SCIENTIFIC REVOLUTION DBQ - Mr. Butryn's History Class



SCIENTIFIC REVOLUTION DBQ

Answer the following questions based on the information supplied in the documents and your knowledge of world history.

Document 1

|. . . Gradually scientists came to challenge more and more what the ancients [past civilizations] taught. They came |

|to develop new, better methods of finding out how things worked. Mathematical knowledge increased and helped |

|them to reason. They began to think up experiments to check on their ideas in a methodical way. The scientific |

|revolution had begun. |

|Many men were needed to bring this about. These men came from every part of Europe. They wrote books to |

|explain their ideas. The printing press made it possible to produce thousands of copies which found their way all |

|over Europe. Scientists were able to learn from one another and give one another new ideas. So the Scientific |

|Revolution was not the work of Englishmen, or Frenchmen, or Italians alone. It was the work of Europeans. And, |

|as we have seen, even they did not do it all by themselves. The Chinese, the Indians, the Persians, and the Arabs |

|all gave something before it came about. Today this is not hard to understand, because men and women from all |

|over the world add to scientific knowledge and so help one another. . . |

Source: Peter Amey, Scientific Revolution, Greenhaven Press

1. Based on this document, state two changes resulting from the Scientific Revolution.

(1)_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(2)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Document 2

|The Middle Ages. |

|The development of new scientific theories came almost to a stop during the centuries covering the Roman Empire and the Middle Ages. During this long period there |

|was a gradual emergence of irrational theories that threatened to engulf the whole of science: astrology challenged astronomy, magic insinuated itself into |

|medicine and alchemy infiltrated natural science. The beginning of the Christian era, when Oriental mysticism became the rage in Greece and Rome, witnessed the |

|appearance of exotic sects such as the Gnostics and the Hermetics who propagated distorted and over-simplified cosmologies ostensibly given to them by God [pic]. |

|During the Middle Ages European mental efforts were directed towards non-scientific pursuits. This attitude was perpetuated by the absence of libraries and the |

|scarcity of books (both a consequence of the economic depression suffered by Europe at that time), and by the constraints imposed by the Church which forbade |

|various areas of investigations as they were felt to be against the teachings of the Bible. |

|These problems did not permeate the whole world, however, and, in fact, Arab science flourished during this time devising the now-common Arab numerals, |

|increasingly accurate time-keeping devices and astronomical instruments, and providing corrections to Ptolemy's observations. Later, through the close contacts |

|generated by the Crusades, Arab knowledge was carried to Europe. |

|The scientific climate in Europe improved by the XIII century with the creation of the first universities. It was during this last part of the Middle Ages that the|

|3 dimensional nature of space was determined and the concept of force was made precise. The experimental basis of scientific inquiry was recognized as well as the |

|need for internal logical consistency. With these developments the field was ready for the scientific developments of the Renaissance. |

|Through all these medieval tribulations Ptolemy's magnum opus, the Alamgest, together with Aristotle's On The Heavens survived as the cosmological treatises. Their|

|influence became widespread after translations into Latin became readily available (at least at the universities). There was much discussion on the reconciliation |

|of Aristotle's view of the world and the descriptions found in the Bible. Issues such as whether the universe is infinite and whether God can create an infinite |

|object were the subject of heated discussions. |

|Aristotle argued against the possibility of there being other worlds, that is, copies of his set of spheres which are supposed to describe our world; these |

|arguments can be interpreted as stating that God does not have the power to create such other worlds, an idea unacceptable to the Church. |

|Aristotelian advocates believed in the eternal pre-ordained motion of heavenly bodies which nothing could alter, this again implied limits on the powers of God. |

|There is an interesting issue connected with the conflict between the Bible and Aristotle. It was Aristotle's belief that there are rules which objects are, by |

|their very nature, forced to obey without the need for divine intervention. It is this idea that is prevalent in science today: there are natural laws that |

|determine the behavior of inanimate objects without the intervention of higher authority. |

|The problems with the theory of the universe perfected by Ptolemy were not apparent due to deficiencies in the instruments of the time. First was the problem of |

|keeping time accurately: there were no precise clocks (a problem solved only when Galileo discovered the pendulum clock); a state of the art time-keeping mechanism|

|of that time, the water-clock, such mechanisms were not significant better than the water clocks used in Egypt starting form 1600 B.C. Secondly there was a |

|notational problem: large numbers were very cumbersome to write since only Roman numerals were known |

