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10/14/05
To Members of SIVB:
If you would like some resources regarding Evolution to
share with your local schools or for yourselves see below.
These materials are provided in a variety of formats including
some that are more understandable for precollege students,
and nonscientists.
Pam Weathers, Chair, SIVB Public Policy Committee
AIBS AND BSCS RELEASE EVOLUTION
BOOK AND VIDEO
The Biological Sciences Curriculum Study is now taking
orders for the BSCS/AIBS video, Evolution-Why Bother?, and
for the BSCS/AIBS book, Evolutionary Science and Society:
Educating a New Generation, which is based on the symposium
of the same name that AIBS and BSCS held at the 2004 annual
convention of the National Association of Biology Teachers
(Chicago, November 2004).
Evolutionary Science and Society: Educating a New Generation
presents the proceedings of the symposium, which featured
17 speakers and five panel sessions.
To complement the proceedings of the symposium, BSCS has
developed an activity book for teachers. This book, which
includes materials for both teachers and students, is a
collection of classic BSCS activities on evolution and is
organized around the five themes of the symposium. The materials
make reference to the resources available in the proceedings
book as they relate to each activity. A CD of the proceedings
is included with this book.
The video, Evolution-Why Bother?, contains interviews with
scientists and teachers to enhance students', teachers',
and the general public's understanding of the relevance
of evolution to daily life. An understanding of the Tree
of Life and methods of phylogenetic analysis, for example,
contributes to improving human health, from identifying
emerging diseases and the origins of pathogens to understanding
the geographic history of diseases and their vectors. The
video is available in both DVD and VHS format and is produced
in collaboration with Why Bother Films (Boulder, CO).
See the BSCS website
(http://www.bscs.org/page.asp?pageid=0|31|53|363&id=0|evolution_programs)
for ordering information.
7/14/05
For
more discussion of the Intelligent Design vs. Evolution
challenge go to
http://www.aaas.org/news/releases/2005/0630evolution.shtml and
for the entire dialogue go to
http://www.eurekalert.org/expertchat/ from your Public
Policy Committee
4/20/05
The SIVB would like to make you aware of a political drive
in several southern states to either eliminate the teaching
of evolution in favor of creationism or at the very least
giving both evolution and creationism equal strength. Below
are excerpts from Public Policy Reports published by the
AIBS. Please read and, if you live in any of the states
mentioned, it is important that you let your representative
know your thoughts.
SIVB Public Policy Committee
Paul Price (chair)
Todd Jones
June Bradlaw
The Public Policy Committee voted unanimously to inform
our membership aboutthe following two items and to ask members
to take action especially if theyreside in either FL or
PA:
1) Florida Academic Freedom bill that would LIMIT academic
freedom on collegecampuses. This bill should be defeated
because free exchange of ideas isalways the best means for
furthering knowledge. Lawsuits against professorsfor expressing
ideas contrary to that expressed by a student or anothercolleague
not only violate the first amendment, but also stifle oureducational
institutions.
FLORIDA "ACADEMIC FREEDOM"
BILL COULD CENSOR FACULTY, TRIGGER LAWSUITS
Florida State Representative Dennis Baxley (R) has been
pushing an "academic freedom" bill that aims to
protect students with conservative views from what Baxley
perceives as a strong liberal bias on college campuses.
The bill seeks to, among other things, allow students to
have access to a "broad range of serious scholarly
opinion pertaining to the subjects they study." If
enacted, the legislation would pave the way for student
lawsuits against professors. While promoting the bill, Baxley
used the teaching of evolution as an example of a case in
which he believed such a lawsuit might be justified. Although
the bill has passed the House Choice and Innovation Committee,
part of the Education Council (which Baxley chairs), its
chance of landing on state law books appears slim. Senate
President Tom Lee told the St. Petersburg Times that he
was not sure the legislation was needed, and Governor Jeb
Bush expressed the same view, saying, "I don't know
if the bill itself is the correct solution."
2) Intelligent Design legislation introduced in Pennsylvania
House. Thiseffort is another anti-evolution push. Again
we must speak out to maintainthe separation of science and
theology. Intelligent Design is a theologicalconcept, not
a scientific one.
INTELLIGENT DESIGN LEGISLATION
INTRODUCED IN PENNSYLVANIA HOUSE
On 16 March 2005, Pennsylvania joined the list of states
with intelligent design/creationism legislation pending
in the state legislature. House Bill (HB) 1007 was introduced
in the Pennsylvania House of Representatives by State Rep.
