Activity: The Scientific Revolution
Time: 225 minutes
Description: In this activity students will learn about the development of the scientific method in
terms of how the gathering of knowledge shifted from the authority of the Church to that of
individual and scientific inquiry. Students will also analyze the impact of major scientists such as
Galileo, Newton and Kepler and what their work signified for a society that was now forced to
question their existing beliefs. Moreover, students will analyze the primary document related to
the trial of Galileo vs. the Papal Inquisition, which demonstrates the serious tensions that
occurred between individuals of science and the Catholic Church during this time period. In
doing so, it will help prepare students for analyzing primary resources and presenting to groups
as part of the culminating activity.
Strand(s) and Expectations
Strands: Change and Continuity, Methods of Historical Inquiry
Overall Expectations:
CCV.01 · demonstrate an understanding of how the historical concept of change is used to
analyse developments in the West and throughout the world since the sixteenth century;
HIV.02 · critically analyse historical evidence, events, and interpretations;
Specific Expectations:
CC1.01 – demonstrate an understanding of the variety, intensity, and breadth of change that has
taken place from the sixteenth century to the present (e.g., developments in religion,
changing views of the universe, consequences of technological advances, demographic
changes, medical discoveries, social reform);
CC1.02 – identify forces that have facilitated the process of change (e.g., increase in literacy,
humanism and liberalism, scientific revolutions) and those that have tended to impede it
(e.g., rigid class or caste systems, reactionary and conservative philosophies, traditional
customs);
CC1.03 – assess the influence of key individuals and groups who helped shape Western attitudes
to change (e.g., Luther, Montesquieu, Wollstonecraft, Marx, Darwin, Einstein, de Beauvoir,
Hawking; explorers and innovators, Luddites, Fabians, Futurists, environmentalists);
CC1.04 – evaluate key elements and characteristics of the process of historical change (e.g., the
ideas, objectives, and methods of the people involved; the pace and breadth of the change;
the planned versus spontaneous nature of the change).
HI2.03 – identify and describe relationships and connections in the data studied (e.g.,
chronological ties, cause and effect, similarities and differences);
HI2.04 – draw conclusions based on effective evaluation of sources, analysis of information, and
awareness of diverse historical interpretations;
HI3.01 – communicate effectively, using a variety of styles and forms (e.g., essays, debates, role
playing, group presentations);
Planning Notes:

Teachers must first familiarize themselves with the terms associated with the scientific
revolution such as scientific method, inductive reasoning, deductive reasoning,
geocentricism, heliocentrisim, ellipsis, circle, natural law and deism.

Teachers must find resources that can be used to help students investigate the different
scientists in the learning centres. Some possible resources include The Galileo Project
from Rice University, a lecture on Isaac Newton from Michael Fowler, Physics Professor
at the University of Virginia. (The links to the websites can be found in the resources
section of this activity).

Teacher’s must also find an appropriate document related to the trial of Galileo vs. The
Church and the Inquisition. One possible resource which can be found on the Modern
History Sourcebook is The Crime of Galileo: Indictment and Abjuration of 1633 and
Sentence of the Tribunal of the Supreme Inquisition against Galileo Galilei, given the
22nd day of June of the year 1633. (See Appendix 1.4.1)
Prior Knowledge Required:



