bible.chuck.jpg

The debate about how humans came into being includes references to the Bible, left, and Charles Darwin (1809-1882), a British naturalist who developed a theory of evolution to explain biological change.

((FILE PHOTOS))

Related story: Holyoke primer on creationism vs. evolution debate: key words and references

HOLYOKE — Darwin vs. God. Evolution vs. creationism. Science vs. the Bible.

The clash that has persisted for centuries is coming to Dean Technical High School, after spring break.

Principal Barry Bacom said Friday (April 17) he has approved a lesson plan that will include discussions about creationism in the instruction about evolution to spur critical thinking and debate among students when they return from vacation April 27. (See the "Evolution Project Summary" Bacom provided below.)

Questions like "when does discussion about an important but controversial topic in a public school classroom veer into the inappropriate?" are among those officials said they expect from the project at Dean, the city's vocational high school at 1045 Main St.

"I stand by the project as a really solid project for our students," Bacom said.

Principal Barry Bacom at Holyoke Dean Technical High School's graduation last year.



Such scrutiny would be coming as the state is close to making a decision whether to seize control of the public schools because of concerns the city has failed to improve the chronically poor academic performance of students despite years of warnings.

Evolution is the theory that humans evolved over thousands of years from earlier life forms that supporters say is science-based and thus offers empirical proof.

Creationism is the belief that the universe and living beings came about through acts of divine creation as related in the Bible that supporters say stands as the highest source.

Guardians of the two beliefs often deride the other as obviously falling short. Their collisions are often bitter and historic, such as those recounted in the play and later movie "Inherit the Wind" about the Scopes "Monkey Trial" that took place in Tennessee in 1925.

Bacom said excerpts from the 1955 play, by Jerome Lawrence and Robert Edwin Lee, will be used in the lessons. The 1960 movie was directed by Stanley Kramer and starred Spencer Tracy.

Bacom is aware that some people might find it inappropriate that a public school is including what many consider to be faith-based teaching in a lesson plan, he said. But he said the creationism vs. evolution debate is ingrained in the national consciousness and thus natural for students to learn.

It is a matter of exposing students to the full range of ideas and not a situation where he is pushing so-called creationism beliefs on teachers or advocating that creationism be taught, he said.

"That couldn't be further from the truth. The point of the whole project is to have students understand the scientific theories of evolution. Maybe they're (critics) profiling me because I'm from Texas," Bacom said.

The fact he graduated from Abilene Christian University in Texas is unrelated to this project, he said.

Development of the project was a team effort that included teachers, an instructional coach and himself, he said.

Bacom was hired as Dean principal by Project GRAD USA, the Texas company managing the school under state order. The state since summer 2011 has required the city put Dean under outside management because school officials and staff had failed to turn around students' persistently poor academic performances.

Bacom said the project will involve students researching the theories and then taking on roles -- as School Committee members, people in the community and journalists -- in arguing the points in the long-standing creationism vs. evolution controversy.

The project will be an example of the method of teaching known as project-based instruction, he said, essentially, learning by doing.

"That's what makes it a great project, it makes it something to think about," Bacom said. "It's something that's out there, it's in the national consciousness."

School Superintendent Sergio Paez said officials are willing to discuss the planned lesson that would include creationism with parents and students if it is controversial.

"I encourage teachers, parents and community to reach out to the school administration to get first-hand information," Paez said.

Mayor Alex B. Morse, chairman of the School Committee, said, "I do not think creationism should be taught alongside evolution. But from what I know, it seems that is not the case here. This assignment appears to be one to teach critical thinking and debate, not science."

Devin M. Sheehan, School Committee vice chairman, said, "I have spoken to Dr. Paez, who is investigating the matter with Principal Bacom. The Holyoke Public Schools has all of (its) curriculum listed on the (School Department) website. I personally support the teaching of evolution in the schools and I am waiting to hear back from Dr. Paez regarding the letter in question."

The letter Sheehan referred to was a two-part letter that an employee forwarded to The Republican / MassLive about the evolution-creationism lesson plan. The first part is addressed "Dear students," and discusses how the debate about the "right way of thinking," scientific or religious, goes back centuries.

"This question is now an issue that Holyoke must address," said letter, which was signed by several teachers.

Bacom said that he didn't write the letter, that it reflects an early version of the planned lesson plan and that it shouldn't have been circulated.

The letter continues by noting that attention will be on Holyoke, with the possibility of a state takeover, and curricula are being reexamined.

"At the center of one such examination is our Biology curriculum, particularly the theory of evolution vs. the theory of intelligent design," the letter said.

In this case, the letter asserts creationism and intelligent design are synonyms, but not all agree on that. Some hold that while creationism defends a literal reading of the Book of Genesis in the Bible, "intelligent design is agnostic regarding the source of design and has no commitment to defending Genesis, the Bible or any other sacred text," according to the Discovery Institute of Seattle, Washington.

