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The NFC East looks like it will go all the way down to the wire, but the Carolina Panthers have become the first team of the twelve that will be playing in January as they clinched the NFC South thanks to another Atlanta Falcons loss.
Carolina are now looking to clinch the Number 1 Seed in the NFC which will bring with it home advantage through the Play Offs. There are some dangerous looking teams in both the AFC and NFC that are pushing for Wild Card spots though with both Pittsburgh Steelers and Seattle Seahawks in a position to clinch one of those spots and I can see both making considerable noise in the Play Offs.
It should be a fun few weeks to end 2015.
NFL Week 14 PicksWeek 12 was a pretty pathetic one, but Week 13 has proved to be a big bounce back week for the picks with a solid 8-3 record. That has changed the season back around, but the last four weeks are going to be critical to get the picks on track and ready for the Play Off and Super Bowl push.
Minnesota Vikings @ Arizona Cardinals Pick: The last couple of weeks have shown the Minnesota Vikings they still have some room to bridge if they are to take on the best of the NFC. The Vikings had become something of a 'sexy' pick to make noise in the Play Offs, but they were blown out at home in Week 13 by the Seattle Seahawks and now have to go on the road to face the Arizona Cardinals.
That is the 9-2 Cardinals who are still chasing the Carolina Panthers in the NFC for the Number 1 Seed.
Carson Palmer has played like the MVP, although likely still behind Cam Newton, but the veteran has every chance of putting up more big numbers. With the Vikings missing some key presences in the Secondary and at Linebacker, Palmer should have a very big game with Bruce Arians likely to dial up lots of deep passing plays to attack Minnesota.
Injuries to Andre Ellington and Chris Johnson can be overcome by David Johnson, although Arizona need to establish the run a little better than they have in recent games. David Johnson played well in St Louis last week and could have some success in this game, something that will only aid Palmer all the more to put together another multiple Touchdown and 300 plus passing yards day.
So can Minnesota show they are not going to be 'outcoached' in this one? Adrian Peterson suggested that was the case when he had just eight carries in Week 13, but he was restricted to just 18 yards. It could be another tough week for Peterson in trying to establish the run against Arizona who shut down Todd Gurley last week and are giving up under 4 yards per carry in their last three games.
Teddy Bridgewater has to show he can pass the ball against a top Secondary to perhaps open up more running lanes, but the second year Quarter Back hasn't been much more than a game manager this year. The Offensive Line hasn't been at their best in protection when it comes to the pass, although Arizona haven't been dominant in getting to the Quarter Back for much of the season.
There has been improvement there, but the Cardinals biggest strength is to bring the pressure knowing the Secondary won't lose their battles. Arizona should be able to take away the Minnesota Receivers for the main part in this game and I think there looks to be too much Offense for them.
My one worry has to be the way the point spread has passed the double digit mark. However, that might be down to the injuries Minnesota have Defensively ahead of facing one of the best Offensive teams in the NFL and I still like Arizona to win this one by around fourteen points.
Buffalo Bills @ Philadelphia Eagles Pick: All of the talk ahead of this game is about the break down of the relationship between Chip Kelly and LeSean McCoy. That saw McCoy traded to the Buffalo Bills in the off-season and there is no doubting how much the Running Back is looking forward to taking on his former Head Coach and team.
That drama might have taken over the headlines, but both the Philadelphia Eagles and the Buffalo Bills will be desperate for a win that will aid their Play Off bids.
Both had big wins in Week 13 and the Eagles are a better team with Sam Bradford at Quarter Back than when they have to roll with Mark Sanchez. Bradford didn't have to do too much last week as the Defensive unit and Special Teams picked up their play in a win at the New England Patriots.
It will be those units that will be key for Philadelphia this week too as they take on a Buffalo team that is inconsistent but looks to have the pieces to give the Eagles a lot to think about. Tyrod Taylor has been a revelation at Quarter Back although is playing through some pain and you can be sure McCoy will have a big game.
But my gut feeling is saying that Philadelphia can play well enough with Bradford running the show to beat the Bills. They haven't been able to string wins together and backing up a big one like they had at the New England Patriots will be far from easy.
However, I think Philadelphia can do just enough on both sides of the ball to earn a narrow win and get into a position where they can win the NFC East.
Tennessee Titans @ New York Jets Pick: The New York Jets should not have had an opportunity to come back and beat the New York Giants last week, but Tom Coughlin out-thought the situation. The Jets are still firmly in the mix for the Play Offs with a Wild Card spot potentially available, but they can't afford to drop this game at home if they want to fulfil their ambitions.
The Jets take on the Tennessee Titans this week who are coming off a rollercoaster ride before beating the Jacksonville Jaguars.
Both teams might struggle to run the ball this week as the Jets Defensive Line has been able to shut down much better teams than the Titans. On the other side of the ball, the Jets have not been able to establish an effective running game and that means both Marcus Mariota and Ryan Fitzpatrick will have to win this game with their arm.
One of the big problems that Mariota will face is his Offensive Line has been struggling to protect him all season. The Jets have the kind of pass rush that will have Mariota scrambling for his life for much of the afternoon and Darrelle Revis is possibly back to take away one half of the field.
Tennessee have actually managed to get to the Quarter Back too so Fitzpatrick won't have the same time he seemed to have in the Fourth Quarter against the Giants last week. There are still some big holes in the Secondary to exploit and I imagine Fitzpatrick will combine with Brandon Marshall and Eric Decker for some big gains through the air.
I am a little concerned with the way the Jets have been playing of late to cover such a big spread, but the favourite is 4-0 against the spread in recent games between these teams. The New York Jets are also 6-2 against the spread against Tennessee and I like them to cover, but I will have a small interest only.
Pittsburgh Steelers @ Cincinnati Bengals Pick: No matter how this game goes, it looks unlikely that the Cincinnati Bengals won't be playing at least one home Play Off game as AFC North Divisional winners. However, it is an important one for both teams as it could have a huge impact in how far the Bengals and the Pittsburgh Steelers can go in the post-season.
I have thought of the Pittsburgh Steelers as a very dangerous team in the AFC and they look very healthy Offensively which will give any team a real problem. Ben Roethlisberger has been throwing the ball wonderfully and he has a strong Receiving corps that will give the Bengals plenty of problems.
He has been well protected by the Offensive Line and the Bengals Secondary is one that is liable to giving up the big play so the likes of Antonio Brown and Martavis Bryant could have strong days.
With DeAngelo Williams running the ball effectively too, Pittsburgh should move the ball consistently through this game. The big question is whether their Defense can control what Andy Dalton and the Cincinnati Bengals are able to do against them.
Dalton should have success throwing to AJ Green and the likely returning Tyler Eifart against the Pittsburgh Secondary that have been up and down all season. However, the Steelers might have some success in this one with a fierce pass rush which has been harassing opposition Quarter Backs in recent games although the Cincinnati Bengals Offensive Line has done well to keep Dalton upright.
The Steelers also have played the run very well as the new look Steel Curtain has held teams to just 2.9 yards per carry over their last three games. That includes playing the Seattle Seahawks who might have beaten Pittsburgh but who were actually out-gained by over 100 yards.
Keeping Cincinnati in third and long spots and having a quality pass rush should give Pittsburgh the edge in this one. The Steelers are 12-2-1 against the spread in their last fifteen visits to Cincinnati and I think they get a measure of revenge for their home loss to the Bengals earlier this season.
I actually thought this game might have been closer to a pick 'em after the way Pittsburgh blew out Indianapolis in a prime time game in Week 13. Therefore getting the points on the road team who I consider as good as any in the AFC is hard to ignore.
Indianapolis Colts @ Jacksonville Jaguars Pick: The injuries suffered by Matt Hasselbeck last week looked to be on the path to keeping him out of this game, but the veteran is set to go for one last game. That is because the Indianapolis Colts look to have Andrew Luck back next week, but there is also no guarantee that Hasselbeck is able to get through this game unscathed.
Much of that will come down to his Offensive Line which has struggled to keep the pass rush away from their Quarter Back in recent games. That challenge is all the tougher when you think of how well the Jacksonville Jaguars Defensive Line has played in pressurising the opposition Quarter Back and Hasselbeck may not have a lot of time to throw the ball before he is hit.
Ahmad Bradshaw is out, but the veteran Frank Gore hasn't been able to put an effective running game out on the field. The Colts have struggled badly when it comes to running the ball and that hasn't helped Hasselbeck although Gore could have a better game this week against this Jacksonville Defense giving up 4.5 yards per carry in recent weeks.
There are also some decent Receivers here for Hasselbeck to hit, but the veteran will likely need to be even better than when he helped the Colts beat the Jaguars earlier this season.
Blake Bortles and the Jacksonville Offense have certainly been producing some big games of late and they play an Indianapolis Defense that has struggled to get teams off the field. TY Yeldon should be able to have a very big game running the ball and keeping Jacksonville in third and short situations through the day which is going to be key for Bortles at Quarter Back.
Allen Hurns is back to join the likes of Allen Robinson and Julius Thomas as big time weapons in the Receiving game and Bortles could have another big game throwing the ball. The balance on the Offensive side of the ball should give Jacksonville every chance of winning this game and moving back in position to perhaps challenge for the AFC South Division title while a loss puts them out.
