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Intelligent Design continues to be a hot political and educational topic in some parts of the country. This discussion case study uses the dramatic setting of a public school board as it considers whether district science teachers should be made to read a statement to their classes identifying Intelligent Design as a competing theory to evolution that is worthy of scientific consideration. The relevant statement is in fact the one that was at the center of the 2004 controversy in Dover, Pennsylvania. This case would be appropriate in general biology or advanced courses where the focus is on evolution.
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