This dissertation used a mixed method to develop an analytical model from a random selection of one of eight secondary history textbooks for instances of Indians to determine if the textual content: 1) constructs negative or inaccurate knowledge through word choice or narratives; 2) reinforces stereotype portraits; 3) omits similar minority milestones in United States history and politics; and 4) contained the enactments of political milestones in the development of US history and politics with regard to personhood and sovereignty of the American Indian. The methods used to evaluate secondary history textbooks are content manifest and critical discourse analysis and a modification of Pratt's ECO analysis which measures judgment values of descriptive terms. Data mining includes word choice, events, contributions, and governmental relations as these refer to the American Indian. Unexpected outcomes from this research resulted in a spider graph of four relational power axes to visually display diametrically opposed ideological discursive formations. Textbooks introduce students to authoritative content within the public school environment to impart national historical experiences that will shape their national identity, ideology and culture. Negative or inaccurate instances of the United States relationships with 566 American Indian Nations can affect social and political issues of Indian People today. This work will contribute to the field of American Indian Studies, Curriculum and Instruction, Cultural Studies, Critical Discourse, Critical Pedagogy, Indigenous Theory and Pedagogy, Popular Culture, Social Justice, Language Studies, Identity, Ethics, American Indian and Public Education.