A Comparative Study of History Textbook of Class X between WBBSE and CBSE

 

Dr. Pradip Sarkar¹, Santanu Naskar²

¹Assistant Professor, Ramakrishna Mission Sikshanamandira, Belur Math, Howrah, W. B.

²Santanu Naskar, M.Phil. Research Scholar, Ramakrishna Mission Sikshanamandira, Belur Math, Howrah, W.B.

 

ABSTRACT:

A history has a unique position in an educational program. It has a close relationship between the persons and agencies involved in the education of a learner (Aggarwal, p. 196). This paper explores comparison the history textbook for STD X of West Bengal Board of Secondary Education (WBBSE) and Central Board of Secondary Education (CBSE). The data was collected from the existing primary and secondary sources in the following way. The design of the study is flowchart. The qualitative data analysis procedure was followed for the present research work. This study is interested to evaluate the history textbook of WBBSE and CBSE. Evaluation is done with respect to five bases like firstly content which includes key concept of themes, objectives of teaching history in class X and organization as well as presentation of content, take-home message of students, mode of presentation, suggested activities, and lastly chapter end exercise. The study also revealed that, in the WBBSE history book provides the background of freedom movement, national hero and heroin and the involvement of public in the movement. In CBSE history textbook the freedom movement has been ceninimous with the leadership of Gandhi between two national chausses. CBSE has consumed less no. of pages in comparison that of WBBSE. This research addresses the issues like, the history Textbook for STD X of WBBSE take-home message: Independence is to be acquired by all out efforts involving public and leaders, dedication, sacrifice etc. It is not an El dorado. The history Textbook for STD X of CBSE take-home message: The freedom movement mainly depends on leader oriented activities.

 

 

 

INTRODUCTION:

History is a systematic account of the origin and development of humankind; a record of the unique events and movements in its life (Sreedharan, 2005, p, 1). The main focus of the study is organization of the syllabus and the section of the content. In recent years there is a lot of improvement in arresting distortion in history writing, particularly, the writing of Indian history.

 

The instructions of historical events can be seen in the evaluation of printed instructional materials, primarily in textbooks. Now we feel it to be more important than the teacher, because, it will indicate it is an indispensable aid in the teaching learning process. At present different school boards in India. Central Board of Secondary Education (CBSE), West Bengal Board of Secondary Education (WBBSE) is the most popular school board. NCERT (National Council of Educational Research and Training) is responsible for preparing the textbooks for the Secondary and Senior Secondary levels.

 

BACKGROUND OF THE STUDY:

Popular perception treats the textbooks as the prime site for curriculum designing. Though curriculum planning is a much wider process, curriculum reform seldom goes beyond changing the textbook (Aggarwal and Gupta, 2014, p.106).

 

Characteristics of a good textbook:

·       A textbook is an ‘assistant master in print.’

·       A textbook has a structured framework.

·       A textbook is an instrument of some instructional objectives.

·       A textbook is an important tool for the teacher.

·       A textbook is a constant companion of a student.

·       A textbook is a self-teaching device.

·       A textbook provides logical and comprehensive material.

·       A textbook is a transmitter of a culture.

·       A textbook helps to revolutionize society.

·       A textbook serves as a laboratory.

·       A textbook serves as a syllabus de facto.

 

Textbooks and teachers’ guide occupy a unique place in the teaching-learning process. The selection and revision of textbooks and allied materials cannot be done in a haphazard fashion. This has to be done on the basis of systematic evaluation and research. There are quite a few studies conducted in our country in this area. The NCERT took the lead in this direction. A crash program to evaluate textbooks in all languages in the country was undertaken by the NCERT. The dept. of textbooks, NCERT (1970-1972) conducted studies and developed the basic in terms principles and procedure in the preparation and evaluation of textbooks separately in different languages the subjects like history, geography, general science, physics and biology (Buch, 1973, p.679).

 

Emergence of the Problem:

Lacunae in History textbooks might be stated as:

1.     Textbooks tend to dominate the educative process. They have influenced the purpose, character and scope of the curriculum. They have dominated the method of instruction and the evaluating process.

2.     They do not provide for direct experience. The students get readymade knowledge and therefore fail to assimilate it properly.

3.     They introduce uniformity and rigidity for definite achievements and kill all initiative and sprit of both the pupil and the teacher.