Indianapolis play Houston next week but can't overlook Jacksonville who I like as the small favourite. Only poor kicking prevented them beating the Colts once already and I think a balanced Offense coupled with a banged up Matt Hasselbeck gives the Jaguars the opportunity to win this game.
The Colts have dominated recent games in the series, but I like the home team to beat them this week.
Atlanta Falcons @ Carolina Panthers Pick: The Carolina Panthers have already wrapped up a Play Off spot, but there is still some work to be done if they want to make sure they finish with the Number 1 Seed in the NFC. This certainly looks a complete team that even when the Defensive side of the ball is not quite playing up to the level expected that the Offensive side takes over and wins a shoot-out.
It might be the Defense that steps up to the plate this week against the Atlanta Falcons who have fallen apart after a 5-0 start to the season. Matt Ryan and the Offense have been out of sync for a while and turnovers have been killing them which doesn't bode well against Carolina.
Devonte Freeman has been a big help for Ryan and surprised people with the season he has had, but Carolina do play the run very well with their stud Linebackers able to penetrate and block up the holes. That will shift the pressure onto Ryan and his arm and it will be tough to move the chains from third and long spots knowing the Panthers have a fierce pass rush and his poor decision making that has been evident in recent games.
Giving up turnovers to Cam Newton and the Offense won't bode well for Atlanta in their bid to earn the upset. In recent games the Atlanta Falcons Defensive Line has begun to struggle a touch against the run having used that as their strength earlier on.
That should mean both Newton and Jonathan Stewart are able to move the chains with their legs or at least keep the team in third and short spots. Cam Newton has really picked up the pace throwing the ball in recent weeks too as his Receivers have earned his trust for the most part and I can see the Quarter Back and MVP candidate having another strong outing.
The Falcons have been competitive in their losses though and the back door cover is on with this big spread, but I think Carolina are still playing with a chip on their shoulder. Carolina look much better on both sides of the ball and I can see Ryan throwing a couple of back breaking turnovers which helps the Panthers move away.
Carolina are 5-1 against the spread in the last six in the series and I like them to cover this week.
Seattle Seahawks @ Baltimore Ravens Pick: I don't know who Jimmy Clausen has pissed off this year, but he is going to be making his second start of the NFL season for two different teams.
Unfortunately both starts are going to come against the Seattle Seahawks and it is difficult to see how an injury hit Baltimore Ravens team are able to compete even at home.
Clauson Quarter Backed the Chicago Bears to a 26-0 loss earlier in the season and now faces a Seattle team that are making a big run to the Play Offs. There is no doubting that the Seahawks are improved and their hammering of the Minnesota Vikings on the road underlined that point in Week 13.
There just hasn't been a lot of running room against Seattle who are now healthy on the Defensive side of the ball. They are allowing just 3.2 yards per carry in their last three games which includes facing Adrian Peterson and I think the Seahawks are going to force Clauson to beat them, something he failed to do quite badly the first time he faced them.
Maybe that helps Clauson in knowing what he needs to do this week, but Baltimore are missing so many Offensive playmakers and I can't see how the Ravens move the chains consistently. There is a high chance that Clauson will have a couple of Interceptions in this one if Baltimore get behind and I think the Seahawks could be in for another dominant road win.
Now the Baltimore Ravens have played well Defensively for the most part, but Russell Wilson is arguably in his best form of the season. Wilson loves playing at this time of the season and I can see him scrambling around and making some big plays against this Secondary even without Jimmy Graham.
There is a lot of pride in the Baltimore Defense that will see them give Seattle something to solve, but the expected turnovers might give the Seahawks short fields to work with. That is a big reason I believe they will find a way to win this game by around two Touchdowns even if Seattle are not as strong on the road as they are at home.
Seattle were 16.5 point favourites to beat Clauson and the Chicago Bears at home and I do think the Quarter Back had more weapons in that game. Without those targets in Baltimore I think this spread might be a touch too low for the home underdog and I will back Seattle to cover.
Dallas Cowboys @ Green Bay Packers Pick: The Dallas Cowboys might not have Tony Romo for the rest of the regular season, but they have given themselves an outside chance of making the Play Offs with a win at the Washington Redskins on Monday Night Football.
That means the 4-8 Cowboys are somehow only one game out of the Division lead in the terrible NFC East, but the schedule looks difficult for them to make the Play Offs. First off is trying to win a game at the Green Bay Packers who can take a big control of the NFC North by winning this game having seen the Minnesota Vikings fall apart in recent weeks.
However this isn't a straight-forward game for the Green Bay Packers who have lost four of their last six games and needed a 'Hail Mary' completion to beat the Detroit Lions last week. That could be a huge moment in their season and being at home should suit Aaron Rodgers even if the Packers have looked a little out of sync in recent weeks Offensively.
Eddie Lacy will be back in the starting line up having been punished last week for an indiscretion but you have to give the Cowboys credit for stepping up Defensively. They have controlled the line of scrimmage which means they are holding teams to just 3.5 yards per carry while the pressure Dallas are getting up front has protected the Secondary.
In previous years I would still think Green Bay would have their success Offensively, but they have struggled to run the ball effectively and keep Rodgers upright. The Receivers just haven't always been on the same page as Rodgers and Green Bay are averaging just 24 points per game this season.
Unfortunately for Dallas, they have had their difficulties with the ball in their Offense hands without Tony Romo too. Matt Cassel had a decent game against Washington, but the Green Bay Defensive unit isn't hit with the same injuries as the Redskins and it will be much harder for him to move the chains this week.
The Offensive Line hasn't opened the holes they did last season which isn't helped by the fact that teams are daring Dallas to beat them through the air. Green Bay have controlled the run and that has allowed their pass rush to get to the Quarter Back so Matt Cassel could be under some immense pressure in this one.
Dez Bryant and Terrance Williams are two solid Receivers, but it is tough for Cassel to get them the ball in third and long situations and that is where Green Bay will look to force mistakes.
Dallas are playing with revenge having had their season ended here controversially in the Play Offs last season, but I think the Packers will prove too good. It might be closer than expected for a while, but eventually I expect Aaron Rodgers to make a couple of big plays and lead the home team to a win by at least seven points.
New England Patriots @ Houston Texans Pick: The news that Rob Gronkowski has travelled with the New England Patriots to Houston for this game has seen the spread trend towards the road team. Of course it isn't often that the New England Patriots will be on the brink of a three game losing run under Bill Belichick so you can see why the public are behind them, but I like what the Houston Texans have done and can keep this close.
Brian Hoyer has played mistake free football for the most part and should be inspired by playing against his former team.
Hoyer has a lot of respect for the Patriots and he will need to be at his best against a Secondary that has played very well. That is thanks to some of the pressure the Patriots have gotten up front, although injuries might have hurt that pass rush in this game.
There is some evidence that Houston are beginning to run the ball better than they have for much of the season and New England have struggled in recent weeks against that part of the Defensive game plan.
Injuries on the Offensive side of the ball have hurt New England and you could see the Receivers were not on the same page as Tom Brady in the loss to Philadelphia last week. Gronkowski being back would be huge for Brady, but you have to think the Tight End is perhaps a little banged up and will only be used in limited plays.
New England have not run the ball that effectively in recent games, but they might have more success this week against the Texans who have given up 4.5 yards per carry in their last three games. LeGarrette Blount should be able to establish some threat on the ground which will give the Patriots a chance to move the chains with some consistency, but this still looks a lot of points for the Patriots to cover on the road.
The home team is 5-0-1 against the spread in the last six in the series between these teams and getting more than a Field Goal for Houston looks hard to ignore.
New York Giants @ Miami Dolphins Pick: One of the things I hate most about the late night Sunday NFL game and the Monday Night Football game is that you know the public are pounding the favourite no matter what. That can inflate lines and it is a big reason I am not usually behind the favourites in these prime spots where all the money is on them.
Not unless I really believe the team is capable of winning like I am in Week 14.
The New York Giants will only kick themselves if they don't win the NFC East and make the Play Offs because they have given away at least four games this season to drop to 5-7 and winning even half of those would have put them in a commanding position in the Division.
Last week it was more baffling decisions from Tom Coughlin who decided to pass on an easy Field Goal to go up 13 points with less than nine minutes remaining. The fact the Giants were Intercepted on Fourth Down and subsequently saw their ten point lead evaporate and lose in Overtime is on the Head Coach.
That kind of loss can be the big difference between January football or being on a golf course and this game on Monday Night is huge for the Giants. Both Washington and Philadelphia won games on Sunday which has given them an advantage in the NFC East and a defeat on Monday will mean the Giants fall behind them.
The game will be on Eli Manning's arm as the Giants have struggled to run the ball all season and have been even worse in recent outings. The Miami Dolphins Defensive Line is quite tough to run the ball against, but the Secondary has holes and I don't think there is a way to slow down Odell Beckham at this moment.
Manning to Beckham could have a big outing again, but the Giants have other playmakers in the Receiving game and the road team have to feel they move the chains fairly consistently. Miami have generated something of a pass rush in the later stages of the season, but Manning has been protected and gets the ball out quick enough to negate that.
A bigger question for the Giants is whether the Defensive unit can make enough plays as the game wears on. Tiredness didn't help them last week, but they also made Ryan Fitzpatrick look better than Aaron Rodgers so Ryan Tannehill shouldn't be overwhelmed.
