The main objective of this study was to assess the adequacy of grade 7 and 8 Social Science (Geography and History) textbooks to promote active learning. Thus, the study addressed the following two basic questions: ( a) to what extent the contents of social science (Geography and History) textbooks in upper primary schools prepared in line with promoting active learning? b) How do teachers assess the adequacy of the contents of Social Science textbooks in line with promoting active learning? To achieve the objectives of the study, document analysis was employed. Twenty Eight upper primary schools were selected purposefully. Social Science textbooks and comprehensively selected social science teachers (n=82) were taken as the source of data. The data collected through document analysis and questionnaire were tallied, coded, analyzed and interpreted by employing both qualitative and quantitative methods such as percentage, frequency tables, mean values and descriptions. The findings of the study reveal that upper primary Social Science textbooks did not adequately incorporate topics which reflect learners' varied interests and reflect real life problem. Findings of the study show that grade 7 and 8 social science textbooks did not adequately incorporate topics/tasks which connect new learning to prior learning. The finding of the study also indicate that the textbooks under the study fail to incorporate activities, tasks and exercises lqdestions that addressed higher order thinking skills through the process of evaluation, synthesis and analysis. Whereas, better treated lower level thinking skills/recall of simple remembering and comprehending tasks. On the basis of these findings, the inadequacy/ poorly treated topics/tasks that include in the features of active learning special attention and consideration should be given during textbook revision.