4.     Textbooks are a great hindrance in the new methods of teaching like the Heuristic and the Inductive. The students are eager to get readymade answers and this tendency defeats the very purpose of introducing these new methods.

5.     There is every danger that the textbooks may be used for the purpose of introduction of the ideas and beliefs of the party in power. In fact textbooks have been used in many countries for the propagation of autocratic ideas.

Ø Some critics claim that textbooks are “dumped down” to meet the readability requirements. The writing style, designed to meet arbitrary criteria for lengths of words and sentences, is awkward, stiff and difficult to read.

Ø Others believe textbooks attempt to include too much material and so lack depth of coverage.

Ø Some educators criticize many textbooks as dull, drain of excitement and diluted in content.

Ø Our system of education allows too little time and money to support the selection of excellent textbooks in history by qualified personnel.

Ø Textbook is criticized for its memory oriented system. Many dull students reproduce the textbook in the examination to secure good marks. In reality, they lack originality.

 

Statement of the Problem of study:

On the backdrop of the different literatures the present investigator intends to undertake a comparative study on the presentation in the text books of history relating to the events of Independence struggle in India. Two very important boards are selected for the purpose shown in the table below:

 

Table 1 : Table of comparison

 

The problem may therefore state as:

 

A COMPARATIVE STUDY OF HISTORY TEXTBOOK OF CLASS X BETWEEN WBBSE AND CBSE

 

Objectives of the Study:

i.      To identify the different sub-units/components of the syllabus of history in both the boards.

ii.    To identify the textbooks of both the boards is relevant to take-home message of students.

iii.  To compare the objectives of teaching history in both the boards.

iv.   To compare regarding mode of presentation, language, diagram interaction in the class - X history textbook in both the boards.

v.     To examine the relevance of prescribed Questions and Activities in the class - X history textbook in both the boards.

 

Research Questions:

·       Do the units and sub-units of class- X history syllabus corroborate in content in the textbooks?

·       Do the textbooks of both the boards is relevant to take-home message of students?

·       Do the objectives of teaching history properly followed in the textbook?

·       Do the mode of presentation and discussion in the textbooks take care of the following?

 

Length of discussion according to gravity of the facts, Diagrams/pictures, Continuity of Conceptual clarity, Linguistic validity, Use of appropriate captions to paragraphs, Logical consistency in the arrangement of facts.

·       Are the Questions &Activities of the textbooks sufficient for the cognitive development of the students?

 

Rationale of the study:

The necessity of this research is based upon the following reasons.

·       It is a popular in West Bengal people that history teaching in CBSE board where medium of instruction is English or Hindi overweighs the teaching learning of the same in West Bengal board. These beliefs require verifications through suitable research.

·       In West Bengal the school authorities generally think that history has less cognitive value, so the periods of teaching should be set at the fag-end of school hours. It is therefore necessary to estimate how far the history syllabus favorable for development of cognitive value, in terms of objectives of instructions. So this research is justified to throw light on this consideration.

·       This research might develop the insight of the teachers regarding the nature of content of history, content analysis, evaluation etc. to develop teaching learning and TLM. This research will also enable the teachers adopt suitable evaluation technique in class x history and beyond.

 

The Right of children to free and compulsory education Act, (RTE-2009) guarantees 8 years of elementary education to every child in the age group 6 to14 years in an age appropriate classroom in the vicinity of his her neighborhood. This includes the right of every Indian child to quality social science education. Yet various research works undertaken by Government and private agencies in primary/secondary classes shows evidence of very poor learning levels among children in social science(Education Initiatives, 2010: NCERT, 2008). Understanding of history in secondary classes is largely limited to ‘rote based learning’. In recent years, there has been an increase in the role of NCERT and the SCERTs in the process of curriculum renewal, textbook development and assessment process. Subsequent to this many boards of education in the states undertook a curricular review exercise and the last few years have witnessed a churning. For such considerations this study is going to compare the syllabus of history for class- X of West Bengal Board of Secondary Education (WBBSE) with Central Board of Secondary Education (CBSE) and to verify, the parity of the syllabus of the above boards of our country.

 

Delimitation of the Study:

To delimit our studies we confine to

·       Content: The history of Independence in India (This part in the text book is important for developing values and inculcating patriotism among the students).

·       Class: ten standards.

·       Boards: WBBSE & CBSE.

 

Definitions of some essential terms:

The researcher has taken the following operational definition of the terms for his study:

·       Text Book: A book that teaches a particular subject and that is used especially in school.

