Introduction:

A PROJECT CRITICAL Web Quest

The Scientific Revolution!!!

Silverglad

High School of International

Business & Finance

Asilverglad@schools.nyc.gov

It is 1662, Europe and the greatest authority is the Pope. The Pope and his committee at the Vatican decide the facts of life through their personal interpretations of the bible. These religious authorities believe that the Earth is the center of the universe. Therefore the idea that the Earth is the center of the universe is the pervasive belief for all. This interpretation is brutally enforced by the inquisition which uses horrible torture to frighten disbelievers. However you and your brave peers are scientists who cannot sit idly by as the Pope defames you.

The Vatican is holding its annual Papal Conference. At this meeting the Pope plans to address rumors that your group of scientists’ has discovered that the Earth is not the center of the universe. The Pope and his committee of Archbishops plan to refute your theories. Your group must present your argument that the Earth is not the center of the universe before the Papal Committee. Your Scientific Research Group can present your argument any way that you like, however, you must provide an effective argument that adheres to the rubric. Some suggestions for presenting your argument are: develop a power point presentation, come in character with your specific discoveries, provide notes and/or documents that prove the truth, have your lawyer lead the scientists in testifying, or some combination. The Papal Committee will be a tough audience but with careful research, ample evidence and a well developed argument you may be able to sway them.

Before presenting your project you must complete all five GHPPA steps.

Process:

1. Read responsibilities for each role and choose roles

based on interests: Working cooperatively is absolutely necessary for

proper completion of this task

A. Project Manager: Lead your group into completing each expectation on time and

manage the discussion and paperwork.

B. Recorder: Lead typist or scribe.

C. Designer: Develop the graphics, props and/or costumes.

D. Editor: Check and help correct grammar, spelling and punctuation on all written components, fact check for verbal

dialogue, consider adding more specific persons, places, periods, policies for the verbal presentation.

All group members regardless of roles are to actively participate in the research, discussion and final product.

2. Begin Research on overview of the Scientific Revolution using your notebook and textbook. Then use the INTERNET RESOURCES to further complete your Five Public Policy Analyst worksheets.

3. Follow the Steps of the Global History Public Policy Analyst:

1. Defining the Social Problem

2. Gathering the Evidence of the Problem

3. Determining the Cause of the Problem

4. Evaluating the Policy

5. Comparative Analysis

4. Write a 1 paragraph written plan for how your group will present its argument. You may use this for the outline

of your power point.

5. Determine speaking parts for the argument and write (use flashcard notes if possible).

6. Design/create materials.

7. Review, revise and rehearse.

8. Present argument to the Papal Committee.

Internet Modern History Sourcebook: Fordham Medieval Legal History - from the Fordham University Internet Medieval Sourcebook, part of the Online Reference Book for Medieval Studies Website with information and links about topics such as Aristotle’s theories, Astronomy in the 16^th Century, Galileo, and the Scientific Attitude:

http://www.fordham.edu/halsall/mod/modsbook09.html

The History Guide (excellent, non-commercial site) by Professor Steven Kreis, Lecture 6: The Scientific Revolution (1543-1642):

http://www.historyguide.org/intellect/lecture6a.html

“Catalog of the Scientific Community in the 16^th and 17^th Centuries”-- information searchable by name, scientific field, etc., on Rice University website; also includes timeline of Galileo’s life:

http://es.rice.edu/ES/humsoc/Galileo/Catalog/catalog.html

University website on the history of mathematics:

http://nunic.nu.edu/~frosamon/history/math.html

Article about reversal of opinion in the church

www.huffingtonpost.com/.../vatican-rewrites-history_n_153232.html

Scientific information about the Heliocentric Theory

http://science.jrank.org/pages/3275/Heliocentric-Theory-Copernican-revival-heliocentric-theory.html

Quotations

Scientific Revolution Quotes - Dictionary of Science Quotations and Scientist Quotes

Papal List

http://www.newadvent.org/cathen/12272b.htm

Encyclopedia Britannica

http://www.britannica.com/

Science database

Yahoo Kids

Global History Textbook

use Scientific Revolution chapter

Google Images

for materials, costumes, props, graphics

PRESENTATION EVALUATION

CATEGORY	Heaven (above 90)	Saved Soul (75 – 90)	Purgatory (65 – 75)	Heresy (below 65)
CONTENT	Shows a full understanding of the topic. USES ALL STEPS OF GHPPA	Shows a good understanding of the topic. USES three OF THE four STEPS OF THE GHPPA	Shows a good understanding of parts of the topic. USES ALL STEPS OF THE GHPPA WITH SOME ERRORS	Does not seem to understand the topic very well. INCORRECTLY USES OR FAILS TO USE GHPPA STEPS
CREATIVITY	Fun, informative, engaging. Visuals of whatever type are relevant to the time and varied. Group is completely in character and makes a strong argument.	Somewhat amusing, informative. Visuals are relevant but limited. Group is mainly in character and makes a strong argument.	Somewhat informative. Few visuals with group unconvincingly in character.	Adds no new information to the class and the group is not in character.
DETAIL	Correctly & cohesively incorporates at least 15 specific facts such as: actual persons, places, discoveries, theories and inventions.	Correctly & cohesively incorporates at least 10 specific facts such as: actual persons, places, discoveries, theories and inventions.	Correctly & cohesively incorporates at least 7 specific facts such as: actual persons, places, discoveries, theories and inventions.	Only incorporates 7 facts or less and the inclusion is not cohesive.
GROUP PARTICIPATION (individual)	Always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Almost always listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.	Usually listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.	Occasionally listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
PREPAREDNESS (individual)	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.

Based on this project, you should now be able to analyze historical events using a public policy approach. More specifically, you should be able to articulate the controversy and importance of the Scientific Revolution 17^th century Europe. Without people like you, authority would determine truth and a world based on superstition and centralized power would result. History is a key tool for understanding the future. As a great philosopher once said, “those who do not understand the past are doomed to repeat its mistakes.” You have, in this web quest, used the mistakes of history to correct injustice. The injustice caused by excess authority over the freedom of man’s mind still exists today. You should now be better able to combat this injustice and create a better world of truth and freedom.

Thank you for your participation. Let’s hope you have made a difference!

Standards:

Social Studies

Standard 1: History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Standard 2: World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Standard 3: Geography

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.

Standard 4: Economics

Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

Standard 5: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

English Language Arts Standards:

E3c- Prepare and deliver individual presentation.

E2a- Produce a report of information

E1c- Read and comprehend informational materials

E1d- Demonstrate familiarity with a variety of public documents

E1e- Demonstrate familiarity with a variety of functional documents

E3b- Participate in group meetings

E4a- Demonstrate an understanding of the rules of the English language in written and oral work