Students are expected to have learned about the challenges that the Church has already
faced in light of the Reformation.
Expected to understand the role that the early Renaissance had in stimulating scientific
progress (i.e. revival of classical texts including Greek mathematics)
Will also have had some practice in previous activities by way of the OPVL model in
terms of how to analyze primary sources.
Teaching/Learning Strategies:
1. As a way of introducing the topic of scientific inquiry engage students by asking them
about 20th century scientific controversies such as the dropping of the Atomic Bomb on
Hiroshima (which they should all be familiar with from Grade 10 Canadian History or
Grade 11 American History). Teachers could ask students about whether or not they
believe that this type of technology should have been suppressed after it was used.
2. Introduce the activity with the following focus question, “How did the contributions of
various European scientists in the 16th and 17th centuries change the traditional
worldviews held by European society at that time?” In a lecture format using a program
like PowerPoint or Prezi as an aid, explain to the students the advancement of scientific
method beginning in the 16th century. Also briefly highlight important aspects of the
Scientific Revolution including Galileo’s Trial while discussing a bit more in depth the
old world view vs. new world view. (See Appendix 1.4.2a & Appendix 1.4.2b)
3. Check for understanding by using the Four Corners method. Give students two or three
statements related to the old worldview vs. the new worldview and ask them to move to
the appropriate corner depending on whether they strongly agree, agree, disagree or
strongly disagree. Possible statements that can be found in Appendix 1.4.3. After each
statement is read and students decide their corners, have them share with a partner in their
corner why they made their decision. Afterwards, ask one or two students from the
various corners to explain their reasoning for choosing their particular corner.
4. Create four learning centres where groups of four can research about the contributing
scientists of the time period. Each learning centre will vary in terms of how the
information is provided (textbook, packages, online text resources, online video clips)
and will include some examples of the various inventions that these scientists contributed
too or discovered. The teacher can assign the groups based on student’s interests and
levels of readiness. The first learning centre can have students looking at the textbook A
History of Western Society From the Renaissance to 1815 (See Appendix 1.4.4). The
second learning centre can include a package with more challenging readings from a
variety of online sources (See Appendix 1.4.5). As a third learning centre teachers can
utilize any computers they may have in the classroom to let students explore the website
for The Galileo Project from Rice University as well as The History Channel’s website.
A fourth learning centre can have students watching short historical video clips from The
History Channel and videos converted from Youtube which can put on a USB or DVD.
The links to the video clips can be found in the resources section. If computers are not
available in the classroom, teachers can allow students to use ones available in the library
or in a computer lab. Teachers will provide students with a graphic organizer to record
the information they collect (See Appendix 1.4.6a). Teachers are also encouraged to have
more than one package of information at each centre so that two groups of four can work
at each centre.
5. Using the OPVL model students will first individually analyze the Galileo vs. The
Church Trial primary document. Teachers can preface this task by reviewing what the
OPVL model entails (See Appendix 1.4.7a and 1.4.7b). Students will then use their
analysis to construct a news report which discusses the events of the Galileo vs. the
Church trial including the different views/interpretations of the main figures who took
part in the trial as well the discussing the outcome of the trial. They will also make
predications as to what this means for society. As a way of preparing them for their
presentations, a part of their culminating activity, they will briefly present their news
report to other members of the class in groups of four. After a student has presented their
peers are encouraged to provide feedback about their news report and mini-presentation.
Teachers are encouraged to have students assign each member of the group a role, such
as Recorder, Presenter etc. which will help encourage accountability when providing
feedback. Students will also complete a self-evaluation of how they wrote and presented
their news report that will be submitted to the teacher along with the news report (See
Appendix 1.4.8). The news report will be assessed using a writing reports rating scale
(See Appendix 1.4.9).The teacher can walk around the monitoring the presentations as
well as the student’s feedback.
6. Students will complete a cause and effect fishbone by using their notes as well as a
package provided from A History of Western Society From the Renaissance to 1815 (See
Appendix 1.4.10). Students will write the causes of the Scientific Revolution in the boxes
and the effects related to each particular cause on the lines below the box (See Appendix
1.4.11a).
7. As a way of concluding the activity, refer back to the focus question from the beginning
of the activity “How did the contributions of various European scientists in the 16th and
17th centuries change the traditional worldviews held by European society at that time?”
do a think, pair, share activity. Also refer back to the mind map that was started in the
first lesson of this unit. As a class discuss what the students might add about the
Scientific Revolution to the mind map.
Assessment/Evaluation Techniques

1) Diagnostic Assessment – evaluate students’ knowledge of scientific inquiry in a
discussion about the dropping of the Atomic Bomb within the context of new technology
and its effects on society

3) Formative Assessment – evaluate students’ understanding of the advancement of
scientific method including old worldview vs. new worldview during Four Corners

4) Formative Assessment – Students will submit their graphic organizers on the
contributing scientists of the time after visiting their learning centre.

5) Formative Assessment – Students complete OPVL Activity for the primary document
related to Galileo vs Cardinal Bellarmine and the Inquisition and use it to write their
news report. Students submit their news report and self-evaluation of how they wrote and
presented their news report.

