Science on Trial:
Tennessee vs John Thomas Scopes

Last updated January 21, 1998.
"For those who need the amniotic warmth of certainty, dogma is the proper womb." -- Ray Ginger, Six Days or Forever, 1958

Table of Contents

Introduction

In 1925, groups and organizations opposed to the teaching of evolution argued that it would lead to a dangerous view of racial equality (thereby destroying White supremacy), justify immoral behavior (if genetics, rather than religious or social rules, guide our actions), and ultimately lead to Communism (understood as opposed to individual struggle and competition).

The trail of John Scopes in 1925 was the first American trial that was taped for national broadcast. Like many other trials, the Scopes trial was also of interest to European news agencies, and was covered in London and on the continent.

While reading through the documents in Constructing the American Past, keep in mind the following:

Learning Objectives

  1. To understand some of the social and political conflicts of the 1920s.
  2. To analyze the ideas of race in the early part of the century, including the eugenics movement.
  3. To explore the issues that caused conflicts between science and religion.

Content Objectives

  1. To critically examine the scientific arguments presented in the textbook used by Scopes.
  2. To analyze the reasons for the passage of laws attempting to determine the content of education.
  3. To interpret legal strategies presented by both sides of the issue and to interpret the outcome of the trial.

Study Questions

In addition to those questions posed on page 221 of your text, Constructing the American Past, try to answer these questions:
  1. To what extent did the Scopes trial violate or validate the First Amendment? What is the American Civil Liberties Union and why did it play a role in the trial?
  2. Did rural Americans have valid reasons for being suspicious of the scientific community?
  3. To what extent should academics (for example, those at the University of Tennessee) participate in the formulation of laws or policies affecting education? What is "academic freedom?" If the majority of students disagree with a teacher's perspective or choice of subject material, should that material be removed? Bryan argued that "A man cannot demand a salary for saying what his employers do not want." Was he right?
  4. Why and how did the Butler bill become law? Could legislation be passed today in the same way?
  5. After reading the discussion of parasitism in the Civic Biology textbook, can you find any modern parallels for these views?
  6. What were Darrow's objectives in asking Bryan questions about the Bible? (Keep in mind that Bryan's testimony was ultimately expunged and Darrow's efforts to call in "expert testimony" was denied by the court.)
  7. Can/should the Bible be used as a historical document?
  8. Bryan argued that "Scopes isn't on trial; civilization is on trial." What did he mean by this?

MOO Scenario

Characters

Virtual space

Courtroom in Dayton, Tennessee. All the above are gathered around the table in front of the judge's bench to discuss their views and roles in the so-called Scopes Monkey Trial. The film-maker wants to present a historically accurate film rather than a Hollywood production. Discussion should center on the questions posed above.

Online Resources