SS3 LG 4.1 Scientific Revolution Students Copy PDF

Learning Guide Module Subject Code: SS3 World History 2 Module Code: 6.0 Enlightenment and Revolution Lesson Code: 6.1 Scientific Revolution Time Limit: 30 minutes Component Tasks TA* ATA s...

Learning Guide Module Subject Code: SS3 World History 2 Module Code: 6.0 Enlightenment and Revolution Lesson Code: 6.1 Scientific Revolution Time Limit: 30 minutes Component Tasks TA* ATA s ** Target By the end of this module, the student will have been able to: 1. Differentiate the world outlooks of the medieval period and the scientific revolution in Western Europe Hook 3 PICS 1 WORD 4 mins. Write the word that is connected with each set of images. 1. ___ ___ _D_ ___ ___ ___ ___ ___ 2. ___ ___ ___ ___ ___ ___ ___ ___ ___ _C_ ___ ___ ___ ___ ___ ___ _T_ ___ ___ ___ Social Science 3 Page 1 of 9  The two (2) periods represented by the group of pictures in our first activity showed different belief systems. Before proceeding to the other parts of the module, let us ponder on some questions. Do you still remember your lessons about the period represented by the 1st set of pictures? What was at the center of their lives? Where do they base their beliefs about the physical world? What was their idea about progress? Now, turn your attention on the 2 nd set of pictures. Why do you think was that period called as such? How do you think did the people react to the new ideas presented by the thinkers of that time? Now, let us make it a little personal. What revolutionary idea have you encountered recently? How did you react when you heard or read about this new idea? As a learner, what are your questions about the physical world? How do you find answers to these questions? Ignite In the Middle Ages, nature and societal issues were explained and 10 addressed through scholasticism or the use of religious dogma and mins. tradition. However, these beliefs were challenged with the discoveries and philosophy of the Scientific Revolution thinkers. Scientific Revolution Thinkers: Nicholas Copernicus - He wrote the book entitled On the Revolutions of the Heavenly Spheres. This is where he presented his ideas that contradicted the Ptolemy’s Geocentric model of the universe. Based on his analysis and with the use of mathematical formula, he was able to show that the universe follows a Heliocentric model which is the same with the idea of Aristarchus. He also showed that the Earth and the other planets revolve around the sun. How did the scholars react to this new idea about the universe? Many scholars refused to accept this new idea because it went against the ideas of the Church which was at the center of Medieval life. Challenging the teachings of the Church was a taboo and a ground for punishment. Social Science 3 Page 2 of 9 Johannes Kepler - Like Galileo, Kepler tried to explain his observations of the skies. His findings can be summarized by the Three (3) Laws of Planetary Motion. 3 Laws of Planetary motion: a. The path followed by the planets is elliptical and the sun is at the center of its path. b. Planets do not move in constant speed. c. The planet’s distance from the sun and the time it takes for it to complete its orbit have a mathematical relationship. Galileo Galilei (Starry Messenger) - He emphasized the importance of experimentation and observation in understanding the natural world. - With the use of his telescope, he confirmed that planets move around the sun. He also observed that planets have mountains and moons just like Earth. Did the scholars believe him? Scholars did not immediately believe in his findings but later on some scientists started to use their own telescopes to observe the sky and the other heavenly bodies. How did the church react to this? In 1620, the Pope authorized him to compare the findings of Ptolemy and Copernicus but when the results showed that the model done by Copernicus was more accurate he was banned from teaching the Heliocentric model. His books were also banned and were not allowed to be printed. Tycho Brahe - He observed the skies and was able to plot accurate positions of 777 fixed stars (Eggen, 2020). - He observed a ‘new star’ in 1572 that showed that its location was farther than the moon and was considered as a fixed star. He published this discovery in De nova stella.in 1573 that made him gain his reputation as an astronomer (Eggen, Tycho Brahe, 2020). Sir Isaac Newton - He described the universe like a giant clock with parts that followed strict mechanical and mathematical principles. This interaction is summarized by his Three (3) Laws of Motion. 3 Laws of Motion: 1. An object will remain at rest unless an external force causes it to move. 2. The greater the mass the greater the gravitational pull. 3. For every action there is an equal and opposite reaction. Social Science 3 Page 3 of 9 What do these laws tell us about the universe? Planets do not move in a straight line because of the gravitational pull form the mass of the sun (Perry, Davis, Harris, Von Laue, & Warren, 1989, p. 404). This pull forces planets to move following an elliptical orbit. Francis Bacon - He believed that nature can be understood by systematic reasoning known as the scientific method. - He believed that new knowledge can be formed by looking at examples or proofs from a general point (inductive reasoning). Rene Descartes - He was famous for his line “I think, therefore I am” (Cogito, ergo sum) which implies that the only truth that he can be sure of is his existence. - He believed that “everything should be doubted until proved by reason (Beck, Black, Naylor, & Shabaka, 2012).” - He proposed the use deductive reasoning in explaining reality. Andreas Vesalius - He challenged the ideas written by Galen by studying corpses and skeletons which was very controversial since it was prohibited for physicians to dissect human bodies. This brave act allowed him to come up with illustrations of human anatomy that corrected a lot of misconceptions. This was the start of modern Anatomy. William Harvey - He discovered that the human heart, not the arteries, pumps blood in a circuit throughout the body. These new ideas presented by these thinkers were not easily accepted by scholars of their time but they surely stimulated curious minds and ignited the passion for scientific inquiry. Impact of the Scientific Revolution:  Scientific communities were formed to encourage and promote the use of scientific inquiry. They replaced universities as centers of scientific knowledge and discoveries.  