LESSON PLAN:THE DEBATE OVER TEACHING INTELLIGENT DESIGN
Background, Activities and Critical Analysis
By Doug DuBrin, an English and history teacher as well as an editor and writer

Estimated Time: 2-3 class periods, plus extended activities

Overview: Through this lesson, the student will come to understand the current nationwide debate regarding the teaching of intelligent design alongside evolution in public schools. The student will examine the content of the debate and then analyze and critique the merits and flaws of both sides of the argument.

To make these lesson plans better

Correlation to National Standards

Materials

1. Background information (printer-friendly PDF)
2. Glossary of relevant terms (printer-friendly PDF)
3. Transcripts of ID/evolution debates
http://www.pbs.org/newshour/bb/religion/july-dec05/evolution_8-05.html
http://www.pbs.org/wnet/religionandethics/week504/feature.html
4. Extension activity explanation (provided below)

Background:

There is a divisive debate across the nation today concerning the teaching of intelligent design (ID) in public school science classes alongside the theory of evolution, leading some to argue that the Scopes Monkey Trial is being relived across America's educational landscape.

Intelligent design proposes that the living world it is too complex and intricate to merely be the product of natural selection. Therefore, the mechanisms of the natural world at some point must have been guided by an intelligent force.

The theory is not necessarily the same as creationism, though, since some adherents of ID allow for the earth to be billions of years old, whereas creationists generally believe in the Biblical account of the Earth's origins, making it only thousands of years old.

Evolutionary theory proposes, however, that life is gradually yet constantly evolving, or changing, due to adaptations, or adjustments, that it makes to its environment. These adaptations are then inherited by the next generation. Modern evolutionary theory was first popularized through the studies and writings of Charles Darwin. Some biology and medical researchers use evolution as the basis for their studies.

Critics of teaching intelligent design in high school science classes contend that it is not hard science, since its premises cannot be proven or demonstrated. They also argue that ID is merely a way to inject the teaching of creationism into public schools.

Yet supporters of ID argue that nature's design can be examined and proven, and that evolution is a flawed theory that needs to be challenged by other schools of thought.

ID recently received a vote of confidence when President Bush mentioned that he condones the teaching of other views of how life formed in addition to evolution.

Mr. Bush's comments resonated throughout the scientific community with scientists opposed to ID saying the president does not have the authority or the educational background to weigh in on such matters.

Either way, by expressing his opinion, the president has added more significance to an already energized issue.

Procedure:

1. Either individually or in groups, have the students carefully read the background information, the glossary of relevant terms and the interview transcripts. Allow them time to take notes on the readings (which may be assigned prior to the lesson).

2. Divide the class into groups of 3-4 students each.

3. Then have the students analyze and critique the positions of each side of the debate by referring to the interviews and through answering the following questions:

• Which side uses more factual information and statistical data to support its position? How convincing is the support?
• Which uses more historical and/or societal references for support?
• Which allows for more supposition or interpretation?
• Which position is more often on the defensive? How open is each side to having its views challenged?
• What are the key supporting points for each argument? How might you summarize each side's position?

4. Come back together as a class, and have a representative from each group justify the answers of his/her group. For example, if the group concludes that the position of teaching evolution alongside ID allows more room for interpretation, the group must explain specifically and clearly why this was so.

5. Conclude the lesson by having the class critically examine the significance of the debate through posing questions such as the following:

• Why is this debate so intense in the United States in particular? As a whole, are we more of a religious-minded or science-minded nation?
• What do you predict will be the outcome of the debate? Do you envision a complete overhaul of public school science curriculum nationwide? Will more schools be open to teaching alternative theories to evolution, or will there be a pendulum swing in the other direction? That is, will evolution become even a stronger force in schools as a result?
• Is a debate such as this generally a positive or negative cultural force? In other words, does society tend to resolve issues such as these in a more constructive or a more destructive way?
• What issues/debates in our nation's past can the ID/evolution debate be compared to?

Extension Activity: News coverage of the issue

Have the students analyze the recent media coverage of the debate. The following questions might be addressed in the form of an essay, through an oral presentation, or by a graphic representation.

• In general, how much coverage has the media given to the issue? Based on the amount of media coverage given to the issue, what conclusions might you develop?
• How is the print coverage of the issue different from the television or radio coverage? Which is more comprehensive?
• How have national newspapers, such as the New York Times or Washington Post, treated the topic when compared to smaller regional papers?
• Comparing the coverage from other nations, what observations can you make? Do more secular nations view the issue differently from nations with a more religious population?
• How have statistics been used by the media in this case? How often are people's views surveyed and documented? How representative are those surveys? How are the statistics used to defend various groups' stances on the issue?

National Standards
For detailed explanations, please consult:
www.socialstudies.org/standards

Thematic Standards

Standard 2: Time, Continuity and Change
Standard 3: People, Places and Environments
Standard 4: Individual Development and Identity
Standard 5: Individuals, Groups and Institutions
Standard 6: Power, Authority and Governance
Standard 8: Science, Technology and Society
Standard 10: Civic Ideals and Practices

Disciplinary Standards

Standard 1: History
Standard 3: Civics and Government

Author Doug DuBrin teaches English and history at the French International School in Bethesda, Md. Previously, he taught English and history at Arizona School for the Arts in Phoenix. Doug is also a freelance writer and editor.

To find out more about opportunities to contribute to this site, contact Leah Clapman at extra@newshour.org.