Teaching Resources

TEACHING RESOURCES
FOR PARENTS, TEACHERS AND SCHOOL BOARDS

Would you like your school to change from Evolution Only to a more objective approach - an approach that promotes critical thinking, opens minds and permits teachers to explain the scientific controversies about our origins - Where we come from? IF SO THIS PAGE IS FOR YOU!

CLICK ON ANY OF THESE ITEMS & QUESTIONS FOR RESOURCES:

1.    Where can I find a good overview of the controversy?

2.    Why is evolution and Evolution Only so controversial?

3.    What do scientists and Congress say about an EVOLUTION ONLY curriculum?

4.    What do public opinion polls say about EVOLUTION ONLY?

5.    Is there an alternative to EVOLUTION ONLY? What can a school board do?

6.    Is it legal to teach or to censor alternative theories like Intelligent Design?

7.    What is an appropriate response to the policy of National Science Organizations against ID?

8.    What are other school districts doing to promote objectivity in origins science?

9.    Do you have a hand-out or short explanation of the problem and solution?

10.    What are some good videos that I can show to my group?

11.    What are some good books and articles?

12.    Who can I talk to that might help?

13.    Where else can I get help?

1. Where can I find a good overview of the controversy?
        [Back to List of Questions]

        The Evolution Controversy: Understanding the Basic Issues in the Debate Between Evolution and Intelligent Design
                        PDF VERSION (3,206 kb) or HTML VERSION

2. TEN REASONS WHY "EVOLUTION ONLY" IS CONTROVERSIAL AND SHOULD BE REPLACED WITH OBJECTIVITY.   [Back to List of Questions]

TEN REASONS WHY "EVOLUTION ONLY" IS LOGICALLY, SCIENTIFICALLY AND LEGALLY CONTROVERSIAL, (Intelligent Design network, inc., October 2002).   [PDF File 161 KB].

3. PUBLIC OPINION POLLS, A CONGRESSIONAL REPORT AND CERTIFICATIONS BY HIGHLY QUALIFIED SCIENTISTS show Congress, an overwhelming majority of the public and a growing number of scientists favoring objective or unbiased approach to teaching origins science. [Back to List of Questions]

RECENT POLLS AND CONGRESS SHOW A DEMAND FOR OBJECTIVITY IN ORIGINS SCIENCE, (Intelligent Design network, inc., March 1, 2004). [PDF File 400 KB]

Objective Origins Science Policy. This short and simple policy is modeled after a similar policy that was pending in the Ohio House of Representatives as of October 1, 2002. It encourages objectivity, critical thinking and discussion of the full range of scientific views regarding origins as contemplated by the No Child Left Behind Act of 2001. It discourages the use of "hidden agendas" by requiring an appropriate and candid discussion of material assumptions used and the inherently subjective nature of this historical science that seeks to explain singular events that occur in the distant past.

Technical Explanation of Objective Origins Science Policy, (Intelligent Design network, inc. March 2001)

5. MEMORANDA, LEGAL OPINION AND LAW REVIEW ARTICLE EXPLAINING WHY PUBLIC SCHOOL POLICY (A) MAY LEGALLY ALLOW DISCUSSION OF THE DESIGN HYPOTHESIS IN SCIENCE CLASSES AND (B) MAY NOT CENSOR THE DISCUSSION. [Back to List of Questions]

John H. Calvert, J.D. and William S. Harris, Ph.D., Teaching Origins Science in Public Schools: Memorandum and Opinion, (Intelligent Design network, inc. March 2001) [File 186 KB]

"Teaching the Origins Controversy: Science or Religion or Speech, 2000 Utah Law Review 39 (February 9, 2001).
Memorandum From John Calvert to the Science Standards Committee of the Ohio State Board of Education, Regarding the Freiler Case, dated February 4, 2002
John H. Calvert, J.D. Are we designs or occurrences? Should science and government prejudge the question? (Nov 10, 2003 Draft)

Legal Opinion to the Darby Montana School Board, Dated February 19, 2004.

6. What is an appropriate response to policies of National Science Organizations
against ID?

Memorandum from IDnet Managing Directors and Managers Responding to Resolution of the American Association for the Advancement of Science that seeks to censor Intelligent Design - HTML version or PDF version.

