Religion in the History-Social Science Textbook Adoption
(Excerpted from "California Three Rs," a project of the California County Superintendents
Educational Services Association, and The First Amendment Center. For more information about Three Rs
or the issue of textbooks and religion, contact David Walters, SCCOE coordinator of history/social
science, at David_Walters@SCCOE.org.)
Knowledge about religions is not only characteristic of an educated person, but it is also
absolutely necessary for understanding and living in a world of diversity.
--National Council of the Social Studies
In the last fifteen years the statement above has become more and more the
consensus among educators and other Americans. Learning about religion is now a
solid part of the curriculum in California. However, it has proved to be more
difficult than people realized to implement the study of religion in
history-social science classrooms in public schools, as evidenced by the recent
state textbook adoption process.
That religion matters to people is no surprise to textbook publishers,
members of the Instructional Materials Advisory Panel, the Curriculum
Commission, or the state Board of Education, who have recently participated in
California's most recent History-Social Science adoption. Based on Education
Code 60044(a), the "Criteria for Evaluating Instructional Materials
Kindergarten Through Grade Eight," created to guide publishers, includes a
section related to religion in Criterion One on standards alignment, stating:
Materials on religious subject matter remain neutral; do not advocate one
religion over another; do not include simulation or role playing of religious
ceremonies or beliefs; do not include derogatory language about a religion or
use examples from sacred texts or other religious literature that are
derogatory, accusatory, or instill prejudice against other religions or those
who believe in other religions. (p. 4)
As most California teachers know, there are many references to religion among
the California History-Social Science Content Standards, particularly in grades
5, 6, 7, and 11. Textbook publishers worked very hard to follow those standards
as they developed their materials, but when the public hearings in Sacramento
took place on the K-8 adoption, there were many recommendations for changes from
various religious groups. On some of the issues raised, religious groups and
scholars disagreed both with one another and among themselves. The state board
carefully considered each recommendation and made decisions about what to
include in the textbooks.
How does this controversy affect teachers and schools? The religious
communities that testified in Sacramento are represented in schools throughout
California. It is important that schools bring these parents and community
members together to develop policies based on the idea that citizenship in the
United States is not defined by religious affiliation. Americans take for
granted our ability to live with deep religious differences in public
institutions such as schools. This ability rests on the promise of the First
Amendment to provide a level playing field for people of all faiths or none. In
the words of the Williamsburg Charter, a 1988 reaffirmation of the First
Amendment:
"A right for a Protestant is a right for an Orthodox is a right for a
Catholic is a right for a Jew is a right for a Humanist is a right for a
Mormon is a right for a Muslim is a right for a Buddhist — and for the
followers of any other faith within the wide bounds of the republic."
What does this look like in the classroom? Teachers need to cover the
standards on religion carefully and completely using scholarly sources, such as
the adopted instructional materials, with the following in mind:
- Inclusion of study about religion is important in order for students to be
properly educated about history and cultures.
- Religion must be taught objectively and neutrally.
- The purpose of public schools is to educate students about a variety of
religious traditions, not to indoctrinate them into any tradition.
To do this well, teachers need a solid knowledge base about the religious
beliefs of the cultures that are part of the content standards, and they need an
understanding of how to teach about beliefs and values. This begins with a clear
understanding of the crucial difference between the teaching of religion
(religious education or indoctrination) and teaching about religion.
"Religion
in the Public School Curriculum", the guidelines issued by 17 religious
and educational organizations, summarizes the distinction this way:
- The school's approach to religion is academic, not devotional.
- The school strives for student awareness of religions, but does not
press for student acceptance of any religion.
- The school sponsors study about religion, not the practice of
religion.
- The school may expose students to a diversity of religious views,
but may not impose any particular view.
- The school educates about all religions; it does not promote or
denigrate religion.
- The school informs students about various beliefs; it does not seek
to conform students to any particular belief.
Classroom discussions concerning religion must be conducted in an environment
that is free of advocacy on the part of the teacher. Students may, of course,
express their own religious views, as long as such expression is germane to the
discussion. But public school teachers are required by the First Amendment to
teach about religion fairly and objectively, neither promoting nor denigrating
religion in general or specific religious groups in particular. When discussing
religion, many teachers guard against injecting personal religious beliefs by
teaching through attribution (e.g., by using such phrases as "most
Buddhists believe . . ." or "according to the Hebrew scriptures. .
."). These criteria also apply to instructional materials provided to or
used with students. If teachers are to meet these standards of performance,
professional development is critical.
Parents, teachers and school leaders don't have to agree with one another
about religion. But if we're going to uphold our commitment to the First
Amendment, we must do everything to guard the rights of all in the public school
setting — even those with whom we deeply disagree.
Date last updated: March 3, 2006
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