Title: Science, Politics, and Semantics... Oh MY! Evolution - What is the Root of the Misconceptions?
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Central Focus:
Was Charles Darwin misunderstood regarding the Theory of Evolution in his time and is he still today? A misconception or misunderstood idea put in the minds of his peers, colleagues, and the masses that “Man descended from Apes.” To this day, this same misconception haunts him in his grave and labels him the individual who theorized we are descendants of apes.
Secondary Focus on Science Literacy - lack of science literacy often leads to dangerous misconceptions that affects us politically, culturally, and on religious levels.
**Note: The day by day breakdown is only meant to be a guide. Several of the issues may spill into the next day, which is a good thing! It means students are debating this sensitive issue and placing all ideas on the table. I think it would be a good idea if the discussions were done “Fish-Bowl” style. This would hopefully ensure a fluid, nonstop, and positive discussion environment.
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Cornerstone Text or Visual Image:
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Learning Objectives:
WV Content Standard Objectives (10th grade Biology)
National Standards of Science:
Learning Objectives:
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Launching of the Unit:
Watch What is the Theory of Evolution and note the vocabulary used to describe what was actually stated in Darwin’s Theory of Evolution.
The dangers of his wording and the image of the “Tree of Life” later produced by Ernst Haeckel in 1879 translated as - “Man descended from Apes.” These words still haunt his Theory today and has caused heated debates in Academia, Politics, and Religion.
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Lessons and Learning Experiences:
Day 1: What? You mean we didn’t descend from apes?
*Discuss and outline the two most important points from Darwin’s Theory:
*Ask class what Darwin meant by: “life diverged from a common ancestor” in terms of how humans evolved. What does that mean to them personally? What do they associate with this idea?
*Introduce Cornerstone Image and ask class to interpret what they see on the cover of the magazine.
What is:
Next Analyze the imagery as a class and takes notes on the SmartBoard:
Day 2: Semantics… Shemantics!!! Does the meaning of a word really matter?
Return to Darwin’s two main concepts regarding Evolution. Break down the phrase, “life diverged from a common ancestor.” What exactly does that mean in terms of our relationship with other species?
*Have students research a separate article per group of four with the idea of “What does it mean to be human and how does this relate to our ancestors?” using wireless capable iPads or Laptops. Each group will read, evaluate, and discuss the article and then present their findings to the class.
**Note - Evolution is addressed close to the end of the school year. Prior to this project my students would have learned how to use Internet resources wisely. To review points with students before beginning research in this Unit of Study visit Teacher Tap and remind students about Internet research etiquette.
Articles:
*After each group has presented their material discuss as a class whether Charles Darwin actually made any reference of “Man Descending from Apes?” If not, what does “common ancestor” actually mean.
*Discuss semantics in the human language combined with every citizen's role and responsibility to be scientifically literate and how dangerous misconceptions can be.
*At the end of this discussion presentt the image of the ape-like Darwin:
Record everyone’s first impression.
*Ask:
Day 3: Articles of Conflict?!?
Place the two accompanying images side by side →
 
*Ask students to work in their groups of four to first analyze the images separately asking the questions:
*Now that we have established that both articles have been published by the same publisher and details for each image, ask students to compare the images side by side:
*Have students in their groups look at the article, “Human Fossils” by the National Museum of Natural History. From this article - How complete is the human fossil record? Do scientists have enough information to conclude that ancestral humans were ape-like in appearance? Is this an important idea to note?
**Analyze both main titles, “How Man Became Man” and “How Apes Became Human”
**Revisit the importance of science literacy in decoding science based articles. Good references to use in the discussion can be found in “Why is Science Literacy So Important?” and “The Importance of Scientific Literacy.”
Day 4: KNOW the differences between our beloved, bearded scientists!!!!
Discuss with class the definition of iconography. According to Encyclopedia Britannica, “the science of identification, description, classification, and interpretation of symbols, themes, and subject matter in the visual arts. The term can also refer to the artist’s use of this imageryin a particular work. The earliest iconographical studies, published in the 16th century, were catalogs of emblems and symbols collected from antique literature and translated into pictorial terms for the use of artists.”
Split the class into thirds and have each group read, review, and discuss one of the following articles using a wifi capable iPad or Laptop. Each group should at least address the accompanying questions in an attempt to figure out the iconography of the “Tree of Life” and how it relates to Darwin.
*Why use a tree to group species?
*What sort of figure of speech does Dr. Archibald refer the “Tree of Life” to be: an idiom, metaphor, simile, hyperbole, personification, or synecdoche?
*Research the definition of the figure of speech Dr. Archibald is referring to and relate it to the “Tree of Life.”
*Did Darwin ever produce a “Tree of Life?”
*How limited was Darwin’s “Tree of Life?”
*Research Darwin’s “Tree of Life” and share it with the class.
*Did the “Tree of Life” concept start before or after Darwin?
*Why do you think he gets the credit for developing the “Tree of Life?”
*Do you think it fair for someone’s diary or journal notes to be published after they pass away? In your opinion what kind of implication could follow?
*What is a phylogenic tree? You may need another resource to define this term properly.
*According to Biologic Evolution - organisms share what?
*Explain the “Tree of Life” in terms of diversity.
*Why is it a “misnomer” to refer to “Darwin’s Tree of Life?”
*Who is Wells and what was he trying to disprove?
*Quickly research the Cambrian Explosion - what is it? How long was the time period in which it took place? Do you believe this is enough time to see natural selection take place?