"Instead, intelligent design theory is an effort to empirically detect whether the 'apparent design' in nature observed by biologists is genuine design (the product of an organizing intelligence) or is simply the product of chance and mechanical natural laws," according to that organization.

The letter to Dean students continues by saying that while the evolution vs. creationism debate isn't new, "this issue has only recently become a concern for the Holyoke Public Schools."

That leads to the second part of the letter that was sent to The Republican / MassLive. This one was addressed "Attention: Holyoke Public School District" and signed "A Concerned Parent." It discusses how the upcoming high school biology class of a parent's daughter is to include evolution but should also include instruction referred to as intelligent design.

"I think we can all agree that it is important for students to hear multiple viewpoints so they can choose for themselves the theory that makes the most sense to them," that letter said.

Charles Darwin (1809-1882) was a British naturalist best known for developing a theory of evolution to explain biological change, "On the Origin of Species," published in 1859, according to biography.com.

What follows is the "Evolution Project Summary" provided by Barry Bacom, principal of Dean Technical High School:

Evolution Project Summary

The primary focus of the project is that the Language Arts and History classes are supporting 10th grade students' readiness for the Biology MCAS. Students will play the role of School Committee Members, community members, and journalists in a Mock School CommitteeHearing for the district on whether or not the concept of "intelligent design" should be included along with the teaching of The Scientific Theory of Evolution in the science classroom. This exploration will create a need to know for students to research and understand Evolution and Biodiversity as well as the Scientific Revolution and the shift from a theocentric to a secular interpretation of the universe. Students will also examine informational texts and Inherit the Wind in Language Arts. Every student will collaborate to develop persuasive writing that draws from content knowledge in History, Biology, and Language Arts.

By the end of the project, the students will be expected to know and be able to do ...

Biology Learning Standards

5. Evolution and Biodiversity Central Concepts: Evolution is the result of genetic changes that occur in constantly changing environments. Over many generations, changes in the genetic make-up of populations may affect biodiversity through speciation and extinction.

5.1 Explain how evolution is demonstrated by evidence from the fossil record, comparative anatomy, genetics, molecular biology, and examples of natural selection.

5.2 Describe species as reproductively distinct groups of organisms. Recognize that species are further classified into a hierarchical taxonomic system (kingdom, phylum, class, order, family, genus, species) based on morphological, behavioral, and molecular similarities. Describe the role that geographic isolation can play in speciation.

5.3 Explain how evolution through natural selection can result in changes in biodiversity through the increase or decrease of genetic diversity within a population.

World History Learning Standards

33 Summarize how the Scientific Revolution and the scientific method led to new theories of the universe and describe the accomplishments of leading figures of the Scientific Revolution.

35 Explain how the Enlightenment contributed to the growth of democratic principles of government, a stress on reason and progress, and the replacement of a theocentric interpretation of the universe with a secular interpretation.

Language Arts Learning Standards

Reading Standards for Literature

Key Ideas and Details

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text

3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme

Craft and Structure

4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)

5. Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Reading Standards for Informational Text

Key Ideas and Details

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text

3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

5. Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

6. Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Writing Standards

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

College and Career Readiness Anchor Standards for Language

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Evolution Project Entry Document

In a project-based classroom, the entry document ...

* Creates a stir of excitement among the students.

* Through a novel (often completely contrived!) scenario, leads students to see real world applications for what they will be doing.

* Asks students to present and defend solutions to a real and appropriate audience for the student work.

* Introduces terms and concepts that the students have not learned before.

* Leads students to develop a "need to know" list that includes fundamental content questions

Driving Question: The Scientific Theory of Evolution is taught in Massachusetts Biology courses and tested on the MCAS. Should the concept of intelligent design be taught along with the Scientific Theory of Evolution in Massachusetts Biology classes?

Dear Students:

Across the country, school districts are questioning what is being taught in Biology classes. The Holyoke School Committee will hear public comment about a proposed change to the Biology curriculum.

Currently, the Scientific Theory of Evolution is taught in Massachusetts Biology courses and is tested on the MCAS. This theory aligns with a secular interpretation of the universe that arose during the Scientific Revolution.

Some community members are advocating that the Biology curriculum should also include instruction on the concept of intelligent design. This concept aligns with a theocentric interpretation of the universe that pre-dates the Scientific Revolution. The argument for its inclusion in the science curriculum has recently gained in popularity among a small segment of U.S. citizens.

When the School Committee hears public comment, each person will have 2 minutes to present persuasive, well-supported information from multiple perspectives that answers the question: Should the concept of intelligent design be taught along with the Scientific Theory of Evolution in Massachusetts Biology classes?

Thank you for your hard work. We look forward to learning from your presentations.

Sincerely,

Dean Tech 10th grade Science and Humanities teachers