Teacher Notes

Introduction Teacher Page Student Page Final Thoughts Resources

Contents:

  1. Grade Level/Unit
  2. Goals/Purpose
  3. Social Studies Standards Addressed.
  4. Lesson Length
  5. Notes on Task
  6. Evaluation Rubric


  1. Grade Level
    • Grade 7
  2. Goals/Purpose
    • Students will examine the conflict between the theories of Copernicus and Galileo and the Catholic Church by preparing a presentaion of these theories and presenting them before a mock inquisition. Through this activity students will understand the conflict between the accepted beliefs of the time and the scientific revolution.
  3. Social Studies Standards Addressed.
    • 7.10 Students analyze the historical development of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions.
    • Understand the significance of the new scientific theories (e.g., those of Copernicus, Galileo, Kepler, Newton) and the significance of new inventions (e.g., the telescope, microscope, thermometer, barometer).
    • Thinking and Analysis Skills Addressed
      • Chronological and Spatial Thinking
        Students explain how major events are related to one another in time.
      • Historical Research, Evidence, and Point of View
      • Students frame questions that can be answered by historical study and research.
      • Students distinguish relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories.
      • Students assess the credibility of primary and secondary sources and draw sound conclusions from them.
      • Students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, author's perspectives).
      • Historical Interpretation
      • Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long- and short-term causal relations.
      • Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns.
    • ELD Standards (Early Advanced)
      • Listening and Speaking
      • Be understood when speaking, using consistent standard English, grammatical forms, sounds, intonation, pitch, and modulation, but may have random errors.
      • Prepare and deliver presentations that use a variety of sources.
      • Reading
      • Identify and explain the main ideas and critical details of informational materials, literary texts, and texts in content areas.
      • Literary Response and Analysis
      • Orally and in writing compare and contrast a similar theme or topic across several genres using detailed sentences.
      • Writing: Strategies and Applications
      • Use appropriate language variations and genres in writing for language arts and other content areas
  4. Lesson Length
    • 3 to 5 days
  5. Notes on the Task
    • Make sure students have been given some background information through lecture or other means on the scientific revolution and what the inqusition was.
    • Each student will need a poster board or some other sort of board to be able to present information before the inquisition.
    • Familiarize students with how to open Microsoft Word, how to create a new page, and how to copy and paste information into Microsoft Word.
    • Inquisition can be a panel of students or can be a panel of adults that teacher chooses.
    • Students will need to be familiarized with Venn-Diagram and how to use it.
    • On day two, make sure to check that students are reaching an understanding of assignment and task at hand
    • For our purposes, we are assuming this is the first trial of Galileo.
    • For students with special needs, allow students to work in groups of two or four and split up research. One group of students would research Galileo and Copernicus. The other group would research Catholic Church.
    • Have ELD students make a list of the words they do not understand and define these words for them for the next class meeting.
  6. Grading Rubric