However, a couple of things are going against Tannehill who simply hasn't developed in the manner a top ten pick in the Draft might have been expected to. The first problem is that Miami might not be able to establish much of a running game against the Giants who have played that part of the game well.
The second problem is that the Giants have begun to get some real pressure up front and Tannehill does have problems reading where that is coming from. While it is possible to throw against New York, Tannehill will be a little wary going for the big shot downfield as has been the norm in his career and his short passing game might not be good enough if Miami are constantly in third and long.
Miami have also stunk at home against the spread where they are 1-4 this season and they have gone 0-6 against the spread in their last six on Monday Night Football. Maybe the Giants find another stupid way to lose a game they have no right to, but I think they do win this one and cover the spread.
MY PICKS: Arizona Cardinals - 10.5 Points @ 1.95 Boyle Sports (2 Units)
Philadelphia Eagles - 1 Point @ 1.95 Paddy Power (1 Unit)
New York Jets - 6.5 Points @ 1.91 Sky Bet (1 Unit)
Pittsburgh Steelers + 2.5 Points @ 1.95 Boyle Sports (2 Units)
Jacksonville Jaguars - 1.5 Points @ 2.00 Bet Fred (2 Units)
Carolina Panthers - 7.5 Points @ 1.91 Coral (2 Units)
Seattle Seahawks - 11 Points @ 1.95 Paddy Power (2 Units)
Green Bay Packers - 6.5 Points @ 1.91 William Hill (2 Units)
Houston Texans + 5 Points @ 1.91 Bet Victor (1 Unit)
New York Giants - 2.5 Points @ 1.91 Ladbrokes (2 Units)
Week 13: 8-3, + 8.06 Units
Week 12: 2-10, - 14.18 Units
Week 11: 3-4-1, - 1.38 Units
Week 10: 3-6, - 5.54 Units
Week 9: 6-2, + 8.08 Units
Week 8: 0-1, - 1 Unit
Week 7: 2-4, - 4.23 Units
Week 6: 3-5-1, - 3.33 Units
Week 5: 3-5-1, - 3.48 Units
Week 4: 4-3-1, + 2.24 Units
Week 3: 8-2, + 9.03 Units
Week 2: 4-5, - 1.71 Units
Week 1: 5-2-1, + 6.46 Units
Season 2015: 51-52-5, + 0.02 Units
Season 2014: 77-80-2, - 8.47 Units
Season 2013: 86-70-2, + 22.27 Units
Season 2012: - 4.78 Units


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We have been anticipating today for a few weeks now. We were all going to be home on the same Saturday, right before Christmas! Jake and I really wanted to do something fun with the kids that they hadn't done before.
We rode the Frontrunner train to Salt Lake for a day of fun. We ate at the Lion House Pantry, checked out the magic of the Disney store, looked at every calendar in the other toy store, then ... we met the Big Guy, Santa, himself. I sang and quoted our favorite movie, Elf, while we trudged through the crowds. Abbi (who is only 8 years old) kept her head down and tried to hold my hands down. She also pretended not to know me when I elfed it on the escalator. If she's already embarassed by me she has a long life ahead of her.
Abbi jumped right up on his lap and asked for a telescope, and Easy Bake Oven, and earrings. Then, she asked Santa to "Please split our presents because me and my brother have two houses." Santa assured her that he would do that so he is coming a day early to our house!
Noah quietly (oddly) sat on Santa's lap and asked for a toy truck. He gave all the right answers about being a good boy and jumped off as soon as he could.
I loved the way that City Creek had the Santa business set up. We got to go into Santa's lantern without any other kids and have his, and Mrs. Claus's, undivided attention. It was awesome!
After our visit, we ran through the revolving door and rode the elevator to the the top of the Joseph Smith Memorial Building. I told Abbi that Grandma and Grandpa Hansen got to walk out on top of the temple before and instead of being awed she was just happy they lived.
We took them into the tabernacle next. Abbi loves to hear the odd bits of history Jake and I could pull together to tell her about Temple Square. I told them how, once, my face was broadcast onto the ceiling of the tabernacle during Young Women's Conference. Instead of being awed, they tried to figure our where the men and women sit in the choir seats. Oh, well.
The horses pulling the carriages were a hit so we ran to catch one. Unfortunately, forty other people had already thought of it. Noah begged for ice cream for dinner. I would have obliged but Jake is a little more sensible than me. There was exactly no where to sit to eat anything due to the ginormous crowds doing last minute shopping and sight seeing. I dare say downtown Salt Lake City hasn't seen a Christmas season like this in a long time. Thank you, City Creek.
My country boy husband wore thin among the people towards the end but assures me that we will be doing this every year because of how much the kids love it. I love it too but I certainly will be wearing better shoes next time.
This has to be the best Saturday of the year. We have had a lot of good ones but the Christmas atmosphere trumps everything. I thought about how, for the last eleven years, I have been scheduled to work every Saturday. I feel so lucky to be at home now to take advantage of these good days and to make memories with my little family. Man, I'm one lucky girl.
Christmas is love.


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This kid inspires me! So yes…. I'm a dance mom! But if "Dance Mom" means I love watching my dancer dance, compete, work hard for a goal, and hopefully succeed while consoling the failures… then Yes…. I'm guilty! Whether we are a dance mom or a soccer mom or anything in between, if we as parents support our kid's passion… then we are doing a fabulous thing!
So lucky I can take my work on the road with me as we travel for her passion….. and it prompted me to share some crazy travel tips for any parent living out of a hotel room on the weekend!


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The Advisory prepared for India's National Council for Education Research and Training (NCERT) on how teachers could teach using the pre-2000 and the existing textbooks, which are flawed and biased, and endeavour to work towards more child friendly books in future. [August 2004]
This is an unusual situation. On the one hand, we have acknowledged that the NCERT history textbooks presently in use for Classes VI-XII (published after 2000) are full of errors. Yet, on the other, with utmost concern for the interest of students and teachers, we have decided not to create more confusion by withdrawing the books in the middle of the ongoing session.
We understand the anxieties that you and your students have felt, especially those who are preparing for the Board Examinations. They have also been reading and hearing about the NCERT textbooks through various media. It is our duty to directly communicate with you the decisions and measures taken by the NCERT to help you overcome the problems this year. This short advisory note is meant to give some suggestions on how you could avoid the inaccuracies and use the earlier NCERT books for reference. We have reprinted those textbooks and provided some copies free of cost to every school affiliated to the CBSE. The CBSE has also been asked to take utmost care in the setting of question papers this year, so that students are not in any way penalised for using these flawed textbooks. We also give you relevant details of the official documents related to this issue. We trust you to ultimately use your judgement in the classroom and decide how best to deal with this unusual situation.
We hope it will be you, the teachers, who will guide us forward, to make history teaching truly exciting and memorable for the child. We still have a long, long way to go – to achieve learning that is meaningful for life, and even examinations that can be fun! Through you we hope to learn better what children at a certain age can or cannot understand, and how they assimilate school knowledge with the everyday knowledge of their different lives.
I take this opportunity to thank all those who have helped in the preparation of this note at very short notice – the school teachers, historians and educationists, who have carefully gone through all the textbooks, both the 'old'(pre-2000) and the present ones, and all the relevant official documents, for the writing of this brief advisory. I also wish to thank the school students who have drawn some of the illustrations, and hope that in future students will be more actively involved in the preparation of their textbooks.
Yours sincerely
H.P. Dikshit
Director NCERT
1.0 Introduction
Textbooks are once again in the news, especially those dealing with history. The Government recently constituted a Panel of Historians to look into the current NCERT textbooks. The Panel submitted its report and stated that "we are convinced that the current NCERT textbooks brought out after 2000 are so full of errors and substandard that we find it impossible to recommend their continuation. However, we have made an effort to point out some salient errors and also the common strand of bias that runs through the entire series." (Report of the Panel of Historians, MHRD, June 2004). A brief summary of the report is given in the following section.
The Executive Committee (EC) of NCERT accepted the report of the Panel, but in the light of its utmost concern for the problems and dislocation faced by students and teachers, decided not to withdraw the flawed books in the middle of the ongoing session. However, for the current session 2004-05, to help teachers cope with the substandard and flawed history books, NCERT is immediately reprinting its pre-2000 history books (for Classes VI-VIII and XI-XII) to provide a few copies free of cost to each school, to serve as a ready reference. This is not being done for Classes IX and X, because the present integrated social studies syllabus is different from that of the pre-2000 books.
The EC also decided to initiate a participatory process of textbook writing, in line with a comprehensive curriculum review, which is meant to be undertaken every five years. In his letter (dated July 21, 2004) to the Director NCERT, the Education Secretary, who is also a member of the EC, had stated that:
"The textbooks of the NCERT have drawn serious academic criticism during the last few years. You are already in the process of handling the controversy regarding the History books. While undertaking the review, you may like to address the question of how books emanating from a new curriculum framework could be insulated from such distortions. While undertaking the review, we are sure you would take into account the Yashpal Committee Report on 'Learning Without Burden' and Chapter 8 of the Programme of Action (1992), prepared under the National Policy on Education 1986. The National Curriculum Framework should always be in harmony with the idea of India, as enshrined in its Constitution".
This short advisory note is meant to directly communicate with school teachers the academic and pedagogic bases of these decisions and to help them cope with the problematic situation for this year.