Creighton (R-District 37, Lancaster County) and cosponsored
by 11 other Republican State Representatives generally representing
districts spanning the southern half of the state. Science
education advocates throughout Pennsylvania have quickly
organized to oppose the measure, which was referred to the
House education committee. If enacted, HB 1007 would add
a section on "Teaching Theories on the Origin of Man
and Earth" to the Public School Code of 1949. According
to an analysis by the National Center for Science Education's
Nick Matzke, this section would enable school boards to
"add 'intelligent design' to any curriculum containing
evolution and allow teachers to use, subject to the approval
of the board, 'supporting evidence' deemed necessary for
instruction on the theory of intelligent design." For
more information on efforts to combat this and other threats
to science education in Pennsylvania, consider joining the
Pennsylvania node of the AIBS/NCSE State Evolution List
Serve Network [http://www.aibs.org/mailing-lists/the_aibs-ncse_evolution_list_server.html].
6/8/04
ROSEVILLE, CA SCHOOL BOARD REJECTS
PROPOSAL TO INCLUDE ARGUMENTS AGAINST EVOLUTION SCIENCE
CLASSES
For much of the past year, the Roseville Joint Union School
District board of trustees has been occupied by a proposal
to mandate that alternatives to
evolution be included in science courses. On June 1, 2004
the school district near Sacramento voted down a resolution
that would have
established "The Quality Science Education Policy."
Ultimately, the proposal was only supported by the school
board president, Dean Forman, and
board member Kelly Lafferty. Three board members opposed
the resolution. According to the Roseville Press-Tribune,
in public debate in opposition to
the proposal, board member Jan Pinney stated, "We need
[teachers] with us, not against us. They have spoken with
one voice."
6/4/04
EVOLUTION EDUCATION NEWS: AL,
KY, MN, MO
ALABAMA--
On May 17, 2004 the Alabama legislature adjourned for this
legislative session without voting on a number of controversial
measures, including SB 336 "the Academic Freedom Act."
The original version of this legislation would have allowed
teachers to present "alternative theories" of
"biological or physical origins." The measure
was unanimously approved by the Alabama Senate Education
Committee and approved by the full state Senate. The House
Education Committee passed a modified version of the legislation
by a vote of 9 to 1. In the House version, "alternative
theories" language was replaced by language protecting
the presentation of only "scientific information"
on the "full range of scientific views." The change
in legislative language was likely in response to growing
criticism that the legislation was religiously motivated.
Evidence for this was provided by the Senate sponsor of
the legislation, Wendell Mitchell, who was quoted on May
16 stating, "We are trying to take every step we can
to ensure that the people who are operating under this legislation
are not challenged on the idea it is a religious effort."
Mitchell, a democrat, previously has stated, "This
bill will level the playing field because it allows a teacher
to bring forward the biblical creation story of humankind."
As a result of the seemingly continuous effort of the Alabama
State Legislature to introduce non-scientific information
into the science curricula, the Alabama Citizens for Science
Education (www.alscience.org)
was established to promote the best possible science in
Alabama public schools.
KENTUCKY--
The American Institute of Biological Sciences (AIBS) and
the National Center for Science Education (NCSE) are pleased
to announce that a new evolution list serve has joined the
AIBS/NCSE State Evolution List Serve Network. The list,
launched last week, is now accepting new subscribers. Scientists
and science educators in Kentucky that are interested in
issues related to evolution education or science education
more generally are encouraged to participate in this free
online exchange. For more information about the new KY list
serve or evolution lists in other states, please visit
http://www.aibs.org/mailing-lists/the_aibs-ncse_evolution_list_server.html.
MINNESOTA--
Minnesota has adopted new science education standards.
According to the National Center for Science Education,
the standards do not include any of the changes or amendments
proposed by those seeking to teach "evidence against"
or "weaknesses" of evolution. The standard writing
process in Minnesota has been contentious. Education advocates
have worked tirelessly through what often appeared to be
a questionable process to ensure the state adopted the strongest
standards possible. Some may recall that earlier this year,
then Education Commissioner, Cheri Pierson Yecke, modified
draft science standards prepared by a writing committee
comprised of scientists and educators. Yecke has also publicly
advocated that local school districts should have the freedom
to teach creationism if they desire. Yecke's standards would
have seriously weakened science education standards. Prior
to adjourning for the legislative session, the Minnesota
Senate voted 35-31 not to confirm Yecke as the Education
Commissioner.
