This paper analyses the tasks allotted to students, featuring two thematic units in the 6 th grade Geography textbook published in 2018 by the Didactic and Pedagogic Publishing House Ltd., Bucharest and used in the schools in Romania during the 2018-2019 school year. After a brief analysis of the textbook and its lesson structure, we studied the tasks on Regional Geography in the following thematic units: "Europegeographic identity" and "Europe in the contemporary world". These tasks are associated with some visual materials (e.g. illustrations, books, charts, sketchy drawings and the like), with some texts and web sources. The studied assignments are included in the lesson sections Discover and Apply. Most of the tasks demand recognition and identification of some geographic aspects. Less importance have the tasks that require the systematization of information based on some criteria. To improve thorough information processing, it is advisable to include certain activities of identifying geographic relationships of hierarchy, comparison, explanation and ordering of data, synthesizing it in texts, problem solving and problem-situations.

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The introduction conveys some data on learning in India and on designing Geography textbooks in this country. The present paper is reliant on four Geography textbooks, ranging from the 9th to the 12th grade. As regards each textbook, the study considers their learning units, then analyses their structure, the unitary way of designing them, the components of the panels of authors, the texts, illustrative materials, drills, learning activities, language, the wealth of Geography lexis, and the glossary.

This qualitative study presents the opinions of two geography teachers who use graphic organizers in their activity with secondary school students and geography students who train to become geography teachers. These were collected through a postmodern interview. The initiative searched the answers to several questions: the information sources about the graphic organizers and the learning methods for their implementation; the most used graphic organizers and the motivation for their use; the way students are trained to elaborate graphic organizers; the context of the graphic organizers (the type of interaction, the location), indications and rules given to the students, the achieving ways, their importance for the development of the geographic thinking. Both interviewed teachers formed the foundation of their competence to elaborate graphic organizers during training programs held by American and Romanian trainers, not by studying books. In relation to making of the graphic organizers by the pupils and students, certain similarities are observed.