ROMANIAN REVIEW OF GEOGRAPHICAL EDUCATION Volume VI, Number 1, February 2017 pp. 40-71 DOI: http://doi.org/10.23741/RRGE120173 STUDY OF GEOGRAPHY TEXTBOOKS FOR 9th, 10th, 11th AND 12th GRADES. CASE STUDY: MAHARASHTRA STATE, INDIA MARIANA-DOINA CÎINEANU Nicolae Bălcescu National College, Brăila, Brăila County, e-mail:
[email protected] (Received: December 2016; in revised form: February 2017) Abstract The introduction conveys some data on learning in India and on designing Geography textbooks in this country. The present paper is reliant on four Geography textbooks, ranging from the 9th to the 12th grade. As regards each textbook, the study considers their learning units, then analyses their structure, the unitary way of designing them, the components of the panels of authors, the texts, illustrative materials, drills, learning activities, language, the wealth of Geography lexis, and the glossary. Keywords: curriculum, Geography textbooks, learning activities, India, interdisciplinary approach INTRODUCTION The Board for Secondary Education has proposed a Curriculum for Secondary Learning based on the National Curriculum for School Education 2005 (NCF, 2005) and on the National Curriculum Framework of the National Curriculum 2010 (SCF, 2010). The National Curriculum for School Education 2005 (NCF, 2005) is the fourth national frame of the curriculum designed by the National Board of Formative and Educational Research in India, the others being published in 1975, 1988, and 2000. This official paper focuses on an overlapping structure of education in the first 10 school years, on an integrated approach of social sciences and of sciences, as well as on a new marking scheme system. This official paper is aimed at India’s educational system in its entirety, but only half of India’s states have managed to implement it.