·       Text Book of History: Literature and history were raised to a new position of pre eminence at the nineteenth century. Textbooks of History were nationalized.

·       Secondary Classes: In this study ‘Secondary Classes’ means class nine and class ten.

 

Review Related Literature:

Previous literatures (both national and international) are presented in this context. It has two parts. First part deals with the ‘Studies in India’ and second part deals with the ‘Studies Abroad’.

 

There are several related studies on the history textbook. In particular, Vaghamare (1971), Kher (1972), Gopalakrishnan (1977), Karim (1982), Mehta (1983), compared the relationship with the textbook production set-up and processes in India. Patel (1984), investigated on the position of teaching history in secondary schools of Gujarat State. Ingole (1985), Bhatia (1987), Kumar (2002), Pramod (2005), Biswas (2007), Ojha (2008), Singh & Choudhuary (2015) and Yadava et al. (2016) evaluated Social Science Textbooks.

 

Woodword (1982), Ramanowski (1985), Siler (1987), Sanchez (1999), review American History Textbooks. Critically analysis of history textbooks by Kinder et al. (2011), Marino (2011), Wager (2014), Soleymanpour and Kiadaliri (2014), Fatima et al. (2015), Ahghar & Eftekhari (2016) studied the content analysis Social Science Textbooks of the 8^th Grade.

 

METHODOLOGY:

3.1 Methodology of the study:

Research is considered to be more formal, logical, systematic and intensive process of carrying out the scientific method of analysis. Methodology is the logic of implementing scientific methods in the studies of reality. Research methodology is a scientific and systematic way to solve research problems. The present research qualitative research method has been used.

 

3.2 Sources of data:

The data was collected from the existing primary and secondary sources in the following ways. In this regard, the primary source was – History textbook of class x (History and Environment) of West Bengal Board of Secondary Education and History textbook of class x (India and the Contemporary World II) of Central Board of Secondary Education. The secondary sources were- reference books, journals, articles etc. In this regard general information of the class x history textbooks of two boards is given below.

 

Table 2: General Information about the two Textbooks

 

Table 3 : Content of both Textbooks

 

Tools:

With a view to achieve of objectives as stated earlier the following tools were used by the researcher for the present study. Textbooks and Curricula of the two Boards. An Interview schedule was prepared by the researcher to collect the data.

 

Research Design:

The term ‘design’ means “drawing an outline’’ or planning or arranging details. It is a process of making decisions before the situation arises in which the decision has to be carried out.

 

3.4.1 The flowchart of the design is given bellow:

 

Procedures of analysis:

The qualitative data analysis procedure was followed for the present research work in the following ways.

 

Objective (i):

To identify different sub-units/components of the textbooks of history in both the boards.

For the achievement of objective (i) following steps have been followed-

STEP 1.Identification title of the textbooks by doing table.

STEP 2.The present researcher has identified chapter wise sub-units and total number of sub-units for class x history textbooks.

STEP 3.Find out size of Headline and sub-headline by doing content analysis for class x history textbooks.

STEP 4.Find out anecdote type by doing content analysis for class x history textbooks.

STEP 5.Find out time-ordered (chronological) about Nationalism in India by doing Matrix.

 

Objective (ii):

To identify the textbooks of both the boards is relevant to take-home message of students.

For the achievement of objective (ii) following steps have been followed-

STEP 1. Find out important events and key person by doing content analysis for class x history textbooks.

STEP 2. Find out importance of Time Sense in History by content analysis from class x history textbooks.

STEP 3. Regional Importance identified by content analysis have been listed (hierarchical arrays).

 

Objective (iii):

To compare the objectives of teaching history in both the boards.

For the achievement of objective (iii) following steps have been followed-

STEP 1. Find out textbooks sequence or learning sequence by doing content analysis for class x history textbooks.

STEP 2. Find out how to draw a map of India have been identified from class x history textbooks.

 

Objective (iv):

To compare regarding mode of presentation, language, diagram interaction in the class - X history textbook in both the boards.

For the achievement of objective (iv) following steps have been followed-

STEP 1. Number and type of picture identified by the content analysis have been listed.

STEP 2. Find out conceptual clarity identified by the content analysis have been listed.

STEP 3. Language used identified by the content analysis have been listed.

STEP 4. Logical consistency identified by the content analysis have been listed.

