And for the most part, assemblies have parental opt-out. There are no assemblies to commemorate geometry. (As for Pythagoras, got a picture or autograph?)
I've had to each human evolution. I tell my kids (and their parents) the same thing: I don't care what you believe, not my concern. I'll teach the evidence, the logic, and give a test. The grade's given on not based on beliefs, but on how well they know the evidence and logic. They fail the test, they get tutoring and are expected to pass the test.
I've also taught literature. I tell my kids that they'll be graded on how well they know the "evidence" and the logic of using the evidence from works of fiction. They fail the test, they get tutoring and are expected to pass the test.
If the student wants to treat these two things as being similar or not, not my concern. I've known good researchers in a variety of scientific fields--chemistry, materials science, molecular biology--who rejected human evolution and yet managed to have a decent series of useful patents or peer-reviewed publications to their credit.
As various fields have changed and new discoveries are made, what I've had to teach for Earth/Space science has changed. In other words, some of what I've taught in the past, had my kids learn, and then tested them over was simply false. Nonetheless, I had them learn it and tested them over it. It's not like their grades suddenly evaporated when what was taught as truth turned out false. If they don't want to believe something, not my problem. I leave fretting about beliefs to their ministers, if their have any, or other spiritual gurus.
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