Science+&+the+Courts

Ms. Campbell's Wiki [|Our Wikispace Project]

> Identify the objective of the video** > The objective of the video is to show how evolution takes place. It's suggesting that all animals are are related in some way, or that no animal is completely original--they evolve off of an animal that preceded them. It's also arguing for the idea that humans evolved from monkeys. > Are the Simpson's writers arguing that humans evolve from fish and other animals? > What kind of message are they sending about humans by using Homer as the portrayal of evolution?
 * **OPENER (SIMPSON'S VIDEO)-
 * **Pose 1-2 questions you have**
 * **Find a similar image, event or topic to represent what you watched**




 * MY WORDLE ON EVOLUTION: **



My wordle includes words I've learned from both biology and social studies, the two classes where I have learned about evolution. The three most important words for me are survival, traits, and adaptation. //Explanations: Survival: Survival of the fittest is a term that is often used to describe evolution. Only those with the best adaptations will survive. Traits: Showing which animals share certain traits is both how you define an animal (put it in a certain kingdom, etc) and how you show that animals are related or evolve from one another. Adaptation: The ones who adapt are the ones that survive--learning to adapt will prompt evolution.//

** THREE MINUTE PAUSE: ** 1. //Summarize Key Points So Far// Key points of evolution are that it can be defined by a number of things. My definition is: Small scale evolution is when there are small gene changes or mutations that carry on to the next generation of animals. On a larger scale, evolution is when one species changes and evolves into another new species over man, generations. It suggests that all forms of life on earth are somehow related, however distantly it may be. 2. //Add Your Own Thoughts// I've studied evolution many times before, so none of this is quite surprising to me. However, I really like science so I'm hoping to get a lot out of this topic. 3. //Pose Clarifyig Questions// Are there ways to trace back humans from animal groups other than primates?
 * MY FRAYER MODEL ON EVOLUTION: ** [|Frayer+Model-evolution.doc]

**GROUP WORDLE ON EVOLUTION:** I didn't add much, I shared my own wordle with my group. I added words such as habitat and DNA. Habitat was added because the changes in habitats can lead to adaptation and in turn evolution. DNA has to do with how animals are proven to be evolved from one another or related to one another. Similar DNA can put them in close biological classifications. For example, humans and primates have very similar DNA--we differ from primates by only one chromosome.


 * Two Column Notes: [|two column notes.doc]**

​ **TIMELINE ON THE EARLY 1900's: **

**Do you think that scientific research and discovery might be in conflict with some values and ideals of the 1920's? Why or why not? Provide evidence from today's activities to support your response.** Yes, I do think scientific research and discovery will be in conflict with some values and ideals of the 1920's. It's obvious that just this has happened in this time period. The KKK, started by Christians, was not easily swayed by scientific research of this time that may have any suggestions against their own Christian beliefs. The Scopes Trial is a clear example of conflict from research and discovery. The idea of evolution created a social uproar between scientists and Christians--the problem of deciding whether or not to teach this theory to children in schools resulted in the "trial of the century".

=
 Summarizing Activity **:** Now that we have investigated evolution and highlighted some of the events, opinions and trends of the 1920s**: evidence and analysis** 1. Identify parallels between this topic and conflicts/events that are going on today. ======

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A parallel between the conflict of evolution in schools in the 1920's to modern day is the conflict of whether or not to do stem cell research. This is a big issue in science today--the question of whether or not it is moral to take stem cells (such as from new borns) to see if they can be miracle workers on diseases has been battled over for many years. This can also be applied to cloning--should we use cloning to advance ourselves in scientific research? Or is cloning immoral and detract from our humanity? 2. Make an argument for or against the theory of Evolution supporting your argument. ======

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The theory of evolution is undeniable. We share all but one chromosome with primates, for example. We share certain appendage structures with animals such as bats. We know that humans have evolved from species such as the homo erectus to the homo sapien sapien. Archaeologists have been working hard to prove this theory and I believe that it is true. We all must have started somewhere and different natural biological events such as speciation, genetic drift, mutation, etc. is what allowed diversity in species to flourish. ======