 

Objective (v):

To examine the relevance of prescribed Questions and Activities in the class - X history textbook. 

For the achievement of objective (v) following steps have been followed-

STEP 1. Questions have been identified from class x history textbooks.

STEP 2. Activities have been identified from class x history textbooks.

 

DATA ANALYSIS AND INTERPRETATION:

4.1 Achievement of objective:

(i) To identify the different sub-units/component of the syllabus of history in both the boards. For the achievement of objective (i) following task are perform and are presented in following steps.

 

After the presentation of data the present researcher was identified title of the textbooks which are very important for school education now a day. In this regard by doing a table was taken to select the suitable title for class x history textbooks from the following title list.

 

Table 4: List of the title of textbooks

Source: http://ncert.nic.in, wbbse.org

 

In West Bengal Board of Secondary Education (WBBSE) textbook the first letter of each word is in capital letters. In Central Board of Secondary Education (CBSE) textbook the first letter of each word is in capital letters. The NCERT textbook India and the Contemporary World II deals freedom struggle of World on 18^th and 19^th century and relate Indian National Movements. The WBBSE textbook History and Environment deals Indian National Movements except 1^st and last Unit. In this textbook a short discuss about history of environment in India of unit Historiography (page-10).

 

Both the textbooks have unique characteristics. India and the Contemporary World II has great role in freedom movement in the world as well as freedom struggle in India during 19^th century. In this perspective the title India and the Contemporary World II is quiet justified.

 

Table 5:  List of the size of Headline and sub-headline

 

Headline and sub-headline:

Both the textbooks under the sub-units, headline and sub-headlines are small cluster of sentences and concept of headline helpful students for long-term learning. For example, in CBSE (NCERT) textbook the chapter of ‘Indian Nationalism’ (page53-74) has four bold words given in the textbook. These are Forced Recruitment, Boycoot, Picket, Begar. In these words right side of the textbook displayed different pages. When stories started those words are not elaborated in the textbook. Some of words given in the textbook are Italic. For example, Begar(page no. 59).

 

In WBBSE textbook the chapter of ‘Reforms: Characteristics and Observation’ (page 31-35) has three famous social reformers given in the textbook. They are Debendranath Tagore, Derozio and Vidyasagar. Names of three social reformers given in the textbook are bold words.

 

Headline and sub-headline are very essential component to any kind of textbook. In the following textbooks there is story oriented information. In the story ‘The Revolt of 1857’ in WBBSE textbook, this textbook all times said about his past history. In this section sub-headline of the textbook is the nature of ‘The Revolt of 1857’.

      

Achievement of Objective (ii)

Identify the textbooks of both the boards are relevant to take-home message of students.

 

Important Events:

·       The students of both the boards able to learn Nationalist Historiography and Nationalism in Europe. Nationalism grew up in different dimensions, also source of history highlighted in WBBSE textbook.

·       In Indian History showing the debate between Angelesist and Orientalist for the medium of instruction in Education, other hand in South East Asian state—Vietanam started struggle for Independence. Similar point is that to secure self Independence. But two different ways serving both the textbooks.

·       Elements of National in India highlighted in the textbooks in both the boards.

·       The nature of the Revolt of 1857 and its different dimension, for example economy.

·       Both the textbooks emphasis on science and technology which deals any revolution of the country.

·       Both the textbooks highlighted rise of cities, development of cities in the World.

·       Role of women in freedom movement around the World by the process of print technology and revolutionary incidents.

·       Literature comes to India as a novels from England, it is benefited Indian Nationalism. But when the British left from India they create complex situation, like refugee problem, state recognition problem etc.

 

Key Person:

In WBBSE textbook most of the freedom fighters are Indian but in CBSE textbook most of the freedom fighters are European. The history textbook for STD X of WBBSE has contributions of great leader of India. Rammohan Roy, Ramkrishna, Kesab Chandra Sen, Vidyasagar, Bankim Chandra, J. C. Bose. This section intends to provide information about the great leader and/or offer an introduction to the textbook. It is an important part of the textbook. The history textbook for STD X of CBSE (NCERT), the great leaders of Europe devoted his life in national movement. In this portion, the units may be sub-divided to facilitate assimilation of the data through different learning strategies such as, comparing the leader’s knowledge sharing about the leaders and elaborating.