MISSOURI--
The Missouri legislative session has ended without action
on two House Bills (HB 911 and 1722) that would have weakened
science education. HB 911 would have mandated "the
equal treatment of science instruction regarding evolution
and intelligent design" in the public schools. The
measure was less than favorably received by the House largely
because it included provisions that "Willful neglect
of any elementary or secondary school superintendent, principal,
or teacher to observe and carry out the requirements of
this section shall be cause for termination of his or her
contract" and that "Each public school classroom
in this state from grades eight through twelve in which
science is taught exclusively shall post a copy of this
section in a conspicuous manner." HB 1722 omitted these
provisions but retained the "equal time" requirement.
HB 1722 died in the House Education Committee.
5/11/04
WARNING-ALABAMA LEGISLATORS ARE AT
IT AGAIN: LEGISLATION WOULD ALLOW TEACHING ALTERNATIVE THEORIES
OF EVOLUTION
Some anti-evolution activists are employing new tactics
in their effort to secure legal authority to introduce "alternative
theories" of evolution into public education curricula.
Advocates in Alabama have moved beyond textbook disclaimers
and are now pushing legislation, SB 336, the "Academic
Freedom Act." The Alabama state Senate passed SB 336
by a vote of 28-0 on 8 April 2004. According to the National
Center for Science Education, the legislation would give
teachers at public institutions "the affirmative right
and freedom to present scientific, historical, theoretical,
or evidentiary information pertaining to alternative theories
or points of view on the subject of origins" and students
the right to hold a "particular position on origins,
so long as he or she demonstrates acceptable understanding
of course materials." Prior to passage, SB 336 was
amended to also include a section reading, "The rights
and privileges contained in this act do not apply to the
presentation of theoretical information unless it is accompanied
by scientific, historical, or evidentiary information."
Reports from Alabama Senate Education Committee hearings
held in March and Alabama House Education Committee hearings
on similar legislation, HB 391, clearly indicate that the
intent of the legislation is to protect the teaching of
creationism, according to Nick Matzke of the National Center
for Science Education. Many Alabamans are concerned with
this latest threat to science education. A new group, Alabama
Citizens for Science Education (www.alscience.org)
has formed to promote the best possible science education
in Alabama public schools. ACSE is now working to educate
members of the Alabama state House about the nature of science
and educational concerns about SB 336 and HB 391 in hopes
of preventing House passage of these or other anti-science
bills.
Detailed legal and educational analyses of SB 336 and HB
391 are available on the ACSE website. Scientists and educators
in Alabama are encouraged to contact ACSE to learn more
and for information about contacting your member of the
State House.
1/6/04
AIBS SENDS LETTER TO NPS REGARDING
YOUNG-EARTH CREATIONIST BOOK
On December 30, 2003, AIBS sent a letter to Grand Canyon
National Park to express concern about reports that a young-Earth
creationist book, The Grand Canyon: A Different View, is
being sold in bookstores throughout Grand Canyon National
Park. The presidents of seven geoscience societies have
also sent a letter to National Park Service officials. The
concern to scientific societies is that the sale of the
book within the National Park conveys to the public an impression
that the National Park Service endorses the young-Earth
creationist explanation for the age and formation of the
Grand Canyon. AIBS requested that Grand Canyon National
Park review its policy concerning the sale of this publication.
The letters sent by AIBS and the geoscience societies can
be viewed online at http://www.aibs.org/announcements/031231_aibs_letter_to_national.html.
A review of The Grand Canyon: A Different View has been
published in Eos and is available at http://www.agu.org/journals/eo/eo0338/2003EO380005.pdf#anchor.
11/12/03
TEXAS DOES NOT MESS WITH BIOLOGY
TEXTBOOKS
From AIBS
On 7 November 2003, the Texas State Board of Education
voted 11 to 4 to approve 11 high school biology textbooks
supported by scientists and educators for their appropriate
treatment of evolution. The vote followed months of debate
and an aggressive campaign by intelligent design advocates
and other antievolution activists who sought to pressure
the Board into approving textbooks that included commonly
posed antievolution criticisms of evolution. Under the banner
of "Don't Mess with Textbooks," a broad coalition
of scientists, educators, authors, civil liberties advocates,
and others throughout Texas aggressively worked to defend
the scientific content of biology textbooks. In addition
to speaking out on the editorial pages of Texas newspapers
and at the Board's public hearings, evolution advocates
borrowed tactics from the antievolution camp. For example,
over 550 scientists representing all disciplines signed
a letter urging the Board to adopt textbooks that had been
reviewed and found acceptable by research scientists and
educators. Earlier this year, intelligent design advocates
in Texas circulated a letter signed by Texas PhD's that
supported the inclusion of intelligent design in biology
textbooks. Notably, a significant number of the PhD's that
signed the intelligent design letter were from disciplines
other than the sciences and education. The evolution education
advocates' sustained effort was an important factor in the
Board's decision. Reports are that the Board was under pressure
from influential Texans, including the Governor, to adopt
scientifically sound
biology textbooks.
