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Introduction: Without a doubt, the question, “where do humans come from?” was asked long before Charles Darwin published Origin of Species in 1859. Yet throughout the twentieth century and into the twenty‐ ϐirst century, the debate amongst members of the scientiϐic and religious communities has continued to be a divisive and widely debated topic. The Scopes “Monkey” Trial is perhaps one of the critical events of this controversy and one of the landmark legal decisions of the twentieth century. Guiding Questions: Who were the major ϐigures of the Scopes Trial? What were the main arguments on both sides of the Scopes Trial? What was the outcome and the legacy of the Scopes Trial? Learning Objectives: The students will write a letter to the editor of the Chattanooga Daily Times based on the article, Plan Assault on State Law on Evolution. The students will make predictions on the outcome of the ACLU wanting to test the anti‐evolution legislation in Tennessee in 1925. The students will research and create mock interviews of participants in the Scopes Trial to be per‐ formed in front of the class. The students will tell the story of the Scopes Monkey Trial through the use of primary sources. The students will be assessed through an essay test consisting of the three guiding questions directly linked to the Tennessee standard US.38. Page 1 of 7 Scopes Trial Lesson plans for primary sources at the Tennessee State Library & Archives Author: Kristy Sproles, Sullivan Central High School Grade Level: High School Date Created: May 2015 Visit http://sos.tn.gov/tsla/education for additional lesson plans.

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Page 1: Scopes Trial - Amazon AWStsla.tnsosfiles.com.s3.amazonaws.com/education/Lesson Plans/Scopes... · 10 interview questions with the answers based on one primary source ... other student

Introduction:Withoutadoubt,thequestion,“wheredohumanscomefrom?”wasaskedlongbeforeCharles

DarwinpublishedOriginofSpeciesin1859.Yetthroughoutthetwentiethcenturyandintothetwenty‐irstcentury,thedebateamongstmembersofthescienti icandreligiouscommunitieshascontinuedtobeadivisiveandwidelydebatedtopic.TheScopes“Monkey”Trialisperhapsoneofthecriticaleventsofthiscontroversyandoneofthelandmarklegaldecisionsofthetwentiethcentury.

GuidingQuestions: Whowerethemajor iguresoftheScopesTrial?

WhatwerethemainargumentsonbothsidesoftheScopesTrial?

WhatwastheoutcomeandthelegacyoftheScopesTrial?

LearningObjectives: ThestudentswillwritealettertotheeditoroftheChattanoogaDailyTimesbasedonthearticle,Plan

AssaultonStateLawonEvolution. ThestudentswillmakepredictionsontheoutcomeoftheACLUwantingtotesttheanti‐evolution

legislationinTennesseein1925. ThestudentswillresearchandcreatemockinterviewsofparticipantsintheScopesTrialtobeper‐

formedinfrontoftheclass. ThestudentswilltellthestoryoftheScopesMonkeyTrialthroughtheuseofprimarysources. Thestudentswillbeassessedthroughanessaytestconsistingofthethreeguidingquestionsdirectly

linkedtotheTennesseestandardUS.38.

Page1of7

ScopesTrialLessonplansforprimarysourcesattheTennesseeStateLibrary&Archives

Author:KristySproles,SullivanCentralHighSchool

GradeLevel:HighSchool

DateCreated:May2015

Visithttp://sos.tn.gov/tsla/educationforadditionallessonplans.

http://sos.tn.gov/tsla/education
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CurriculumStandards:US.38DescribetheScopesTrialof1925,includingthemajor igures,thetwosidesofthecontroversy,itsoutcome,anditslegacy.(C,P,H,TN)

CommonCoreGrade11‐12ELAStandards: Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;

citespeci ictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.

Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.

Conductshortaswellasmoresustainedresearchprojectsbasedonfocusedquestions,demonstratingunderstandingofthesubjectunderinvestigation.

Drawevidencefromliteraryorinformationaltextstosupportanalysis,re lection,andre‐search.

MaterialsNeeded: AccesstoTSLAwebsiteandTheScopes'Monkey'TrialCollection CopiesoftheMay4,1925,ChattanoogaDailyTimesarticle,PlanAssaultonStateLawonEvo-

lution(foundattheendofthislessonplan) Copiesoftheletters,photographs,andanynecessarydocumentsfromthecollectiontobe

usedinthetimelineactivity AccesstotheinterviewswithSueK.HicksontheTSLAwebsite

CopiesoraccesstothebackgroundinformationonTheScopes'Monkey'Trial

Background:“TheScopesTrial” Author:GeorgeE.WebbSourceLocation:TennesseeEncyclopediaofHistory&Culture“JohnWashingtonButler” Author:GeorgeE.WebbSourceLocation:TennesseeEncyclopediaofHistory&Culture

LessonActivities:IntroductoryActivity

Withnointroductionorbackgroundinformation,studentswillreadthearticleintheMay4,1925,ChattanoogaDailyTimes'article,PlanAssaultonStateLawonEvolution.Studentswillwritealet‐tertotheeditorwiththeiropiniononthenewspaperarticle.Studentswillsharetheselettersinsmallgroupsorinalargegroupdiscussion.TheteachershouldthenaskstudentswhattheythinkwillhappeninTennesseewiththeACLUtestcase.Willateacherbechargedwithacrimeforteachingevolution?Ifyes,willheorshebefoundguilty?BeforemovingontotheInstructionandClassActivity,havethestu‐dentsreadtheintroductionfromtheTSLATheScopes'Monkey'Trialcollection.