Modern day scientific method was developed because of the discoveries of this period.  Science became more popular among scholars and the literate classes.  More people believed that the gift of reason will lead them to a better understanding of the physical world. Social Science 3 Page 4 of 9 Navigate Now go back to your question about the world that you thought of 14 in the Hook part. mins. Write your question about the physical world. _________________________________________________________ _________________________________________________________ Write specific steps that you can do to find the answers to your question. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ It is time for some activities to check your understanding about the Scientific Revolution. Activity 1: Middle Ages or Scientific Revolution Classify the ideas reflected in the following statements/scenarios. Write MA if it shows ideas during the Middle Ages and SR if it reflects ideas during the Scientific Revolution. (5 pts; GRADED) _______ 1. People say that eating peanuts make one smarter. Thus, Moana tried to come up with a research study on the nutrient contents of peanuts and its relationship to IQ. _______ 2. Gianna uses sampaguita leaves to heal wounds because their community uses it. Social Science 3 Page 5 of 9 _______ 3. Juman believes that the earth is the center of the solar system moving around it are the planets. _______ 4. Farrah uses her skills in math and science to explain a certain phenomenon. _______ 5. Community Pinaya believes that their traditions can explain all the things that are happening in their environment. Activity 2: A Slogan of Difference Create a slogan that will differentiate the world outlooks during the Middle Ages and during the Scientific Revolution. Be guided by the rubric presented below. (10 pts; GRADED) CRITERIA Excellent Good Needs No output Improvement 5 3-4 1-2 0 Message of The message The message of The slogan No written the Slogan of the slogan the slogan is depicts slogan depicts vague. inaccurate accurate and ideas. clear ideas. Excellent Good Needs No output Improvement 5 3-4 1-2 0 Appeal to The slogan The slogan is The slogan No written the reader catches the quite is not slogan attention of interesting. interesting. the reader. Write your slogan here. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Social Science 3 Page 6 of 9 Activity 3: Creative Summary Create a creative word cloud about the Scientific Revolution. Use the space below for your output. Example of a word cloud: Place your word cloud here. Briefly explain the reason behind your design/layout. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Social Science 3 Page 7 of 9  Knot People react differently when faced with new ideas/concepts. Some 2 may raise their eyebrows, others react violently, while there are those mins. who simply accept it as part of life. Authorities during the Scientific Revolution did not easily accept the new information presented to them for it shattered the reality that they have known. Some feared that they may lose their position, their power and even their wealth once people start accepting these new methods of understanding the physical world. Some leaders even opted to do violent means to get rid of people who seemed to be questioning their teachings. Learners of today may react arrogantly or violently to change. They may criticize agents of change and remain adamant. Others choose to come up with their own studies to see if the change is feasible or is research-based while others may not seem to care at all. Let me throw this questions again. As a learner, how would you react to new ideas/discoveries/norms? Do you just accept it as true? Do you ignore it? Do you reject it immediately? Or do you use your scientific mind to find out the truth? References: Beck, R. B., Black, L., Naylor, P., & Shabaka, D. (2012). World History. Florida: Houghton Mifflin Harcourt Publishing Company. Eggen, O. (2020). Tycho Brahe. Retrieved June 2020, from Encyclopaedia Britannica: https://www.britannica.com/biography/Tycho-Brahe-Danish- astronomer Perry, M., Davis, D. F., Harris, J. G., Von Laue, T. H., & Warren, D. (1989). A History of the World (Revised Edition). Mandaluyong City: Cacho Hermonos Inc. Vengoechea, X. (2016). The Complete Middle School Study Guide: Everything You Need to Ace World History in One Big Fat Notebook. New York: Workman Publishing Co., Inc. Yu, H. (n.d.). The Scientific Revolution and the Enlightenment (1500– 1780). Retrieved July 10, 2020, from https://www.academia.edu/41188843/The_Scientific_Revolutio n_and_the_Enlightenment_1500-1780 Images used for the 3 pics 1 word and for the wordcloud were from FreeSVG.org with a public domain license. *suggested time allocation set by the teacher **actual time spent by the student (for information purposes) Social Science 3 Page 8 of 9 Prepared by: Reviewed by: Krystel Marisse R. Galong Joemar Ramos Social Science Teacher Social Science Teacher PSHS – CARC PSHS - WVC Social Science 3 Page 9 of 9