Table 2.

Meaning and examples of the categorization of the cognitive level demanded of students in the textbook activities.

Cognitive level	Meaning	Example
1	Locating and repeating information in academic texts and primary or secondary written sources. They activate declarative knowledge that is literal or text based. The only skills required are reading, description, locating, repeating, reproducing, and/or memorizing.	Which foreign countries supported the rebels in the Spanish Civil War?
2	Those that require understanding the information included in the resource (academic text, source, map, chronological axis, image, etc.): summarizing it, paraphrasing it, or schematizing it; locating the main idea of the resource, summarizing the information offered in it and/or schematizing it; defining concepts, relating, establishing similarities, or differences between them; searching for and summarizing new information in other sources; and finally creating simple resources.	How was nineteenth century different from the stratified society?
3	Those that require students to analyze, apply, and evaluate information from different resources or those that involve the creation of new information. They start from the previous level and derive from solving inferential questions and the application of procedural contents as strategies. Exercises of historical empathy, simulations or case studies; the writing of simulated biographies applying the declarative contents learned; and the critical or heuristic evaluation of information provided by the sources.	How do you think your life would be different if there were no democracy in Spain today? Think and explain.

Source: Own, based on the cognitive level categories established by Sáiz (2013).