science+in+the+courts

=**court**= = Day 1 Objectives: = 1. Define Evolution in their own words 2. Evaluate social, cultural, and political events of the early 1900s TASK:
 * // Students will be Able to //** :


 * 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. **

Opener:
Watch the short video below and in your virtual notebook:
 * Identify the objective of the video
 * Pose 1-2 questions you have
 * Find a similar image, event or topic to represent what you watched

1. the objective of the video is to show the evolution of animals to man 2. how was is possible for man to have been created from monkeys when did simpsons have this sort of intro 3. darwins theory of evolution



the worldo i chose complex since it takes a long time and the animal in general has to be able to adapt to the changes that it is facing chales Darwin the man that came up with the theory of evolution



Three minute pause 1. Summarize Key Points So Far 2. Add Your Own Thoughts 3. Pose Clarifying Questions

evolution happens due to changes in environment and adapting to better suit there survival. i think that this is very informative and i now know a little more on this topic. evolution is a change in genes and natural selection is passing on traits or genes that allow a animal to survive so that the next generation can continue to survive and again pass on their genes. Are humans to this day still in a evolution stage Group worldo

this worldo is bigger and better. it has more words and a clearer understanding of evolution.



Answer the following question in your virtual notebook :


 * 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.**

no i do not think that comes into conflict with the values or ideals of the 1920s. everyone has a right now know where and how they came to be wither they believe it or not. scientific research or discovery does not conflict with anything its not like people are forcing you to believe it its merely a theory that they have introduced.

Summarizing Activity **: //To be completed in your virtual notebook//**
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. 2. Make an argument for or against the theory of Evolution supporting your argument.

1. this problem was in my opinion unuqie to the 1920s since it was a time when religion reigned supreme. 2. evolution is in fact real it has been proven and tested time and time again the evidence is there for everyone to see. the fact that there are still opposition towards the theory of evolution is absolutly stupid since the religion idea towards evolution is just plain stupid and imaginative. the theory of evolution can be proven in not just humans but animals.**

= Day 2 Objectives: = // Students will be Able to //** : 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

**

Answer the following questions on the clip from the Simpson episode entitled, "//Monkey Suit//," in your notebook after watching the video:


 * 1. What was the message of this cartoon clip?

2. Do you think something like this could actually happen?

1. the message of this cartoon clip is that evolution is a very controvsal idea that is still being debated today.

2. something like this could happen since there will always be someone who disagrees with what your trying to say and will go against you. some people dont like change or something that is going to challenge their beliefs in life since thats what their used to and not some random theory that was just made up.

[]

__Clarence Darrow__ (my homie) Scopes Trial Clarence Darrow : ** //__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.

Summary: ACLU 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.

Summary:John Scopes John Scopes,at the age of 24, was the defendant since the monkey trial was to decide whether he is innocent or guilty.He is signifacant to the case because he was only at the trial to accompany it. He did not teach evolution at all.Therefore his perspective on the case was that he is innocent and that he did not do wrong. Scopes even said, “I don’t know if I’m a Christian, …but I believe there is a God.”- []

Summary:Judge John T. Raulston 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. **

Summarizing the trial: **You may complete this activity in a word document or on Sticky notes  What importance did each person/organization play in the case Evaluate the perspective each person/organization had on the teaching of evolution in public schools Do you agree with the outcome of the trial? Why or why not?

1. for each person played a different role in either the defense or the attacking group. for Darrow he was the famous lawyer that had defended John Scopes. while Bryan was the main prosecuto who was the man that would be attacking against John Scopes and Darrow. the ACLU was the organization that defend Scopes due to him only teaching the subject. John Scopes was the man being sued in this case for teaching the idea of evolution in school even though that it was required for him to do so by law. Judge Raulston was the main judge in this case he was more sided with Bryan since he was a very religous man.

