Atlanta 1/28/04 - At a new conference that took place at 3:00 PM on Thursday, January 29th, Georgia?s State Superintendent of Schools Kathy Cox addressed the misconceptions about the draft of our state?s new Georgia Performance Standards Biology Curriculum.
The Georgia Department of Education (DOE) has received many inquiries concerning some of the terminology used in our proposed biology curriculum under the new Georgia Performance Standards.
Superintendent Cox said, ?We want to invite the public to read the actual document, which is in draft form and available for public comment and review, on our website at
www.gadoe.org. During this time of public input, we are using the feedback of our teachers, students, parents, and members of the public to help us make final revisions to the proposed curriculum, which will be up for approval by the State Board of Education in May. If the public wishes that changes be made, we will do so.?
Examples of Evolutionary Concepts in the Proposed Biology Curriculum
Those who read the draft of the science curriculum will find that the concepts of Darwinism, adaptation, natural selection, mutation, and speciation are actually interwoven throughout the standards at each grade level. Students will learn of the succession through history of scientific models of change, such as those of Lamarck, Malthus, Wallace, Buffon, and Darwin.
They will become scientifically literate by learning the process of scientific inquiry and seeing the way science changes as a result of new discoveries and theories.
They will become familiar with the development of living organisms and their changes over time, including inherited characteristics that lead to survival of organisms and their successive generations.
And they will be prepared for college by having been exposed in detail to the models that the scientific community currently embraces.
Why, then, is the word itself not used in the draft of the curriculum, when the concepts are there? The unfortunate truth is that "evolution" has become a controversial buzzword that could prevent some from reading the proposed biology curriculum comprehensive document with multiple scientific models woven throughout. We don't want the public or our students to get stuck on a word when the curriculum actually includes the most widely accepted theories for biology. Ironically, people have become upset about the exclusion of the word again, without having read the document.