9/30/03
CREATIONISM INFILTRATES WYOMING
SCHOOLS
According to reports from the Associated Press, the Cody,
Wyoming school district has adopted a new Religion Policy.
In addition to permitting prayer in school, as long as it
is not required by a school employee, the policy reportedly
prohibits the distribution of school-sponsored religious
materials. However, as reported by the AP, "The policy
also spells out religious curriculum. Religions can be taught
in school, but one religion cannot be endorsed. Creationism
can be taught in science classes but only among a variety
of theories."
Elsewhere in Wyoming, the Worland school board has granted
initial approval to a measure that would permit science
teachers to teach alternatives to the theory of evolution.
According to an Associated Press article in the Casper Star
Tribune, "more than 120 people attended the board meeting,"
which in addition to addressing evolution-education issues
dealt with sexual education curriculum. The board must approve
the evolution-education measure two more times before it
is officially approved, so there is still a short period
of time for concerned residents in the Worland school board's
jurisdiction to become engaged in the process.
Wyoming residents interested in evolution-education related
activities in their state may wish to contact the National
Center for Science Education at (510) 601-7203 or www.nceseweb.org,
or subscribe to the Wyoming node of the AIBS/NCSE State
Evolution List Serve Network. Information about the Wyoming
list serve or other state list serves is available at www.aibs.org/mailing-lists/the_aibs-ncse_evolution_list_server.html.
MINNESOTA SCIENCE STANDARDS
As reported in the September 15, 2003 AIBS Public Policy
Report (www.aibs.org/public-policy-reports/),
Minnesota is in the process of adopting new state science
standards. Education advocates throughout the state remain
concerned about the efforts of proponents for alternative
theories of evolution to weaken the current draft standards.
Throughout October the Minnesota Department of Education
will hold hearings across the state to receive public input
on the draft standards. Scientists, educators and other
supporters of strong science standards are encouraged to
review the standards and provide comments. For more information
about the Minnesota standards, visit: Minnesota Department
of Education at www.education.state.mn.us;
Minnesota Draft Science Standards at www.education.state.mn.us/stellent/groups/public/documents/translatedcontent/pub_038386.pdf;
Minnesota node of the AIBS/NCSE List Serve Network by sending
an email to majordomo@lists.aibs.org
and including in the body of the message "subscribe
mn@lists.aibs.org email address"; or the National Center
for Science Education at www.ncseweb.org.
9/8/03
MICHIGAN OVERRUN WITH INTELLIGENT
DESIGN LEGISLATION
Proponents for including religious beliefs in public school
science
curricula no longer limit theIr activities to small school
districts
or states with large fundamentalist Christian populations.
Anti-evolution advocates now use "intelligent design
theory"--a
dressed-up version of creationism--to try and influence
science
education in states across the country. In some cases, these
political initiatives seek to influence school boards charged
with
selecting or approving textbooks (e.g., Texas) or public
science
curricula (e.g., Minnesota and New Mexico). In other locations
the
tactics are more direct-get the state legislature to define
what
constitutes evolution and dictate what educators can say
on the
subject. The latter appears to be the strategy in Michigan
where two
pieces of legislation were introduced over the summer in
the State
House of Representatives.
Michigan State Representative Kenneth Bradstreet (R, 105th)
and a
group of 24 other members of the State House of Representatives
introduced House Bill 4946 on July 2, 2003. Bradstreet and
eight
other cosponsors of HB 4946 are members of the House Education
Committee, where the legislation has been referred for consideration.
