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Current history textbooks include Christianity in their discussion of U.S. history. A study systematically examined the content of secondary U.S. history textbooks to evaluate the portrayal Christianity. The content of 10 of the nation's most widely used secondary U.S. history textbooks was analyzed. All excerpts dealing with Christianity in contemporary U.S. history were initially examined, and passages were then analyzed in search of recurrent themes. After several readings, emergent themes were identified and categories developed. Pertinent excerpts were then coded into appropriate categories. Findings revealed that 9 out of 10 U.S. history textbooks address Christianity. References made about Christianity usually refer to evangelical Christianity which is often linked with the religious right. Regarding most U.S. history textbooks little effort is made to highlight the importance of the relationship among faith, religion, and historical events. For example, textbooks reduce the faith and beliefs of the religious right to political issues such as positions against abortion, drugs, pornography, gun control, and positions in favor of school prayer, free enterprise, and a strong military. In many textbooks Christianity is given shallow treatment, and described as old-fashioned and extreme. Textbooks fail to provide students with any type of in-depth understanding of the basic beliefs of Christianity and religion is not discussed beyond political activism. Contains 30 references and a list of the textbooks surveyed. (BT)

Current history textbooks include Christianity when discussing U.S. history. A study systematically examined the content of 10 secondary U.S. history textbooks to evaluate how Christianity is portrayed. Selection of the textbooks was based upon information supplied by the Texas Education Agency and the American Textbook Council and represented the textbooks used in most public high schools. References to Christianity in contemporary U.S. history (post World War II) were analyzed and recurrent themes were sought. Findings support Gilbert Sewall's argument that the public perception that religion is absent from U.S. history textbooks is simply outdated. It is clear that textbook authors do address Christianity. Authors, however, make little effort to highlight the importance of the relationships among faith, religion, and historical events. For example, the textbooks examined fail to provide discussions regarding the essential beliefs of "born-again" Christians, or even define the term. The textbooks surveyed used a variety of terms when discussing Christianity and the Religious Right. Authors were also simplistic in their definitions of fundamentalism, failing to adequately define the term. Regarding the portrayal of religion, 9 of the 10 textbooks examined included Christianity in the discussion of contemporary U.S. history. To provide students with a more complex understanding of religion, however, authors need to incorporate within the text the role of religion in individual lives and within society. Contains 5 notes and 28 references. (BT)

This study was undertaken to investigate how individual teachers' opinions and beliefs serve as a basis for classroom practice and curriculum decision making. United States history teachers are not passive transmitters of knowledge; they bring their own experiences, beliefs, attitudes, and ways of looking at the world to the classroom. The findings discussed here are based on information gained from a previous study, and from a current study using interviews and classroom observations. Teachers participated in interviews focusing on the their conception of the subject matter, the courses they were teaching, students in the class, and their individual approaches to transforming content knowledge. Findings suggest that a better understanding of these factors and the role they play in shaping curriculum would help teachers understand what they choose to teach, why they do it, and how it affects student education. Teacher education programs need to emphasize moral, social, political, and cultural dimensions of education. Teacher educators must provide prospective teachers with the skills and knowledge necessary to uncover the values embedded in pedagogical content knowledge. Since community and class background are such major influences in the classroom, it is important that teachers have a firm grasp on the socio-cultural factors on teaching and learning. (Contains 50 references.) (LH)

Analyzes 10 widely used secondary history textbooks for references to Christianity and the Religious Right in contemporary American history (after 1945). Discusses the relationship of private faith and public behavior, President Jimmy Carter's faith and motivations, the Religious Right and politics, television evangelism, and textbooks' inadequate explanations of religious influences. Offers suggestions to publishers and teachers. (Contains 28 references.) (SV)

American history teachers should teach their students that their "objective" textbook represents only a limited part of American culture. Readings presenting alternative perspectives can emancipate students from texts, help them understand the authors' worldviews, and increase their cultural literacy. Principals must cultivate an atmosphere that rewards good teaching with "extra" resources. (MLH)