Part 1:
Olivia Bratton, Ian Balaratna, Casey Capetola,
ENGL 137H
November 20, 2020
Work Plan: History of a Public Controversy, Teaching of Evolution in Schools
Duties of Each Member:
Olivia Bratton – Role of Goalkeeper, specifically focusing on research regarding the religious arguments against evolution and for the teaching of creation, narrator, iMovie editor, working on video script.
Ian – gathering historical context, organizing historical research, Narrator, help with iMovie editing, and working on video script. Keep discussions on track “Park Ranger”
Casey – role of record keeper; researching scientific arguments regarding evolution; narrator; help with iMovie editing; working on video script
Timeline:
- Nov 23-29: Continue researching information for your respective sections.
- Nov 30: Meet with our research and start to format the video while considering the information we have obtained from our research.
- Dec 2: Collect pictures and videos for the video, and begin to develop a script.
- Dec 4: Finish the script, begin putting contents of the video together
- Dec 6: Video Draft Due
- Dec 7: Video editing and narrating
- Dec 9: Finalizing the finishing touches of the video
- Dec 14: Final video cuts by noon
DAY 1
Our group assigned roles and brainstormed many controversial topics such as
- Tearing down of historical statues
- BLM movement
- Teaching of evolution in schools
- Electoral College/systems of election
- Edward Snowden
- Hate Speech
- Salary Caps
We also assigned specific categories to research
DAY 2 Recap of our research so far (articles we use):
Liv:
Ken Ham and Michael Behe
Debate: creationism vs evolution in schools (skim for ideas)
Anti defamation League
Religious Doctrine in the Science Classroom
Joseph O. Baker
BBC
Creationism and Intelligent Design
Ian:
Roper, Jon. The Illustrated Encyclopedia of the Presidents of America. Hermes House, 2011. Contains a section about the Scopes Trial on page 162.
PBS
New York Times
The personal beliefs of John Scopes and context for the Butler Act
Inherit the Wind
A play based on the events of the Scopes Trial that was first performed in the fifties amidst similar paranoia over communism in the United States.
Casey:
National Science Teachers Association
Importance of teaching evolution in Schools
NPR
Teaching Evolution: A State-byState Debate
Stanford Encyclopedia of Philosophy
US National Library of Medicine National Institutes of Health
Genetics and the causes of evolution: 150 years of progress since Darwin
DAY 3 Looking into the Stasis Questions
Conjecture: Is there an act to be considered?
Why is there a debate behind teaching evolution?
- There is a fundamental debate between advocates of “intelligent design”–the theory that an intelligent force had a role to play in the creation of the universe” (NPR)–and the theory of evolution–referring to “the changes in the proportions of biological types in a population over time” (Stanford).
- Where there are conflicting ideals, it is logical for there to be arguments as to which avenue is the suitable solution.
What are examples of evolution vs. creationism?
- One popular case that covered the issue of evolution vs. creationism was the Scopes trial.
- This trial brought the debate between evolution and creationism to the national forefront
- In the early 2000s, policymakers in at least 16 states examined the issue and came to some sort of legal conclusion to define how these ideas would be covered in educational material (NPR)
Definition: How can the act be defined?
What does the teaching of evolution entail? Casey
“In a popular textbook, Douglas Futuyma gives a more expansive definition:
[biological evolution] is change in the properties of groups of organisms over the course of generations…it embraces everything from slight changes in the proportions of different forms of a gene within a population to the alterations that led from the earliest organism to dinosaurs, bees, oaks, and humans. (2005: 2)” (Stanford)
- Organisms that exist today originate from changes in properties of previous generations
- Changes at a genetic level can range from slight to large
- “Descent with modification”
- Spread of alleles, variants, trait values, character states
Evolution can be reasoned through concepts such as natural selection, genetic drift, mutation, or migration.
“It is generally agreed that some degree of spatial isolation between populations increases the likelihood that they will diverge sufficiently that they become incapable of interbreeding. Martin & Willis (2010) presented an analysis of the genetic basis of adaptation to local conditions in geographically isolated populations of the monkeyflower Mimulus guttatus and partial reproductive isolation between them. Schluter et al. (2010) described work on the genetics of adaptation of sticklebacks to freshwater habitats, again documenting how natural selection to local conditions can drive populations apart.” (US Library)
Additionally, various studies on groups such as domestic animals helped to supplement Darwin’s initial theory of evolution with concrete evidence.
“Modern genetics has played an important part in the development of efficient methods of artificial selection, and in revealing the history of farm animals and plants. Brown (2010) described how the diversity generated by traditional breeders, to which Darwin frequently referred, is being eroded by modern farming practices, with possible negative consequences for farming communities in the developing world. Dan Bradley further elaborated on this theme of domestication with results from the study of DNA sequence polymorphisms in cattle (Murray et al. 2010). It turns out that cattle domestication is more diffuse than originally thought, probably involving multiple events and introgression from wild aurochs.” (US Library)
What does the teaching of creationism entail? Liv
“Creationism is a religious belief that God or a divine being created the universe or humankind. Typically, creationists subscribe to the account of creation presented in the Bible’s Book of Genesis. Creation science attempts to prove that God created the world by refuting evolution and offering interpretations of scientific data to “prove” the creation account in Genesis.”
(Anti defamation League)
- All the forms of life existing today were created by the actions of God
- The organisms created by God can’t produce new forms of organism – only God can do this
- The most common theory follows the accounts in the Biblical Book of Genesis, but most religions have their own creation story
- Modern creationism uses scientific evidence to support scripture
- (BBC)
“Creationists claim to have discovered evidence for the biblical flood. It has pointed to the absence from the fossil record of intermediate forms between known species, and it is argued that certain species could not have evolved gradually because of their particular chemical or physical make-up. Organs such as the eye are cited as being ‘irreducibly complex’ (what is the use of half an eye?) and could not have evolved step-by-step as is suggested by Darwin and therefore must have been created.
