Inherit the Wind is a drama that fictionalizes the 1925 Scopes "Monkey" Trial as a means to discuss McCarthyism.
Central Focus
The play explores the conflict between science and religion, intellectual freedom, and freedom of speech through a fictionalized version of the Scopes Trial (1925).
Essential Questions
Students will:
• Analyze themes and rhetorical arguments in the play
• Evaluate historical primary sources connected to the Scopes Trial
• Participate in simulations of courtroom debate
• Write analytical and argumentative responses
• Examine conflicts between science, religion, and law
Session 1
The Historical Background: The Scopes Trial
Warm-Up Activity
Students write a quick response:
Prompt
Should schools decide what ideas students are allowed to learn?
Experiential Activity
The Town Meeting Simulation
Students simulate a 1920s town meeting debating whether evolution should be taught in schools.
Roles:
• religious leaders
• teachers
• farmers
• journalists
• politicians
• students
Each group develops arguments for or against evolution education.
Teacher Script
“Imagine you live in a small town in 1925. A teacher has been accused of teaching evolution. Some citizens believe it undermines faith. Others believe it is necessary scientific knowledge.”
Primary Source Study
Tennessee Butler Act (1925)
Complete excerpt:
“That it shall be unlawful for any teacher in any of the Universities, Normals and all other public schools of the State… to teach any theory that denies the Story of the Divine Creation of man as taught in the Bible.”
Source
Tennessee General Assembly (1925)
Writing Response
Students write a short legal interpretation answering:
• What does this law prohibit?
• Why might people support this law?
• Why might others oppose it?
Session 2
Introduction to the Play
Students read Act I.
Main Characters
• Henry Drummond
• Matthew Harrison Brady
• Bertram Cates
• Rachel Brown
• Reverend Brown
Experiential Activity
Character Investigation
Groups act as journalists investigating the trial.
Each group researches one character.
Questions
• What beliefs does this character represent?
• What motivates them?
• Are they portrayed sympathetically?
Students create newspaper profiles.
Primary Source
Excerpt from Clarence Darrow speaking about the Scopes Trial
“Ignorance and fanaticism is ever busy and needs feeding… I hope that this trial will arouse the country to the danger of religious fanaticism.”
Source
Darrow statement during Scopes Trial coverage
Writing Assignment
Students write a journalist article summarizing the opening of the trial.
Session 3
Science vs Religion
Students read Act II.
Experiential Activity
Evolution Evidence Lab
Students rotate through four evidence stations:
Station 1
Darwin’s theory
Station 2
Biblical literalism
Station 3
scientific education
Station 4
public opinion
Each group creates arguments supporting or challenging evolution teaching.
Primary Source
Excerpt from *On the Origin of Species by Charles Darwin
“As many more individuals of each species are born than can possibly survive… it follows that any being, if it vary however slightly in any manner profitable to itself, will have a better chance of surviving.”
Source
https://www.gutenberg.org/files/1228/1228-h/1228-h.htm
Writing Exercise
Students summarize Darwin’s argument in three sentences.
Session 4
Courtroom Drama
Students read the courtroom scenes.
Experiential Activity
Mock Trial
Students reenact the trial.
Roles:
• prosecution (Brady team)
• defense (Drummond team)
• judge
• witnesses
• jury
• reporters
Evidence includes:
• Butler Act
• Darwin writings
• religious testimony
• scientific testimony
Teacher Script
“The courtroom represents a clash of ideas. Your goal is not simply to win but to reveal the strengths and weaknesses of each argument.”
Primary Source
Excerpt from Scopes Trial transcript
Brady questioning Darrow
“Do you claim that everything in the Bible should be interpreted literally?”
Darrow response
“I believe the Bible should be interpreted by the intelligence of the people who read it.”
Source
Scopes Trial Transcript (1925)
Writing Activity
Students write closing arguments from either side.
Session 5
Freedom of Thought
Students examine the play’s deeper themes.
Primary Source
Excerpt from *The Age of Reason by Thomas Paine
“It is necessary to the happiness of man that he be mentally faithful to himself.”
Source
https://www.gutenberg.org/files/3743/3743-h/3743-h.htm
Experiential Activity
Intellectual Freedom Debate
Students debate:
Should controversial ideas ever be banned in schools?
Teams:
• academic freedom advocates
• cultural tradition advocates
Writing Assignment
Students write a persuasive essay addressing the debate.
Session 6
Themes and Interpretation
Students analyze key themes:
• freedom of thought
• the power of ideas
• law vs morality
• science and faith
Experiential Activity
Theme Gallery Walk
Groups create posters representing major themes.
Each poster must include:
• quotations from the play
• historical connections
• modern examples
Students rotate and discuss.
Primary Source
Excerpt from **On Liberty by John Stuart Mill
“If all mankind minus one were of one opinion… mankind would be no more justified in silencing that one person than he… would be justified in silencing mankind.”
Source
https://www.gutenberg.org/files/34901/34901-h/34901-h.htm
Writing Workshop
Students write a literary analysis essay
Prompt options
Students create one of the following:
Option 1
Historical Documentary
Students produce a short documentary comparing the play and the real Scopes Trial.
Option 2
Courtroom Podcast
Students create a podcast episode discussing the trial and its themes.
Option 3
Modern Trial Simulation
Students stage a modern version of the trial involving a contemporary scientific controversy.
Assessment
Evaluation categories
Reading analysis
Participation in simulations
Argument writing
Primary source interpretation
Final project
Extension Activities
Students examine later controversies involving science education such as debates over intelligent design.
The play explores the conflict between science and religion, intellectual freedom, and freedom of speech through a fictionalized version of the Scopes Trial (1925).