The legislation would change the Michigan school code to
require the
Board of Education to modify state science standards to
include the
concept of "intelligent design by a Creator" wherever
evolution is
mentioned. The anti-science portion of the legislation reads:
"(10)
As soon as practicable after the effective date of this
subsection,
the state board shall revise the recommended model core
academic
curriculum content standards under subsection (2) as follows:
(a) In
the science standards, all references to 'evolution' and
'how species
change through time' shall be modified to indicate that
this is an
unproven theory by adding the phrase 'all students will
explain the
competing theories of evolution and natural selection based
on random
mutation and the theory that life is the result of the purposeful,
intelligent design of a Creator. (b) In the science standards
for
middle and high school, all references to 'evolution' and
'natural
selection' shall be modified to indicate that these are
unproven
theories by adding the phrase 'Describe how life may be
the result of
the purposeful, intelligent design of a Creator'. (c) In
the science
standards for middle and high school, all references to
'evolution'
and the 'natural selection' shall be modified to indicate
that these
are unproven theories by adding the phrase 'Explain the
competing
theories of evolution and natural selection based on random
mutation
and the theory that life is the result of the purposeful,
intelligent
design of a Creator."
In the event that HB 4946 might be too blatant an attempt
to include
religious studies in public school science courses, on July
17th
Representative Hoogendyk (R, 61st, Kalamazoo County) and
seven
colleagues (including Bradstreet) introduced HB 5005. This
legislation has also been referred to the House Education
Committee
for consideration. HB 5005 would authorize that alternatives
to
evolution be taught in science courses and endorses teaching
the
design hypothesis as an explanation for the origin and diversity
of
life. The text of HB 5005 reads in part: "(1) The teaching
in a
public school science class of the methodological naturalism
hypothesis as an explanation for the origin and diversity
of life
shall not preclude also teaching the design hypothesis as
an
explanation for the origin and diversity of life. A public
school
official shall not censor or prohibit the teaching of the
design
hypothesis. (2) As used in this section: (a) 'Design hypothesis'
means the theory that life and its diversity result from
a
combination of change, necessity, and design. (b)'Methodological
naturalism hypothesis' means the theory that nature is all
there is
and that all phenomena, including living systems, result
only from
chance and necessity."
These are not the first attempts by Michigan lawmakers
to put religion into science curricula. Similar legislation
was defeated in 2001. In part, earlier proposals were defeated
when key lawmakers decided that passing such legislation
presents an image of Michigan that does not enhance the
State's ability to recruit employers, particularly in high-wage
industries such as biotechnology. Michigan residents interested
in learning more about evolution education related issues
in their state should consider joining the Michigan evolution
list serve, a node in the AIBS/NCSE State Evolution List
Serve Network. For information about other state/province
list serves in the Network, visit http://www.aibs.org/outreach/evlist.html.
9/8/03
SCIENCE EDUCATION VICTORY IN NEW
MEXICO
On August 28th, the New Mexico State Board of Education
adopted by a
vote of 13-0 statewide science standards strongly supported
by
experts in science education. Throughout the process, proponents
for
the inclusion of alternative theories of evolution, particularly
intelligent design, mounted a vigorous campaign to influence
the
process -- their efforts were soundly defeated.
7/29
CREATIONISM
MAKES GAINS IN LOUISIANA AND TENNESSEE
LOUISIANA - A resolution has been introduced into the Louisiana
House of Representatives urging local school districts to
reject the adoption of science textbooks that present evolution
as fact. The complete text of the resolution can be found
at: http://www.legis.state.la.us/leg_docs/03RS/CVT1/OUT/0000K4Q7.PDF.
Louisiana scientists, educators and others are strongly
urged to contact their State Representatives to express
their opinion on the resolution. Following are excerpts
from a National Center for Science Education (www.ncseweb.org)
letter that may be used as the basis for personal letters
and phone calls.
"On April 1, Louisiana representative Ben Nevers introduced
House Concurrent Resolution 50, which '[e]ncourages city,
parish, and other local public school systems to refrain
from purchasing certain text-book.' On April 2nd, that resolution
was assigned to the House Education Committee. The resolution
states that 'in the effort to encourage the development
of students' critical thinking skills, city, parish, and
other local public school systems should refrain from purchasing
textbooks that do not present a balanced view of the various
theories relative to the origin of life but rather refer
to one theory as proven fact.'
Observers of the evolution/creationism controversy will
recognize this language as an attempt to downgrade evolution
from a sound and well supported scientific theory to one
of questionable status, thereby making it easier for school
districts to reject textbooks that present it accurately.
The phrase may also open the door to the teaching of "creation
science" and other faith-based views."
The Louisiana House of Representatives Education Committee
website is located at: http://house.legis.state.la.us/WebRepresentatives/edcommittee.asp.
Resolutions and other resources from national organizations
supporting evolution education are available from the AIBS
website at http://www.aibs.org/evolution/index.html.
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