Evolutionism and Creationism is a major debate that has traversed around many schools. This is whether or not either should be taught in today’s science classes. Many Christians believe that Creationism should be given the same time at institutions, but others feel it is not necessary because it’s just teaching religion. Those who fight for equal time say that Creationism can be taught without all the religious nonsense. Including, many argue that Evolutionism has the same belief protocol as Creationism (Creation vs. Evolution: Battle in the Classroom,1982). Still many question which proposition should get more time the the other. A public school should not just base their sciences on evolution from the origin of Earth. The science course should let the students have the ability to give their own opinions on different views and theories from their teachers. For there being many religions that are expressed around the world, many are soon to collaborate with an instructor’s curriculum somehow. Through all the religion stories around the world about the origin of Earth, many of them are soon to be involved in a teachers curriculum somehow. If all these theories are introduced then the fact of Christianity being divided is evaded. The ability to distinguish between the terms evolution and evolutionism and in addition to creation and creationism is not seen frequently in people. This is how the altercations begin by the two groups not understanding each other’s vocabulary. As Merriam Webster’s Collegiate Dictionary defines the terms Creation and Creationism in such that creation is “the act of creating” on the contrary to creationism being “a theory holding that matter, the various forms of life, and the world were created by God out of nothing and used in the way described in Genesis” (1995, p.272). Evolution is best described as “a process of continuous change from a slower, simpler, or worse to a higher, more complex, or better state” (1995, p.402). This paper will be discussing the terms of evolutionism and creationism, or the foundation of the Earth. On the Creationist side, they believe that a creator (God) is the reason for life. Many Christina’s are aware with the story in Genesis chapter one: “In the beginning God created the heavens and the earth” (The Student Bible, 1986, p.27). There not being much evidence on the makeup of Earth, Creationists as well as Evolutionists have their own opinion on the topic. Creationists believe in an adolescent Earth that is between six and seven thousand years old (Miller & Gould, 1984). They believe in a flood that occurred in Chapter seven of Genesis. “The waters flooded the earth for a hundred and fifty days” (The Student Bible, 1986, p.32). This implies that there was a higher being of some sort since all of that water on Earth is not able to flood the land (Miller & Gould, 1984). This flood can also consider the fossil structures that we can find today as the slow moving animals drowned first, reptiles next, humans, and then birds. It also states that this flood caused the creation of the Grand Canyon and other large land masses. The Paluxy River also contains much controversy as Creationists say that dinosaur footprints were found along those of humans too. This proves that humans and dinosaurs both roamed the Earth in the same occasion. (Creation vs. Evolution, 1982). On the side of Evolutionists, they do not believe in a creator of all eternal glory who invented life. They support the idea that all life originated from a single bacteria cell that was able to survive on Earth. The radiometric dating that scientists consider the age of the Earth is around 4.5 billion years old. A book called Evolution and the Myth of Creationism by Tim M. Berra supports carbon dating and states “no other process on Earth proceeds at such an utterly constant rate” (1990, p.36). Fossil records show scientists the order in which the species were alive on earth. Scientists also believe in the making of intermediate species. Such as animals having almost the same skeletal structure as humans. This makes the “evolutionary tree” put in the spectrum of all life on earth because we are all basically related. Once more, there is no confirmation from the creation of earth so in a way, evolutionists are relying on faith to justify their own origin story.There are many different standards made by multiple teaching agencies which include the National Research Council and the National Science Teachers Association that published The Content Core: A Guide for Curriculum Designers in 1992 (Teaching, 1998). There are many different scenarios that curriculum for a certain institution can put a teacher in a discomforting situation. If a Christian teacher is reported to teach evolutionism to her students or if a non-Christian teacher is told to teach creationism to her students. How are both of these roles able to allow students to formulate their own opinions on each topic?The first to acknowledge evolution is”Unifying Concepts and Processes” in the Standards. Many of the activities that students learned from Kindergarten to high school are meant to show evolution. The Standards (Teaching, 1998, p.2) proceeds to define evolution by the following statement: The first to acknowledge evolution is”Unifying Concepts and Processes” in the Standards. Many of the activities that students learned from Kindergarten to high school are meant to show evolution. The Standards (Teaching, 1998, p.2) proceeds to define evolution by the following statement: Evolution is an amount of changes, some phased and some unsteady, that all account for the creation and action of objects, organic life, and fictitious and planned systems. The present seem to makeup the past from the foundation of evolution as we share the same genetic material. Even though evolution is best described as sharing a common ancestor, it can also be known as the rework of the universe. We all comprise of the identical material the universe is made of. We are the stars, planets, and nebulas.