2.0 Report of the Panel of Historians (June, 2004)
In view of the issues of inadequacies and bias of the textbooks the MHRD appointed three eminent historians to review these books. This Panel was asked to recommend the removal of 'distorted and communally biased portions and inclusion of short passages to fill certain gaps'. The Panel came to the conclusion that the textbooks prepared since 2000 are full of errors and a common strand of bias runs through the entire series (for the complete text see the NCERT website www.ncert.nic.in).
"A running bias of more weight to Hindu religious practices and revival movements distinguished from other religious or modernizing traditions that have been in the last 1000 years as much a part of India's composite culture as the one's of earlier origin was seen."
The Panel acknowledged that debate is the substance of all historical interpretation and that there can be many ways of corroborating, verifying and contesting facts. However, for the school level, the interpretation should be generally acceptable, not from one or even from a dominant and majoritarian point of view, but from as harmonious a consensus as is possible. According to them the textbooks show printing errors, inaccuracies and a strong bias in favour of one interpretation of the Hindu religion that challenges the coexistence over time of varied currents in India's historical unity in diversity.
Te Panel also felt that it may not be possible to surmount all the shortcomings and drawbacks in the books by altering a word, a few words, a sentence or a series of sentences, as some thoughts and ideologies run through the chapters or hide between the lines.
The Panel concluded that: "The present slant on political and administrative history of the ruling class should be forsaken in order to accommodate the large masses of people and distinct social groups as well as neglected sections of society, in a reframing of the syllabus. It is necessary to highlight interrelations and diffusion of ideas and customs among different ethnic, religious and social groups in every period of history. The past has a value of its own and distinctive fact of its own, not to be twisted for present purposes, either of the state or regional predilections of that element of the past as it was, distinct from the past as we would like it to be today. If this can be reasserted, then the professional practice of Indian history can genuinely redeem itself and in the process become more interesting for children of the future."
3.0 The Decision of the Executive Committee of the NCERT
The Minister of human resource Development made the following statement in Parliament on July 20, 2004, regarding the decision of the Executive Committee (EC) of the NCERT:
"I had …hoped that the EC will no doubt keep the interest of students as their foremost concern. The report of the panel was accordingly considered by the EC for two days and they have taken the following decisions: The Executive Committee accepted the report of the Committee of Historians in so far as their finding that the history books were biased, badly written and full on inaccuracies rendering them unsuitable for continuation.
In view of the above it was decided that for the academic session 2005-06, the earlier books of history will be restored with appropriate modifications in line with the existing curriculum and minor corrections wherever required.
Because of the already advanced stage of the current academic session, it was, unfortunately, not practical to change the books at this stage. It was, however, decided that the (pre-2000) NCERT textbooks which were replaced by the present textbooks will be printed in sufficient numbers to enable at least 5 copies to be sent free to each school taking the CBSE syllabus. These textbooks would also be available in the market for purchase. These could be used by teachers and students for reference.
A short advisory should be expeditiously issued by the NCERT in close consultation with school teachers and historians to help them develop an appropriate perspective in teaching. In accordance with these decisions the HRD Ministry will issue appropriate direction to the CBSE to suitably guide the question paper setters and evaluators. The NCERT and CBSE could constitute joint teams for this purpose.
The Committee was also deeply concerned about the quality and content of text books other than in history. While it expected that the proposed curriculum framework review will take care of the concerns in the medium term, it was important that all the text books are subjected through a quick review to take corrective steps wherever required before the next academic session."
4.0 Clarifications Sought by Teachers and Students
Different aspects of the announcement may need clarification in the minds of different sections of the school community. The suggestion about making available the pre-2000 textbooks for reference only for this year (2004-5) has caused some confusion in the minds of teachers and students. A number of questions are being raised:
· Should the students also buy the 'old' book? If they are available in the school library should they consult them regularly? If so, how?
· Can a student use only the current book? Will this matter in the Class XII Board examination?
· Can a student use only the 'old' one for certain portions?
· If the 'old' books are meant only for teachers' reference, how should a teacher use the two books, which in some sections have contradictory facts and opposing views?
· How should the teacher help correct the biases and help the child to learn correctly?
· How will evaluation be done – will a student, especially of Class XII, be penalised for writing answers from the existing books?
4.1 Some General Suggestions on How to Tackle these Issues
For Classes VI-VIII
· Schools that prescribe the NCERT books in Class VI, VII and VIII may ask students to continue with the current books and there should be no pressure on them to buy the 'old' book in addition.
· Most teachers are familiar with the 'old' books so they should not find it difficult to refer to these in order to correct factual errors and obvious bias.
· It may need some convincing to make children accept a view not given in 'their' textbook. The teacher could talk and let children discuss about alternative views. This could be a good opportunity for a discussion about interpretations. The teacher could do an activity to show how a simple event that happened in class or school could be viewed differently by different children. Or they can read out reports of the same event from different newspapers to see how it is reported differently. The teacher may also do a few activities with artifacts (say, for instance to look at coins used today), and textual materials like an inscription, and get children to form opinions from these.
· In a chapter like that on Vedic Culture where the Panel has reported many distortions, the teacher may need to tell children how a historian is supposed to examine sources and arrive at conclusions.
· Children often ask 'what is the truth?' One could talk about how it may be difficult to know this, particularly about an event that happened so long ago. Archaeologists and historians study different sources to arrive at valid conclusions supported by the evidence.
Classes XI and XII
Students will continue to use the current books and should not be forced to buy the 'old' book. Teachers will be sent some copies of the pre-2000 'old' books (free of cost) to be used for reference to avoid blatant inaccuracies or bias.
Examples of how the 'old' book may be used for reference.
Class XII: Modern India
Example 1: The concept of Rule of Law is discussed on p. 75 of the current book. Reference could be made to p. 84 of the 'old' book for more clarification.
Example 2: Achievements of the Moderates are given on page 165 of the current book. Reference could be made to p.168 of the 'old' book for a more organized presentation.
Class XII: Contemporary World
Example 1: For Chapter 1 (p. 1 to 11) of the current book, reference could be made to the old book (p. 1 to 10) for a clearer presentation.
Example 2: Developments leading to the First World War are discussed on p. 49 to 63 of the current book. For a better understanding reference could be made to p. 11 to 16 and p. 39 of the 'old' book.
In Classes XI and XII, the teacher needs to correct the inaccuracies and biases using his or her judgement. This will give the teacher an opportunity to talk about sources and historiography. The teacher may be able to get the students to interpret any source she or he could lay hands on. An interesting example of two historians who looked at the same set of events from completely different points of view is the following: Badauni and Abul Fazl were both employed at Akbar's court. Badauni wrote a strong critique of Akbar's religious policy, while Abul Fazl praised it as the strategy of a good statesman.
4.2 The Board Examinations
The CBSE will conduct the Board Examinations for Class X and XII in such a manner that the student will not be penalised for using the current book. Nor would he or she be penalised for using the 'old' book as reference.
Sample questions from Class XII 'Modern India' that show how either of the books may be used.
Example 1: How did Lord Dalhousie extend direct British rule over Indian states?
The student may find the answer in the current book on Pg 60 or refer to the 'old' book on Pg 61.
Example 2: How did the Pitt's India Act of 1784 give control to the British Government over the East India Company?
See page 66 of the current book and refer to p. 65 of the 'old' book
A student may not find any controversy or discrepancy in this.
Example 3: Why did Indian handicrafts begin to decline by the middle of the 18th century?
See p. 92 of the current book or refer to p. 139 of the 'old' book.
Example 4: Explain the causes of the Revolt of 1857.
See p. 99-103 of the current book or refer to p. 103-106 of the 'Old' book.
5.0 Illustrations of Problems with the Textbooks
We give below a brief summary of the problems with each of the textbooks and suggestions of how teachers could take care while teaching from these. In addition, some examples have also been indicated to show how teachers could refer to the 'old' NCERT textbooks (now reprinted in August 2004), for more clarification or to avoid serious factual errors.
5.1 Class VI: 'India and the World' by Makkhan Lal, Sima Yadav, B.K. Banerjee and M. Akhtar Hussain
One of the problems teachers face while teaching ancient India is that there are several topics on which scholars have completely different points of view. In some cases, this is because the evidence has not been analyzed properly or in an impartial way. There are several examples of such inaccuracies and imbalances in the Class VI book. On the other hand, there are certain historical issues where the evidence can be interpreted in different ways and does not at present allow any definite conclusions. In such cases, there is no 'right' or 'wrong' view. The teacher will have to try to present these issues in a balanced way, explaining that these are matters of debate, without necessarily taking sides or requiring the students to do so.
A few examples of the inaccuracies and imbalances in the book are given below:
· The book suggests (pp. 59-63) that the Egyptian civilization is older than the Mesopotamian civilization, while it is actually the other way around.
· The relationship between the Harappan and Vedic cultures is a matter of unresolved debate. Although it admits that there is no consensus on the issue (p. 91), the book clearly tilts towards the theory that the two cultures can be identified with each other. This is problematic.
· While the Harappans may have worshipped linga-type objects, it is incorrect to say that they "worshipped Siva in the form of linga." (p. 84). Similarly the statement on p. 90 that the Harappans worshipped the 'Saptamatrikas' and 'Siva lingas' is incorrect.
