World History and Cultures in Christian Perspective (which I will abbreviate as WHAC from now on) is put out by the publishing arm of Pensacola Christian College, Abeka Book (named after Rebekah Horton, one of PCC’s founders). Not only did my family use this textbook when I was in tenth grade, this is also the textbook used at PCC in their history survey classes HI 101 and 102, which were required courses for nearly every student. When I introduced the concept of reviewing WHAC on Facebook and Twitter, a few of you asked if this is a common homeschooling textbook– and yes, it is, but Abeka curriculum is widely used in many Christian schools around the world and in the US. This fact is especially concerning considering that many of these private Christian schools benefit from scholarship and voucher programs; so, if you’re a tax-paying US citizen, chances are your tax dollars are paying for books like WHAC.
A few news outlets have already done an enormous amount of work looking into these textbooks and their widespread use; I’d encourage you to read the following articles to get a good understanding of the significance and cultural power publishers like Abeka now enjoy.
“Schools without Rules” at the Orlando Sentinel by Leslie Postal, Beth Kassab, and Annie Martin
“Voucher Schools Championed by Betsy DeVos can Teach whatever They Want. Turns Out They Teach Lies” at Huffington Post by Rebecca Klein (normally I wouldn’t link to a HuffPo article, but Klein did an incredible job reporting this)
“14 Wacky ‘Facts’ Kids Will Learn in Lousiana’s Voucher Schools” at Mother Jones by Deanna Pan
Klein found that Abeka tended to be the most popular– used in about a quarter of the Protestant schools she looked into– and the Sentinel reporters discovered that 65% of the schools they looked into in Florida used either ABeka, BJUPress, or ACE. The prevalence of these textbooks in taxpayer-funded schools should be deeply disturbing to all of us because the ideas these publishers teach are counterproductive to a democratic and free society.
That sounds conspiratorial and borderline hysterical, I know. However, it is not a coincidence that we’ve had a half dozen white supremacist domestic terrorists this year who were homeschooled using these textbooks and went to colleges like Pensacola Christian. It is not the ultimate goal of these publishers to radicalize terrorists, but it is an acceptable inevitability to the people who created these programs. The curricula exist to indoctrinate children in a “Christian perspective” of society, a perspective that explicitly includes white supremacy and Christian nationalism.
I know that’s a broad claim. Unfortunately, it won’t be difficult to prove.
A lot of time and attention has been given to examples from Accelerated Christian Education booklets– if you’ve seen a screen shot or picture about a conservative Christian textbook making ludicrous claims about the Loch Ness monster or how Black children are “ugly” and white children are “pretty,” chances are it’s from ACE. Their booklets have some of the most outrageous and egregious examples, so they get a lot of space in articles about conservative Christian textbooks. Abeka is the most popular publisher, though, and part of that is due to their relative circumspection. They teach all the same ideas as ACE, but they do it in a … less spectacular way. In order to expose the white supremacy at the heart of Abeka’s history textbooks, you have to spend a lot of time digging into them.
That, plus my personal experience, is why I chose to focus on Abeka. After that, I had to pick a grade and edition. I decided to start with world history because Abeka’s goals to manipulate and indoctrinate are clearer than if I were looking at US history (and, to be honest, you can throw a rock and hit a racist US history textbook). Ultimately, I decided to focus my attention on the second edition of WHAC because that was the one most commonly used by students my age. The point of examining WHAC is to expose what an entire generation of students grew up being taught, not just to point fingers at ABeka. For fairness’ sake, I also got their newest edition. I didn’t notice any significant changes, but I will note them as I go through if they change something that matters, like correcting an inaccuracy or shifting the ideological assertions.
I also got a copy of Since the Beginning: History of the World in Christian Perspective, Creation through Twentieth Century (the 7th grade Abeka history book) from my colleague, Ryan Stollar. He’s already tweeted his way through Since the Beginning, but I thought it could be useful to see what Abeka teaches before high school, since a lot of private schools cut off at eighth grade. I’ll mention Since the Beginning on occasion, just to provide more context.
WHAC is the product of a team of people (several of whom were my professors at PCC), but the primary authors are Jerry Combee and George Thompson. Both were difficult to identify, but I finally found their bios and … to be frank, it surprised me and made me even more suspicious.
Combee has a bachelor’s and master’s degree in political science from Emory University, and a PhD in Government from Cornell. He’s taught political philosophy at a bunch of places and was president of both Grove City College and University of Jamestown (ND). His other work is flagrantly ideological, and makes it obvious why PCC asked him to write their history textbooks.
Thompson went to Colgate University, then the University of Connecticut. His PhD is from Princeton, and all of his work has been in rhetoric and persuasion– after helping with WHAC, he went on to found an organization to teach “Verbal Judo,” a “way to defuse conflict and redirect behavior into more positive channels.” His program has been heavily utilized by US-based police forces, apparently.
Combining these two authors should make it clear that the primary purpose of World History and Cultures isn’t education, but ideological indoctrination. They didn’t seek out excellent history scholars or good research-writers, but men whose entire education and life’s work was focused on manipulation and persuasion, not the honest relaying of information and its context.
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