Paul M. Jones
The broad scope of evolution finds a home in the tenth grade biology curriculum, in almost any state or district, right between genetics and population studies. In Connecticut, and specifically New Haven, it is forced to be covered in a matter of days, and rushed to be completed before the standardized tests arrive in early March. Of utmost importance is the students' understanding of the mechanism of natural selection, and how it has controlled speciation and change for millions of years. Unfortunately this is a topic which is difficult for most ninth and tenth graders to grasp, and is at most only alluded to at this point in their academic career. To add to their minimal skill base, this topic is weighted heavily in most standardized tests, especially the Connecticut Academic Performance Test (CAPT) which students must pass in order to graduate or be forced to take an extra half credit of science. Not passing the CAPT in two attempts leads to many delayed graduations, and teacher performance is often judged year to year on CAPT results.
On top of the above concerns weighs a surprising resistance to the topic of evolution due to its perception of going against many of the Christian Religions. Regardless of a teacher's stance on how religion plays into evolution, it is a hurdle that must be crossed. A substantial portion of students resist evolution study based on hardened perception of faith; refuse to take part in the topic seriously knowing they can still pass the class only to find themselves at a distinct disadvantage when it comes time to take the CAPT. For this reason it is imperative to find a way to introduce the material in a manner that all students will accept, and ensure the state standards can be addressed without being lost in mire of religious debate. It is not the role of a classroom science teacher to sway opinion, but it is the teacher's job to ensure their students have the skills to succeed.
After several years of teaching in New Haven, I have found several methods to be successful in covering the topic of evolution, based on the interests and beliefs of my students. Students do not resist the History of Evolution, and it should be taught in a traditional manner. The mechanisms and practical applications of evolution however, should be approached much differently. I have found that many students find a distinct interest in viruses and other pathogens that cause illnesses. This is convenient because many current topics can be discussed, and the topic of disease and health offers many interdisciplinary learning opportunities. It is also important to point out that even the most resistant learner consistently finds no problem discussing evolution of microbes, so long as the topic does not broach the idea of mammalian evolution. For this reason, teaching evolution of viruses and microbes satisfies the needs of the diverse learners of an inner city classroom. Simply teach the mechanisms of evolution and apply them to viruses at a grade appropriate level.
I do not feel that this is making exceptions for students; rather this method is catering to needs of our diverse students. It is the individual teacher's choice if they wish to continue this unit with macroevolution, or use this unit alone or in conjunction with the unit on viruses and bacteria. This unit's main objective is to teach evolution, using viruses and pathogens as the model.