· Some of the statements about the Rig Vedic culture are questionable, e.g. that the four varnas existed in the Early Vedic age (p. 90). There is an exaggeration of the scientific knowledge contained in the Vedas (p. 91). The statement about the status of the cow in the Vedic age (p, 89) is also questionable.
· Examples of inaccurate over-glorification include a description of the Upanishads as "the works of most profound philosophy in any religion" (p. 91) and as "the greatest works of philosophy in the history of humankind" (p. 134). Similarly, on p. 58: "… Indian and Chinese civilizations are the only ones which have survived right from the time they came into existence till date….All other early civilizations have disappeared and the present people/civilizations have no connection with the past ones."
· On p. 107, confusion is created by mixing up the early Cholas with the later Cholas.
· The book's emphasis is on the Indo-Gangetic valley, and developments in other parts of the subcontinent have not been given adequate attention.
5.2 Class VII: India and the World by Sima Yadav, Basabi Khan Banerjee, Sanjay Dubey and Themmichon Woleng
Unit II – People and Society in the Medieval World (pp.55-170)
This unit discusses medieval world civilizations with detailed emphasis on the medieval period in Indian history. However, there are problems in the way in which the medieval period has been conceptualized. The textbook reduces the socio-religious diversities in medieval India into two homogeneous categories: the 'Hindus' and the 'Muslims'. This is a serious misrepresentation of this period of Indian history. Here are a few examples of the problems in the textbook:
· The idea of the 'medieval' is not explained properly. A rough time-span also needs to be provided for its beginning and end, for example, roughly from the eighth to the eighteenth century. This is discussed clearly in the 'old' book (pp.1-3).
· The title of the section, 'Arabian Empire' (p.73) is inappropriate. This is because it covers a large geographical area from Arabia to North Africa and includes parts of Spain and France. Themes on science, technology, culture etc., which are discussed in the case of other civilizations, are ignored in this section. Instead, the book concentrates on the political expansion of Islam and battles fought for the faith.
· While discussing South East Asia, Hindu influences are over emphasised (p.88). Buddhist and Islamic influences are thereby marginalised. This presents an incorrect view of the cultural interaction between India and South East Asia.
· The issue of the origin of the Rajputs as a historical process is not discussed properly (refer to the 'old' book, pp.21-25).
· The invasions of Mahmud of Ghazni (p.97-98) have been presented only in terms of religious motives leaving out the political dimension (see the 'old' book, p.25).
· Chapters on the Delhi Sultanate and Mughal Empire emphasize an image of warfare and destruction. Phrases like 'Muslim invaders' and 'Muslim rule' are problematic. These phrases club together different groups like the Arabs, Turks, and Afghans, who had their own political and cultural identities. Further, not all who belonged to the ruling group were Muslims.
· The book paints a rosy picture of women in ancient India. The oppression of women (in the context of sati, purdah, etc. on p. 99 and 122) is presented solely as the result of Muslim invasion and oppression. All this results in an incorrect and simplistic perspective on the relationship between gender and society.
· The Alvars and Nayanars in chapter 10 (p.102) have no relevance here, as they are a part of the south Indian bhakti and not the North Indian religious systems. Similarly, the illustrations of Akbar's bridge at Jaunpur (p.128), Gol Gumbaz at Bijapur and Charminar of Hyderabad (p.131) have no relevance to Chapter 13 as they are of a later period.
· The unit is burdened with political details (for example, see, Chapter 10, 13 and 15). Difficult and unnecessary terms are included, for instance, pustakasrama, arogyasala, viprasala (all on p.88) and so on.
· The interaction and influence of bhakti and the Sufis has not been discussed at all. The most glaring omission is that of Kabir and Dadu Dayal.
5.3 Class VIII: India and the World by Savita Sinha, Sanjay Dube, P.K. Madal, M.V. Srinivasan
This book contains a long section on People and Society in the Modern World, of which the first 25 pages is a rushed survey of World History, followed by an equally breathless account of India from the 18th century to 1947. The chronology is confusing, and the connection between developments in the world and in India are not brought out.
The book is full of details, accounts of wars and diplomatic and constitutional developments, and makes very little allowance for the intellectual development and curiosity of an average 13-year child. Unclear and sloppy writing is combined with the use of difficult words, like 'intercession' (p. 107) or 'enumerated' (p. 99). Economic concepts such as 'comparative advantage' in the production of goods for international trade are thrown in without any explanation, in badly-formed sentences.
· In Chapter 1, the impact of the Industrial Revolution in India and of stunted industrial growth in the country is discussed well before the child comes to learn about 'European Conquests in Asia'. This has the effect of children coming to know about Jamshedji Tata, the pioneer of the steel industry in India (1911), well ahead of Vasco da Gama.
· The discussion of fundamental technical changes in cotton-thread production in England in the early phase of the Industrial Revolution in that country comes after the author's survey of the spread of industrial production to other countries in Europe which was much later. (p.10,14). The Second Carnatic Wars (1749-54) appear before the First Carnatic Wars (p. 44)
· The emergence and development of the idea of Nationalism, which is a central issue, is handled in an unimaginative manner. In chapter 5 the young child is thrown into a detailed political and diplomatic account of the emergence of Italy and Germany as nation-states in the late-19th century. (p. 73). The child is even told how Bismarck altered the language of a telegram (it is not clear from whom to whom!) and that 'this led to the outbreak of the Franco-Prussian War I in 1870' (pp.66-67). All this has no bearing on the issues discussed in the second half of this chapter.
· The second half of Chap.5 then moves on to the factors 'responsible for the Rise of Indian Nationalism in the 19th Century'. Here we get a description of the Revolt of 1857, the Santhal Uprising of 1855-56 and the Kuka movement in Punjab. All these, important as they are, are not connected in any meaningful way (for the child) with the developments in Italy and Germany described immediately before.
· This kind of jumping with events and the piling up of unnecessary detail is a constant feature of the book. There is also a lack of balance and perspective. Some further examples are given below.
· Chapters 6-7 on the Indian National Movement are again presented in a very dry manner. Issues are thrown in without any explanation (e.g. the Ilbert Bill controversy, pp. 92-94). There is relatively much more on revolutionaries outside India, and hardly anything on Bhagat Singh and his associates (pp. 98-100, and p. 114). In the old book, pp. 218-19.
· While the Congress mass movements are referred to, especially those of 1920-22, there is no explanation of what mass participation amounted to. There is also no discussion of the ways in which Mahatma Gandhi functioned as a mass leader, and the high regard in which he was held by millions of Indians. There is no mention that the Khilafat movement was also a mass movement.
· The period 1930-1947 in the Freedom Struggle is rushed through, without any explanation. There is an overemphasis on constitutional developments to the exclusion of popular participation in the 1930s and 1940s.
· The treatment of 1942 is practically non-existent (compare with the old book, pp. 254-56). The significance of the 1937 Provincial Assembly elections, and the first experiments in running a popular government are completely ignored (see the 'old' book, pp. 247-48).
5.4 Class IX: 'Contemporary India' by Hari Om
The history component of the book covers world events from the 15th century to the end of the 20th century and India from 1857 to 1947. There are many problems in this book. It does not adequately cover important events such as the Russian Revolution and the two world wars. The book is full of names and facts. Many of the facts are reeled off without indicating the context and without connecting them with statements made before or after. The language of the book is unrefined and awkward. The illustrations are poorly selected and shoddily produced, and only the first chapter has maps. There is a lack of balance in the treatment of almost all events and in the assessment of the role and contribution of various social groups.
· There are a number of factual errors. For example, the section on pre-1857 popular revolts mentions Curzon as an administrator. Curzon actually came to India in 1899. Subramania Bharati (spelt as Bharti) is mentioned as a revolutionary who spread his activities in England. This is incorrect as he was a revolutionary poet who lived, wrote, and died in Tamil Nadu.
· There are several glaring omissions. For instance, there is no reference to the historic Karachi session of the Indian National Congress (1931), the role of Hindu communal groups, or the contribution of Sir Sayyid Ahmed Khan as a reformer and educationist. Most of the social reformers are treated casually or omitted
· There is a lack of conceptual clarity. For instance, there is confusion (p. 14) between import duty and excise duty. The concepts of 'swaraj', 'poorna swaraj', 'dominion status' or even nationalism are not clearly explained.
· The whole tenor of the book betrays an ideological slant. There is no explanation of the concept of socialism. The non-participation of the Communist Party during the 1942 Movement is highlighted, ignoring the non-participation of the Hindu Mahasabha.
The teacher could refer to the 'old' Class VIII textbook or the 'old' Class XII book for clarification, more information and for a more balanced approach on these themes.
5.5 Class X: 'Contemporary India' by B.M. Pandey, J.P.Singh, Sanjay Dubey, Neerja Rashmi and M.V. Srinivasan
Unit I covers the 'heritage' of India in 4 chapters. This is the only History the students have to learn in class X. The chapters are crammed with information and names. There are lists of rivers, hill ranges, musical modes, typical trees, names of monuments, birds, musical instruments, dance forms, festivals etc.
· There is no historical background to give a context to any of these things. The child is, therefore, forced to learn a number of names by rote.
· Even the discussion of the archaeological heritage is not developed chronologically. Prehistoric sites come at the end of the chapter.
