It really worked well.

Last week I started a new unit with the 8th grade, the Earth’s biological history. I knew that this would require a tactful yet challenging approach. My pre-assessment started with some video clips that depicted the leading scientific views of earth’s formation and biological history. At the end of class the students did a free write on what they learned and what they personally thought about the material. The students, the boys and girls classes equally, freely shared their objections to the material. Most revealed a Christian world view that opposed evolutionary thought.
The next day I put a statement on the projector that had two columns, one that agreed with the statement and one that disagreed. At the bottom of the projection I put a conclusion box. I projected the visual on a white board and had a student write the responses in the appropriate columns. The statement was: “I believe that the predominant view of the scientific community in regards to the earth’s biological and geological history should be taught in all schools.” This statement took the students back. Most were ready to disagree right off the bat. After allowing opinions to flow freely until only one column was being filled, I began my interjections of questions. My questions helped lead the students to list reasons why they agreed it should be taught. And then they developed a conclusion that was written in the bottom box. The conclusion that both classes came up with dealt with the agreement it should be taught and the reasons for why.