"INQUIRING MINDS"

Alternate title

If The Evidence Could Speak?

A

TREATMENT

By

John P. Roach Jr.

Across America today students are taught Darwin's Theory as if it were a Fact that the earth is 6.2 billion years old and that man descended from the ape. Two students, Michelle and Jack find this teaching outrageous and take on the establishment by producing a movie with the intent of changing high school curriculums nationwide. This movie places Darwin's Theory side by side with The Big Bang Theory, Space Ship Theories, Cataclysmic Theory and Creationism from Genesis, and other Bibles read for their historical content and Ancient Historical Documents permitting the students to decide for themselves both the age of the earth and their own origin rather than have teachers expect them to accept that they descended from apes.

Copyright 2000 Roach Family Trust

If the Evidence Could Speak?

In a High School Science Class the teacher concludes for the class that the earth is some 4.6 billion years old and that man descended from the ape in a process of evolution. The bell rings and the students disperse.

Michelle Doherty, a beautiful teenager having a brown bag lunch on the grass with her boyfriend Jack, asks just what does he think of us descending from the apes? Jack who comes from an intellectual family is neatly dressed and a good-looking teenager says, my Dad told me to question everything. He explained that just because something is in print does not mean it is true and asked that I question teachers and question what I read in print.

Well did we descend from apes or not, asks Michelle? I don't know says Jack. Like your Dad said Jack, maybe we should question the details rather than believe it like the rest of the students. Yeah, just because the teacher believes we evolved from apes does not mean we must buy that line. We have brains, let's use them and investigate where we came from together.

The bell rings, lunch is over they go back to class. Jack is mimicking an ape walking as Michelle cracks up laughing. It is obvious to everyone that these two are in love and that they do not subscribe to the idea that man evolved from the ape.

At home that evening Jack lets his father know that he questions the ability of his teacher to teach. Ralph Edwards, Jack's father at first defends the teacher by stating that the teacher has little choice since reading the Bible in School has been declared unconstitutional. You see son, the Bible offers the alternative that God Created Man in his own image and likeness. Did your teacher present man evolving from the ape as a theory or as a fact? As a fact Dad, Michelle and I are quite concerned because the rest of our class believes this to be a fact. I am proud of you son, you did remember what I told you to question authority and to question what you see in print. Well Dad, what is the answer? Michelle and I both want to know the truth. We are both willing to study; perhaps we can make a career out of this after we graduate. For a starting point Jack you might immediately correct the teacher’s error. The teacher is being unfair to the students in two ways. First to present Darwin's Theory as a fact is a major error. Secondly Darwin's Theory should be presented as a Theory along with other plausible theories so the students can evaluate each theory and come to their own conclusions. Young people today have inquiring minds and deserve to know the truth.

Wow Dad, what are some other theories. Ralph explains to Jack, Velikovski's Cataclysmic Theory, The Big Bang Theory, Von Danikin's Theory of Alien Spacemen dropping off the first humans in the

Andes Mountains and of course Creationism from the Bible where it states that God created Man in his own image and likeness which makes them separate and distinct from apes.

In fact Sacred Books from the Religions of the world should be compared with each other for similarities in recording history as the people alive at the time saw it.

Jack asks, are you saying that all these theories should be presented to the students? Ralph explains, that these theories should be presented side by side to the students; the teacher does not know the answer any more than I do, so why lie by omission? The young people today are all we have for tomorrow, so why have an incomplete curriculum, let us provide them with a strong foundation so they can carry the research forward. If you and Michelle do the research I will assist you by making an outer space documentary movie for your class. Jack now very excited thanks his Dad for offering his services in his occupation as a filmmaker.

The next day at school Jack gives Michelle a copy of "Worlds in Collision" by Emmanuel Velikovski and "Chariots of the Gods" by Von Daniken while he will read "Earth and Upheaval" by Velikovski. My Dad gave them to me; they represent other theories like Darwin's theory. Let's make our final term paper a "Challenge for Truth in the High School Curriculum” by Michelle Doherty and Jack Edwards. My dad will make the outer space parts into a movie using some animation for us that we can present it to the class.