· A classification of temples is given without mentioning the features of different styles.
· There is an over-emphasis on religious structures.
· A large number of books and writers are given under "living heritage" without saying anything about their works. There is not a single excerpt from any text.
· On p. 28 the dance forms of different regions are simply listed without discussing how they originated, and how they differ from each other.
Since this is a Board Examination year, it is left to the teachers to use their skills and resources to teach these topics as interestingly as they can. The 'old' class X book, though very long, does give some perspective on heritage. A teacher may find it useful.
5.6 Class XI: 'Ancient India' by Makkhan Lal
There are certain topics in ancient Indian history on which scholars have completely different points of view. In some cases, this is because the evidence has not been analyzed properly or in an impartial way. In other cases, the difference of opinion is because the evidence can be interpreted in different ways and does not at present allow any definite conclusions. The teacher can explain to students that these are matters of debate, without necessarily taking sides or requiring the students to do so. A few examples of the factual inaccuracies, imbalances, and the use of inaccurate, mystifying, and misleading language in the Class XI book are given below:
· Use of incorrect and therefore confusing language: e.g., on p. 7, it is stated that "Al-Beruni also possess a well defined religious and hermeneutics awareness." On the same page: "…Indian history became the victim of political and religious problems of Europe." On p. 10: "Thus the fate of Indian history now got intertwined with the safety and pleasure of Christianity." On p. 97: "Emergence of jati was very unusual but perhaps not impossible in that age."
· The book is marked by an over-glorification of certain aspects of the Indian past, especially those connected with the Vedic tradition and Hinduism. The Vedic people are given credit for various scientific discoveries actually made in much later times (p. 100).
· Issues of debate/controversy/interpretation are presented as statements of fact. For example the statement on p. 32 that rainfall levels were higher in Harappan times. The same problem arises in the discussion of Harappan religion (p. 76) and the issue of the relationship between the Harappan and the Vedic cultures (pp. 89-90, 92).
· There are many inaccuracies, for example, the statement (p. 21) that civilization in India goes back to about 5000 B.C. On p. 229, there is a statement that the bhakti movement led by the Nayanars and the Alvars "renewed emphasis on the Vedas and Vedic worship…"
· The brahmanical Sanskrit sources of history are discussed in detail, while others are given very brief treatment.
· The discussion of Indian philosophical schools (Chapter 11) is much too detailed. For a shorter, but adequate discussion, see Chapter 25 of the old book.
· The discussion of the period from the 6th century B.C. to the rise of the Nandas only consists of dynastic history and leaves out the important social and economic processes that were going on.
· There is inadequate coverage of South India.
· The discussion of the Sangam age in Chapter 16 focuses on dynastic history and little else.
· Many technical terms are not explained. For example, p. 66 refers to the different phases of the Harappan civilization, but does not explain what these were.
· There are a number of completely unnecessary quotations (e.g. p. 10, 14, 92, etc.)
· In Chapter 22 (on society and culture in the post-Harsha period), there is no discussion of the kinds of social and economic changes that were going on in these centuries.
5.7 Class XI: Medieval India by Meenakshi Jain
There is an over-emphasis on dynastic history to the relative exclusion of socio-cultural and economic factors. Several terms and concepts are not explained properly. As a result the conclusions drawn are partial and often erroneous.
· Chapter 3: "The world of Islam" is followed by "the Indian Kingdoms"- both, practically dealing with the same period i.e. around 1200. This separation shows a desire to highlight religious distinction to the exclusion of political conflict and interaction.
· On p. 115 the definition of "three distinct stages of evolution of Islamic architecture in India" is totally incorrect and misleading. (Chapter 11 of the 'old' book may be consulted).
· It is said on p. 127 that, "In the Indian context, Sufis meticulously resolved their differences with the ulema and emphasized the need to follow the Sharia". This is erroneous for several reasons. It views ulema and Sufis as two opposing groups. This is not necessarily true as many Sufis were fine scholars (ulema). And in several well documented instances there were clear disagreements between the ulema and the Sufis.
· In very many places historical issues have been inadequately treated. For example, the emergence of new political groups like the Rajputs have been explained with reference to their mythology only (p. 14). For a better-informed view see 'old' book pp. 28-29.
· On p. 199 three categories of zamindars have been enumerated without any explanation about their relevance. Several other terms like 'al-Hind' (p.25), 'Afghan egalitarian traditions' (p. 136), the invoking of 'Sanskritic' monarchical traditions by Hemu (p. 139) have also not been explained.
· The evolution of sulh-i-kul as the Mughal state ideology is inadequate. See 'old' book, pp.168-171.
· The political and economic significance of the 'tripartite struggle for Kanauj' is not explained. See 'old' book p.8.
· The Mongol problems faced by the various Delhi Sultans is not highlighted. This makes it difficult to understand Alauddin's measures and the projects taken up by Mohammed bin Tughlaq.
· Page 77 of the book (on Market Regulations) states: "Since the Sultan wanted to maintain a large army on relatively modest pay, he had to ensure that essential commodities were available at low prices". How do we explain why the Sultan wanted a large army? Page 63 of the 'old' book clarifies this.
· The demarcation between two distinct phases – the 'early medieval' and the 'medieval' – is portrayed largely as a rigid distinction between the less harsh "Hindu rulers" of the earlier period (beginning A.D. 647) and the oppressive "Muslim rulers" of the Delhi Sultanate (beginning A.D. 1206). On p. 75 we are told that the rate of taxation in the earlier period was usually one-sixth of the produce and appears to be far less than the exactions under the Delhi Sultans. This is incorrect. Some of the rulers before the coming of the Turks claimed a higher share of the produce. On p. 54 the book itself refers to the Cholas and says that "The state share appears to have been pegged at one third of the produce".
· There is practically no positive religious and cultural interaction shown between the categories defined as "Muslims" and "Hindus". Consequently, the assimilative aspects of medieval Indian culture – art forms, literature, Sufi-Bhakti interaction – are totally missing. The cultural aspects of the Mughal Empire are also not treated adequately. See chapters 8, 11 and 17 of the 'Old' book.
5.8 Class X1I: 'Modern India' by Satish Chandra Mittal
The book is a mere collection of biographies of different people. It is full of spelling mistakes, factual errors and ambiguous sentences. Sweeping statements are made without substantiating them, and by merely quoting a few writers now and then. The Chapter on the Revolt of 1857 alone has about 150 names!
· There is discrepancy in the details given about the Chapekar Brothers on p. 168 and 184. The detail on p. 168 is wrong
· Page 247: The INA trial of three officers- the book says they were acquitted, which is
· Page 66: The Charter Acts of 1813 and 1833 have not been dealt with clearly
· The discussion on the economic impact of the British rule is very sketchy.
· Chapter 7 (p. 136-141) on social and cultural awakening in 19th century India
focuses exclusively on Hindu revival movements, without even cursory references to
Islamic modernism, Parsee reawakening or other social movements, such as, among
the tribals.
· Page 171: The used of the term 'nationalist' for the Radicals/Extremists seems to underestimate the moderates as nationalists or their nationalist feelings.
· On pg 69-70 there is no clarity about the minimum and maximum age fixed for the ICS examination.
· Irrelevant details about a telegram on p. 180 about the Partition of Bengal are given while ignoring the significance of the Swadeshi and Boycott movement.
· On chapters 6 and 7 many things are attributed to the Christian missionaries. For example, "The principal aim of the Brahmo Samaj was to eradicate the evils from the Hindu society to check the growing influence of Christianity…"
· Page 207: In the discussion of Gandhi's Hind Swaraj the statement that "the need for support of religion-based civilization as prevailing in ancient times" gives the impression that it was the Vedic religion that he wanted to bring back. It does not talk about the evolution of his thoughts over time.
· On p. 228 the Nehru Report is discussed at length but there is no mention later of the Karachi session where the resolution on Fundamental Rights and Economic Policy was passed.
· The role of socialists and the socialist movements in relation to the national movement has been overlooked.
· Nationalist stirrings and political activities in the princely States have been overlooked.
5.9 Class XII: 'Contemporary World History' by Mohammed Anwar ul Haq, Himanshu S. Patnaik and Pratyusa K. Mandal
The text abounds in inaccuracies, distortions and all manner of inconsistencies. For a clear understanding of what contemporary world history is about, it may be useful to study the introductory chapter in the 'old' text rather than the confused and confusing chapter 1 in the 'new book.' Chapter 2 is not there in the syllabus and may therefore be omitted.
Some problems in the book are highlighted below:
· According to the book, the Anti-Comintern Pact was signed 'to exploit the universal hatred for communism' (p.98) and it was 'clear to all' that communism was the biggest threat perception to the Western world. (p.99). These are political judgements that cannot be substantiated.
· The Soviet Union is held exclusively responsible for the failure to have an alliance with Britain and France (p. 100). Further, the secret clauses of the Soviet-German Non-Aggression Pact are stated to have provided for Ukraine and Byelorussia to be given to USSR (p. 100-01). This is wrong because Ukraine and Byelorussia were founder member countries of the USSR.
· There is no reference to the Chinese Revolution of 1911.
· Chapter 7 on World War II is confusing. It first describes the course of the war and its end. It is only subsequently that the child is told about the reasons for the US entering the war. This is followed by a section on the causes of the War which is stated to have been made 'inevitable' by Stalin. This is incorrect. Chapter 4 of the 'old' text may be consulted.
