Scientific Revolution Preliminaries Grade: 10th Subject: World History Unit: The Great Global Convergence Topic: Scientific

ific Revolution Essential Question: What were the causes and effects of the scientific revolution and how science still has an influence today? Objectives 1. Educational: Students will develop an understanding of the scientific revolution- what caused it and what effects it had. 2. Informational: Students will work independently to create an article clipping about what made this time period important considering inventions and changes that occurred because of them and how that could connect to todays technology. 3. Instructional: After working in pairs looking at specific inventors, the class will come together and the teacher will ask students to convey what they learned to others emphasizing their importance. After this discussion, students will create an article that explains why this time period is important, consider the discoveries and inventions of this time, and also how these discoveries might have let to technology of today. Standards CCSS.ELA-Literacy.RH.9-10.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Materials Instructional: projector, computer, PowerPoint Student use: Computer with internet access Opening Activity (15 min) Have students get out a piece of paper and write down three things or people from the video they will be watching. After the video give them five minutes to figure out why they are important according to what they have learned in class or read. They may also come up with questions if there are some ideas or people that have not been discussed yet. Watch this video http://www.youtube.com/watch?v=0CRX_mqpzdU&list=UUAiABuhVSMZJMqyv4Ur5XqA&index=19 The video goes over some ideas from the renaissance and leads into some of the people of the scientific revolution.

Ask students to share what they wrote. Why is that person is important- invention? How that idea is translated through this period? How this compares to the medieval ages? Any not mentioned? Lecture (20min) Culture and Daily Life o Do you do anything superstitious? Why? o Superstitions; Living in villages struggling to produce food- life was pretty variable/unknown. Population was increasing at a time where social and political problems were prominent. War, famine and plague continued to affect people. Due to the inability to predict what was going to happen in their lives caused them to look to superstitions to explain and control their lives. Spirits Most Christian but saw God as a distant force. Spirits caused everything around them making nothing an accident. (Lighting struck a house = a demon, milk spill= demon) Priests accepted or ignored these views. They told the people it was Gods will or Gods punishment for sinpeople were not pleased. o People still believed in the actions of priests. (Baptism, blessing the earth, blessing husband and wife at wedding) People also turned to a man or a woman who was considered wise. o People explain smallest of events and it was looked at as a warning. (frog jumping on a boat). o Create remedies, chant, potions, good luck charms Witchcraft Wise people were called good witches- if relations with neighbors turned sour they would be accused of being bad witches. Bad witches were believed to have made a deal with a devil. Most common to be accused were elderly widowed women. o Why do you think elderly widowed women were commonly accused? Answer: defenseless without a husband or family- easy target. Student: Weak, Aloneetc (Ask what circumstances made them that way) Accusations bonfires, tied to a stake, burned (with permission of local lord) witch hunting- mid 1500s lasting for more than one hundred year. People accused would get a trial with the punishment being death. How did concerns about events in daily life lead to belief in superstitions? o Daily Life; day meant work on the farm and night meant sleep Violence/Protest

People who identified closely with their own kind- creation of guilds and other groups. Living in close knit communities lead to majority rule where those against would be treated harshly. What were the main features of daily life in Europe during this period? o The Spread of Knowledge Books Broadsides Almanacs Ideas and Education Luthers break with the church in 1521 o Preachers spreading the word as well Both Protestants and Catholics battled for the loyalties of people- they both encouraged the founding of primary schools in towns and villages. o Knowledge leads to faith What were the main ways ideas and knowledge spread? o Changes Economy--Standard of living- factors Diet--Bread was rare, meat scarce/expensive HousingBrick and Stone. Peasants lived in small homes with necessities (cooking pot, bench, table, tools, sleep-sacks filled with straw). Glass was scarce even for the rich. Decline of traditional culture Poverty- caused people to move to cities- government help Peoples understandings of what happened in the world changed. They began to think more rationally- removal of magic Why did urban life lead to the growing disenchantment of the world? The Scientific Revolution: people began using experiments and mathematics to understand these mysteries. o Magic to Science Early on in the 1500s people relied on religious teachings and the works of classical Greek and Roman thinkers to explain the mysteries of nature. Renaissance spirit encouraged curiosity, investigation, discovery, and practical application to everyday life. Lead to Scientific Revolution o Nature Observe things that did not agree with traditional explanations Used their senses, scientific instruments, mathematics, and experiments. Scientific Method o The Inventors Activity1