Page2of7

http://teva.contentdm.oclc.org/cdm/landingpage/collection/scopes�
http://tennesseeencyclopedia.net/entry.php?rec=1179�
https://tennesseeencyclopedia.net/entry.php?rec=1112�
http://tennesseeencyclopedia.net/entry.php?rec=167�
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LessonActivitiesContinued:

InstructionandClassActivity: StudentsmustreadtheintroductiontoTheScopes'Monkey'TrialcollectionontheTSLAwebsiteandtheteachermustprovidethebackgroundinformationconcerningtheScopesTrial.Theteachershoulddisplaythephotograph, DaytonLeadersinRobinson'sDrugstore,andexplainhowtheleadersofDayton,Tennessee,wantedtobringattentiontotheirsmalltownsothey"selected"JohnScopestoviolatetheButlerAct.Theteachermaychooseoneorbothofthefollowingclassactivities:Activity1ThestudentswilllistentotheinterviewclipsA‐DwithSueHicks,alawyerfromDayton,TN.Theteachershoulddiscusstheimportanceofinterviewsasaprimarysourcebutalsomentionthatthisinterviewwasconducted iftyyearsaftertheScopesTrial.Studentsshouldbeallowedtoaskquestionsanddiscusstheinterviewsaftereachone. InterviewA:studentslookattheHunterCivicBiologytextbook InterviewB:studentslookatthephotographofWilliamJenningsBryanarrivinginDayton

InterviewC:studentsviewthephotographofClarenceDarrow

InterviewD:studentsviewthephotographofWilliamJenningsBryanandClarenceDarrow

TheteacherwilldividetheclassintopairsandassigneachpairapersoninvolvedintheScopesTri‐altoresearch.Thelistcanincludethefollowing:JohnT.Scopes,WilliamJenningsBryan,ClarenceDarrow,GovernorAustinPeay,acitizenofDaytonin1925,aTennesseeSupremeCourtjudge,CharlesDarwin,Sun‐daySchoolteacher,JohnW.Butler,JudgeJohnT.Raulston,WilliamJenningsBryanJr.,anACLUmember,alocalpreacher,JoeMendi(ifhecouldspeak),etc.Thestudentswillcon‐ductresearchonthepersonassignedtothem.Thestudentsmustcreate10interviewquestionswiththeanswersbasedononeprimarysourcefromTSLAandotherresearch.Thestudentswillperform/conductthein‐terviewinfrontoftheclasswithonepersonbeingtheinterviewerandtheotherstudentbeingthepersonfromtheScopesTrial.Theinterviewwilllasttwominutes,theprimarysourcemustbepresentedasevidence,andthepairmustanswerthe3guidingquestionsintheirinterview/presentation.Theclasswillthenbegiven1minutetoaskquestionsandthestudentsmustanswerastheythinkthatthepersonwouldin1925.

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http://teva.contentdm.oclc.org/cdm/singleitem/collection/scopes/id/164/rec/28�
http://teva.contentdm.oclc.org/cdm/compoundobject/collection/scopes/id/125/rec/1�
http://teva.contentdm.oclc.org/cdm/singleitem/collection/scopes/id/161/rec/2�
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LessonActivitiesContinued:

Activity2

TheteacherwillsupplyeachstudentwithadifferentprimarysourcefromTSLA'sTheScopes'Monkey'TrialCollectionsuchasaphotograph,letter,Bryan'sdeathcerti icate,textbook,cartoon,etc.EachstudentistoresearchtheirsourceandthenwriteabriefsummaryexplainingtheimportanceoftheirsourcetotheScopesTrial.Asawholeclass,thestudentsaretoputtheirsourcesinchronologicalorderbyliningupintheclassroomorinahallwayifnecessary.Beginningwiththe irstsource,studentsexplaintheimportanceofthesourceandcontinueuntilallsourceshavebeendescribed.Byexplainingthesources,thestudentswilltellthestoryoftheScopesMonkeyTrialthroughtheuseofprimarysources. Afteroneorbothoftheactivitieshavebeencompleted,studentswillviewtheinterviewwithSueK.Hicks,partsE,F,andG.Studentswillwritedown2possibleeffects(shorttermand/orlongrange)oftheScopesTrial.ThestudentsarethentoturntoaneighborandaddanothereffectoftheScopesTrialtohisorherlist.Eventually,studentsshouldmeetwithalloftheirclassmatesandcompilealistoftheeffectsandbeabletodescribethelegacyoftheScopesTrial.

Assessment: Studentswillcompleteanessaytest/quizinwhichtheywillanswerthethreeguidingquestions:

(1)Whowerethemajor iguresoftheScopesTrial?(2)WhatwerethemainargumentsonbothsidesoftheScopesTrial?(3)WhatwastheoutcomeandthelegacyoftheScopesTrial?

Ifstudentscansuccessfullyanswerthethreequestions,thenthestudentswillhavemasteredTennesseestandardUS.38. Page4of7

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http://teva.contentdm.oclc.org/cdm/singleitem/collection/scopes/id/162�
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