Recent years, increasing diverse attitudes to religious education in the classroom make many private and public school face the controversy of "should religion be taught as a subject at schools?" (Kaiser, 2003; Slattery & Rapp, 2003; Wallace, Forman, Caldwell & Willis, 2003.) As a result, many administrators and teachers are making efforts in searching for an appropriate relation between religion and curriculum design in order to ensure that they handle this sensitive issue in a democratic fashion, especially in public schools which are not sponsored by any religious institutions. Indeed, religious topics make teachers feel alarmed when introducing the conflicts in religions to students in different races in class (Joanne M. & Kappan, 2003). Through concerning democracy in schools that many scholars have argued (e.g., Kearney & Ronning, 1996; Knud, Larsen & Walker, 1995; Taitz, 1996) this article addresses that the curriculum design for religious education must carry out the spirit of American's constitution, particularly in public schools that do not apply Christianity as their faith. (Contains 29 footnotes.)