The purpose of this study is to examine how the principles of the rule of law are presented in textbooks for the Social Science 1a1 course, with particular focus on changes related to the curriculum reform Gy25. The study is guided by two research questions: How are legal principles and the rule of law in democracy presented in terms of content and values in textbooks for Social Science 1a1? And in what ways does the presentation differ between textbooks published under Gy11 and those adapted for Gy25?Four textbooks were analyzed—two from the Gy11 period and two from Gy25—using qualitative content analysis and a coding scheme based on Niklas Ammert’s (2011) typology of presentation types (descriptive, explanatory, reflective/analytical, and normative). The analysis is interpreted through a functional didactic perspective, drawing on the theories of Selander (2011) and Mattlar (2025), in which the textbook is understood as both a didactic and ideological artifact.The results reveal differences between Gy11 and Gy25 textbooks. Gy11 textbooks are characterized by a predominance of descriptive and explanatory types, where the rule of law is mainly treated as a legal fact. In contrast, Gy25 textbooks more frequently feature reflective and normative elements, providing space for value-based discussion and critical examination of the rule of law’s role in society. This can be interpreted as a shift from an objectivist to a more contextual and norm-critical view of knowledge.The conclusion is that Gy25 textbooks support the school’s democratic mission to a greater extent by facilitating teaching that allows students to reflect on the function, values, and application of the rule of law in a changing societal context. The study highlights the need for continued research on how textbooks are used in practice and how they influence students’ democratic education.Keywords: rule of law, textbook analysis, social science education, Gy11, Gy25, democratic education, didactics, types of presentation, ideological artifact.