Essential Questions
- What should be the limits of academic freedom?
- Should religion influence public education?
- How should societies respond to controversial ideas?
- What role does the legal system play in protecting intellectual freedom?
Students will:
• Analyze themes and rhetorical arguments in the play
• Evaluate historical primary sources connected to the Scopes Trial
• Participate in simulations of courtroom debate
• Write analytical and argumentative responses
• Examine conflicts between science, religion, and law
Session 1
The Historical Background: The Scopes Trial
Warm-Up Activity
Students write a quick response:
Prompt
Should schools decide what ideas students are allowed to learn?
Experiential Activity
The Town Meeting Simulation
Students simulate a 1920s town meeting debating whether evolution should be taught in schools.
Roles:
• religious leaders
• teachers
• farmers
• journalists
• politicians
• students
Each group develops arguments for or against evolution education.
Teacher Script
“Imagine you live in a small town in 1925. A teacher has been accused of teaching evolution. Some citizens believe it undermines faith. Others believe it is necessary scientific knowledge.”
Primary Source Study
Tennessee Butler Act (1925)
Complete excerpt:
“That it shall be unlawful for any teacher in any of the Universities, Normals and all other public schools of the State… to teach any theory that denies the Story of the Divine Creation of man as taught in the Bible.”
Source
Tennessee General Assembly (1925)
Writing Response
Students write a short legal interpretation answering:
• What does this law prohibit?
• Why might people support this law?
• Why might others oppose it?
Session 2
Introduction to the Play
Students read Act I.
Main Characters
• Henry Drummond
• Matthew Harrison Brady
• Bertram Cates
• Rachel Brown
• Reverend Brown
Experiential Activity
Character Investigation
Groups act as journalists investigating the trial.
Each group researches one character.
Questions
• What beliefs does this character represent?
• What motivates them?
• Are they portrayed sympathetically?
Students create newspaper profiles.
Primary Source
Excerpt from Clarence Darrow speaking about the Scopes Trial
“Ignorance and fanaticism is ever busy and needs feeding… I hope that this trial will arouse the country to the danger of religious fanaticism.”
Source
Darrow statement during Scopes Trial coverage
Writing Assignment
Students write a journalist article summarizing the opening of the trial.
Session 3
Science vs Religion
Students read Act II.
Experiential Activity
Evolution Evidence Lab
Students rotate through four evidence stations:
Station 1
Darwin’s theory
Station 2
Biblical literalism
Station 3
scientific education
Station 4
public opinion
Each group creates arguments supporting or challenging evolution teaching.
Primary Source
Excerpt from *On the Origin of Species by Charles Darwin
“As many more individuals of each species are born than can possibly survive… it follows that any being, if it vary however slightly in any manner profitable to itself, will have a better chance of surviving.”
Source
https://www.gutenberg.org/files/1228/1228-h/1228-h.htm
Writing Exercise
Students summarize Darwin’s argument in three sentences.
Session 4
Courtroom Drama
Students read the courtroom scenes.
Experiential Activity
Mock Trial
Students reenact the trial.
Roles:
• prosecution (Brady team)
• defense (Drummond team)
• judge
• witnesses
• jury
• reporters
Evidence includes:
• Butler Act
• Darwin writings
• religious testimony
• scientific testimony
Teacher Script
“The courtroom represents a clash of ideas. Your goal is not simply to win but to reveal the strengths and weaknesses of each argument.”
Primary Source
Excerpt from Scopes Trial transcript
Brady questioning Darrow
“Do you claim that everything in the Bible should be interpreted literally?”
Darrow response
“I believe the Bible should be interpreted by the intelligence of the people who read it.”
Source
Scopes Trial Transcript (1925)
Writing Activity
Students write closing arguments from either side.
Session 5
Freedom of Thought
Students examine the play’s deeper themes.
Primary Source
Excerpt from *The Age of Reason by Thomas Paine
“It is necessary to the happiness of man that he be mentally faithful to himself.”
Source
https://www.gutenberg.org/files/3743/3743-h/3743-h.htm
Experiential Activity
Intellectual Freedom Debate
Students debate:
Should controversial ideas ever be banned in schools?
Teams:
• academic freedom advocates
• cultural tradition advocates
Writing Assignment
Students write a persuasive essay addressing the debate.
Session 6
Themes and Interpretation
Students analyze key themes:
• freedom of thought
• the power of ideas
• law vs morality
• science and faith
Experiential Activity
Theme Gallery Walk
Groups create posters representing major themes.
Each poster must include:
• quotations from the play
• historical connections
• modern examples
Students rotate and discuss.
Primary Source
Excerpt from **On Liberty by John Stuart Mill
“If all mankind minus one were of one opinion… mankind would be no more justified in silencing that one person than he… would be justified in silencing mankind.”
Source
https://www.gutenberg.org/files/34901/34901-h/34901-h.htm
Writing Workshop
Students write a literary analysis essay
Prompt options
- How does the play argue for intellectual freedom?
- Is Brady portrayed as a villain or a tragic figure?
- Does the play favor science over religion?
Students create one of the following:
Option 1
Historical Documentary
Students produce a short documentary comparing the play and the real Scopes Trial.
Option 2
Courtroom Podcast
Students create a podcast episode discussing the trial and its themes.
Option 3
Modern Trial Simulation
Students stage a modern version of the trial involving a contemporary scientific controversy.
Assessment
Evaluation categories
Reading analysis
Participation in simulations
Argument writing
Primary source interpretation
Final project
Extension Activities
Students examine later controversies involving science education such as debates over intelligent design.