A few months later at the Podium in the High School Auditorium appear the Principal introducing Michelle and Jack as having prepared a Documentary Movie entitled "Challenge for Truth"

The lights go out and the Movie Starts. Michelle's voice starts the narration.

In the first half of the Second Millennium about 3400 centuries ago we see the darkness and beauty of space. We can see the planets Saturn, Jupiter, Earth, Mars and Mercury in orbit around the Sun. Conspicuously missing is Venus.

The Earth is seen from a distance in Space, you can see the Earth Moon orbiting the earth and the many wondrous stars in the distance. An object is seen approaching Earth and it continues to get larger and larger. It appears to be another planet or perhaps a large comet. It comes closer and closer to Earth. The object appears to be a comet the size of a planet as it approaches the Earth. The Comet affects a gravitational pull on the earth causing great earthquakes and tides and volcano eruptions on Earth.

The Comet now looms large as the Oceans of the world are drawn to the side of the planet near the passing Comet. The earth continues to rotate on its axis with the water of the oceans drawn to only one side of the earth that is, the side of Earth near the passing object. The object is large and almost the size of the earth yet there is no collision, as the Comet appears to be heading toward the Sun.

A different perspective from a greater distance shows our entire solar system from a distance. The trajectory of the object appears to have come from outer space and passed the orbits of Pluto, Uranus, Jupiter, Saturn, another planet, then Mars and now earth

The object appears to be passing the earth and heading toward the sun. The earth is wobbling as it poles are affected by the near miss of another planet.

The Comet clears the Earth and continues on toward the sun and the water subsides from the one side of the earth and oceans are restored. The further away the object leaves the earth in the distance the more the earthquakes and volcanoes subside.

The Comet is now approaching the sun and it obvious that the sun's gravitational pull is changing the objects course. Instead of passing the Sun and heading further into space we observe that the object is going around the sun and is heading back toward the earth once again.

The first pass shows close up shots of the cataclysmic destruction of the Dinosaurs and other extinct species that once inhabited the earth.

In the Eighth Century before the present era only 26 centuries ago much destruction was once again caused on Earth due to this second pass of this very large Comet. The Comet again misses a collision with the Earth and continues an erratic course still in the gravitational pull of the Sun until it loses its tail and eventually achieves an orbit of its own and becomes the rotating planet Venus, as we know it today.

Jack now narrates and refers to this process as the Cataclysmic Theory as defined by Emmanuel Valikovsky in his book "Worlds in Collision". We know from Ancient recorded history that man started writing simultaneously in the civilizations of Mesopotamia, China and Central America. The earliest writings were in stone and on clay tablets and carved in bone. Egyptian Hieroglyphics carved in stone were later translated by the discovery of the Rosetta Stone. Much later the writings of the Religions of the world become available. The Talmud one of the earliest Hebrew writings talks of the Red Sea Parting for the Exodus, the Islamic Koran also site the same event happening at the same time. So does early writings from China, Peru and Mexico, confirm many of the catastrophic occurrences on the earth in the same time frame. Most interesting is that Sacred writings from around the world. These writings confirm the time frame with precision of the various occurrences.

The Great Flood of Noah is recorded in ancient writings around the world by civilizations that were not in contact with each other. Fire and brimstone coming down on the population is also recorded by ancient civilizations not in contact with each other yet the time frames are the same.

The inquiring mind would look for evidence of cataclysmic phenomena which man can study for himself in all parts of the world. Each of these sights support Velikovski's Cataclysmic Theory and shed doubt on Darwin's Theory. These are just a few of examples of sites you can either visit or research to see for yourself. The camera takes us to some of these sites.

. Canada, Montreal. Whalebones found at 500 feet above sea level.

. France. The Cave at Arcy, a worked flint with bones of rhinoceros with reindeer.

