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 * __Instructors:__** Ms. Campbell, Mr. Hurley and Ms. Mastromauro


 * Background : **
 * The early 1920s found the American social patterns in a state of chaos. The older traditionalists worried that everything they held important was ending. The younger modernists no longer looked for the approval of society for their behavior. This was the era of the jazz age, flappers, and the clash of opinions over prohibition. It was also the period of the rise of anti-immigration and the Klu Klux Klan. The 1920s was the backdrop for the collision between the teaching of evolution in the classroom and the traditional religious views of some Americans. The views of science, the courts and religious beliefs all collided in a Dayton, Tennessee courtroom in the summer of 1925. This landmark case demonstrated how science can impact the American judicial system.**


 * State Standards: **

USII.10 Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and throughout the 1920s. (H) 5.1 Explain how evolution is demonstrated by evidence from the fossil record, comparative anatomy, genetics, molecular biology, and examples of natural selection. 5.2 Describe species as reproductively distinct groups of organisms. Recognize that species are further classified into a hierarchical taxonomic system (kingdom, phylum, class, order, family, genus, species) based on morphological, behavioral, and molecular similarities. Describe the role that geographic isolation can play in speciation. 5.3 Explain how evolution through natural selection can result in changes in biodiversity through the increase or decrease of genetic diversity within a population.
 * U.S History II:**
 * Science**:


 * Framework: Technology Literacy Standards and Expectations**

3.1 Explain and demonstrate effective searching and browsing strategies when working on projects.
3.2 Collect, organize, and analyze digital information from a variety of sources, with attribution.

3.3 Use a variety of computing devices (e.g., probeware, handheld computers, digital cameras, scanners) to collect, analyze, and present information for curriculum assignments.
3.1 Devise and demonstrate strategies for efficiently collecting and organizing information from electronic sources

3.2 Compare, evaluate, and select appropriate electronic resources to locate specific information.
3.3 Select the most appropriate search engines and directories for specific research tasks.

Topic: Problem Solving
3.4 Independently use appropriate technology tools (e.g., graphic organizer) to define problems and propose hypotheses. 3.6 Develop and use guidelines to evaluate the content, organization, design, use of citations, and presentation of technologically enhanced projects. 3.5 Explain and demonstrate how specialized technology tools can be used for problem solving, decision making, and creativity in all subject areas (e.g, simulations software, environmental probes, computer-aided design, geographic information systems, dynamic geometric software, graphing calculators, art and music composition software).

Topic: Communication and Collaboration
3.7 Plan, design, and develop a multimedia product to present research findings and creative ideas effectively, citing sources. 3.9 Use a variety of telecommunication tools (e.g., e-mail, discussion groups, Web pages, blogs, Web conferences) to collaborate and communicate with peers, experts, and other audiences (at district's discretion). 3.6 Use a variety of media to present information for specific purposes (e.g., reports, research papers, presentations, newsletters, Web sites, podcasts, blogs), citing sources. 3.7 Demonstrate how the use of various techniques and effects (e.g., editing, music, color, rhetorical devices) can be used to convey meaning in media. 3.8 Use online communication tools to collaborate with peers, community members, and field experts as appropriate (e.g., bulletin boards, discussion forums, listservs, Web conferencing). 3.9 Plan and implement a collaborative project with students in other classrooms and schools using telecommunications tools (e.g., e-mail, discussion forums, groupware, interactive Web sites, videoconferencing).


 * Key Questions : **
 * · **** How do we use the court system to bring issues to light? **
 * · **** How has science benefited by court decisions? **
 * · **** How has the court system benefited from science? **
 * · **** Why did the issue of teaching evolution in schools become so important in the 1920s? **

// Lesson Objectives //// : //
Students will: · Define evolution in their own words · Evaluate movie clips on evolution · Evaluate the social and political climate of the 1920s · Create an interactive timeline on the 1920s in America · Identify key terms and individuals associated with the Scopes Trial · Analyze political cartoons and song lyrics to explain the impact of the struggle between evolution and social views during the Scopes Trial · Examine primary and secondary sources to determine the impact of science on the court system · Examine the role of the use of DNA in the courts


 * 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. **