· The book states (chapter 8) that the Fourth Republic in France was established in 1944. This is incorrect – it was in 1946. In the same chapter Salazar's dictatorship is stated to have been overthrown in 1974, even though Salazar died in 1970.
· The national liberation struggles discussed in chapter 9, especially in West Asia, have been dealt with from a pro-US perspective. There is no reference to the US support to Israel's policies. The book was published in May 2003 and, therefore, has devoted a lot of space to 'Operation Iraq Freedom'. According to the book 'The ordinary Iraqis welcomed the US troops as liberators…'. This is a biased view.
· Chapter 10 deals with 'The Cold War Years', again basically from the Cold War perspective of the West. Much of it is ill-informed. For example, according to the book, the Berlin Blockade of 1948 meant the sealing by the Soviets of 'all roads, rails and canal links between West and East Berlin' because of which 'western aid could not reach the trapped people in East Berlin' who were 'on the brink of starvation'. These statements are incorrect. The old book may be consulted.
6.0 Future Challenges: Towards Child-friendly Textbooks
The discipline of History has a critical role to play in the school curriculum. It can equip children to understand diversities in terms of environments, cultures, languages, religions, gender and social practices. It can develop skills in understanding social relations, institutions and processes of social change. Moreover, it can stimulate children to understand how people have grappled with different ideas at different times, and how even the scientific theories that are accepted as valid knowledge today have been questioned and examined over time. But unfortunately a subject that could help children analyse people, events and ideas, to discriminate and judge for themselves, does not attract the interest of most students. Being part of Social Studies which is a compulsory subject till Class X, children have to go through the motions of 'doing' history. There are many factors responsible for this. These include the overburdened and linear nature of the course, textbooks which are usually not child-friendly, and the little scope these leave for the subject to be taught in an interesting and engrossing manner in the classroom. Unfortunately public debates on textbooks tend to overlook these factors while taking notice only of the ideological slants and tilts and factual inaccuracies.
It is true that history is politically contentious and there have been debates in several countries about how to represent historical events and individuals in school textbooks, whether it is about racism and the policy of Apartheid in South Africa, war crimes committed by the Japanese army or the role of Hitler and Nazism in Germany. However, in most countries history teaching is not assumed to be doling out mere 'facts' to children, taken as passive recipients, but is meant to actively engage them in critical analysis and knowledge construction. They are trained to understand the methodology of how historians construct history, and also to reflect on different perspectives offered by various sources. In our own context there is an urgent need for a pedagogy that helps raise questions and prevents indoctrination, and textbooks that stimulate and excite children.
A large majority of our children are denied the luxury of formal studies after Class 8; it is our responsibility to make history a pleasant memory for them, not an inexplicable jumble of facts and dates painfully memorised. Children love stories of 'real' people and places, and narratives of emotion, action and change; they relish the suspense of investigation, the joy of exploration, and the drama of dilemmas. History offers us a rich canvas of possibilities, to creatively engage their inquisitive and imaginative minds. Why not present it in a way they can truly enjoy? Children love visuals and cartoons (and so do we!), but our textbooks are devoid of illustrations and humour that can tease or tickle their imagination. Why are our children not trained to 'see' monuments, appreciate architecture, analyse paintings, feel the textures of terracotta, wonder at how textiles are designed or how musical instruments are crafted?
7.0 How Do Children Understand and Relate to History?
One crucial aspect that has often been ignored in the ongoing debates on history textbooks is that of how children construct their understanding of historical ideas and facts. People often say that school history should offer 'nothing but facts', without realizing that 'facts' acquire a meaning for children only when they can place them in a perspective. Isolated 'facts' cannot be 'understood' when the child cannot link them to her own mental map of concepts. Whether we say 'the earth is rotating on its axis' or 'cave paintings about hunting were made by pre-historic humans' the child has to make sense of these 'facts' by relating these to what she understands. Each of these 'statements of fact' involves a canvas of several concepts, some of them even too abstract for the mind to grasp before she may be, say, 14-15 years old.
For instance, it is now well researched across the world that most children younger than 15 years find it difficult to think of 'this earth', referring to the ground beneath their feet, as something like a sphere, rotating at an unimaginable speed on some imaginary axis! Even when they are old enough to imagine that we are standing on a huge rotating sphere, they continue to wonder why we do not feel anything – 'no dizziness, no gushing winds'! The human mind needs to develop a whole perspective to deal with such mind-boggling abstraction before it can understand that 'fact'. Early astronomers too struggled similarly to understand this. And yet, this fact is usually 'told' in school, to children as young as 8-9 years old, sometimes with models of balls and rotating tops, without realising the conceptual problem they face in comprehending it.
For a sense of history a child must develop a concept about time and things in the past. For this she must know how we know what we know about the past. To convey this, several 'real' examples of sources such as archaeological artifacts, maps, original documents, newspapers, photographs, biographies, diaries and books can be used to very good effect.
Teachers need guidance from textbooks, to be able to consciously address how children think about certain concepts that are routinely used in the discipline. For instance, recently in a government aided school, a teacher asked the children (from relatively poor and disadvantaged families) what they understood by the term "anusoochit jaati" (scheduled caste) that often appeared in their social studies textbook. A few vocal ones spoke, and said it referred to persons 'with small teeth' or 'dirty clothes' whom their mothers did not allow in the kitchen because they would steal their utensils! These alarmingly incorrect ideas reflected how children internalised strong upper caste biases. There were children in the class who were from Scheduled Caste families, but who did not speak. Textbooks normally deal with issues such as caste discrimination, 'untouchability' or dowry very briefly and mechanically, calling them 'social evils'. The challenge both for textbook writers and teachers is how to sensitively and effectively address such issues.
How do children interpret historical processes mentioned in textbooks and relate them to their own experiences? How does formal school knowledge relate to the 'common sense' children imbibe from their peer group and family, or from popular narratives of the past and present? These are issues that must be addressed seriously and imaginatively.
Textbooks must help children to build concrete and living images of the concepts being discussed. This can be done through imaginative accounts with human characters, through case studies, role play and by drawing analogies from the lived experience of the child. The textbook and the teacher cannot hurriedly offer conclusions, but must allow children to think, to relate with their experiences and debate with each other to arrive at a reasoned opinion. This had been strongly emphasized by the Yashpal Committee Report.
8.0 The Yashpal Committee Report 'Learning Without Burden'
In section 1.0 we had mentioned that the NCERT has decided to review the National Curriculum Framework and has been advised to keep in mind the Yashpal Committee Report. Following the National Policy on Education 1986, the Government had set up an Advisory Committee (chaired by Professor Yashpal) in 1992 that gave a detailed report on the status of school curricula and textbooks. We quote below some salient observations from the Report, "Learning Without Burden" (MHRD, 1993), on how learning can be made more meaningful and textbooks more child-centred:
8.1 Preamble
"Our Committee was concerned with one major flaw of our system of education. This flaw can be identified briefly by saying that "a lot is taught, but little is understood"….Right from early childhood, many children, especially those belonging to the middle classes, are made to slog through home work, tuitions, and coaching classes of different kinds. The child's innate nature and capacities have no opportunity to find expression in a daily routine which permits no time to play, to enjoy simple pleasures, and to explore the world (p. 4).
8.2 Textbook as the 'Truth'
The pervasive effects of the examination system can be seen in the style and content of the textbooks… Barring exceptions, our textbooks appear to have been written primarily to convey information or 'facts', rather than to make children think and explore (p. 7). Textbooks and guidebooks form a tight nexus. In some parts of the country children are compelled to buy the guidebook (or 'key') along with the textbook. The economic and business aspects of this pairing apart, the academic function of the textbook has become dubious indeed. It is not perceived as one of the resources for learning about a subject but as the only authoritative resource. Teachers see it as a body of 'truths' which children must learn by heart. This perception and urge to 'cover' the chapters of the prescribed textbook turn all knowledge into a load to be borne by the child's memory. The distance between the child's everyday life and the content of the textbook further accentuates the transformation of knowledge into a load (p. 8).
8.3 Structure of Syllabus
The absence of the child's point of view is also reflected in the organization of syllabi in different subjects. We received a large number of complaints from parents as well as teachers that the content of syllabi lacks an overall organization or coherence (p.11).
History is the most clear case in point. Although it forms one part of the subject called social sciences, it offers a prime example of curriculum load. Despite many changes that have come about in the style of history texts the history syllabus continues to be a frustrating and meaningless experience for children. The aim of teaching history is defeated because children are not enabled to relate to their own heritage. Traditionally, it requires children to form an overall picture of the 'whole' of India's known history, from ancient to modern times during the three years from Classes VI to VIII. Since the texts for these classes are required to cover such a vast span, the density of these texts becomes extremely high which means that historical time is greatly compressed, i.e. a few sentences are deemed to 'cover' several decades. The synoptic style forces the child into 'accepting' whatever is narrated. There aren't enough details that a child could use to work out some kind of argument or interpretation, but the sheer volume of text (which is supposed to 'cover' 'all' of India's history in three years) forces the child and the teacher to 'take in' as much as text as possible without 'wasting' time in studying or constructing an argument… Apparently, the syllabus makers believe that compression of information in terms of page-space does not affect the readability, let alone comprehensibility, of a text (p. 12).
