This thesis studies how two teaching materials, one digital and one physical, insocial studiesin upper secondary school describe parliamentary and extra parliamentary politicalparticipation and how these are connected with democratic values. The purpose is to investigatewhether the textbooks in any way describe the different preced ents of political participation indifferent ways and whether there is a difference between the teaching aids. Another purpose isto see how the teaching aids describe and explain extra parliamentary phenomena such as civildisobedience and activism and wh ether they are more positive about a certain form of politicalparticipation.With the support of previous research and through and categorization of both words andpositive, negative or neutral formulations, a qualitative content analysis has been carried outon the teaching materials Utkik and NE . The results show that the teaching aids greatlyencourage parliamentary political participation and, through early formulations andpresentations, strengthen its place as crucial to the democratic process . Further results showthat the teaching materials describe extra parliamentary political participation to a lesser extentand sometimes even problematizing. I have analyzed it and also noted that there is a skill inhow the two teaching aids describe only extra parliamentary participation where NE has a morenuanced, updated and more inclusive description of activism and civil disobedience.In summary, the thesis' conclusion is that both teaching aids present a relatively traditional andunproblematic pi cture of parliamentary political participation, which was not the case withextra parliamentary participation as it was problematized to a greater extent and was given lessspace.