
Constructive Construction for children knowledge suitable skill based excises has given
excises in the book

IV. Scope for activities/pedagogical processes:

i) Are there any separate guidelines for No there is no guide lines for the teacher so
teachers and parents? it necessary for in each lesson notes for the
teacher should be given under the title “For
the Teacher” In each lesson a table with
“Words to Know” means glossary has been
given which is very helpful for the teacher
and student also.
ii) Whether the guidelines throw light on the Yes, In the preface some hint has been given
methodology/approach followed in the on the methodology to be used and the
textbook? objectives to be achieved.
iii) Are the activities given in the textbook Yes The tasks and activities proposed in the
sufficient? text book give scope for engagement of the
students to learn the language with interest..
iv) Does it have the scope for joyful Yes The situations are brought from the local
learning? environment of the child. But the frequency
 is not inadequate presentation in the pictures
which provide a joyful learning situation.
v) Is the writing style of textbook interesting YES
and engaging?
vi) Does the learning material develop Yes. There is coherence within the textbook
curiosity among children towards their from lesson one to last lesson and themes are
immediate environment? progressing from familiar to unfamiliar or
known to unknown. The ‘new language’
(new usages, words, sentences) which is
introduced moves from one level to another
level in the text appropriately
vii) To what extent does the textbook enable To great extent.
teachers to support children in their learning?
viii) Does the learning material provide scope YES
for children to ask and answer questions?

V. Executive summary of content:

From the above content analysis of the book “PRAK-MADHYAMIK ADHUNIK

BHUGOL O PARIBASH”, it is said that the introductory stage of maximum chapter is helpful
to understand the basic idea of content but there is a lack in real life example if the content of
book discuss with interesting way with the help of real world example it will be better. The
various topics which used in class IX is not adequate for the student this curriculum of
geography emphasis on physical and Indian geography, here world geography is avoid so it is
important that includes world geography for the class and also some new thought of geography
also avoid here. So it necessary for geography student

VI. Assessment Techniques followed:

i) The assessment pattern followed in designing practice questions/exercises follows the

principles of constructivist tradition in that writers have tried to make the assessment more
process-based than outcome-based.
ii) The initial lessons and exercises focus on oral and activity-based evaluations allowing
opportunity to children to self-express.

iii) A substantial number of questions require children to observe and perform activities to be
able to answer the questions. There is thus a clear shift of emphasis from rote memory to
activity-driven form of assessment following the constructivist tradition.

iv) There is provision for individual and self-assessment.

VII. Suggestions for Improvement:

i) A brief introduction on the text book should be given.

ii) A visual /picture dictionary of new words (words introduced in the text excluding the words
used in the text meant for the previous class) may be given at the end.

iii) Used teacher activity for the teachers guide line.

iv) The colour used should be appropriate and attractive

v) The pictures should be more sharp and recognizable

vi) Create child friendly learning situation for constructive learning situation.

vi) It is important that the textbook should be designed and produced so that children would be
attracted and would nurture a feeling of belongingness and possession.

vii) The layout of the text page in the form of maintaining proper margins, line and paragraph
spacing, placement of visuals and creation of boxes for technical terms and key ideas should be
improved to make the textbook more meaningful to students as well teachers.

Conclusion:

The content of analyzing these books, various stages was involved. At the first stage, a
detailed analysis of each chapter, of each book, has been done. At the second stage, this detailed
analysis was summarized text book-wise. Finally, a thematic analysis has been done. Finally, an
overall analysis of the Geography text book has been done.