1. Darwin and Religion Cross-curricular educational resources Key Stages 3-4 Darwin Correspondence Project

2. Who was Charles Darwin? Born in Shrewsbury in 1809 Educated at Christ’s College, Cambridge Sailed around the world with the HMS Beagle, 1831-1836 Became a famous gentleman- naturalist who published on many scientific topics Lived and worked at Down House in Kent Wrote the On the Origin of Species in 1859 which proposed the theory of evolution by natural selection Died at Down House in 1882 Copyright © Cambridge University Library

3. Darwin & Religion: A Complex Story It is often thought when Darwin published On the Origin of Species there was a strong division between those who supported science and those who believed in God. But was it so clear cut? Letters written by Darwin show respect for the church and a desire to keep his own fluctuating views to himself. St Mary’s Church at Downe. Copyright © Cambridge University Library

4. 1. What does Darwin believe? Darwin did not like to discuss his religious beliefs, but his personal deliberations are expressed in his letters to the following people: Asa Gray Mary Boole John Fordyce Charles Darwin Images: Copyright © Cambridge University Library

5. 1. What does Darwin believe?

6. Activity 1: What does Darwin believe? 1.In groups, read through the letters and answer the Understanding Letters questions. 2.In a letter to Asa Gray, Darwin states that it is hard to believe in God when there is so much misery in the world. Make a list of reasons why non-believers would support this view and why believers would oppose it. Copyright © Cambridge University Library

7. Activity 1: What does Darwin believe? Interview Darwin: 1.Individually, imagine you are able to interview Darwin. 2.What would you ask him about his views on religion? 3.Looking back at his letters, how do you think he would reply to your questions? Copyright © Cambridge University Library

8. 2. Tolerance but not acceptance Some friends and family paid tribute to Darwin’s research and argument but could not accept his conclusions about human origin. In this activity we explore conflict and the role of tolerance in its resolution. Leonard Jenyns William Darwin Fox Charles Darwin John Brodie Innes Copyright © Cambridge University Library By kind permission of Bath Royal Literary and Scientific Institution

9. Activity 2: How Important is Tolerance? 1.In groups, read through the letters and answer the Understanding Letters questions. 2.As a class, discuss whether you think society is more tolerant now than in Darwin’s time. 3.In pairs, think about a conflict that you have had and how it was resolved. Share with the class.

10. Activity 2: How Important is Tolerance? In small groups, think of an issue that causes conflict between groups in society. Describe the perspective of each side of the conflict. Draw a Venn diagram to illustrate this. Suggest three possible successful outcomes to this conflict. Share with the class. In pairs, discuss what the benefits are to a society that tolerates the beliefs of others.

11. 3. Controversy The publication of On the Origin of Species challenged respected colleagues and peers and led to strong disagreements over origin and faith. In this activity we explore the compatibility of Darwin’s ideas with religion.

12. Letters show how initial reactions to Darwin’s work were sometimes fiercely divided. We focus on perspectives that strongly supported or opposed ideas put forward in On the Origin of Species. 3. Controversy Thomas Huxley Oxford Meeting Report Adam Sedgwick Charles Kingsley William Whewell Copyright © Cambridge University Library Images: Copyright © National Portrait Gallery London,

13. Activity 3: Taking a Stand in the Controversy 1.In groups, read through the letters and Account of the Oxford Meeting and answer the Understanding Letters questions. 2.As a class, discuss why Darwin’s theory of evolution by natural selection might have been controversial at the time.

14. Activity 3: Taking a Stand in the Controversy Divide into 4 groups: Groups 1 & 2: Choose to argue from a different religious perspective. Make an argument to say why Darwin’s theory might not be accepted by the faith you have chosen. Group 3: Make an argument for how Darwin’s theory could be accommodated by a religious faith. Group 4: Make an argument for how Darwin’s theory might reject a religious perspective.

15. Activity 3: Taking a Stand in the Controversy All Groups: Summarise your argument. Design a pamphlet that describes your perspective. Share with the class. Individually: Write your own opinion, giving reasons for your point of view.

16. 4. Beyond Belief Darwin’s role in local charities, church and school finances, and his concern for the status of the church, leads us to ask: What is the role of religion, the state and the individual in supporting communities today?

17. Activity 4: What is the role of religion in a Community? 1.Read the letters and answer the Understanding Letters questions. 2.In groups, list 5 things that you knew about Charles Darwin before today and share with the class. 3.As a class, discuss how the letters that you have read add to this knowledge? What surprised you? 4.In pairs, draw a mind map with the words religious community at the centre. Add the kinds of welfare and support that is offered through being part of a religious community. Share with the class. 5.As a class, discuss how important is religion to a community? To what extent do you believe that you need to be religious to carry out works that benefit people around you? 6.Individually, write a report on what is the role of the individual, religion and the government in creating a caring society today?

18. For more educational resources: Please visit the Darwin Correspondence Project’s school resources pages: –http://www.darwinproject.ac.uk/schoolshttp://www.darwinproject.ac.uk/schools Do you have feedback? We would love to hear from you! –Contact: darwin@lib.cam.ac.ukdarwin@lib.cam.ac.uk