7. OBJECTIVE ORIGINS SCIENCE POLICIES ADOPTED BY OTHER SCHOOLS.
[Back to List of Questions]

RECENT ACTIONS TAKEN BY SCHOOL DISTRICTS TO FOSTER OBJECTIVE ORIGINS SCIENCE. (Intelligent Design network, inc., (March 10, 2004).

CRITICAL ANALYSIS OF EVOLUTION LESSON PLAN adopted by the Ohio State Board of Education on March 9, 2004. [PDF File 3.2 MB]

8. TWO PAGE FLYER THAT BRIEFLY EXPLAINS: The Question, The Problem and the Solution to the Problem. [Back to List of Questions]

The Question, The Problem and the Solution to the Problem, (IDnet, 2002) [PDF File 144 KB]

9. AUDIO AND VIDEO RESOURCES. [Back to List of Questions]

Audio tapes of seventeen presentations at Darwin Design & Democracy IV at the University of Minnesota on November 15, 2003. For a list of tapes and on-line ordering via credit card visit http://secure.verimax.us/idnet2/catalog/

Unlocking the Mysteries of Life: The Scientific Case for Intelligent Design. Produced by Illustra Media, this recently released video features Michael Behe, Ph.D., William Dembski, Ph.D., Jonathan Wells, Ph.D., Stephen Meyer, Ph.D. and Scott Minnich, Ph.D. Order copies for $20.00@ at IDnet@att.net.

Icons of Evolution: The Growing Scientific Controversy over Darwin. Produced by ColdWater Media, LLC,. This video explores what students are being taught about evolution and why the teaching does not mention the raging scientific controversy over Darwinian evolution. Order copies for $20.00@ at IDnet@att.net.

The Triumph of Design and the Demise of Darwin, Award winning documentary produced by Jack Cashill, Ph.D. Visit www.triumphofdesign.com

"I Was a TEENAGE DARWINIST," Woody Cozad's Dazzling One Man Show, Produced by Jack Cashill. This is a video of Woody's performance at the National Symposium on Intelligent Design held in Kansas City on July 14, 2000. To order your copy contact Video Post Productions at 1-888-411-6277 or www.thevideopost.com

To order audio and video tapes of our Third Annual Symposium on July 26 and 27, 2002, in Kansas City Click Here.

10. BOOKS and PLAYS. [Back to List of Questions] Visit Access Research Network to Purchase Books:

The Rule. A one act play about the trial of a biology teacher who seeks to teach origins science objectively. Order copies at $5.00 at IDnet@att.net. You may read The Rule by clicking on the Icon. You may also print a copy for personal use for academic purposes, but not for production or redistribution. If you wish to perform The Rule please call 913-268-0852 or send an email to IDnet@att.net where arrangements can be made for a royalty free license. [PDF File 205 KB]

Michael J. Behe, Darwin's Black Box: The Biochemical Challenge to Evolution (The Free Press, 1996)

Icons of Evolution: Science or Myth: Why Much of What we Teach about Evolution is Wrong. Jonathan Wells, Ph.D., a cell and molecular biologist, with illustrations by Jody Sjogren, M.S., CMI (Certified Medical Illustrator).
http://www.iconsofevolution.com

William Dembski, No Free Lunch; Why Specified Complexity Cannot Be Purchased without Intelligence, (Rowman & Littlefield, 2001)

The Wedge of Truth: Splitting the Foundations of Naturalism, Phillip E. Johnson (Inter Varsity Press, 2000).

Signs of Intelligence: Understanding Intelligent Design, Edited by William A. Dembski and James M. Kushiner, (Brazos Press, 2002).

11. OTHER RESOURCES. [Back to List of Questions]

Many other resources are available on the IDnet web site. In particular click on the Science Standards and Publications pages. We also urge you to visit the links shown under the LINKS page of our web site. Be sure to visit the Discovery Institute site, the Science Excellence for All Ohioans site, and the Access Research Network sites.

12. CONTACT FOR FURTHER INFORMATION OR ASSISTANCE. [Back to List of Questions]

For further information and assistance:

Email: IDnet@att.net

Phone: 913-268-0852

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