8.4 Knowledge versus Information
'Understanding' is often confused with 'acquisition of facts'. Such confusion leads to the neglect of 'understanding' as an aim of education. It would be correct to say that this neglect of understanding has gone so far and deep in our education system that a child can pass almost any examination without any understanding of phenomena he or she has been told about in books or in the classroom. To a great extent, this paradoxical situating can be attributed to the excessive emphasis placed in our syllabi and textbooks on information or 'names' of things…Despite all kinds of claims that examinations have been reformed, they continue to focus on testing the possession of 'correct' information (i.e. names of things, definitions, examples, etc.). Recall type questions outnumber the questions that test the child's capacity to speculate, evaluate or judge, and to apply an idea in an unfamiliar context. Board examinations, taken at the end of Class X and XII, have remained rigid, bureaucratic and essentially uneducative (as the child never sees why he or she was marked in a certain way)… (p. 17).
8.5 Isolation of Experts from Classroom Realities
The new topics and information put into the syllabus and textbooks at the time of each successive revision are usually added at the behest of experts of different subjects. These experts are university-level teachers, sometimes including individuals of high stature in the research world. Their involvement in the writing or revision of the textbook is indeed appreciable but they have little exposure to children in classroom situations. The limitation of the experts extends to their possible ignorance of children and of the processes that children use for learning new ideas. Textbooks simply do not reflect the versatile search of the ordinary child for clues to make sense of natural or social phenomena. Typically, school texts proceed in a linear fashion, adding bits of information in, and concepts as the go along. ..Very seldom is an effort made to construct knowledge-patterns in non-linear ways (p. 18).
8.6 Convention of 'Teaching the Text'
Lack of adequate opportunities for teachers to participate in the processes of syllabus and textbook preparation is a major factor indirectly responsible for the problem of unrealistic syllabi and curriculum load….Boredom is the inevitable outcome when a tersely written textbook is taught in a rigid, mechanical manner. Poor grasp among teachers of their role as translators of the curriculum into classroom activity is a widely prevalent characteristic of our system. We feel that strategies to improve textbook writing and production must work parallel to strategies for improvement in teacher training and for creating an ethos in which teachers would feel motivated to take an academic interest in their work. The perception that a teacher can do little in the classroom that is different from what the textbook says is part of a historical legacy. This legacy must be transcended and the self perception rooted in it must be changed, Teacher training institutions and the mass media, both can assist in making this change possible (p. 20).
8.7 Recommendations
The public examinations taken at the end of Class X and XII be reviewed with a view to replacement of the prevailing text-based and 'quiz-type' questioning by concept based questioning. This single reform is sufficient to improve the quality of learning and save the children from the tyranny of rote memorisation.
The culture of writing textbooks be changed so as to involve a large number of (school) teachers. Scientists and experts in various disciplines may be associated as consultants and not as writers of the books. Initiative in this regard should rest with groups of enlightened and innovative teachers who should be provided training in textbook writing (p. 25).
Besides imparting knowledge of history and geography, the social sciences curriculum for Classes VI-VIII and IX-X should … enable the students to analyse, understand and reflect on the problems and priorities of socio-economic development (p. 28)".
9.0 Conclusion
This advisory is not exhaustive. It attempts to indicate some of the problems with the present textbooks with suggestions for dealing with them. The teacher may use his or her innovative skills, experience and available resources to tackle the immediate problems at the classroom level. Ultimately the teacher is the best judge. It is the teacher who can kindle interest and also create curiosity in children's minds to critically seek new knowledge and examine what they already know. The teacher needs to be supported in this process, by the best educators and academics, and the NCERT will endeavour to provide such a participatory platform. The challenge of reviewing curricula and moving towards more child friendly textbooks will also be taken up this year and conducted in an academically sound and participatory manner.


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text: Abrahamic / Middle Eastern Christianity Bible Verses About Freedom Share Flipboard Email Print Ivan Bliznetsov/Getty Images Christianity The Bible Christianity Origins The New Testament The Old Testament Practical Tools for Christians Christian Life For Teens Christian Prayers Weddings Inspirational Bible Devotions Denominations of Christianity Funerals and Memorial Services Christian Holidays Christian Entertainment Key Terms in Christianity Catholicism Latter Day Saints View More By Mary Fairchild Christianity Expert General Biblical Studies, Interdenominational Christian Training Center Mary Fairchild is a full-time Christian minister, writer, and editor of two Christian anthologies, including "Stories of Cavalry." our editorial process Facebook Facebook Twitter Twitter Mary Fairchild Updated January 27, 2019 Enjoy this selection of uplifting Bible verses about freedom for Independence Day. These passages will encourage your spiritual celebrations on the July 4th holiday. Psalm 118:5-6 Out of my distress I called on the Lord; the Lord answered me and set me free. The Lord is on my side; I will not fear. What can man do to me? (ESV) Psalm 119:30-32 I have chosen the way of truth; I have set my heart on your laws. I hold fast to your statutes, O LORD; do not let me be put to shame. I run in the path of your commands, for you have set my heart free. (NIV) Psalm 119:43-47 Do not snatch the word of truth from my mouth, for I have put my hope in your laws. I will always obey your law, for ever and ever. I will walk about in freedom, for I have sought out your precepts. I will speak of your statutes before kings and will not be put to shame, for I delight in your commands because I love them.(NIV) Isaiah 61:1 The Spirit of the Sovereign Lord is upon me, for the Lord has anointed me to bring good news to the poor. He has sent me to comfort the brokenhearted and to proclaim that captives will be released and prisoners will be freed. (NLT) Luke 4:18-19 The Spirit of the Lord is on me because he has anointed me to preach good news to the poor. He has sent me to proclaim freedom for the prisoners and recovery of sight for the blind, to release the oppressed, to proclaim the year of the Lord's favor. (NIV) John 8:31-32 Jesus said to the people who believed in him, "You are truly my disciples if you remain faithful to my teachings. And you will know the truth, and the truth will set you free." (NLT) John 8:34-36 Jesus replied, "I tell you the truth, everyone who sins is a slave of sin. A slave is not a permanent member of the family, but a son is part of the family forever. So if the Son sets you free, you are truly free." (NLT) Acts 13:38-39 Let it be known to you therefore, brothers, that through this man forgiveness of sins is proclaimed to you, and by him everyone who believes is freed from everything from which you could not be freed by the law of Moses. (ESV) 2 Corinthians 3:17 Now the Lord is the Spirit, and where the Spirit of the Lord is, there is freedom. (NIV) Galatians 5:1 It is for freedom that Christ has set us free. Stand firm, then, and do not let yourselves be burdened again by a yoke of slavery. (NIV) Galatians 5:13-14 For you have been called to live in freedom, my brothers and sisters. But don't use your freedom to satisfy your sinful nature. Instead, use your freedom to serve one another in love. For the whole law can be summed up in this one command: "Love your neighbor as yourself." (NLT) Ephesians 3:12 In him [Christ] and through faith in him, we may approach God with freedom and confidence. (NIV) 1 Peter 2:16 Live as people who are free, not using your freedom as a cover-up for evil, but living as servants of God. (ESV)


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My portraits reflect a similar style to my weddings: a relaxed, calming and friendly approach. My style of portrait photography is an extension of my personality. It is really important that people feel comfortable with me.
I love getting close or if needed, I stand well out of the way and let the setting dictate the shot. The key element to any portrait session is to have fun! I don't photograph in studios anymore. Getting out in the natural world offers a huge opportunity to be more creative and fun.
My customers include:
- Families
- Couples and baby portraits
- Maternity shoots
- Corporate headshots
- Profile images for social or business networking sites
Heading outdoors really does offer a range of fantastic locations such as:
I use light that is most suitable for the setting. This could be natural light outside on location or flashlights set-up in your home, whatever makes you feel most comfortable and relaxed.
- Bluebells in the Wenault.
- Cornfields in the Vale of Glamorgan.
- Meadows and mountains in the Brecon Beacons.
- Sand Dunes at Merthyr Mawr on the Heritage Coast.
- Southerndown, Ogmore Vale.
- Llandaff Fields, Pontcanna.
- Bute Park, Cardiff.
Go outside and have real fun shooting family portraits that will make you smile for years to come.
The portrait photography booking fee for 2019 will be £69 at any location (in South and Mid Wales) of your choosing. Included with your booking will will be a complimentary 7×5 photo of your choice, chosen from the photographs we make.
Each shoot will be hosted online and available in a password protected client gallery.
Prints are available at very competitive rates. If you order two or more prints of the same size then take advantage of the lower price per image (They can be different images)
- 5×7 £15 each, if ordering 2+ each print is £13
- 10×8 £20 each, if ordering 2+ each print is £17
- 12X12 £28 each, if ordering 2+ each print is £25
- 16×12 £40, if ordering 2+ each print is £35
- 20×16 £60, if ordering 2+ each print is £52
Please get in touch if you would prefer a size that isn't shown. I can help with any request.
I also offer high-resolution photographs on a bespoke USB, beautiful portrait albums, and new products including acrylic.
All photographs can be framed and made available as a canvas. We offer wall mounted acrylics (see image above) I am entirely flexible offering a number of bespoke customer orders.
Please get in touch and get your portrait shoot booked today.


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