. Siberia, frozen mammoths with still undigested food in their stomach.

. Vermont. Whalebones found on top of Mt. Mansfield.

. Nebraska. Agate Spring Quarry. 100 animal bones to the square foot.

. China. Caverns of Choukoutien, Bone deposits of animals from 3 different climates.

. Maryland. Cumberland Cavern, crocodile, tapir, with wolverine, mink from north.

. England. Norfolk Forest Bed. 60 species of animals and 68 species of plants.

. Gibraltar. Fissures contain bones from Africa and Northern Europe together.

. Los Angeles. The La Brea Tar Pits. More then 700 Saber Tooth Tiger's skeletons.

. France. The Cave of Breugue, bones of mammoth with those of rhinoceros.

. Tibet. Mt. Everest at 29,000 feet contains fossils of marine life.

. India. Kashmir's Siwalik Hills contain fossil beds of so many varied animals.

. Peru. Evidence of the uplifting of the Andes Mountains to a hostile environment.

. Africa and Middle East. The Great Rift is 1/3 the distance from pole to pole.

. Africa. When you exclude that the sand came from the sea. From where then?

. Antarctica. Fossils of tropical plants abundant.

. Canada, Chubb Creator in Labrador, 4 square miles of amphitheater.

. Himalayas, Large Boulders not native to area found uphill in the Himalayas.

These data go on and on with detailed explanations on film of the theories involved.

Some of the more important sites are shown as part of the film. Some history is also provided concerning King Henry VIII desire to divorce his wife against the wishes of the Pope in the mid 1500s and the significance of Darwin's book in the 1860s to consolidate the populations view against Creationism. England saw Darwin's Book as a political way to separate themselves from the Church once and for all with the population in agreement. Darwin's book provided an alternative to the Creationism in the Bible where God created man and was used by politicians in England to continue to soften the blow of their separating England from the Pope. Since the 1860s Darwin's Theory has been taught as fact, when other theories are also very logical. Many of these other theories do not contradict creationism, and students today should be made aware of the remaining alternatives.

Take for example, tropical plant fossils found under the ice in Antarctica. This evidence suggests that the axis of the earth shifted its position, perhaps more than once. What was once a tropical climate became a continent at the South Pole.

The speed at which the poles shifted with the axis changing can be substantiated from the evidence of the Mastodon frozen solid with still undigested food in his stomach in Siberia. Just imagine what would happen if the equator became the south pole in let us propose, less than one hour or even less than a day. Earthquakes, volcanic eruptions, tsunami, tidal waves and many forms of catastrophic events would occur simultaneously with the shifting of the poles. The oceans of the world would have to reorient themselves, the earth would be tipped and lakes would empty, leaving the sand bottom exposed like the Sahara Desert.

Various animals from different continents and climates found together seeking shelter before death in caves to provide more evidence that we can study. Tectonic Plates moved in the Plate Tectonics Theory and mountains ranges were formed as continents crashed into each other pushing new mountains high into the air.

By comparison, theories of evolution and uniformity require millions of years of glacial movement, wind and water slowly eroding the surface of the earth and leaving a geological record such as the layering of strata in the Grand Canyon to prove their point.

Still another theory suggests that each layer of strata in the Grand Canyon instead of taking millions of years to produce only took a single day for each layer. If all the water was drawn to one side of the earth and with the earth's normal rotation once every 24 hours underneath this great weight of all the oceans what do you think would happen? Each layer of silt sloshing around the earth could become the strata we see in the Grand Canyon that would take a single day to produce rather than the millions of years it took the Colorado River to cut its way to the bottom of the canyon leaving this amazing geological record for us to ponder.

Jack explains that he and Michelle have designed a High School Course to let the students conclude the age of the earth and their own origin from the following theories presented side by side.

The Big Bang Theory: There was nothing. - - Bang! - - There was Space and Galaxies.

Evolution Theory: As animals evolved so did man. Man descended from the Ape.

