This document addresses the questions of what teachers have achieved during the U. S. Constitution Bicentennial celebration in the areas of curriculum development and instruction and whether or not the celebration has been accompanied by educational renewal and improvement in secondary schools. Persistent problems in teaching and learning about U.S. constitutional history include confused curriculum priorities, inadequate treatment in some textbooks, and serious deficiencies in students' knowledge. Promising teaching practices and methods include the development of new resources, such as: (1) educational television programs; (2) history lessons that might supplement shallow and bland textbooks; (3) study units on specific historical periods or themes; and (4) classroom forums for detailed study of historical issues. Recommendations, useful in sustaining the Bicentennial's achievements, include the need to: (1) assign high priority to goals and content selection criteria concerning the historical role of the U.S. Constitution; (2) expand coverage of the U.S. Constitution in standard secondary school textbooks; (3) provide students with opportunities for in-depth studies of major events, issues, and themes; (4) use lessons that require interpretation, analysis, and synthesis of primary sources; (5) emphasize ideas in constitutional history; (6) stress the paradoxes of U.S. constitutional government; (7) connect the U.S. Constitution to contemporary citizenship concerns; and (8) use comparative and global perspectives. (JHP)