=Day Two- = = Science Clashes with Society in the 1920's: = = Tennessee v. John Scopes (1925) = = "Scopes Monkey Trial" = = Objectives: = 1. Explain the controversy of teaching evolution in schools 2. Identify the different views about teaching evolution in schools 3. Evaluate the impact of the Scopes trial in America
 * // Students will be Able to //** :

**SIMPSON'S VIDEO: 1. What was the message of this cartoon clip?** The message of this cartoon clip was about the clash between evolutionists and creationists. I think it's about freedom of speech and belief and also about society itself. In this society, people are easily swayed by the majority. It took nearly no convincing to make everyone go for creationism over evolutionism, even though evolution has a lot of scientific back up in it. It's saying something about the closemindedness of many Americans and how difficult it is to satiate the needs of both the creationists and the evolutionists when it comes to to science classes in schools. Yes, I do think this could actually happen (and I'm sure it does happen). Someone who believes strongly in evolution but is not allowed to teach it or learn it in schools in a city or state that banned such teachings would probably want to start an underground class about the subject. But, since it is against the law and for however silly of a crime it seems to be, the police will bust them for trying to teach it.
 * 2. Do you think something like this could actually happen?**

[|Science+Clashes+with+Society+in+the+1920.docx]
 [|pirate pad on scopes.docx] <span style="font-family: Tahoma,Geneva,sans-serif;"> [|Butler+Act+Text.docx]
 * Pirate Pad Discussion on the Scopes Trial:**
 * Mark up on the Butler Law: **


 * Important People in the Scopes Trial: **

__Clarence Darrow__ (my homie) Clarence Darrow : -Born to atheist father. Followed his footsteps-He was a famous lawyer for the poor?-Studied law in a small Ohio town. Moved to Chicago and quickly became Attorney General and made a good living off representing the Northwest Railway-July 13, 1925: Clarence Darrow delivers an impassioned speech against "religious bigotry and hate." He hopes to convince Judge Raulston to declare the Butler Law unconstitutional.-Was the lawyer in the case, defending Scopes.-A railroad strike in 1894 made him quit his job working for the railroad and instead he defended the strikers. He became a famous figure for the radical left.-People really really really really liked him.-1912 he defended two union officials accused in a dynamite murder. Later Darrow was accussed of bribing jury. Wrecked his career, but revived it later with his persuasive speaking. -He was the most famous of the defense authorities attorneys -Supported William Jennings Bryan for president. But hated his religious ideas.-Wanted to use the trial as a setup to have a contest with Bryan and a public debate over religion vs science-On the 7th day of the Scopes trial, Darrow enacted his plan. He called out Bryan to speak as an expert about religion and tried to trap him into admitting that the Genesis is a load of bullcrap. It ended up turning into a furious, almost violent, debate.-Is dead.1857-1938 **July 20, 1925** **:** Before a crowd of thousands on the courthouse lawn, Clarence Darrow calls William Jennings Bryan as a witness and examines him on the meaning of the Bible and the age of the earth. -Scopes was found guilty, but Darrow later appealed the case to the Tennesee supreme court. Scopes was released on a technicality but the Butler Act remained.-Died in 1938 at 81 years old. His friends scattered his ashes over Chicago's Jackson Park Darrow's perspective on evolution was that he liked it, supported it, since he defended John Scopes, and "poked holes" in the Genesis story and called it "fool ideas that no intelligent Christian on earth believes." - [] Clarence Darrow was pretty much a cool guy. He defended Scopes who was also a cool guy. //__Summary:__// Clarence Darrow's role in the trial was as the most famous lawyer whom defended John Scopes. He argued for the side of science, and pressed on the prosecuting attorney, Bryan, to admit that the Genesis and bible was a bunch of garbage. His main goal was to prove that the Butler Law was unconstitutional. However, h e only ended up creating a furious debate over the issue of religion vs science. Like his father, Darrow was an atheist, and thus argued for the side of science with a firm belief in the truth of evolution. Scopes was found guilty, but Darrow later appealed the case to the Tennesee supreme court. Scopes was released on a technicality but the Butler Act remained. The ACLU is organization in which they defend anyone being accused of teaching evolution. In Tennessee V Scopes the ACLU defended John Scopes for he had been accused of teaching evolution. The ACLU told John Scopes to teach evolution on purpose; for teaching out the text book is requirement in Tennessee he had no choice but to break the law. John Scopes was found guilty of teaching evolution but he made a point the law was pointless.