Activities

1. (20 min) Important people during the scientific revolution activity a. Have students get into partners. Give each group a number- there will be two pairs per number. (Using their textbook) i. Group 1- Summarize the accomplishments of Copernicus. Answer why this was important at this time? (383) ii. Group 2- Summarize the accomplishments of Kepler and Galileo. Answer why this was important at this time? (384-5) iii. Group 3- Summarize the accomplishments of Newton. Answer why this was important at this time? (385) iv. Group 4- Summarize the accomplishments of Vesalius and Harvey. Answer why this was important at this time? (385) v. Group 5- Summarize the accomplishments of Descartes. Answer why this was important at this time? (386) vi. Group 6- Summarize the accomplishments of Francis Bacon. Answer why this was important at this time? (386) b. Come back as a class- ask students in the groups to inform the class in an informal manner. Making sure to especially emphasize the importance of why. 2. (30 min) Write and create a short article for a science magazine describing the importance of the 1500s and the 1600s in the history of science. Consider how the study of science changed during this period. Consider what discoveries were made that led to todays scientific and technical knowledge. Use one of the following website to help you do this assignment: a. http://www.fodey.com/generators/newspaper/snippet.asp CloseActivity 2 Differentiation (Hardest Part: Creating the article) Provide fill in the blank- skeleton notes during lecture After Activity 1 provide students with the important aspects about each inventor Allow more time in or outside of class depending on how far people get Extension If students finish early they can create another map like they did for the renaissance but this time for the scientific revolution. Be creative. Place them and their inventions in the correct locations and indicate their importance. This will be useful in keep students straight on the renaissance vs the scientific revolution- noting similarities and differences. They would be nice to display for other students to learn from as well.

Evaluation/Assessment Evaluation will be on the thoughtfulness and completeness of the article that students will create.

Student Name: ________________________________________ CATEGORY 4 Headine Headline is creative, catchy and related to purpose. importance Provides this of the 1500s answer and the beyond the 1600s in the information history of within class science and text book. how the Provides 3+ study of examples with science explanation. changed during this period what Shows discoveries thoughtfulness were made and critical that led to thinking todays within answer. scientific and Providing technical many ideas knowledge 3+. 3 Headline is creative and related to purpose. Not catchy. Provides this answer based on the information within class/text. Provides 2 examples with explanation. 2 Headline is related to purpose. Not catchy or creative. Provides this answer by using some information from class/text. Provides 1 example with explanation. 1 Headline is present but not related.

Answer has no depth or use of class/text information.

No examples or incorrect explanations.

Shows thoughtfulness and critical thinking within answer. Providing a few ideas- 2.

Shows thoughtfulness and critical thinking within answer. Providing one idea.

No thoughtfulness, critical thinking, or ideas provided in answer.

Rigor/Relevance (ABCD) A Quadrant o Activity 1 Summarize accomplishments of X. o Lecture What were the main features of daily life in Europe during this period? What were the main ways ideas and knowledge spread? B Quadrant o Lecture Why do you think elderly widowed women were commonly accused? C Quadrant o Activity 1

Explain why Xs accomplishments were important during this time period o Lecture Why did urban life lead to the growing disenchantment of the world? D Quadrant o Activity 2 Write and create a short article for a science magazine describing the importance of the 1500s and the 1600s in the history of science. Consider how the study of science changed during this period. Consider what discoveries were made that led to todays scientific and technical knowledge. o Lecture How did concerns about events in daily life lead to belief in superstitions?