 

‘Nationalism in India’:

In this chapter, we shall study the growth of Indian Nationalism from the 1920s upto the Independence of the country in 1947. We shall confine to this period only because the earlier phase of Indian Nationalism has already been covered in class VIII. In this section students aware about Mahatma Gandhi. Students also learned Pt. Jawahar Lal Nehru, Lala Lajpat Roy, Sardar Vallabhbhai Patel. In these freedom fighter helps in the growth of the National Movement in India.

 

Achievement of Objective (iii):

To compare the objectives of teaching history in both the board.

 

Both the textbooks of History for STD X, while teaching history teachers maintain teaching sequence( Knowledge, Understanding, Application, Skill). But sometimes teachers maintain own sequence. So textbook sequence and teaching sequence of learning materials are not allways same.

 

Table 6 : List of Name of the School

 

Table 6  shows that selected two co-education school for conducted Interview. Both the interview Questions are open-ended and maintain teaching sequence of Knowledge, Understanding, Application and Skill based.

 

Table 7 : Spiral Aapproach to History Textbooks of WBBSE and CBSE

 

Table 7 revealed that primary section students taught about history textbooks of Personalities. Upper-Pimary section students taught about history textbooks of Events and Secondary section students taught about history textbooks of Ideas. The history Textbook for  STD X of WBBSE and the history Textbook for STD X of CBSE(NCERT) are expressed 1^st  chapter about Ideas of History( Histriography and Nationalism in Europe).

 

 

Objective (iv):

To compare regarding mode of presentation, language, diagram interaction in the class - X history textbook in both the boards

 

Use of Pictures, Diagrams and Maps:

Both the textbooks are entirely fulfilled by many colourful and black and white related pictures. Pictures are not only ornaments of the textbooks. It is the narrative part of the textbooks. Picture helps the students for developments of understanding level.

 

Basic three images are revealed here as the example of picture uses---

1. In page 69 of WBBSE and page no.71 of CBSE a picture of ‘Bharat Mata’ is used in the analysis of Indian Nationalism.

This section motivates the learner to read and understand the text. It helps him/her to reach the point where the learner may associate himself/herself with the content by sharing experiences with his/her peers. The teacher may motivate the learners by using different tools of learning such as pictures, questions, songs etc. (Lesson IV of WBBSE and Lesson III of CBSE).

 

This section emphasizes on developing the Questioning skill of the learners. How did the picture of Bharat Mata’ create nationalist feeling among the Indians? The identity of a nation is most often symbolized in a figure or image. This helps create an image with which people can identify the nation. It was in the 20^th century, with the growth of nationalism that the identity of India came to be usually associated with the image of Bharat Mata. The image of Bharat Mata was an icon to create nationalist feelings in India during the freedom struggle.

The famous image of Bharat Mata’ was painted by Abanindranath Tagore. In this painting, Bharat Mata is portrayed as an ascetic figure; she is claim, composed, divine and spiritual. The image, Sister Nivedita opined was, refined and imaginative—standing on green earth and blue sky behind her, feet with four lotuses, four arms indicating divine power, a white halo and sincere eyes and gift—Shiksha-Diksha-Anna-Bastra of mother and to her children. His image was influenced by Swadeshi movement.

 

‘Anandamath’ portrayed ‘Bharat Mata’ as a four armed Hindu Goddess wearing saffron coloured, robes holding the Vedas, sheaves of rice, a “mala’ and a white cloth.

 

The image of ‘Bharat Mata’ in subsequent years acquired many different forms as it circulated in popular prints and was painted by different artists.

 

2. In page no. 66 of WBBSE and 190 of CBSE of the book there are two pictures of Bankim Chandra Chaterjee (1838-1894) and ‘Bandemataram’ which flag hoisted by Kama in 1907by written Debnagari letter. In WBBSE textbook there are so many pictures which are related freedom struggle in India. In lesson four of this section, pictures are Mangal Pandey of page no.59, Queen Victoria of page no.62, Darakanath Tagore of page no.63, S. N. Banerjee of page no.64, Vivekananda of page no.68, R. N. Tagore of page no.68, Abinindranath Tagore of page no.69 and Gagenandranath Tagore of page no. 70 which are related freedom struggle in India. Students will compare pictures and then they learned what was the contribution of Bankim Chandra’s ‘Anandamath’ to the cause of Nationalism in India. Both the textbooks provide answer that Bankim Chandra Chatterjee made a remarkable contribution to the growth and development of nationalism among the Indians and he has been aptly described as the Real father of Indian Nationalism’. The tone of his novel ‘Anandamath’ and his new interpretation of Hinduism are generally regarded as Hindu revivalism’ in politics.

