TEKS Lesson Plan/Unit Plan



TEKS Lesson Plan/Unit Plan

Texarkana Independent School District

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|Teacher: Sarah A. Huett Subject/Course: U.S. History |

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|Grade(s): Grade 11 Time frame: 45 minutes |

Lesson Plan Number: 80

Topic/Process: Science vs. Religion

Textbook: The Americans: Reconstruction to the Present, McDougall Littell

Chapter 13, Section 1, pages 438-439

Texas Essential Knowledge and Skills (TEKS):

(5)  History. The student understands significant individuals, events, and issues of the 1920s. The student is expected to:

(A)  analyze causes and effects of significant issues such as immigration, the Red Scare, Prohibition, and the changing role of women; and

(B)  analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, and Charles A. Lindbergh.

(24)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A)  locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;

C)  explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context;

(G)  support a point of view on a social studies issue or event; and

(H)  use appropriate mathematical skills to interpret social studies information such as maps and graphs.

TAKS: US5 A-B

(5)  History. The student understands significant individuals, events, and issues of the 1920s. The student is expected to:

(A)  analyze causes and effects of significant issues such as immigration, the Red Scare, Prohibition, and the changing role of women; and

(B)  analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, and Charles A. Lindbergh.

|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Conflict |Cultural diversity can lead to conflict. Social, economic and political oppression can lead to |

| |conflict. Conflict often leads to change or reform. |

|Change |Change is inevitable. Change can be positive or negative. Change can create conflict. |

Sequence of Activities (Instructional Strategies):

1. Focus: Have students conduct their transactions for the Stock Market Game.

2. Activity: Have students read the front page story from the May 25, 1925 New York

Times, “Scopes is Indicted in Tennessee for Teaching Evolution”. As students

read they should answer the following questions to prepare for a class

discussion.

1. What do the headline and sub-headlines tell us about this event in

history?

2. What was the case in this trial?

3. What were the charges of the indictment?

4. What was believed as “truth” regarding the creation of man at this time

as presented in this article?

5. What adjectives are used in this article to describe Scopes’ teaching

practices?

6. Do you think it would be possible to be a juror in this case without any

prejudice or bias? Remember, this is a case where religious beliefs

are being challenged by science.

3. Class Discussion: Discuss the basis of the Scopes Trial: evolution vs.

fundamentalist (science vs. religion). Discuss with students the drama of

the trial, the feud between Darrow and Bryan, and the outcome. If time permits, have students read aloud some of the exchanges between Darrow and Bryan that occurred during the trial. Have students consider the following questions:

A) Did the ruling in the Scopes Trial represent a genuine triumph for

traditional values?

B) Is the case and the arguments presented relevant in today’s

society?

4. Creative Activity: Have students create either a cartoon or bumper sticker that

reflects their stance in the Scopes Trial. On the back, have students explain

their stance.

Assessment of Activities:

Classroom Observation

Classroom Discussion

Creative Product: Cartoon or Bumper Sticker

Prerequisite Skills:

1. Basic math skills for Stock Market Game

2. Cartoon and Visual Construction

Key Vocabulary:

Clarence Darrow, William Jennings Bryan, evolution, Fundamentalist, Scopes Trial

Materials/Resources Needed:

Paper, pens, markers, copies of Scopes Trial dialog

Modifications: Allow students to have extended time to complete activities. Paired reading for New York Times activity.

Differentiated Instruction: Have students use the Internet to research laws and court cases that address the issue of teaching evolution in public schools. Have students research any laws or cases in Texas that pertain to this issue. Students should present their findings to the class.

Sample Test Questions:

1. The main significance of the Scopes Trial was that –

A. it ended the career of William Jennings Bryan, who was unable to defend

fundamentalism

B. its outdoor setting allowed many Americans to witness the justice system

C. it highlighted the struggle between science and religion in American schools

D. it led to the repeal of a law that made teaching evolution in schools illegal

2. John T. Scopes challenged a Tennessee law that forbade the teaching of –

F. biology

G. evolution

H. creationism

J. fundamentalism

Teacher Notes:

Portions of this lesson plan are a modified version of a lesson plan available at:

learning/teachers/lessons

For more information on the Scopes Trial, you can also check out this website:



Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.

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