CSULB History Social Science Lesson Plan Template

Lesson Title: The Scopes Monkey Trial Date: 12/4/18

Unit Essential
Question(s):

Subject / Course: United States History

Grade Level: 11th grade
Lesson Duration: 50 minutes

Content Learning Objective (must include content, learning skill and student product):

Students will be able to analyze the out come of the trial and evaluate changing societal norms by
completing notes and reading a primary source.

Historical Thinking Skill and/or Historical Reading Skill Focus

Evidence and Interpretation. Change in Continuity

California HSS Content Standard(s) and CA Common Core Standard(s) Addressed:

11.5 Students analyze the major political, social, economic, technological, and cultural
developments of the 1920s.

2. Analyze the international and domestic events, interests, and philosophies that
prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-
to-Africa” movement, the Ku Klux Klan, and immigration quotas and the responses of
organizations such as the American Civil Liberties Union, the National Association for
the Advancement of Colored People, and the Anti-Defamation League to those attacks.
Common Core
Reading Informational Texts

6. Determine an author’s point of view or purpose in a text in which the rhetoric is

particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.

Narrative Summary of Tasks / Actions:

1. Short video on scopes trial (3 minutes)

2. Finish notes from previous day (5 minutes)
3. Read primary source (20 minutes)
4. Students answer qestions from source. (10 minutes)
5. Rest of class time for notebook project

1
 CSULB History Social Science Lesson Plan Template

Materials / Equipment Needed:

Powerpoint, primary source document,

Inquiry-Based Lesson Plan for History-Social Science

1. Lesson Central Historical Question (C.H.Q.) Time:

What do the 1920's and the Scopes trial have in common?

2. Anticipatory Set:
How will students be engaged, moved “into” the activity or what will your Time:
“hook” be?

Students will watch a short video depicting Scopes trial

3. Teacher Input and/or Modeling:

Time:
How will the teacher support the student inquiry and investigation?
Teacher modeling will come in the from of traditional lecture and guiding students through the
reading. After each section we will pause and to discuss and clarify any misconceptions.

4. Student Activity and Investigation (w/relevant differentiation):

Time:
How will students move “through” the activity or practice their learning?
Students will take notes in the first part of class. Then they will read and analyze the primary
source. Next they will answer questions on the back of the primary source document. Finally they
will have time to work on their mini-book project.

5. Lesson Closure (w/relevant differentiation):

How will the teacher measure student understanding? How will the Time:
student product reflect the skills and content of the particular lesson?
The lesson closure will be a discussion of their projects and of the materials we will be discussing
the next day.