LESSON PLAN
PASSES
The State Board of Education approved
on a "final vote" Set A of the model lessons for science on March
9th with a vote of 13-5. This set contains ONE lesson that
provides an opportunity for students to critically analyze Darwin's
theory of macroevolution [descent from a common ancestor].
The board listened to testimony from more than 50 witnesses over
approximately six hours before deliberating on the model lesson.
A motion to remove the "Critical
Analysis" lesson was made by board member Rob Hovis, which failed
10-7-1. He claimed that the lesson was a "religious effort,
cloaked as science," even though the lesson contains no religious
statements whatsoever. The lesson, including some
revisions, was approved by the full board, 13-5.
It is very IMPORTANT to understand
that the lesson contains only the scientific challenge to
macroevolution. There is NO religious content and NO promotion
of any alternative theories, including intelligent design.
THANKS TO
EVERYONE who became involved on this issue!! Without the
engagement of the public, this important policy decision would not
have had such a favorable result!! The involvement of citizens
can make a difference!!
BACKGROUND INFORMATION?
- The State Board of Education
approved science standards [December 2002] which included one
instructional indicator and assessment benchmark allowing for
students to understand both sides of the evidence regarding Darwin's
theories on biological evolution. It simply states, "Describe
how scientists continue to investigate and critically analyze
aspects of evolutionary theory." Prior to the 17-0 vote in
2002, board members were reminded that this wording meant that
students would be presented with scientific evidence that supports
and does not support evolutionary theory.
- The next step was to develop
model science lessons aligned to the standards. The board must
approve all model science lessons by June 2004. The full model
has been divided into 5 sets and will be approved in sections
between now and June.
- At their February 2004
meeting the State Board approved set A on a vote of intent [13-4].
The final vote on this set, which includes 3 lessons pertaining to
the critical analysis of evolution, is scheduled for the March 9,
2004. Two of the 3 lessons provide instruction in
microevolution [changes within a species], a concept which is not
controversial.
- Only ONE of the proposed 3 lessons
makes the distinction between microevolution and macroevolution.
It asks students to "evaluate the scientific data supporting and
challenging [five] areas of evolution."
- The model lesson does NOT contain
any direct mandate for teaching intelligent design. This is
consistent with the board's intent in approving the standard to
critically analyze evolutionary theory in December 2002.
- The model lesson allows
student to research the evidence and develop critical thinking
skills.
- Between May and August 2002,
the Ohio Department of Education received over 20,000 responses from
the public on the standards to teach the controversy on evolution.
More than 75% of the responses favored teaching Darwin AND the
evidence that is critical of macroevolution. This level of
response was unprecedented in the history of the work of the State
Board of Education!!
- The Ohio State Board of
Education was required under SB 1 [2001] to adopt Model Lessons
in Science (section 3301.079(B) of the Ohio Revised Code). The
board split over 200 drafted lessons into five sets (A-E) for
close review prior to voting. Set A is the first of five
sets and is required to be aligned with state science standards,
approved in December 2002.
- Set A includes one lesson,
entitled "Critical Analysis of Evolution" for grade 10, which
became a lightning rod for the controversy in teaching both
sides of macroevolution within Biology.
- There were actually three
lessons written to address the standard and testing benchmark,
requiring students to "describe how scientists continue to
investigate and critically analyze aspects of evolutionary
theory." Two of these lessons focused on microevolution
(changes within a species)- "Fancy Fish, Gene Frequency" and
"Scientists, Wolves, and the United States Government."
- The "Critical Analysis of
Evolutionary Theory" lesson was the ONLY lesson proposed to
address the public sentiment that students be allowed to
understand both sides of the evolution controversy, including
evidence that would challenge the fundamentals of Darwin's
theory.
Actual Model Lesson
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HOW THEY VOTED
STATE BOARD OF
EDUCATION DISTRICT MAPS:
http://www.ode.state.oh.us/board/
Note, Board member Virginia Jacobs
was absent due to health reasons.
1. Newest member, Rob Hovis
[district 5], moved to DELETE the lesson from Set A. He stated
that intelligent design is not science and this lesson is built on a
framework of intelligent design and "embraced by that movement."
Mr. Hovis further stated, "I am convinced that this is a religious
effort cloaked as science" and "Ohio is blessed with many
evolutionary biologists" that would be capable of writing an
alternative lesson. He also described this lesson as the "thin
end of a wedge" to get religious viewpoints into the classroom.
VOTE on Mr. Hovis' amendment
[10-7-1]:
YES:
Hovis, Wise, Schloemer, Brown, Griffin, Richardson, Stewart
NO:
Baker, Cochran, Craig, Millet, Fink, Thatcher, Turner, Westendorf,
Wick, Sheets
ABSTAIN:
Ross
2. Standards Committee
Co-chair, Jim Craig moved to amend the lesson with some changes in
response to letters from the Ohio Academy of Science. The
changes included the removal of most of the internet websites in the
resource portion of the lesson and some other technical changes to
the accuracy of the lesson. These changes did not impact the
core focus of the lesson to present both sides of the controversy.
VOTE on Mr. Craig's amendment
[16-2]:
YES:
Baker, Cochran, Craig, Millet, Fink, Thatcher, Turner, Westendorf,
Wick, Sheets, Hovis, Brown, Griffin, Richardson, Stewart, Ross
NO:
Wise, Schloemer
3. Final VOTE on the
approval of set A [13-5]:
YES:
Baker, Cochran, Craig, Millet, Fink, Thatcher, Turner, Westendorf,
Wick, Sheets, Brown, Griffin, Ross
NO:
Hovis, Wise, Schloemer, Stewart, Richardson
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ACTION
Please consider sending one more
message to board members as a follow-up to their vote.
1. Please express your
appreciation to members who withstood tremendous pressure (from
those advocating an evolution-only approach) to vote in favor of
academic freedom for Ohio students!!
2. Please express your
disappointment to members who voted no. Every one of them
misinterpreted the approach to allow students to understand the full
range of scientific views as a "thinly veiled" attempt to sneak any
one particular religious view into the classroom.
3. Board president Jennifer
Sheets, members Deborah Owens-Fink, Mike Cochran, and Jim Turner ALL
need to especially be commended for their leadership on this issue.
Contact information for individual
board members can be obtained from
http://www.ode.state.oh.us/board/
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