*What does common ancestry mean?
*What is genetic code and why do you think it is difficult to reconstruct the first genetic code?
*What branches of science confirm common ancestory?
*What is the relationship of art and science? You may need to do further research to find this relationship. I assure you, it does exist.
*What about Darwin fascinated Haeckel?
*Find 3 embryonic mammals using the search engine on your iPad or laptop and save the picture to show to the class during the discussion. Don’t reveal your mammal, let us try to do it as a class and see if we can make the same revelations Haeckel did. We’ll have to confer with you, so make sure you understand what connections Haeckel made in regards to the embryonic stage.
*What was Haeckel famous for in 1874?
*What did Haeckel misunderstand about Darwin’s Evolutionary Theory or was he misunderstood in his intentions?
After discussing the “Tree of Life” display Haeckel’s Tree of Life - “The Pedigree of Man” for the class. This particular image is often connected with Darwin even though he never officially released a “Tree of Life.” Relate everything the class has learned in the last 4 days to the image.
Evaluate:
Discuss everyone’s thoughts within the classroom regarding the “Pedigree of Man.” Obviously Haeckel was limited in the thousands and millions of species present to place on a single paper tree that metaphorically speaking represents the family of species that reside on our planet. Haeckel much like Darwin (although in some cases he was given credit for this) did not articulate what he meant by “Ape-Man.” Haeckel believed in a common ancestor in which humans and apes alike derived from. “Ape-Man” may not have been the best term, although if you think about it, the species would have looked very ape-ish (possibly) to the common eye. In regards to “Man” being at the top of the tree, we should look at the term - Egotistical which is defined by TheFreeDictionary as, “1. A conceited, boastful person. 2. A selfish, self-centered person.” Because of his series of mistakes within this drawing, which is rather beautiful from the standpoint of artistic talent, Haeckel was misunderstood. “Ape-Man” makes it appear that he believed we derived from apes when in fact, if you research his theories and philosophies he did not. He believed in Darwin’s proposal of a common ancestor. Second, he placed “Man” at the top for pure egotistical passion. We understand ourselves, we can relate to “Man.” Are pride resides in our own existence for obvious reasons. He did not place man at the top to infer that we were the pinnacle perfection of evolution. However, this image does appear to make that statement. What is the dangers of misrepresenting science in art? Is there a danger?
Day 5: Uh-oh, here comes the Politics! Fasten your seatbelts, it is about to get bumpy!
Display the TIME magazine image for the class to review. Up to this point, I’ve asked if the images I’ve displayed have culture, political, religious, or scientific connotation. Let’s evaluate the next magazine image.
Ask students to individually look at the image and interpret the meanings before discussing.
**After students have reviewed the image discuss various interpretations of the image as an open debate. Remind students of what has been discussed up to this point and ask questions such as:
*Does it feel like the author is pitting science and religion against each other?
*What particular points of the image does the author use to make his or her point?
*We know that are DNA is more than 99% identical and that certain behaviors between monkeys and humans seem to predate a “split,” such as an orangutan's physical response to tickling - laughter or a chimpanzee’s ability to make 20 different tools to aid in survival and creature comforts.
*Why does a picture of a chimpanzee produce emotional reactions when discussing evolution and religion.
**Note: This particular portion of the discussion may move into the next day, as it is a rather lengthy discussion.
Day 6: The Political Stance - Let the misconceptions roll….
*Begin class by showing the 6 minute YouTube clip of MSNBC’s “Bill Nye rebuffs politicians views on evolution”*Discuss the clip: This is a news clip from 2012 before the re-election of Obama. Every election and political process will always be surrounded with particular science debates such as evolution. Politicians use their stance to draw in support. As a responsible citizen it is our job to - 1st Research the politicians and their stances on different topics before siding with what they claim in front of the television camera. 2nd Be scientifically literate enough to know when a claim by a politician is true of not.
*Utilizing About.com’s Politics and Evolution divide the class into 6 groups of 4. Assign each group 1 of the 6 topics to analyze. Links for each of the topics is within the About.com article. Further research on each topic may need to be done to fully analyze the topic. Remind students of proper Internet Research Etiquette.
*Discuss the impact these 6 topics have on evolution in the classroom and through the public’s eye today. Make connections and discuss themes that may arise. How many of the connections link back to Darwin’s ideas and the misconception that “Man descended from Apes?” If the misconception would have been avoided would evolution still have been a heated political debate during election time? Ask students how they feel about political debates in general and the topics that are chosen for election or re-election purposes.
*At the end of the discussion present image of man and gorilla attempting to touch fingers.
*Discuss this image as a class
Day 7: Lets Break that Misconception Once and For All!!!
*First let’s revisit our original picture and re-evaluate its meaning the same way we did the first day but this time on your own.
What is:
*Discuss:
*Announce final project! - It is up to you to fix the misunderstanding that has plagued Darwin and the concepts of Evolution for over 100 years.
**Refer to the Culminating Projects portion of this outline.
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Culminating Projects:
Students will travel back in time and step into the role of Charles Darwin who was accused of proclaiming that “Man descended from Apes” and later connected to the Tree of Life image “Pedigree of Man” created by Ernst Haeckle which was misunderstood as well. The student will correct the misconception that “Man Descended from Apes” before it can perpetuate into a political/religious/science “snowball.”
Student should include:
My example is at this YouTube Link: Fixing Misconceptions
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