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Week 25/ February 12 to February 16

February 12 2018

Essential Question:

How did the Scientific Revolution lead to major change in Europe and the World?

Standard:

SSWH13 Examine the intellectual, political, social, and economic factors that changed the

world view of Europeans from the sixteenth century CE/AD to the late eighteenth century

CE/AD.

a. Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how

these ideas changed the European worldview. 

Activator:

Pick one of the following 4 people: Copernicus, Galileo, Kepler, and Newton.

Tell me the following on each:  When they were alive.  What country are they from.  What were their contributions.  Why does it matter.  It does matter, so tell me why.

Teaching Strategies:

Classnotes: The Scientific Revolution occurred in the 1500s when most Europeans saw science as the same thing as magic, and magic was evil.  The Renaissance in Europe caused people to become curious and to explore new ways to explain everyday life.  Life was seen more as a mystery that needed to be solved.  During the Scientific Revolution, people began using experiments and mathematics to understand the mysteries of life.  These experiments led to the development of science and the Scientific Method to answer questions.  The Scientific Method is a way to answer specific questions by making observations and performing experiments.

Students will begin working on a document set that deals with Galileo.  They will work in pairs to divide the work up.

Students will have two days to work on these in class.   On the third day they will take a written quiz on that covers the content in the documents.

Study Guide CLICK HERE

Documents CLICK HERE

Summarizer:

Questions on assignment?

Differentiation:

Paired document research.

 

 

February 13 2018

Essential Question:

What major contributions did Copernicus and Galileo provide to the world?

Standard:

SSWH13 Examine the intellectual, political, social, and economic factors that changed the

world view of Europeans from the sixteenth century CE/AD to the late eighteenth century

CE/AD.

a. Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how

these ideas changed the European worldview. 

Activator:

https://www.youtube.com/watch?v=u84di7LHS_M

Students will watch a quick video that covers the Scientific Revolution.

Teaching Strategies:

Classnotes:

Until this time, people believed that the universe was geocentric – the sun and planets revolve around the Earth.  In the early 1500s, Nicolaus Copernicus argued that the universe was heliocentric – that the Earth, and other planets revolved around the sun.  The problem was that Copernicus had no way to prove his theory.  It was not until later that Johannes Kepler and Galileo Galilei helped prove his theory correct.

Students will continue working on their Galileo documents in preparation for the quiz on the following day.

Summarizer:

Teacher check of progress and questions of assignment.

Differentiation:

Paired document research.

 

 

 

February 14 2018

Essential Question:

What role did Kepler and Newton play in the Scientific Revolution?

Standard:

SSWH13 Examine the intellectual, political, social, and economic factors that changed the

world view of Europeans from the sixteenth century CE/AD to the late eighteenth century

CE/AD.

a. Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how

these ideas changed the European worldview. 

Activator:

We will look at some images from the Hubble Telescope.  This relates the examination  of the stars from the history to today.

https://www.youtube.com/watch?v=loXDVGi_lK0

Video may vary by class.

Teaching Strategies:

Classnotes:

Kepler was a German astronomer.  He used models, observations, and mathematics to test the heliocentric theory.  He published his argument in 1609, but could not provide clear evidence for everyone.   Kepler also discovered that planets orbited in an ellipses and not a circle.  Galileo built a telescope to study the heavens.  He used the findings of his study to draw sketches of what he saw and argued that all planets revolved around the sun.  Galileo also discovered that all objects fall at the same rate.  Galileo’s findings were not accepted by the Catholic Church, who persecuted him and forced him to deny his findings.  In 1687, Isaac Newton added to the work of Copernicus, Kepler, and Galileo.  He agreed with their heliocentric theory, but he wanted to know why the planets moved like they did.  He proposed the law of universal gravitation – all objects attract each other.  This tied together the movement of all things in the heavens and on Earth.

Students will take a quiz that covers the documents they researched over the last two days.  This will be an individual quizm but students may use notes from previous day.

Summarizer:

None, quiz.

Differentiation:

Paired document research and paired quiz.

 

February 15 2018

Essential Question:

How did The Enlightenment alter the world and change how people thought?

Standard:

b. Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and

Rousseau, and their relationship to politics and society. 

Activator:

We will examine at least two of the questions we will deal with as part of the class activity.  This will be meant to servers an introduction o both The Enlightenment and the questions we will answer as part of the activity.

Students will be expected to say each is true because or false because.

Teaching Strategies:

Classnotes:

The Enlightenment was an intellectual movement centered in France and England.  It said that truth was based on logical thinking and that it was OK to criticize society.  The Enlightenment attacked the Church, the slave trade, government, taxes and war.  Also argued that it was better to believe in natural law and that the powers of the government should be shared by the people. 

 

Students will answer each of the following questions.  They will submit their answers on Socrative so that I can assess their answers.  This is meant to serve as a way for students to deal with questions that Enlightenment thinkers dealt with.

 

    1. Humans are naturally selfish.

            2. Government is necessary to keep order

            3. Without government, the world would be chaotic

            4. Giving up some of your rights in exchange for law and order sounds like a good idea

            5. The purpose of government is to protect the citizens’ rights

            6. If the people do not agree with the government, then the people have the right to rebel and demand             change.

            7. It is important the power is separated and not given to one person

            8. Humans are naturally good

            9. All people should be free and equal, without social classes and social hierarchies

           10.  Education is necessary to become virtuous, useful, and productive

           11.  Every person should be given an education

           12.  Some jobs should be filled only by a specific gender.

           13.  Traditional marriage roles are important to maintain order

           14.  Through experience, people naturally gain wisdom and insight

           15.  People know how best to govern their own affairs, not the government.

 

https://kheinowski.weebly.com/enlightenment-lesson-plan.html

 

https://kheinowski.weebly.com/enlightenment-lesson-reflection.html

 

Summarizer:

We will discuss the class submissions and look at the student answers on Socrative.

Differentiation:

Paired question answering and class discussion.

 

 

February 16 2018

Essential Question:

What contributions did John Locke provide to the Enlightenment and modern day political thinking?

Standard:

b. Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and

Rousseau, and their relationship to politics and society. 

Activator:

Life, Liberty, and the pursuit of happiness…What does this mean?  Students will write down what each of these points mean to them.  We will then change the pursuit of happiness, and have students’s reassess if Life, Liberty, and Property mean anything different to them.

Teaching Strategies:

Classnotes:

A major thinker in the Enlightenment in England was John Locke.  He said that people have natural rights.  He also said that government exists to protect your rights and that rulers cannot limit natural rights.  These rights included Life, Liberty, and Property.  People have the right to overthrow their government if it does not protect their rights.  Additionally government power comes from the consent of the people, and a contract existed between government and the people.  This contact said that people give up some rights, but the government must protect their people’s natural rights.  If a government did not fulfill its obligations, it could be overthrown.

 

Students will complete and activity comparing The Declaration of Independence and John Locke’s Two Treatise’s of Government.

http://www.napavalley.edu/people/bschaffer/Documents/HIST%20120%20Spring%202014/DecIndep%20and%20Locke.pdf

 

Summarizer:

Students will submit activity.

Differentiation:

Document comparison and examination.

 

 

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