This thesis takes on the analysis of questions in textbooks made after the History curriculum, approved in March of 2019. The goal of the analysis is to, based on the revised Bloom taxonomy, see whether the presented questions encourage development of higher categories of knowledge and dimensions of cognitive processes, or whether the only thing expected from pupils is still only to define or blindly retain a greater amount of information. Included in the analysis are textbooks for 5th and 9th grade (the latter used in gymnasiums), first used in the school year of 2019/2020. Six textbooks in total have been analyzed – three for 5th grade and three for 9th grade. The questions were taken from each textbook from the same units – those that pertain to history of ancient Rome. Data taken from 5th grade textbooks has been analyzed and shown first, followed by data from 9th grade textbooks. The conducted analysis has shown that the given questions can mostly still be categorized into only two most basic categories of the taxonomy chart – A1 and A2. Also found were questions that encourage the development of higher categories of knowledge and dimensions of cognitive processes, but only in small quantity. The data gained through this analysis have been compared to data from earlier completed analyses of earlier editions of 5th and 9th grade textbooks. The comparison has shown that there are still some minor improvements in the quality of questions presented. In fact, in textbooks that were made after the new curriculum, there is a larger number of questions and assignments that can be put in higher categories of knowledge and cognitive processes than was the case with earlier editions of same textbooks. However, there is still room for improvement, along with the possibility that forthcoming editions of textbooks made after the History curriculum will give better results and show a bigger step forward in the quality of presented questions.