{"id":8255,"date":"2025-12-04T11:23:48","date_gmt":"2025-12-04T16:23:48","guid":{"rendered":"https:\/\/dahlman.online\/?p=8255"},"modified":"2025-12-04T12:07:12","modified_gmt":"2025-12-04T17:07:12","slug":"teaching-religions","status":"publish","type":"post","link":"https:\/\/dahlman.online\/index.php\/2025\/12\/04\/teaching-religions\/","title":{"rendered":"Teaching Religions"},"content":{"rendered":"\n

An Act of the Ohio Legislature<\/h2>\n\n\n\n

It\u2019s called \u201cThe Charlie Kirk American Heritage Act\u201d, carefully inserted  between lines 375 to 536 of the \u201cregular\u201d education finance legislation annually passed by the Ohio State Assembly.  Named after the recently martyred political commentator and Christian Nationalist, the Act claims to give permission for public school teachers at; \u201c\u2026a state institution of higher education may provide instruction on the positive impacts of religion on American history\u2026\u201d.<\/p>\n\n\n\n

The old \u201cblack line\u201d was simple:  teach about religion, but don\u2019t advocate for any religion.  When I last wrote lesson plans during the Covid closures, I was teaching sixth grade world cultures.  Of course, religion was a huge part of the course material.  I found myself explaining all sorts of major religions and their variations, including Christianity, Judaism, Islam, Hinduism, Buddhism, Confucianism,  and Shintoism. <\/p>\n\n\n\n

In the Day<\/h2>\n\n\n\n

In the \u201cold days\u201d when I started teaching, there was no question where to start.  The vast majority of my students were \u201cchurch-going\u201d Christians.  They were a very slight smattering of Jewish kids, and a few avowed agnostics or atheists.  So most of my teaching beyond Christianity was all \u201cnew news\u201d to the kids in my classroom.  <\/p>\n\n\n\n

But today, there\u2019s a lot fewer \u201cchurch-going Christians\u201d.  And there are still those few Jewish kids.  But there are also Muslim kids, and Buddhist kids, and a vast majority of kids who really have no faith at all.  It\u2019s a different world, one that requires an \u201ceven hand\u201d.  Teach about the religions:  leave advocacy to parents and ministers, rabbis, imams, gurus or monks.   In this second decade of the 21st<\/sup> century, teaching about religion in suburban Central Ohio is complex.  <\/p>\n\n\n\n

There\u2019s always a story.   I was well aware that some of my students were Buddhist, and worked hard to give a complete explanation of their religion.  Then I got an email from one of their fathers.  My heart sank, I was ready for the \u201chow dare you!!\u201d assault for somehow screwing it up.  Instead, it was a thank you note, for giving a \u201cWesternized\u201d explanation of the religion they practiced<\/em> to his \u201cWesternized\u201d son .  For the first time, his son was interested in their shared faith.  It was a very \u201cmiddle path\u201d experience.<\/em><\/p>\n\n\n\n

But advocacy isn\u2019t just a matter of saying \u201cmy\u201d religion is right, \u201cyours\u201d is wrong.  As with any topic, a teacher can present a \u201cslanted\u201d case, that would leave the student with a biased view of what American History is.   And that\u2019s what the Charlie Kirk Education Act is all about.<\/p>\n\n\n\n

Cherry Picking<\/h2>\n\n\n\n

I\u2019ve attached the detailed \u201cpermissions\u201d outlined in the list at the end of this essay.  In all fairness, the Act does not \u201crequire\u201d the teaching of these historic \u201cpoints\u201d.  But it does lay out a \u201clesson plan\u201d of positive Christianity through American history, to be written in \u201cblack letter law\u201d, should the State Senate agree and the Governor sign on.  Any teacher in this highly partisan world could ignore the \u201cAct\u201d only at their peril.<\/p>\n\n\n\n

Some of it is innocuous.  Of course the Pilgrims were people of faith, it\u2019s the entire reason they risked the journey.   And Thomas Jefferson did appeal to \u201cthe Creator\u201d in the Declaration of Independence.  What the \u201cAct\u201d doesn\u2019t speak to, is that Jefferson\u2019s view of \u201cthe Creator\u201d was very different than the Christian view of the time.  Jefferson was a \u201cDeist\u201d, who believed that \u201cthe Creator\u201d started the world, then stepped back to watch what would happen.  It wasn\u2019t a Christian view.  But that\u2019s NOT in the Charlie Kirk Act.<\/p>\n\n\n\n

The list also includes that the Pilgrims \u201ckept\u201d their treaty with Native Americans.  That\u2019s true, but it\u2019s the last mention of Native Americans in the \u201cCharlie Kirk Act\u201d.  Meanwhile, the US Government made at least 368 treaties with differing tribes, and broke almost all of them (History.com<\/a>).   <\/p>\n\n\n\n

Mandates<\/h2>\n\n\n\n

The State of Ohio is trying to mandate a view of American History that would be familiar to teachers of the 1950\u2019s. It’s one where Booker T Washington, Frederick Douglass and Martin Luther King (and maybe Harriet Tubman) are the extent of African American history.  Where Americans pledged \u201cOne Nation, Under God\u201d  as the original intent of the \u201cPledge of Allegiance\u201d (it was not).   And an America where the Founders mentioned religion, not in a \u201cgeneric\u201d sense, but one dominated by Christianity. <\/p>\n\n\n\n

