Miss Adler-Colvin’s Global History 2 Web quest

Did The Policy Of The Catholic Church Towards Galileo In The 17th Century Give Us Insight To Dealing With Religious Conflicts Today?

 

“Creativity in presenting history”

 

 

Introduction

Gardner’s theory of Multiple Intelligences states that people learn and are intelligent in many different ways.  In this WebQuest you will review the life of someone who went against accepted public policy during the Renaissance.  The social problem was one of heresy against the religious views of the day; the man was Galileo. The time was the early 17th century in Italy. You are to analyze this policy and look at its effectiveness. You are a historical researcher in the 21st century and are interested in how earlier societies dealt with religious differences. You feel this may give us insight in light of current conflicts over religious and faith-based social values.

 

 

Task

Meeting in groups of three, you will research the nature of conflicts between Galileo and the Roman Catholic Church policy during the Renaissance period. You will look at various sources develop a report and presentation. You should also consider how these policies are like those employed today in various parts of the world affecting religious conflicts.

 

You are to choose a medium in which you will produce a presentation that will explain the historical context of this social policy .  Your medium can be:

-a dance

-a movie

-a power point presentation

-a poem

-a painting, drawing, diorama

 

Remember you are researching a person and how they were affected by the public policy; i.e. Galileo was prosecuted because the policy of harshly dealing with heresy was in effect at the time (speaking against the church and the teachings of the Bible)

 

 

Process

Step 1-You will use the worksheets described in the GHPPA website to record your research concerning the policy of the Roman Catholic Church towards Galileo’s research and findings. These worksheets can be found using the links below and are to be used to complete your project.

 

Use the following guidelines to prepare your project:

v     research the websites

v     -gather your information from the websites, your textbooks, class notes and handouts.

 

 

Step 2: In preparing your project you will identify information on the following worksheets:

1.    Identify problem

2.    Gather evidence

3.    Determine causes

4.    Evaluate the policy

5.    Comparative analysis

 

You are expected to submit your completed worksheets along with your presentation.

 

Step 3 Present your findings through your chosen medium.

 

 

Resources: (Be sure to consider the nature of each of these sources for bias)

Specific Web Sites

http://www.newadvent.org/cathen/06342b.htm

http://www.windows.ucar.edu/tour/link=/people/ren_epoch/galilei.html&edu=high

http://es.rice.edu/ES/humsoc/Galileo/galileo_timeline.html#1610

http://www.iep.utm.edu/g/galileo.htm

 

Search Engines and Reference Sources

www.google.com

www.maxwell.syr.edu/plegal/tips

www.encyclopedia.com

www.britannica.com/

www.regentsprep.org

 

 

Conclusion

By working on this project you will have learned

1.      to evaluate the impact of this policy

2.      to describe the role played by this policy in history

3.      to assess the effectiveness of this policy in terms of dealing with the problems of the era.

4.      To understand the history and background of this problem and the policy as a solution to the problem as seen by those in power.

5.      To analyze the effectiveness of the use of a similar policy to deal with challenges to religious authority in the world today (examples may include conflicts in Saudi Arabia, Afghanistan, etc.)

 

 

Evaluation

 

Your grade will be based according to this rubric

4

3

2

1

 

 

Introduction/ Topic

Student(s) properly generate questions and or problems around a topic.

Student(s) generate questions and or problems.

Student(s) require prompts to generate questions and or problems.

Questions or problems are teacher generated.

 

____

Conclusions Reached

Numerous detailed conclusions are reached from the evidence offered.

Several detailed conclusions are reached from the evidence offered.

Some detailed conclusions are reached from the evidence offered.

A conclusion is made from the evidence offered.

____

Information Gathering

Information is gathered from multiple electronic and non-electronic sources and cited properly.

Information is gathered from multiple electronic and non-electronic sources.

Information is gathered from limited electronic and non-electronic sources.

Information is gathered from non-electronic or electronic sources only.

____

Content

Summary

Well organized, demonstrates logical sequencing.

Well organized, but demonstrates illogical development.

Well organized, but demonstrates illogical development.

Weakly organized.

____

Presentation

Clear and well developed

Understandable and related to materials

Understandable but poorly connected to topic or resources

Poorly connected to topic and resources or unclear in development or presentation

 

 

 

 

 

 

Total---->

____

 

Teacher Comments

 

Standards

Social Studies:  Standard 2

·        The student 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.

 

Social Studies:  Standard 3

·        The student 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.

 

English Language Arts:  Standard 1

·        Students will read, write, listen, and speak for information and understanding.

English Language Arts:  Standard 4

·        Students will read, write, listen, and speak for

·        social interaction

·