CEP Lesson Plan Form

Teacher: Kerry Reynolds

School:
PHS
Content Area:

Date:
Grade Level: 11
History

Title: The Monkey trial

Lesson Idea/Topic and
Rational/Relevance: What are you
going to teach and why is this
lesson important to these students?
What has already happened in this
classroom surrounding the subject
you will be teaching? What do
students already know? Why are
you going to teach this topic now
(how does it fit in the curricular
sequence)? What teaching
methods/strategy will you be
use and why?

Lesson #:__ of __
The Scopes Trial is the first trial of the
century in the 20th century and the debate it
started has direct impact on their educational
experience. Students will have learned about
different religious movements in American
history as well as the more modern culture
brought on by the 1920s. The method of
teaching I am using is document based
inquiry and analysis to help teach critical
reading and sourcing.

Content Standard(s) addressed by this lesson:

(Write Content Standards
directly from the standard)
History 1.1.a: Use the historical method of
inquiry to ask questions, evaluate primary and secondary sources, critically analyze
and interpret data, and develop interpretations defended by evidence by evaluating
a historical source for point of view and historical context
History 1.3.e: The significance of ideas as powerful forces throughout history Analyze ideas
critical to the understanding of American history. Topics to include but not limited to
populism, progressivism, isolationism, imperialism, anti-communism, environmentalism,
liberalism, fundamentalism, and conservatism
History 1.3.d: The significance of ideas as powerful forces throughout history Analyze the
origins of fundamental political debates and how conflict, compromise, and cooperation have
shaped national unity and diversity.

Understandings: (Big Ideas)

How did different groups view react to the Butler Act
How the scopes trial represents the polarized society of the 1920s
Sourcing primary sources

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)
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In what way did the historical context of the 1920s affect the battle over the Butler
Act?
How was the Scopes Trial more than just a simple debate between evolution and
creationism?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can: describe, select, and evaluate evidence about the past from diverse sources

This means: students will be able to effectively use skills such as sourcing,
contextualizing, and close reading to answer questions based on the sources.

List of Assessments: (Note whether the assessment is formative or summative)

For the Assessment of this lesson student will fill out a graphic organizer in which
students will apply the skills practice in their guided reading of the sources in which
they will identify if a source is for or against the Butler act/Scopes trial and provide
evidence of how they know.

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Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.

The Monkey Trial. The purpose of this lesson is have students look at
sources like historians and practice skills like close reading, sourcing
and contextualization.

Approx. Time and Materials

This is an 80 minute lesson that requires the text book excerpt, the
Scopes trial document set, a guided reading question sheet and the
point of view graphic organizer

How long do you expect the activity to

last and what materials will you need?

Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
Why are you using it at this point in
your lesson?

Procedures

The hook for this lesson is to hand out an excerpt from John Scopes text
book on evolution and have students answer questions about it.
Students will first do this by themselves and then pair up share their
answers with each other

The strategy I intend to use is inquiry based learning I am using this

strategy here because: the excerpt from the textbook at first glance
looks like a modern textbook and will help students to wonder and get
in the mindset of a historian to question the past.
Teacher input Students will arrive in class and take their seats and will
be given the hand out of the textbook excerpt and will be asked to read

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(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

How do you intend to engage your

students in thinking during the
PROCEDURE?
Why are you using it at this point in
your lesson?

Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:

and answer the questions individually spending 5ish minutes on this

alone.
Group practice: students will pair up and discuss their answers to the
questions about the text book. From these groups we will do a quick
kush ball or popcorn to hear what a few groups answered. 5 minutes
Teacher input /modeling: on white board provide a little background on
fundamentalism and the Scopes trial (the who, what, why and where)
modeling how the students should record this in their note books. After
this I will hand out there document sets and guided question sheets to
the class. 10 minutes
Whole class practice: As a class we will look at Document A and read it
allowed popcorn style once read students will come to the smart board
and will underline the answers for each question in the text using
different colors for each of the guided skills ( sourcing,
Contextualization, and close reading) 15 minutes
Individual practice: Students after the group practice will then spend 30
minutes filling out the other 3 documents. During this time I will be
floating around the room checking in with student on how they are
doing. Individual catch a releases.
The strategy I intend to use is catch and release I am using this
strategy here because: many of the students in this class have a huge
variance of reading levels and abilities by modeling the first documents
guided questions students will see some of the things to look for while
thinking like historians when they are released then once
The last 15 minutes of the lesson will be spent working on a graphic
organizer in which students will use information and skills from the
guided questions to identify how each source felt about the Butler and
to use the text as evidence to support their claim of their analysis of
each source. This graphic organizer will serve as a ticket out the door

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To cue students to the fact that

they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
How do you intend to engage your
students in thinking during
CLOSURE?
Why are you using it at this point in
your lesson?

Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
met the needs of your students
on IEPS or 504

The strategy I intend to use is

I am using this strategy here because: it builds on what the students
just did with the guided reading questions to synthesize all the skills the
practiced to do a historical analysis of multiple sources.
During the lesson I will differentiate for student that are more advance
by giving them the original documents which need a little bit more
higher reading skills to do while lower reading abilities will get the
slightly more paired down documents that are easier to read as they cut
out some of the more fluffy language. Students who struggle with
English as a second language can work on the guided questions and the
graphic organizer together and help each other.

To modify: If the activity is too advanced

for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?

Assessment Reflection: (data

analysis)
How will you know if students met the
learning targets? Write a description of
what you were looking for in each

When looking the graphic I will know if students met the learning
targets if they correctly identify the correct sides in which each
document belongs in to its view of the Butler act. As well I will be
looking to see what reasons they say each source is for or against and
then if their quote shows the reason the listed.

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assessment.

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