 

3. In page no. 85-97 of WBBSE nine pictures are put about the 20^th Century India Peasant, Working Class, and Leftist Movements. Side by side, in page no. 99-113 ten pictures are put about the 20^th Century India Women, Students and Marginal People. These pictures are not only narrative but also a correlated study. Each picture has multidimensional characters which are very helpful for students. Picture of Dandi March (page no.87 of WBBSE and page no.64 of CBSE) has a significant role in freedom movement in India. The day Gandhiji started his Dandi March (March, 12, 1930), the stuents observed it as a special day. Students joined the meeting held by different leaders like Jotindra Mohan Sengupta, students of Gujarat. Madhya Pradesh, Assam, Uttar Pradesh, Bihar joined the movement. This section, the teacher would help the learners to share their views on a given picture.

 

The histories Textbook for STD X of WBBSE, there have been used 06 maps in the textbook. The histories Textbook for STD X of CBSE (NCERT), there have been used 12 maps in the textbook. Each map has to drawn back to the similarities of description in discussion.

 

Objective (v):

To examine the relevance of prescribed Questions and Activities in the class - X history textbook 

 

Fig 1 : Chapter end exercises of WBBSE and CBSE Textbook

 

Both the textbooks have chapter end exercises and displayed different type of question. Above Fig. (1) showing that in WBBSE textbook each types of question mentioned word limit but in CBSE (NCERT) textbook does not mentioned any word limit. Following questions are:

The history Textbook for STD X of WBBSE-----MCQ, VSA, SA, AA, EA.

The history Textbook for STD X of CBSE (NCERT)----OTQ, SA, LA, Map Skill

 

Both the textbooks of class X, in each chapter a sample practice set exercises has been added which are successfully included and where fill in the blanks, match the column, coding line to interpretation are also put aside.

 

As for example in Unit III of CBSE(NCERT) ‘Nationalism in India’, the learner first reads the stories of Satyagraha’ in the given context, observe the structure and compares it with other structures, understand the pattern, constructs the answer individually and collaboration with peers, interprets the answers and manifests his understanding in writing. In other words, in this portion the learner observes, contextualizes, collaborates, constructs his/her interpretations and then manifests his/her learning the exercises section. The role of the teacher is to facilitate the learning process.

 

As for instance, in Unit IV of ‘Revolt of 1857’ there are multiple manifestations of learning through variety of tasks like Multiple Choice Questions (MCQ), Very Short Answer (VSA), Short Answer Type (SA), Analytical Answer Type (AA), Explanatory Answer Type (EA) exercises. Very Short Answer type is different modes like, Answer in one sentence, true/false, matching, locate and label and blank filling exercises.

 

Imagine you are a woman participating in the Civil Disobedience Movement. Explain what the experience meant to your life (Discuss- Q. 3 of the Textbook). The students to do this Assignment themselves. This is Short Answer (SA) Type Question but not mentioned answer up-to 80 words/Marks 3 given in the chapter end exercises.

 

The history Textbook for STD X of WBBSE suggested only one activity (page no.26) on bottom of the page but the history Textbook for STD X of CBSE (NCERT) suggested many activities are right hand side of the page.

 

The chapters with associated activities are only some of the channels through which the learner’s talents may find manifestation. The facilitator may, however use his/her own understanding in building up life skill among the learners. Accordingly, new activities may be introduced which may help in the development of the personality of the learners. Facilitators must took out for, and recognize, latent talents in the learners; they must also try to improvise activities which are tailored to bring out and develop these hidden qualities.

 

The activities are graded from simple to complex. The activities are intended for testing textual comprehension as well as multiple manifestation of knowledge in textual information, grammatical and vocabulary skill.

 

Findings of the study:

Research Question: Do the units and sub-units of class-X History syllabus corroborate in content in the textbooks?

In the WBBSE history book provides the background of freedom movement, national hero and heroin and the involvement of public in the movement. In CBSE history textbook the freedom movement has been ceninimous with the leadership Of Gandhi between two national chaoses. CBSE has consumed less no. of pages in comparison that of WBBSE.

 

Research Question: Do the textbooks of both the boards is relevant to take-home message of students.

