The purpose of this research is to investigate how social science textbooks, used in high schools, complies with government documents and curriculums, focusing on the topic of source criticism. Additionally, the research aims to find to what extent textbooks provide students with opportunities to learn how to respond critically to information they come across. The research questions that this study aims to answer are: (1) How do the textbooks comply with the requirements in the government documents? (2) How do the textbooks comply with the theories of source criticism and social science didactics? (3) In relation to related research and theories, what weaknesses can be identified in the textbooks and how can teachers handle these? To answer the research question, a qualitative ethnographic content analysis is used, and the result is analysed through two theories, source criticism and social science didactics. The results show that all textbooks are compliant with the government documents, however, two out of the four researched textbooks did not live up to the requirements identified in the source criticism theory. Looking at the social science didactics theory, none of the researched textbooks met all the requirements in that theory. Lastly, weaknesses were identified in all textbooks. To address this, teachers have the opportunity to complement the textbooks and structure their teaching to meet the theory requirements.