6) Formative Assessment – Students complete a Cause and Effect Fishbone to
demonstrate their findings.
Accommodations:
For students who are uncomfortable presenting their new reports in front of a group of peers,
they can present their article to the teacher after class or during lunch. They will still have the
opportunity to hear other students present their reports, which may help them when they present
theirs to the teacher.
When completing the learning centre task it may be beneficial to give students who work better
independently their own learning centre to research all of the major scientists. This independent
learning centre could take place entirely on a computer or at a separate table for the entire time
allotted so that the student does not get easily distracted and stays on task.
Resources
Teacher
Electronic
"Modern History Sourcebook, The Crime of Galileo: Indictment and Abjuration of 1633."
Internet History Sourcebooks Project. Fordham University, Jan 1999. Web. 3 Feb 2011.
<http://www.fordham.edu/halsall/mod/1630galileo.html>.
"Type of Reasoning." ChangingMinds.org. Changing Minds, 2002-2011. Web. 5 Feb
2011. <http://changingminds.org/disciplines/argument/types_reasoning/
types_reasoning.htm>.
Student
Print
Newman, Garfield et. al. Legacy: The West and the World. Toronto: McGraw-Hill Ryerson,
2002
Teacher/Student
Print
McKay, John P., Bennett D. Hill, and John Buckler. A History of Western Society: Volume B,
From the Renaissance to 1815. 8th ed. Boston: Houghton Mifflin Company, 2006. 595605. Print.
Electronic
Evans, J.C. "Nicolaus Copernicus." Department of Physics and Astronomy. George Mason
Universtiy, 30 Sep 1998. Web. 4 Feb 2011. <http://physics.gmu.edu/~jevans/
astr103/CourseNotes/copernicus.html>
Fowler, Michael. "Galileo and the Telescope." Galileo and Einstein Home Page. University of
Virginia, Sep 2009. Web. 4 Feb 2011. <http://galileoandeinstein.physics.virginia.
edu/lectures/galtel.htm>.
Fowler, Michael. "Isaac Newton." Galileo and Einstein Home Page. University of Virginia, Sep
2009. Web. 4 Feb 2011. <http://galileo.phys.virginia.edu/classes/109N/lectures/
newton.html>.
"Modern History Sourcebook, The Crime of Galileo: Indictment and Abjuration of 1633."
Internet History Sourcebooks Project. Fordham University, Jan 1999. Web. 3 Feb 2011.
<http://www.fordham.edu/halsall/mod/1630galileo.html>.
"Type of Reasoning." ChangingMinds.org. Changing Minds, 2002-2011. Web. 5 Feb
2011. <http://changingminds.org/disciplines/argument/types_reasoning/
types_reasoning.htm>.
Van Helden, Al. "Science." The Galileo Project. Rice University, 04 Aug 2003. Web. 3 Feb
2011. <http://galileo.rice.edu/science.html>.
Video
"Beyond the Big Bang." History Channel. Web. 5 Feb 2011.<http://www.history.com/
shows/the-universe/videos/beyond-the-big-bang-galileo-galilei#beyond-the-big-banggalileo-galilei>.
"Isaac Newton and a Scientific Revolution." History Channel. Web. 5 Feb 2011. <http://
www.history.com/videos/isaac-newton-and-a-scientific-revolution#protestandreformation-english-reformation>.
"Turning Points in History - Scientific Revolution." Youtube. Web. 5 Feb 2011. <http://
www.youtube.com/watch?v=9hodYUDDfsY>.
"Tycho Brahe, Joannes Kepler and Planetary Motion (2/2)." Youtube. Web. 5 Feb 2011.
<http://www.youtube.com/watch?v=ShQXRBDBfaA&feature=related>.
"Tycho Brahe's Life and Death - by Ian Morrison, Gresham College Professor of Astronomy."
Youtube. Web. 5 Feb 2011. <http://www.youtube.com/watch?v=Y6MIKP_mjDQ>.
Appendices
Appendix 1.4.1: Primary Document, The Crime of Galileo: Indictment and Abjuration of 1633
and Sentence of the Tribunal of the Supreme Inquisition against Galileo Galilei, given the 22nd
day of June of the year 1633.
Appendix 1.4.2a: PowerPoint Presentation: The Scientific Revolution, Introducing the Scientific
Method.
Appendix 1.4.2b: Teachers Notes for PowerPoint Presentation.
Appendix 1.4.3: Four Corners Statements and Possible Responses.
Appendix 1.4.4: Learning Centre Package #1 from A History of Western Society From the
Renaissance to 1815.
Appendix 1.4.5: Learning Centre Package #2 from various online sources.
Appendix 1.4.6a: Major Scientists Graphic Organizer
Appendix 1.4.6b: Major Scientists Graphic Organizer with Answers
Appendix 1.4.7a: OPVL Instructions
Appendix 1.4.7b: OPVL Template
Appendix 1.4.7c: OPVL Primary Document analysis for The Crime of Galileo: Indictment and
Abjuration of 1633 and Sentence of the Tribunal of the Supreme Inquisition against Galileo
Galilei, given the 22nd day of June of the year 1633.
Appendix 1.4.8: Self-Evaluation for News Report
Appendix 1.4.9: Writing Reports Rating Scale
Appendix 1.4.10: Package for Cause and Effect Fishbone from A History of Western Society
From the Renaissance to 1815.
Appendix 1.4.11a: Cause and Effect Fishbone
Appendix 1.4.11b: Cause and Effect Fishbone with Answers