In 2004, Pamela Hensley was teaching evolution in her 8th grade science class in a small community several miles outside of Selma, North Carolina, when a "lively" discussion ensued with her students. Parents of one of the students wrote a letter to the Principal charging that Ms. Hensley was rude to their daughter and gave her a poor grade in retaliation for her religious views. The parents wrote that it was their intention "to rid our school system of" Ms. Hensley who forces "her 'Alternative Live [sic] Views' on children who have proven they don't subscribe to the same beliefs as her."+ read
The North Carolina Science Teachers Association stands for and supports the cause of science education. It opposes attempts by individuals or groups to offer, advocate, or require non-scientific explanations of natural phenomena in science classes in North Carolina Public Schools.
The primary goal of science teaching is to produce scientifically literate citizens. Science is both a process and a body of knowledge. It is pragmatic, observational, experimental and replicable. To be acceptable as science, explanations, statements, and theories must be capable of test by
The UNC Mathematics and Science Education Network's position on the theory of evolution is that it is indeed a valid scientific theory substantiated by irrefutable evidence. The theory of evolution should therefore be supported and taught as a major unifying concept of science within all North Carolina K-12 science frameworks and curricula.
Human beings are engaged in a constant search for explanations as to the nature of the universe and their place within it. Out of this quest for reason and order the process of science+ read
Intellectual freedom and the quality of science education in North Carolina, and the competency of future generations of North Carolinians to make wise decisions concerning science and technology, are being threatened by groups pressuring educators to present creationism as a scientifically viable alternative to evolution. Textbooks are being censored; authors, science teachers, and school boards are being intimidated; and science curricula are being modified in ways that accommodate nonscientific points of view and reject principles accepted by the scientific community.
This booklet, prepared by the North Carolina Academy of Science (NCAS), is a compilation of statements concerning evolution by scientists from across the state of North Carolina. The impetus for preparation of the booklet was Rep. Russell Capps' (R-Wake) submission to the North Carolina General Assembly (March, 1997) of House Bill 511, entitled "An Act to Amend the Public School Laws to Ensure that Evolution is Not Taught as Fact in North Carolina Public Schools." The accompanying anti-evolution document, "An Evaluation of NC Approved Biology Textbooks," distributed by the office of Rep.+ read