2. John Scopes was a teacher that was required to teach evolution by law in the class room when in reality he was part of a grand scheme to boost the towns economy up since it in was in hard times. John Scopes was sued for teaching evolution in the classroom when he was part of the UCLA plan to make themselves more known and respected to the world.

3. i do not agree with the outcome since the judge was baised toward the prosecutor and in general did not agree with the theory of evolution to begin with so the case was easily won. you shouldnt be limited to just one idea on a topic such as evolution since there are so many theories.**

= Conclusion: = To complete today’s work you may select one of two __options__ to show us what you have learned.

1. **Create a Glog using //Glogster.com// to illustrate what you have learned about //__Tennessee v. John Scope__.//** 2. **Create a Slideshow using //Slide.com// to illustrate your learning.**
 * Both options should include videos/pictures/audio/text to make the final product interactive.

In thisl project you should show evidence of what you have learned and your analysis of the case. In the end this project should be something that would help US History students at Malden High School learn about this trial while applying content from their Biology class.

Use any resources on the Science and the Courts wikispace to help you, including any activities and links we haven’t used this week.

media type="custom" key="6577175"

the reason why i put these pictures are becuase Bryant was the main proscutor who was also once a presidental candite he spearheaded the attack against John Scopes and Clearance Darrows in the court battle that ensued. John Scopes is here becuase he is the key player in this since he was the reason why this whole trial even started in the first place. Clearance Darrows was the head defense atterny in this case he was a very famous figure in this case he defend John Scopes on the basics that he was innocent and doing his job. The drugstore is here since it was the staging point for this whole trial as it was thought up to bring people into town and have them buy items to help out the towns hard pressed economy.

Day 3: Objectives
//Students will be able to:// Explain how their Glog/Slide represents the signifcance of events that occurred during the Scopes Trial Identify and explain the connection between science and the justice system in today's world

Opener:
1. the trial was originally a means to increase the towns economy.
 * In **10** words or less summarize the Scopes Trial
 * Find/Create a visual that best symbolizes the trial

Activity 1:
Look at the following website: CSI: The Experience

Play one of the games below...where you get to be a CSI (Crime Scene Investigator). You will explore how scientific data is collected as evidence and brought to court.
 * DIrections:**

In Case One, students learn DNA analyses, toxicology techniques, and ballistic examinations, perform a virtual autopsy, and are introduced to CSI ethics.
 * Case One:** Rookie Training #|Learn more


 * **Target audience:** Middle and high school
 * **Game format:** One training course
 * **Duration:** 45 minutes
 * **Game play difficulty:** Intermediate - Players have some freedom in their decision to move around to different locations in the game, engage in activities, and collect tools and clues, but specific instructions and restrictions keep them on the right path. Hints on what to do next are available, but optional.
 * CSI: The Experience website

In Case Two, students investigate the case of a murder at a local dog show. During their investigation, they learn the differences in analyses of nuclear DNA and mtDNA, perform toxicology testing, and analyze indented handwriting, fingerprins, bitemarks, and hair.
 * Case Two:** Canine Caper #|Learn more


 * **Target audience:** Middle and high school
 * **Game format:** One independent case
 * **Duration:** 1 hour
 * **Game play difficulty:** Exploratory - Players can freely move around different locations in the game, and they can engage in activities and collect tools and clues in any order. Hints on what to do next are available, but optional.
 * CSI: The Experience website

In Case Three, students investigate the case of a dead body found in a burned-out car. They will perform shoeprint analyses, DNA comparison, fingerprint analyses, facial reconstruction, tool mark comparisons, and digital forensics.
 * Case Three:** Burning Star #|Learn more
 * **Target audience:** Middle and high school
 * **Game format:** One independent case
 * **Duration:** 1 hour
 * **Game play difficulty:** Exploratory - Players can freely move around different locations in the game, and they can engage in activities and collect tools and clues in any order. Hints on what to do next are available, but optional.
 * CSI: The Experience website

on the CSI website i did the rookie training and the other parts of the training. then i went on to play the canine game which i am still playing right now since its so confusing.