Science Versus God in the Renaissance

Science Versus God in the Renaissance

Ancient and Medieval History -- Grade 10

New Brunswick, Canada

Sarah Lewis

Greg Keezer

Bill Patrick

Curriculum Map

Ancient and Medieval History Grade 10

1.1  Vision.

In order to become thoroughly contributing members of society, students must do two essential things: they must understand the roots of modern societal practices and structures, and they must also be able to develop the skills that will enable them to analyze, assess, and comment upon events that occur in society. This course in Ancient and Medieval History is designed to help students to achieve both of these tasks. The curriculum documents were designed with this focus in mind, and the ways in which this course will be taught will emphasize both of these areas of skill development. It is our intention that we will indeed get to the emergence of the modern era so that students will in fact be able to make the connections between the lives of the ancients and modern life.

1.2.1. Course plan.

Given 85 instructional days:

10 Cushion days are to account for storm days, assembly days, unexpected events, etc.

Assessment days are included in the number of days allotted to the unit, so that summative and formative assessments can be administered accordingly.

Introduction

2 days – September 7 - 8

Unit 1: The Journey Begins

6 days – September 9 – 16

September 17 (1 cushion day)

Unit 2: Civilization: The First Steps

10 days – September 20 – September 30

October 1 (1 cushion day)

Unit 3: The Glory That Was Greece

15 days – October 4 – October 27

October 28 – 29 (2 cushion days)

Unit 4: The Grandeur That Was Rome

16 days – November 1 – November 23

November 24 – 25 (2 cushion days)

Unit 5: The Middle Ages: Collapse and Recovery

16 days – November 29 – December 20

December 21 – 22 (2 cushion days)

Unit 6: Emergence of Modern Era

7 days – January 10 – January 19

January 20 – 21 (2 cushion days)

1.2.2. Rationale.

In deciding how to allocate time in this course, we decided to follow the recommendations of the curriculum. As this would be the first time that any of us would be teaching this course, we thought that sticking the recommendations of the curriculum designers would be the wisest choice. We imagine that after having taught the course once, we would have an opportunity to reflect upon our experiences and would likely make some changes in subsequent iterations of the class. Some units would probably move by more quickly than other units, and some units will doubtless leave us yearning for more time.

One focus we would have the initial time we would teach the course would be to ensure that we get through the units. It is not acceptable, and causes a problem, when teachers teaching this course run out of time before they can make adequate connections to the modern era. Ancient history does not exist only in the past, but if we fail to link it to the present, we risk leaving students with that impression.

We have built in several “cushion days” throughout the term. If we need them, they are there for our use. If they turn into extra days, students would be able to spend a little more time sitting with and reflecting upon the material. This will be a nice luxury to have, and certainly is far preferable to racing through the material or failing to have adequate time to make it to the links to the modern age.
1.3 Primer for Gr. 10 Social Studies

The Grade 10 Medieval History curriculum is based on six concepts. The units are divided by chronological eras, and places. For each of the time periods, technology and science were being advanced and proved to be driving force behind that particular empire’s success. As a teaching tool, the instructor could rely on (however much they decide) on a video series produced by the History Channel, entitled, “Engineering an Empire.” http://shop.history.com/detail.php?p=70058&v=history_subject_ancient-civilization_engineering-an-empire

I) The first unit is titled, “The Journey Begins” and provides an introduction to the students of a class syllabus, objectives, and assessment dates. This would provide a good opportunity for students to become familiarized with the instructor’s expectations, and the course material to be covered.

II) The second unit, “The Beginnings of Civilization: The First Steps,” provides the students with background information on what a civilization is. By defining for the students what a civilization is, the instructor can show what historians study their evolutionary progress.

III) “The Glory that was Greece” examines Alexander the Great’s expansion. At a grade ten level, students could work on a variety of smaller projects that can collaborate with others. For example, a group of students could put together a timeline that accurately displays the expansive nature of Alexander’s conquests, while another group creates a gallery of maps showing the change in borderlines.