Space Ship. Space ship landed in the Andes Mountains and dropped off the first humans.

Cataclysmic. Comets missing the Earth caused cataclysmic events shaping the Earth.

Creationism. The Book of Genesis.

Comparative Ancient Writings, from the Aztecs, Hebrews, Chinese, Hittites and more.

Plate Tectonics Theory

Jack and Michelle explain that they come to only two conclusions.

1. There is no question that Charles Darwin was the greatest Naturalist of his time, however, curriculums in high schools need to be changed to include comparative theories to Darwin rather than to teach Darwin as a fact.

2. That since teachers do not know the answer to both where the world came from or where man came from, that they leave it to the students to draw their own conclusions from the theories presented. Each Student may independently favor a different theory.

Perhaps one or some of these students given our proposed strong theoretical background will someday find the evidence that we all need to satisfy scientific proof.

The movie is now over and Jack and Michelle are back at the podium, the applause of the students in the auditorium continues, as the principal returns to Jack and Michelle.

THE END

Some Production Concepts:

Scenes from Outer Space, showing trajectory and near miss by comets.

Cataclysmic Scenes of volcanoes erupting, earthquakes, mountain ranges being formed.

Scenes of the Dinosaurs and the destruction of extinct species.

Floods, and animals seeking refuge on top of mountains and in caves with animals not known to the region.

Michelle and Jack can be high school students, college students or graduate archeologists in this story. Their ages can range from 16 to 40. A love story can be easily blended into this story similar to "Mt. Soledad Love Story", a completed screenplay by this author.

MESSAGE:

Our school systems are misleading our kids.

HOLLYWOOD IS ALSO VULNERABLE TO ACCEPTING MISLEADING DATA.

Example:

THE MARKET.

Four of the first five " All Time Domestic Blockbusters” are listed below with Titanic being first:

RANK GROSS $M

1. Titanic 600.8

2. Star Wars 461.0

3. Star Wars Episode I, May 99 417.8

4. E.T. Extra Terrestrial 399.8

5. Jurassic Park 357,8

On Archeology

15. Raiders of the Lost Ark 242.4

28. Indiana Jones and the Last Crusade 197.2

29. Gone With the Wind 191.9

36. Indiana Jones and the Temple of Doom 179.9

The obvious conclusion from the above data is that film production on the subject of Archeology and Space are absolute winners, and that this treatment "Inquiring Minds" combines both categories, complete with dinosaurs, mammoths, saber tooth tigers and many space shots causing cataclysmic effects on earth with volcanoes erupting, floods, tsunamis, earthquakes etc.

Hollywood's Ranking of Films by Gross Sales illustrates well the point of this Treatment.

This Author's "Inquiring Mind” permits him to reevaluate Hollywood's thesis as you can see below.

Many people believe the above numbers because they saw in print, however Inquiring Minds would dispute what is written because "Gone with the Wind" 191.9 million is in 1939 dollars when you could go to the movies for a quarter or less. So if divide 191.9 million dollars for example by .25 cents you come to realize that 767,600,000 tickets were sold.

Titanic by comparison cost about $8.00 to see the movie so divide 600.8 million by $8.00 per ticket and you will find only 75,100,000 tickets or videos were sold.

Conclusion: Although "Titanic" was a wonderful movie, "Gone With the Wind" sold more than ten times the number of tickets as "Titanic” Therefore, ranking movies by gross sales without adjusting for inflation since 1939 is quite meaningless. It should be obvious to even the casual observer that "Gone With the Wind" should be ranked as the #1 Movie of all time based upon number of tickets sold.

The Treatment "Inquiring Minds” purports to show theories side by side so the reader can come to their own conclusion. The Hollywood Ranking of Gross Sales should show side by side the number of tickets or videos sold. Readers could then come to their own conclusion as to which of the two criterions is more important. Yes! The same message ...... applies here...... question authority, has relevance for the Hollywood pros as this Treatment "Inquiring Minds" has for our young people today.