Teaching Creationism (Theory of a Young Earth) Should Be Prohibited in Public & Private Schools

I am still unclear on your distinction between micro and macro evolution. I will conduct this debate under the following two assumptions: a) microevolution refers to the phenomenon in which a species undergoes small evolutionary changes that better suit itself it to its environment. I.E. an animal having thicker fur in colder parts than a similar animal that lives in a hotter place. b) Macroevolution refers to the theory in which everything originated from a common "starting point", if you will. I.E. humans coming from the earliest eukaryotes. With that being said, I will respond to your arguments 1)Macroevolution specifically, not micro, is the opposing theory to Creationism. a. Assuming my understanding of the distinction between micro and macroevolution is correct, I will concede this as it does not change my advocacy. 2)Macroevolution is a theory and an increasingly questionable one at that a.I regret not being able to provide you with a quote of a philosopher who said that we cannot know anything with absolute certainty. Human perception of certainty is based merely off our experiences and those of others. This perception however, is not certainty but it is "enough" to satisfy everyday affirmations. With that being said, we can see that everything is a theory. Creationism and evolution are both theories insofar as we do not have any primary sources to confirm them. So, we would look to what is the closest to the truth. In that, you will find that the theory evolution is the superior alternative as it can be better supported by the best methods we have of proving the truth or falsehood of something, scientific evidence. b.Even if that is not enough, consider this. The word or even an allusion to evolution was not ever mentioned. You are essentially arguing against points I have not made. So this puts the Con in a position where they are not responding to any of the points I have made. The closest thing to it is countering "creationism is false" with "evolutionism is a shaky theory" while not proving the validity of creationism. So, even forfeiting the second round, this is already point fiercely in my favor 3)Theories should not be propagated as fact, both should be taught or neither in public schools (not just private). a.This is fine. You can turn this argument because this is actually an argument in my favor. I am not defending evolution, simply attacking creationism. So, you have essentially granted me the round as we can conclude we should teach neither. b.Look to 2.a where whenever we teach anything we are teaching not an absolute certainty, but a theory with a level of certainty high enough that it can be accepted as fact. Even assuming it "shaky" or "dubious", it is still currently the best and most widely accepted theory. The Big Bang is a theory but it is the best way we have to explain how the universe came to be. However, this is still all unnecessary because I don"t need to win evolution to win the round. It"s simply the nail in the coffin. Now moving on to extend arguments that went conceded. I have done Lincoln-Douglas debate so if this is not common practice here, then I apologize but it is a critical aspect in LD. 1. Creationism is empirically false " This argument went untouched the only thing that could come close to a response is when my opponent attacks evolution but that is irrelevant because I did not once, bring up evolution 2. Children have the right to true information " because the first argument went conceded than we can look to my second argument which would 3. Children have the right to be free from indoctrination " because the first argument went conceded than we can look to my third argument which states that children should not be subject to indoctrination. Quick review, all my opponent"s attacks have nothing to do with my advocacy and his final "argument" is turned so that it serves as offense on the Pro. Effectively, I have 4 arguments on the Pro and the Con has no standing, topical arguments