In this article, the author examines whether the very reasons that explain why intelligent design is controversial in the science curriculum also apply to social studies. She reports what teachers at a recent democratic education conference said about four different lessons on intelligent design that could fit into social studies courses. She asked them whether they would teach the lessons and why. Then she generalizes from these lessons and explains reasons in favor of and against including intelligent design in the social studies curriculum before examining the intelligent design controversy as a type of problem that social studies teachers face frequently. (Contains 11 notes.)