Both the textbooks help a vital role in promoting a scientific, rational, secular and humane outlook among children who are the future citizens of our country.

 

It is crucial to the understanding of the present as the present cannot be understood independently in isolation of the past. As history textbook presents a continuous process of development, no problem, big or small, can be perceived and understood apart from its historical context. The study of history helps in promoting independence of judgment as it creates an awareness of the variety and diversity in humanity and shows that the world of man is not stationary but subject to constant and continuous movement, change and development. However, study of the past has often been distorted. In more recent times history has often been used to serve narrow sectarian and chauvinistic ends. Very often personal prejudices of the textbook authors are projected through history textbooks resulting in distortions of facts and poisoning the young minds, and thus standing in the way of promoting rational integration. It is therefore, very important that history textbooks are continuously evaluated and the materials and approaches that are likely to create prejudices are identified and eliminated.

The history Textbook for STD X of WBBSE take-home message: Independence is to be acquired by all out efforts involving public and leaders, dedication, sacrifice etc. It is not an El dorado.

 

The history Textbook for STD X of CBSE take-home message: The freedom movement mainly depends on leader oriented activities.

 

Research Question: Do the mode of presentation and discussion in the text books take care of the following?

Length of discussion according to gravity of the facts, Diagrams/pictures, Continuity of Conceptual clarity, Linguistic validity, Use of appropriate captions to paragraphs, Logical consistency in the arrangement of facts.

·       Language, errors, grammar, spelling, omission: Both the textbooks language is simple, no error in textbooks, no grammatical and spelling mistake.

·       Compactness: Textual information of both textbooks is motivated for students.

·       Flow charts: Both the textbooks flowcharts are from the basis of known to unknown process. In WBBSE textbook in page no. 24 presented the information is about Bhrambha Samaj.

·       Time scales: Both the textbooks time scales are very essential part. In WBBSE textbook time scale on important events related to modern historiography (page, 18), Events of reforms during British period (page, 41), Alternative ideas during British period in the 19^th century (page, 82) etc.

·       Emphasis on Important Points: Both the textbooks important points specified bold words.

·       Take home messages: Both the textbooks carry the subjective theme that the students take these to home as learning outcome.

·       Highlighting important discussion: Important discussions are highlighted both the textbooks.

·       Continuity of statements: No scope of discontinuation of facts in both the textbooks.

·       Diagram/chart used to increase lucidity: Diagram and chart are used to increase lucidity.

·       Assignments: Many scopes of projects and assignments are given in the textbooks.

·       Questions used: Both the textbooks have chapter end questions to evaluate student’s ability of the chapter.

·       Whether patriotic feelings developed: In both textbooks there is some element that enables the students for patriotic feelings. 

·       Any loss of communal harmony: No loss of communal harmony of both textbooks.

 

Both the books many proved and contemporary pictures and maps are added. It enables the learners to construct Indian Nationalism concept in their mind. Another side, there are attractive tables in both the books fully covered. Hope, both the books is cared by teachers association.

 

Research Question: Are the Questions & Activities the Textbooks sufficient for the cognitive development of the students?

Characteristics of Good Questioning:

·       Both the history Textbooks for STD X, the language of the question to be simple.

·       Questions neither too be easy nor too difficult.

·       Questions are ambiguous, lengthy of CBSE textbook.

·       In WBBSE textbook questions are clear, brief and to the point.

·       Both the history Textbook questions are not answer like ‘Yes’ or ‘No’.

·       No suggestive questions. Activities are used to enhance the student’s stock of words. It also help them to know how and when nationalism in India. Activities emphasizes on developing the creative skill of the learners. It also gives importance on the student’s skill to work as a team.

 

LIMITATION OF THE STUDY:

The researcher investigates the comparison between history textbooks for STD X of WBBSE and CBSE. But when investigators study it is seen that there is some similarities between both textbooks. In “Nationalism in India” there is some similarities in both textbooks also in the purpose of number of unit. In WBBSE textbook there is no internet facilities in data collection. Only internet facilities are given syllabus and evaluation pattern. The subject teacher of CBSE affiliated school do not show no cooperation when they take part in any interview like DPS, JOKA and DAV Public School in 24 PGS(s).

 

DISCUSSION OF THE STUDY:

In this study, the history Textbook for STD X that have been selected for analysis are written by West Bengal Board of Secondary Education (WBBSE) and National Council of Education Research and Training (NCERT) and it was published in 2016 and 2007.

