Lesson One:Freedom to Teach, Freedom to Learn? (Two Days)
Objectives
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1. To involve students in the contemporary debate over
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academic freedom v. censorship in public schools;
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2. To acquaint students with the concept of "balanced treatment;"
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3. To allow students to explore possible solutions to conflicting ideas
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and beliefs; particularly those that affect students in schools.
Procedures
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1.The classroom teacher introduces a dilemma (Day One)
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to the class: that of a high school biology teacher who believes that
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his students should know that there are two possible explanations to
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the origins of the universe and of plant and animal life. However,
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only one, evolution, is discussed in the textbook. The principal tells
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him to "teach what's in the book--period." He is troubled by this and
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believes he has a good case, since many of his students and their
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parents are persuaded that "Creation-Science" should also be taught,
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alongside of "Evolution- Science". He decides to take it to the Board
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of Education meeting for them to decide.
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2.Students are divided into three groups. Each is given a "FACT
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SHEET" (below). g The three groups discuss among themselves what
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they will present to the Board members tomorrow. The alternatives
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are:
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(1) teach evolution only (the textbook);
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(2) teach creation-science only (ignore the textbook);
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(3) teach both evolution and creation-science.
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3.The teacher should answer questions about various terms, but
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remember that this exercise is one in problem-solving; the technical
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difficulties of this issue as a legal problem will be discussed later.
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4.If there is time, tentative conclusions may be shared among the
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entire class.
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5.Assignment: Poll at least five adults on this issue and be prepared
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to report findings tomorrow.
Lesson One
"FACT SHEET": Evolution-Science and Creation-Science
Directions
After reading this "Fact Sheet," discuss in your group your
recommendations to the Board of Education. What should students
study in science class?
Evolution-Science
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1.The earth is millions, perhaps billions of years old; it has to be that
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old in order for the slow evolutionary changes to take place;
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2.The universe at first was in a state of disorder and non-living
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material; it has evolved (changed) over millions of years into one of
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order and life has emerged from non-life;
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3.Life in early stages was simple; the present living kinds have
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developed from processes known as "mutation" and "natural
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selection;"
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4.Man has emerged from an ancestor common to apes;
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5.Reliance on rocks and the fossil record to show that later species
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are related to earlier species, now no longer living (extinct).
Creation-Science
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1.The earth is relatively recent; its age can be measured in thousands
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of years;
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2.The universe was created suddenly, energy and life came from
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nothing (there was no pre-existing matter prior to "creation");
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3.Basic changes have not occurred in animal and plant kinds, only
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within certain limits;
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4.Separate ancestry of man and apes;
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5.Explanation of the earth's rock and fossil record by catastrophic
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events, including worldwide flood;
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6.Denial that "mutation" and "natural selection" can explain the great
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variety in plant and animal kinds from a single organism.
Arguments
Evolution v. Creation-Science
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1.Creation-Science is a religious belief and therefore cannot be
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introduced in public schools because the Constitution forbids the
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government to pass laws which promote particular religion.
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2.Creation-Science advances beliefs from Genesis in the Bible.
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3.Creation-Science is really religion and not science.
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4.Creation-Science would force students to make a false choice
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between "religion" and "science", keep religion out of science classes.
Arguments
Creation-Science v. Evolution (for "balanced treatment")
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1.Creation-Science's purpose is to deal with the issues of origins of
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life on a scientific basis, with no references to the Bible or religious
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doctrine.
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2.The universe is very complex and orderly: could it all just have
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happened, without the outside power and plan of a Creator?
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3.Evolution is merely a theory;since there are only two possible
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explanations for the origins of the universe and life on earth, why
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not expose the students to both, rather than one explanation?
Sources:
Montagu, Ashley, Science and Creationism
LaFollette, Marcel, Creationism, Science and the Law
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