Textbooks may indicate the quantity and quality of subject content in a secondary school curriculum. They tend to conform to state departments of education and large local school districts' curriculum guides and to be the dominant instructional medium in high school courses. Examinations of widely-used textbooks may indicate the strengths and weaknesses in these high school classes. This ERIC Digest investigates government textbooks in terms of (1) distinctive characteristics; (2) major weaknesses; (3) criticisms of textbook treatments of the U.S. Constitution; and (4) recommendations for textbook improvements. Publishers produce government textbooks that conform to national curriculum patterns, that are similar in content, style, and format, that are designed for passive learning, and that tend to be visually appealing. Major weaknesses include: (1) superficial and simplistic coverage of material; (2) abstract or lifeless treatment of ideas and events; (3) idealistic and unrealistic presentations of society; (4) fragmentation of subject matter; (5) avoidance of controversial topics; and (6) emphasis on low-level cognition. Recommendations for improving these textbooks include the need to: (1) emphasize the concepts and values of U.S. constitutional democracy; (2) highlight critical issues of constitutional democracy; (3) utilize case studies; and (4) develop critical thinking and decision-making skills. Ten references and ERIC resources are included. (JHP)