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  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 School  Not enough Scientific evidence to support I.D. lesson plan  Requires 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

Evolution in School  Began with Darwin’s Theory of Evolution in 1859  Doesn’t rule out Intelligent Design  Takes a Scientific, rather than a Religious, based approach  Does 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), doi: /  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 h.edu.allstate.libproxy.ivytech.edu/ic/ovic/Viewpoint sDetailsPage/Viewpoints