CURRENT ISSUES IN EDUCATION

EVOLUTION IN THE CLASSROOM

Martin Dankert and Aaron Hale

INTASC STANDARD 

Standard #5: Application of Content The teacher understands how to connect concepts and use differing

perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Name of Artifact: Current Issues Project Date: April 16, 2013 Course: EDUC 101   Brief Description: For this assignment, another student and I

collaborated on a Power Point presentation over a current event in the educational field. We investigated the topic of teaching Evolution in school, put together a presentation and presented it to the class.

  Rationale: To document my understanding of Standard #5,

Application of Content, I chose to include my Current Issues Project because it was a collaborative effort to investigate and present a current event. This project is a good example of a classroom activity to use with future students to get them to think creatively about a local or global issue.

Overview of the Argument

1859- Darwin’s Origin of Species is published

States argue, they can ban teaching of Evolutionary Biology

States argue, they can teach Creationism alongside of Evolution

Beginning with The Scopes Trial (1925) the Government begins to hear cases on the argument

Intelligent Design in SchoolNot enough Scientific evidence to

support I.D. lesson planRequires teachers to confront students’

beliefs if taught along side of Evolution“How can a teacher maintain enough

control of such a discussion to assure that the students’ various view are adequately respected?” (Nelson. 2009)

Leads students to the question…Who is the Designer?

Why it is Controversial

Religious Affiliation in the U.S.

ChristianMuslimJewishBuddhist/HinduUnnafiliated

Evolution in School

Began with Darwin’s Theory of Evolution in 1859

Doesn’t rule out Intelligent DesignTakes a Scientific, rather than a

Religious, based approachDoes not favor a particular Religion Interpreted by the Court System

differently from State to State

Evolution At Its Finest

Discussion

Should the School decide on what to teach as opposed to a Government Mandate?

Should I.D. be taught alongside of Evolution?

References

Armenta, T., & Lane, K. E. (2010). Tennessee to Texas: Tracing the Evolution Controversy in Public Education. Clearing House, 83(3), 76-79. doi:10.1080/00098651003655811

Nelson, C. E. (2005). Intelligent Design Should Not Be Taught in Science Classes. In M. E. Williams (Ed.), Opposing Viewpoints. Education. San Diego: Greenhaven Press. (Reprinted from Design Isn't Science, Journal Gazette, 2005, August 28, Ft. Wayne, IN) Retrieved from http://ic.galegroup.com.indianapolis.libproxy.ivytech.edu.allstate.libproxy.ivytech.edu/ic/ovic/ViewpointsDetailsPage/Viewpoints