Procedure
Part A: Understanding the Trial |
1. |
On the Student Page, your students have a link to a site about the Scopes Trial. Encourage them to explore the entire site before they examine the editorial cartoons. |
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2. |
Your students may need some help interpreting the editorial cartoons because they make historical references. Also, you may want to have them view sample editorial cartoons at comics.com or learn more about editorial cartoons, at sites such as the Columneetza (British Columbia) Secondary School Editorial Information Centre. |
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Discuss the cartoons in class. Ask students whether the cartoonists were for or against evolution, what point they were trying to make with their cartoon, and how a cartoon might influence public opinion. |
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Part B: Draw a Cartoon |
1. |
Distribute drawing paper to your students. Many students need to be convinced that they can draw. The value of an editorial cartoon is in the message, not in the beauty of the artwork. |
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2. |
Remind students that they should avoid putting down others who have opinions different from their own. |
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3. |
When the students have finished their cartoons, you may want them to present them to the class with a brief explanation. Display the cartoons around the room for other students to view. |
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Part C: Court Decisions |
1. |
Direct your students to the Eight Significant Court Decisions site. |
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2. |
You may want to divide your class into eight teams and have each team read a court case and explain it to the rest of the class. |
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3. |
Discuss with your students the interplay between science, religion, education, and the legal system. How does the legal system help ensure that special interest groups do not control science education? Why is religion excluded from public schools in the United States? Why is it important that all students learn about evolution? What would happen if school boards did not have to answer to the government? |
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