It is argued that because creationists follow this theoretical approach, that it can subsequently be called a “science”.”
- (Ken Ham and Michael Behe)
“Christians who take the Bible literally believe the world was created by God in seven days. In recent years, some Christians have put forward the idea of an ‘intelligent designer’ as an alternative to the science of evolution.”
- (BBC)
“Intelligent Design states that – due to the very complexity and organization of life and the failure of science to explain it all completely – the intervention of an intelligent designer was a critical component of life on earth. For many of its adherents, the intelligent designer is God or a supreme being.”
- (Anti defamation League)
Quality: How serious is the act?
How has this affected education as a whole? Is this framed as a positive or negative advancement in education?
Although courts tend to rule on the side of strictly teaching evolution, public opinion seems to be extremely conflicted on this issue. People who view the strict teaching of evolution as undermining Christianity, view these decisions as very negative.
“Creationism continues to maintain a relatively high level of subcultural resonance. Meanwhile, evolution has won many court battles but has not been able to win a majority in the court of public opinion. Legal decisions about evolution have merely narrowed the limits within which local politics play out (Berkman and Plutzer 2009), and have not produced a large shift in public views.”
- Joseph O Baker
This controversy has had immense impacts on education. Evolution is now the only scientific theory that is allowed to be taught in public schools.
“Religious explanations for humankind, the diversity of life on earth, or the universe, including Creationism, Creation Science, or Intelligent Design may not be taught as science under any circumstances. Evolution – the only scientific explanation for the history of life on earth – must only be taught as scientific fact.”
- Joseph O Baker
Policy: Should this act be submitted to some formal procedure? What should be done about this new trend?
Since the Scopes trial, the government has progressively separated itself from religion.
The law that John Scopes was accused of violating, the Butler Act, was overturned in 1967.- New York Times
The Scopes Trial captured the attention of the nation.
“Sometimes referred to as the ‘true trial of the century,’ it attracted such interest that at one point the town contemplated moving it to a baseball field with a capacity to seat 20,000 people.”- New York Times
The trial brought about a time where evolution was not taught in schools.
“The verdict did have a chilling effect on teaching evolution in the classroom, however, and not until the 1960s did it reappear in schoolbooks.”- PBS
The play Inherit the Wind shows the resistance Bertram Cates, a character who represented John Scopes, met before and during the trial at the hands of the religious community of the town and country.
The hostility that Scopes was met with was unacceptable and unchristian.
Even if this argument remains in society, it would be in the best interest of the community if such violence is restricted.
The church has been perceived as anti-science because of these actions, which has caused some to renounce the faith.
The theory of evolution and science provide ideas that attempt to solve questions presented by the universe. Religion is built on this same objective, but addresses the spiritual matters of the universe over the concrete. Both of these institutions have solid claims about the order of the universe, but none is fully complete.
It would be best for the church and science to welcome such developments as evolution, and work together for a progressive understanding of the universe.
Such examples of this cooperation have led to major developments in the sciences (Priest Gregor Mendel and hereditary sciences).
Part 2: FRAMING THE ISSUE
Part 2:
As a group, write one to two paragraphs describing your multimedia project. In this description, you will explain what makes the issue you’ve chosen a public controversy and identify a set of framing questions (5-7) you will want to explore.
You will also explain how you will historicize the controversy. Lastly, you will explain the media (image choices, audio, sourcing) you plan to use to present your topic and why you’ve made those choices.
The division between the Theory of Evolution and the Church has existed since the publishing of Darwin’s Origin of Species. Even though the education system has shifted to embrace the teachings presented by Darwin and science over the years, the controversy still remains. Is it a school’s primary mission to instill religious and moral values in students, while also bringing them enlightenment to the world’s operation through science? Does the theory of evolution specifically contradict the teachings of the church? These are the questions that have been at the center of this debate since the theory was introduced. They were also the central discussions of the famous Scopes Trial in 1925. Even though Scopes was convicted in the trial, the argument presented by the defense seemed understandable compared to some points presented by the prosecution. These tensions would remain as religious teachings were slowly phased out of public schools in the 1950s and 1960s through cases such as Engel v. Vitale and Abington School District v Schempp. The controversy remains after a century of debate, but it has shifted in form. Now the argument over evolution in schools ultimately includes the balance between the teaching of science and religion in schools around the country.
This documentary will highlight this divide through religion and science through the use of historical context, legislative decisions on the topic of evolution and religious teachings, and the emotions present in society on the topic of evolution. Information on the Scopes Trial and ideas and scenes presented in the play Inherit the Wind will be used as the foundations for the historical argument and will be the topics of the introduction and conclusion of the video. This movie will not direct the audience to one side at the expense of the other. Instead, it will properly inform the audience on the division between religion and science and the history behind it to the point where they can interpret the material and form their own conclusions.
Framing Questions:
- Is the teaching of creation in schools important to upholding the truth and trust behind all of Christianity?
- Does the general public favor the teaching of evolution or creationism, or both?
- How have the debates for prioritization of evolution and or creationism shifted since the release of Darwin’s theory?
- How have shifts in legislation surrounding the teaching of evolution and the bible reflected changes in society’s opinions?
- How should religious values be balanced with scientific education in the classroom?
- Should educational institutions be responsible for equally educating students on both perspectives?
- Should the creation ideals of other religions be considered in the same light as Christianity?