 

These books are almost same in its organization and sequence. Both are well established and integrated. All units are organized according to the simple to complex formula. All activities are presented in very manual setting. Activities are creative. Some activities have been designed to support the teachers for facilitating the learning process.

 

Suggestions for Further Studies

·       In WBBSE textbooks, Bengali(Sahitya Sanchayan), Bengali(Koni), English(Bliss), Mathematics(Ganit Prakash) in class X level published by West Bengal Textbook Corporation Limited but the history Textbook for STD X published by private publishers. According to CBSE (NCERT) textbook number of selected expert should be written of WBBSE textbook.

·       Highlighted Area: According to upper primary (VI-VIII) social science textbooks, the history Textbook for STD X should be written multi-coloured textual information. For example, headline of sub-units is pink and stories written by black and white.

·       The history Textbook for STD X should include scientifically verifiable conclusions, which has gained general acceptance among the scholars working in the discipline. If there is need to include different theories then the authors of textbook should take care to maintain it as a theory propounded by a certain author which has not gained general acceptance.

·       There is need to revise the Textbook incorporating new theories and discoveries. New areas like gender history, history of sports, environmental history, and games disaster management education, crisis management education, tribal history etc. should from an integral part in the new history textbook.

·       Sufficient materials should be provided to the pupils through history Textbooks to develop an objective and critical judgment of the past historical events in the light of the present scientific developments. To this end, the quantum of history may have to be substantially reduced. Past developments could be studied as a backdrop for understanding the present. As such, the needs and challenges of today must be responded suitably.

 

CONCLUSION:

The study concludes that the content, activities and chapter end exercises are so relevant. By completing this study and from the findings of the study it has been clear that the present textbooks must needed immediate revision and modernization. West Bengal Board of Secondary Education (WBBSE) should take the immediate and urgent steps for further revision. The Government of West Bengal should give necessary support, input to WBBSE for smooth, easy and quick running of this process. In the case of revision, modernization and renewal of textbook should be done with respect to recommendations, guidelines of latest NCF-2005 as well as context of students and society of West Bengal with keeping the objectives of teaching social science according to NCF-2005 in mind. The deficiency which has come through this study should be taken care of. The content should be free from the physical load, comprehension load free, motivate, and interesting. The absent items/key concept of theme and related activities in present history textbook of class-X are immediate required to be included in the content in separate chapter or by mixing clearly and specifically. For writing textbook the following aspects should be taken into consideration like Textbook writing should be according to age, different cognitive level and context of students. For writing the textbook emphasis should be done on NCF guidelines. The organization and presentation of the content must be supportive to achieve objectives of teaching social science of class-X, should start with students engagement by activities, citing examples, etc. i.e. in constructivist approach through story, incidence etc. Content should be fully related to life situation and should have scope to go beyond the textbook. The questions of chapter end exercises should be more application based and answer should not be written in textbook. The questions also should be able to assess not only knowledge but curiosity, objectivity attitude, dealing ability, aesthetic sensibility etc. 

 

Attention should be paid to the fact that while Nationalism in Europe’ exists only in the CBSE and functions in the WBBSE for class IX, the WBBSE syllabus neither has Nationalism in Europe nor functions at the elementary level of education.

 

Another attention should be paid to the fact that while ‘Historiography’ and ‘Post-Colonial India’ exists only in the WBBSE and the CBSE syllabus neither has it nor functions at the elementary level of education. A guidebook of teaching method and containing clear Subhas Chandra Bose and INA about most foggy areas(like INC conference, Forward Block Party) for each class should be followed all over the country in view of up gradation of teachers quality and competency level at secondary level of education. All textbooks for each class supported by different boards must be recognized by the education department, Government of India. Therefore lastly, it is apt to say that History at the level of Secondary education needs to undergo changes all over the country for all boards in terms of structure and presentation of the content.

 

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34.   Newspapers

35.   Anandabazar Patrika, Wednesday, April 4^th 2018.

36.   Bartaman Patrika, Monday, October 29^th 2018.

37.   Website Address:

38.   http://www.wbbse.co.in http://www.wbbse.org  http://www.ncert.nic.in

39.   http://www.wbbse.in http://www.wbbse.org  http://www.books.gogle.co.in

 

Received on 25.11.2019         Modified on 08.01.2020

Accepted on 20.01.2020      ©AandV Publications All right reserved