| The Ohio schools board has drafted a framework that | | | | legal opposition. |
| will set teacher guidelines to be used when teaching | | | | Since the release of the proposed guidelines, however, |
| controversial topics in the classroom. The proposal is | | | | opposition already is growing. Patricia Princehouse, a |
| not a lesson plan, but rather an optional template that | | | | teacher at the Case Western Reserve University in |
| guides teachers to enable students to form judgments | | | | Cleveland, believes such guidelines will allow |
| by critically analyzing all sides of a controversial | | | | religion-based challenges to the subject of evolution |
| subject. | | | | with teachers using the guidelines as a cover to teach |
| The Ohio schools board has requested their | | | | creationism. |
| Achievement Committee review the draft and make | | | | She noted, as an example, that the term "critical |
| recommendations on its final structure. Some Ohio | | | | analysis" already was used in an Ohio schools lesson |
| schools districts already use templates that are similar | | | | plan that encouraged students to seek evidence for |
| to the draft guidelines, so it is not something new for all | | | | and against evolution. The Ohio schools board |
| Ohio schools. | | | | eliminated that lesson plan and the state science |
| A statement within the draft states: "The goals of | | | | standard to which it corresponded in February 2006. |
| discussions of controversial issues are for students to | | | | The Ohio schools board, however, has asked its |
| have a better understanding of the issue and form a | | | | Achievement Committee to determine whether the |
| reasoned judgment that is based upon a critical | | | | deleted curriculum should be replaced. |
| analysis of the facts and arguments and is open to | | | | Princehouse further noted that committee members |
| revision as conditions change." | | | | might add more specific anti-evolution wording to the |
| The draft sent to the committee by the Ohio schools | | | | proposed template, but Committee Co-Chairman Jim |
| board was released in early September 2006. It | | | | Craig stated that no such proposal has been made. |
| provides sample rules for teachers to give to students | | | | The guidelines are for all controversial subjects, not just |
| before a classroom debate begins on a controversial | | | | evolution. Such topics include but are not limited to |
| topic. It also identifies the student skills required in the | | | | global warming, immigration, evolution and the national |
| Ohio schools' standards that need to be addressed | | | | debt. The template will support teaching all |
| during such discussions. The template will help teachers | | | | controversial subjects. |
| target these specific student reasoning skills, which can | | | | Craig also stated that he wants a draft upon which |
| be applied to all controversial subjects when discussed | | | | both sides can agree. He said he does not wish the |
| within the classroom setting. The intent is to provide | | | | committee to recommend final guidelines to the board, |
| students with content that is rich and challenging, as | | | | if a compromised final draft cannot be reached. |
| well as allowing such classroom discussions without | | | | |