IV) “The Grandeur That Was Rome,” is a unit that provides multiple opportunities for student involvement. One such project could be a student research project on aqueducts, which would have as a final piece a scale model. This would highlight the importance of aqueducts in supplying the water to the Empire. Another idea for a student project would be a construction of Hadrian’s Wall, the Coliseum, etc.

V) “The Middle Ages: Collapse and Recovery” covers the fall of the Roman Empire, the Renaissance, the Crusades, and Science and Technology. For a look at literature, life and times of the Middle Ages, Geoffrey Chaucer’s The Canterbury Tales could be examined for a brief introduction of the period. Islamic technology at this time was on the rise, and students could be grouped and assigned aspects of Al-Jazaari’s (a famous Islamic scientist, architect, and inventor) life.

VI) Depending on how much time is truly allotted to the final unit, “Emergence of Modern Era,” the instructor can decide how in-depth they go. An example of a unit that is recurring in many history classes is the Industrial Revolution. Students can study the factors leading to, the effects of, and the final results of the Industrial Revolution.

Unit: Unit 6: Emergence of Modern Era

7 days – January 10 – January 19

January 20 – 21

Outcome:

From the curriculum: “Students should understand the political, economic, and cultural transformation in Europe during the 15th and 16th Century.”

But our focus will add: “Students will be able to express how the developments of this era continue to impact us today.”

Key Concept of the entire course:

Science and technology play a vital role in the emergence and decline of empires/regions of influence.

Worth being familiar with:

Emergence of the secular view of life

Reformation

Important to know and do

Speak to how the de-centring of God as the focus of existence continues to inform our entire concept of the world.

Enduring Understanding

That there is a continuing dynamic interplay between ideas of faith and tenets of science/technology.

Framework/strategy/focus questions.

Focus question: How did the development of technology influence (and was in turn influenced by) conceptualizations of God?

Strategies:

Research technological advances of the era and who the inventors were. 2 days

-  Internet research in computer lab/on own notebook.

-  Documentary materials (video, etc.)

-  Leonardo daVinci and Michelangelo

Research the major theological shifts of the time, and the major philosophers/politicians. 2 days

-  Internet research computer lab/on own notebook.

-  Documentary (video, etc.)

-  Luther, Henry VIII

Explore the interplay between faith in God and faith in science. (1 day)

-  Discuss and present Gutenberg Bible as example of the connections.

o  (I.e. spell check can spell Gutenberg)

-  Web resources on the Gutenberg Bible.

-  Word wall.

Complete final mini project: A poster or other visual/graphic display that addresses the following question: “Given the competing (and at times complementary) positions of faith and science, how do we know what is ‘true’?” (2 days)

Lesson title / Specific Objectives / Methods/Activities / Resources / Assessment Strategies
Scientists of the era (1) / Research Leonardo DaVinci / Internet research. Student written research report (one page, completed in class) / Computer + internet / Mark reports
Scientists of the era (2) / Research Michelangelo / Internet research.
Student written research report (one page, completed in class) / Computer + internet / Mark reports
Theological shifts (1) / Reformation in Germany / Documentary on Luther. Write down one of his ideas.
Tack it to corkboard on door. / Documentary, audio visual equipment, corkboard / Completion of task
Theological shifts (2) / Reformation in England / Documentary on Henry VIII. / Documentary
Interplay between faith and science. / Students will be able to describe the connections and areas of disagreement between faith and science. / Brief lecture on Guttenberg Bible as a integration of science and technology
Word wall: faith v. science! / Pieces of paper or cardboard. / Participation
Poster construction / Students will be able to create a visual piece that integrates the themes discussed in this unit. / Students work in groups of three. / Poster board, glue, scissors, markers, tape,
Access to internet and printer.
Poster presentation / Students will successfully present a poster that communicates higher level knowledge. / Students will present their posters / Marks for inclusion of evidence, visual presentation, originality.

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