That\u2019s something that the Founders specifically opposed. That’s a \u201cState Church\u201d; the same kind that the Pilgrims, Puritans, Quakers and Roman Catholics who settled America escaped from in England.  But that detail isn\u2019t included in Ohio\u2019s \u201cCharlie Kirk Act\u201d.   James Madison said it best:  \u201cCongress shall make no law respecting an establishment of religion\u2026\u201d.  <\/p>\n\n\n\n

It was the FIRST Amendment for a reason.<\/p>\n\n\n\n

The Charlie Kirk American Heritage Act<\/h4>\n\n\n\n

When providing instruction on the topic of American history, an instructor at a state institution of higher education may provide instruction on the positive impacts of religion on American history, which may include the following historical accounts:<\/p>\n\n\n\n

(A) The authentic history of the pilgrims, including the following:<\/p>\n\n\n\n

                  (1) The organization of the pilgrims as a church;<\/p>\n\n\n\n

                  (2) The history of the portrait of the pilgrims displayed in the United States capitol rotunda, which depicts prayer, an open bible, and the inscription “God with Us” on the sail;<\/p>\n\n\n\n

                  (3) The religious implications of the Mayflower Compact, which was modeled on a church covenant;<\/p>\n\n\n\n

                  (4) The treaty with the Native Americans signed and upheld by the pilgrims;<\/p>\n\n\n\n

                  (5) The first Thanksgiving that was observed as an act of gratitude towards God.<\/p>\n\n\n\n

(B) The appeals to divine power and protection embedded in the Declaration of Independence;<\/p>\n\n\n\n

(C) The appeal made to the biblical exodus in the fight for independence;<\/p>\n\n\n\n

(D) The religious background of the signers of the Declaration of Independence;<\/p>\n\n\n\n

(E) The influence of religious leaders like Reverend John Witherspoon who signed the Declaration of Independence;<\/p>\n\n\n\n

(F) The impact of the first and second great awakenings on public policy;<\/p>\n\n\n\n

(G) George Washington’s direction regarding chaplains in the army;<\/p>\n\n\n\n

(H) George Washington’s farewell address calling religion and morality “indispensable supports”   that lead political prosperity, and their tributes to patriotism “great pillars of human happiness” and the “firmest props of the duties of men and citizens”;<\/p>\n\n\n\n

(I) Benjamin Franklin’s appeal for prayer at the constitutional convention and the hiring of chaplains that followed;<\/p>\n\n\n\n

(J) The influence of religion on the United States Constitution, as evidenced by the exclusion of Sunday from the allotted time for the president to sign or veto a bill and the dating of the Constitution according to the birth of Christ;<\/p>\n\n\n\n

(K) Reverend John Leland’s influence that led James Madison to advocate for a Bill of Rights including the First Amendment to the United States Constitution;<\/p>\n\n\n\n

(L) The history of the concept of the separation of church and state dating back to its religious origins with Roger Williams;<\/p>\n\n\n\n

(M) The influence and debates of Reverend John Peter Gabriel Muhlenberg and his brother Reverend Frederick Augustus Muhlenberg, the first speaker of the house;<\/p>\n\n\n\n

(N) The historic role of the black robe regiment;<\/p>\n\n\n\n

(O) The nation’s response to Thomas Paine’s, “The Age of Reason,” including Benjamin Franklin’s suggestion that he burn it, the national rejection of it, and multiple responses to it including Elias Boudinot’s, “The Age of Revelation”;<\/p>\n\n\n\n

(P) The role of the Ten Commandments in shaping American law and their presence in art and sculpture embedded in the United States supreme court;<\/p>\n\n\n\n

(Q) How religious influence shaped civil rights and the civil rights movement through men like Booker T. Washington, Frederick Douglass, Dr. Martin Luther King Jr., and others;<\/p>\n\n\n\n

(R) The impact of religious leaders such as evangelist minister Billy Graham on the culture of this nation;<\/p>\n\n\n\n

(S) The history of the national motto: “In God We Trust,” dating back to the national anthem and traced through its appearance on currency and the inclusion of “under God,” in this nation’s pledge of allegiance;<\/p>\n\n\n\n

(T) That “religion, morality, and knowledge” are essential to good government, as expressed in Article 3 of the Northwest Ordinance and Ohio Constitution, Article I, Section 7.<\/p>\n","protected":false},"excerpt":{"rendered":"

An Act of the Ohio Legislature It\u2019s called \u201cThe Charlie Kirk American Heritage Act\u201d, carefully inserted  between lines 375 to 536 of the \u201cregular\u201d education finance legislation annually passed by the Ohio State Assembly.  Named after the recently martyred political commentator and Christian Nationalist, the Act claims to give permission for public school teachers at; \u201c\u2026a state … Continue reading “Teaching Religions”<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"nf_dc_page":"","om_disable_all_campaigns":false,"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[1],"tags":[],"class_list":["post-8255","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"yoast_head":"\nTeaching Religions : Our America - 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