Summarize: 1900-1970 He was a biology teacher, and was asked by businessmen to be indicted teaching evolution. At 24, he was a defendant and he claimed he was innocent because he did nothing wrong. Basically, he didn't teach evolution, he was just there to be used. John T. Raulston, the judge in the Scopes trial, was "a popular local attorney of no special competence." Although his rulings more often favored the prosecution and his deference to Bryan was especially obvious, Raulston was credited with "acting according to his lights as well as his prejudices." The attention that came with the Scopes trial pleased Raulston, and he seemed to have a near obsession with having his picture taken. Raulston was a deeply religious man. During the trial he quoted scripture. It was also his practice to open proceedings with a prayer whenever a clergyman was present. His decision on the trial was to deem John Scopes guilty of all charges. He ruled in favor of creationism. He was a very religious man who was particularly biased towards the prosecutor William Jennings Bryan. He also enjoyed the attention he obtained from the case. His family was given front row seats to the court cases. William Jennings Bryan was a highly influential national figure. He was elected in the House of Representatives and ran for president three times. He was a major player in the creation of the Butler act, and when the Scopes trial came up, he was placed as prosecutor despite that not being his job.

//What importance did each person/organization play in the case// Clarence Darrow was the lawyer who supported John Scopes, the defendent going to trial for teaching evolution in schools. The ACLU is the organization that defended John Scopes. John T. Raulston was the judge who persecuted John Scopes and William Jennings Bryan was one of the prosecuters on the trial and also the creator of the Butler Law. //Evaluate the perspective each person/organization had on the teaching of evolution in public schools// Scopes, Darrow, and ACLU were all for teaching evolution. Raulston and Bryan were against teaching evolution. //Do you agree with the outcome of the trial? Why or why not?// No, I do not agree. Why teach creationism in school? Sure, there are a lot of white people in the south, meaning there are probably a lot of Christians--but it's not safe to say that every student that attends public school in Tennessee is a Christian. This could offend them if they are taught God is the creator of the universe. Also, if this is a science class, they should be learning scientific theories--biology teachers do not necessary have to say that it is fact (because it's not), but they are simply teaching them a theory of how humans came to be.
 * Court Summary: **

=<span style="color: #800080; font-family: Tahoma,Geneva,sans-serif;">Day Three- =

[|My Glog] <span style="font-family: Tahoma,Geneva,sans-serif;">My glog's design was supposed to represent the theory of evolution. There are lots of graphics of birds and wings to represent the finches that Darwin observed in the 1800's to develop his theory of evolution. The footprints lead the eyes from paragraph to paragraph, and I included the video as a fun interactive way of showing students what sped up "evolution" can look like. I included tid bits about the trial itself, focusing on the controversy behind it rather than the details of who was involved and what was the outcome. I asked the students what they thought at the bottom so that they can reflect on this new information regarding the Scopes Trial.
 * My Glog on the Scopes Trial:​**

On the CSI game website, I realized I don't want to be a toxicologist or a forensic scientist. Sticking needles into dead or drunk people's eyes or making maggot milkshakes are not on my list of things to do before I die. Although I still want to do something in the medical field, I'll stick to the people that are alive and breathing (I don't mind taking heart rates or prescribing them medication). The games were still fun and pretty fascinating. Learning about what CSI's do is pretty cool.
 * CSI Comments:**

TASK: Students will work in small groups to produce a collaborative wiki space that illustrate an understanding of topics discussed in the unit, how to research court cases, and explain how science applies to the American justice system in the past and present. The wiki space should incorporate the use of at least three technology strategies that you have learned during the technology program. **