Inherit the Wind: the great American battle for freedom of thought

1. Inherit the Wind:the great American battle for freedom of thought “An idea is a greater monument than a cathedral” -Henry Drummond (as Clarence Darrow)

2. Food for thought: • Should government control what you can learn in school? • If it immoral for your school to teach you something different from what you learned at home? • Is there any part of science you should not learn about in school?

3. According to Darwin, your ancestors looked a lot like this:

4. Darwin’s theory: • Natural selection states that more offspring are produced than can possibly survive. • Since traits vary among individuals, when members of a population die they are replaced by the descendants of parents that were better adapted to survive and reproduce. • This process creates and preserves traits that are more adaptive for the organism’s particular environment. • People are thus descended from other earlier primates, from the species of hominids—great apes.

5. Two sides to the story: • 1920s Post-WWI society return to traditional values--particularly a literal interpretation of the Bible. • Darwin’s theory stated that man evolved from ape-like animals. The Butler law outlawed teaching this in many schools across the nation. • According to the Bible’s story of creation in Genesis, man was created on the sixth day of existence, after animals were created the previous day.

7. Why write a play about a trial from 1925 in the 1950s? • Red Scare created rampant fear of expressing one’s thoughts if they are “questionable” due to Senator McCarthy’s war on communists. • Cold War period saw many people attacked for daring to express themselves. • McCarthy’s House Committee on Un-American Activitiespursued and prosecuted anyone deemed a Communist sympathizer. • Writers, workers, entertainers, educators and others who openly opposed the status quo of the government were punished. • Some were sent to jail, while others were blacklisted, unable to get hired—their careers destroyed.

8. Anti-Communist Propaganda:

10. Biblical Allusions in the play: • Creation story—The world and its inhabitants, including the first man and woman, were created in six days. • Adam and Eve—The first people in Garden of Eden were tempted by an evil serpent. They ate an apple-like fruit from the forbidden tree of knowledge, committing “original sin” for which all of mankind is punished. They had two sons Cane and Able. • Imagery of hell—Sinners will face “fire and brimstone” as punishment for their misdeeds. • References to other biblical figures—Jonah in the belly of a great fish, prophets (such as Joshua), “the begats” (ancestry according to Bible)

12. Still relevant? You bet! • Creationist movement had a resurgence at the turn of the current century—now called “Intelligent Design.” They believe this should be taught in schools--either along with or instead of Darwin’s evolutionary theory. • Supporters say “certain features of universe and of living things are best explained by an intelligent cause, not a possibly undirected process such as natural selection.” • The scientific community argues though that “if you give the idea that there are two schools of thought within science, one that says the earth is round and one that says the earth is flat, you are misleading children."

13. Making connections to Ancient Greek drama:

14. Greek dramatic conventions in the play: • A) Hamartia: the hero’s flaw which causes him to commit a tragic error that leads to his downfall • B) Hubris excessive pride (a type of tragic flaw) • C) Chorus: the collective voice that comments on the dramatic action of the play • D) Reversal of fortune: the completion of the hero’s reversal from high status to complete defeat • E) Catharsis: the audience’s collective emotional purging as both pity and fear

15. Your mission: Greek dramatic conventions jigsaw puzzle • First meeting: Identify and analyze two quotes from the play that reflect the dramatic conventions of Ancient Greek plays. • Second meeting: Then share your findings with your second group and complete the Greek conventions chart. Your second group is counting on you for their notes so be diligent. • You will be assigned to two teams—the first is a letter, the second is a number. (A1, A2, A3,A4, B1, B2, B3, B4, C1, C2, C3,C4, D1, D2, D3, D4, E1, E2, E3, E4) • Your first team: Meets for eight minutes (teams of A, B, C, D and E meet with others with same letter.) • Your second team: Meets for fifteen minutes (four teams, each with at least one representative of each letter)

16. Do Now: Review Act I, scene 1. How is the town and its people characterized in the play? • Read pages 13-18. • Write a brief paragraph with a supporting quote sandwich. • Consider the atmosphere and stage directions. • Focus on dialogue and tone, particularly with Hornbeck and his attitude.

17. Reflection: Do you feel sympathy for Brady as a tragic figure? • Write a brief paragraph based on today’s classwork. • 3-5 sentences, with supporting “quote sandwich”