The Trial of Galileo

C. Leahey

North Syracuse Junior High School

 

Introduction:

The Scientific Revolution was a period in which new questions and observations challenged the ideas associated with ancient Greece and the Middle Ages.  This period saw changes in the fields of biology, chemistry, physics, and human anatomy.   Among these new ideas were:

 

  • the sun (not the Earth) was located at the center of the solar system
  • matter was not simply made of earth, air, water, fire and aether; rather all matter is composed of atoms, small building blocks of all matter
  • all objects do not need a constant cause to move continuously; rather, inertia allows objects to move continuously until acted upon by an outside forces (e.g., gravity)

 

The Roman Catholic Church considered these new ideas dangerous and feared they would conflict with Catholic teachings and doctrine.  In an effort to stop the spread of these ideas, the Roman Catholic Church used the Inquisition (a special court) to question and sometimes punish those who challenged the church.  This conflict led to one of the most famous trials in history, the trial of an Italian scientist named Galileo Galilei.

 

 

Task:

The Global History Public Policy Analyst (GHPPA) is a tool that you can apply to analyze historical problems and the policy that was enacted to deal with the problem.  First, complete the four steps of the GHPPA.  Then, using that information and information from other resources below, make a 3-minute podcast that includes the following information:

(1) The reason why Galileo was placed on trial (problem)

(2) A description of Galileo’s activities and beliefs that offended the church

(3) The ways in which the church treated people who challenged accepted beliefs

(4) An evaluation of the positive and negative aspects of the church’s policy.

(5) Devise three alternative solutions that deal with the problem of cutting edge science.

(6) An explanation of what you believe to be the best solution.  

 

 

Process:

 

Step 1: Problem

What was the problem and whose problem was it?

http://www2.maxwell.syr.edu/plegal/TIPS/worksheet1.html

                              

Step 2: Gather Evidence

Identify three sources of evidence to support the existence and extent of your problem.

http://www2.maxwell.syr.edu/plegal/TIPS/worksheet2.html

           

Step 3: Determine Causes

Locate and list the causes of this problem.

http://www2.maxwell.syr.edu/plegal/TIPS/worksheet3.html

 

Step 4: Evaluate Existing Policies

Examine and evaluate how the advantages of disadvantages of the church’s policy of trying scientists who questioned the geocentric model.

http://www2.maxwell.syr.edu/plegal/TIPS/worksheet4.html

 

Step 5: Develop Solutions

Propose at least three ways in which “forward thinkers” can be encouraged to do scientific research within acceptable social boundaries?

http://www2.maxwell.syr.edu/plegal/TIPS/worksheet5.html

 

Step 6: Select the Best Policy Solution

Which of your three proposed solutions is most acceptable and feasible?

http://www2.maxwell.syr.edu/plegal/TIPS/worksheet6.html

 

 

Resources:

 

Overview of Galileo’s Life (includes inventions, trial, and punishment)

http://physics.about.com/od/famousphysicists/p/galileo.htm

 

Another brief biography of Galileo’s Life

http://cnx.org/content/m11933/latest/

 

Chronology of Galileo’s Life from Rice University

http://galileo.rice.edu/chron/galileo.html

 

Galileo’s Drawings

http://www1.umn.edu/ships/galileo/drawings.htm

 

The Charges and Galileo’s abjuration (renouncement)

http://www.fordham.edu/halsall/mod/1630galileo.html

 

Stem Cell Research

http://www.worldbookonline.com/student/article?id=ar726778&st=stem+cell+research

 

 

Evaluation:

 

4

3

2

1

 

Historical Context (What is the Problem?)

 

Well explained

Limited explanation

Undeveloped

 Missing

 

Analysis of Causes

 

Effective

Limited

Weak

No analysis

 

Evaluation of Existing Policy

Substantial relevant information

Some factual information

Lacking information, minimal

Incomplete

Inappropriate responses

 

Development and Choice of Policy

Well organized, well written and presented

Clearly organized,  written, and presented

Weak Organization and writing.  Weak presentation

Disorganized and poorly written. Poorly presented

 

Points Earned

 

 

 

 

_________

 

 

 

_________

 

 

 

_________

 

 

 

_________

 

 

NYSED Learning Standards:

 

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.

 

A. History

1. Skills of historical analysis

a. Investigate differing and competing interpretations of historical theories—multiple perspectives

b. Hypothesize about why interpretations change over time

c. Explain the importance of historical evidence

 

B.  An Age of Revolution (UNIT 7)

1.  Students should understand that the Scientific Revolution in Europe, with its emphasis on observation, experimentation, investigation, and speculation, represented a new approach to problem solving. This philosophy became synonymous with modern

thought throughout the world.

a.  What role did science and technology play in the changes that took place in

Europe from 1450 to 1770?

b.  To what extent was the Scientific Revolution a rejection of traditional authority?