> Stupefying.
Not really. Creationism becomes something of a challenge when you also have to explain the fossil record and radiocarbon dating (not to mention the *other* radiodating systems). Best to jsut get rid of all that pesky evidence.
That is probably due to the possibility that the charge is not true.
Here is a link to the various drafts and final standards.
For example here is the description of the final 1999 standards.
The creationist-influenced "sub-standards." This is the December 1999 version, based on the August 11, 1999 standards, but slightly revised to avoid the fact that the national science organizations refused to give copyright permission to use their language.
Here is what you find in that standard
Benchmark 1: The students will understand that the structure of the Earth's system is constantly changing due to the Earth's physical processes.
Earth has four major interacting systems: the lithosphere/geosphere, the atmosphere, the hydrosphere, and the biosphere. Earth material is constantly being reworked and changed. The rock cycle, the water cycle, and the carbon cycle are powered by physical forces, chemical reactions, heat, energy, and biological processes. The solid Earth is layered with a lithosphere, which is a hot, convecting mantle, and a dense, metallic core. Huge lithospheric plates containing continents and oceans slowly move in response to movement in the mantle. These plate motions also result in earthquakes, volcanoes, and mountain-building. Landforms are caused by constructive and destructive Earth forces.
Instruction needs to be designed to uncover and prevent misconceptions about natural selection. Natural selection can maintain or deplete genetic variation but does not add new information to the existing genetic code. Using examples of microevolution, such as Darwin’s finches or the peppered moths of Manchester, helps develop understanding of natural selection. Examining fossil evidence assists the student’s understanding of extinction as a natural process that has affected Earth’s species.
2. The different methods of evaluating fossils, radioactive decay and the formation of rock sequences and how they are used to estimate the time rocks were formed.
Example: Investigate how rocks and fossils are dated. Identify assumptions used in radioactive decay methods of dating. Compare and evaluate data obtained on ages from such places as Mount St. Helens and the meteorite named Allende.
It is really stupid to delete those from the record because even people who criticize evolution (well, INTELLIGENT people) recognize that obviously, continental drift exists etc. There is a reason Africa seems to fit into South America!