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|These problems were recognized and (eventually) solved. The Arabic number system was slowly accepted in the Western world after its first introduction around 1100 |

|A.D. during the Crusades. The discoveries of the other Greek scientists (not belonging to the Ptolemaic school) were also introduced in the West during this period|

|in the same way. The first mechanical clocks were developed in Europe in the XIII-th century. They worked using pulleys and weights but were still very inaccurate:|

|the best ones were able only to give the nearest hour! |

|Despite the bad connotation the Middle Ages have, not all aspects of life during that time were horrible. In fact the basic ideas behind the universe in this time |

|were very comforting to Jews, Christians and Muslims. These ideas provided a stable framework where most people had a (reasonably) clear view of their place in |

|society, their duties and expectations. |

|The universe had the Earth at its center with all heavenly bodies circling it. Beyond the last sphere (that of the fixed stars) lay paradise, hell was in the |

|bowels of the Earth (a sort of ``under-Earth''), and purgatory was in the regions between Earth and the Moon. |

|Source: University of California, Riverside |

1. Based on this document, find evidence that explains why Scientific progress about Medicine, Nature, and the Universe was slow to come about during the Middle Ages:

2. Based on this document, what did people tend to believe about the Universe

3. What Inventions helped people understand the world around them?

Document 3

|. . . As in Mathematicks, so in natural philosophy, the investigation of difficult things by the method of analysis |

|[scientific method], ought ever to precede the method of composition. This analysis consists in making |

|experiments and observations, and in drawing general conclusions from them by induction [reason], and admitting |

|of no objections against the conclusions, but such as are taken from experiments, or other certain truths. For |

|hypotheses [theories] are not to be regarded in experimental philosophy. And although the arguing from |

|experiments and observations by induction be no demonstration of general conclusions; yet it is the best way of |

|arguing which the nature of things admits of, and may be looked upon as so much the stronger, by how much the |

|induction is more general. And if no exception occur from phenomena [facts], the conclusion may be pronounced |

|generally. But if at any time afterwards any exception shall occur from experiments, it may then begin to be |

|pronounced with such exceptions as occur. By this way of analysis we may proceed from compounds to |

|ingredients, and from motions to the forces producing them; and in general, from effects to their causes, and from |

|particular causes to more general ones, till the argument end in the most general. This is the method of analysis |

|[scientific method]: and the synthesis [combination of parts] consists in assuming the causes discovered, and |

|established as principles, and by them explaining the phenomena proceeding from them, and proving the |

|explanations. . . . |

Source: Sir Isaac Newton, Opticks, 1718

1. According to this document, why is the scientific method important?

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Document 4

The following are ancient diagrams of the universe showing the relationship between the planets and the sun.

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|Copernicus’ Heliocentric Model |

1. What is the major difference between the heliocentric model and the geocentric model? Why might people have problems accepting Copernicus’ model?

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Document 5

|Although backed by authority and common sense, the geocentric theory did not accurately explain the movements of the sun, the moon, and planets. This problem |

|troubled a Polish cleric and astronomer named Nicolaus Copernicus. In the early 1500s, Copernicus became interested in an old Greek idea that the sun stood at the|

|center of the universe. After studying planetary movements for more than 25 years, Copernicus reasoned that indeed, stars, the earth, and other planets revolved |

|around the sun. |

Source: World History by McDougal Littell

1) What ideas did Copernicus call into question?

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2) How does the excerpt portray Copernicus as a Renaissance humanist?

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Document 6

Use the following cartoon to answer the questions that follow.

1a. The Greek philosopher and astronomer Aristotle theorized that moon and stars were made of pure and perfect substance, and were perfect spheres.

Why would the Catholic Church have supported Aristotle’s claim?

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2b. According to the cartoon how does Galileo’s observation of

Aristotle’s “perfect” moon differ?

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3c. According to this cartoon, what is the Catholic Church’s view of

Galileo’s observations of the moon and laws of motion that supported Copernicus’ heliocentric model?

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Document 7

[pic]

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Document 8

Giordano Bruno: Italian philosopher original name Filippo Bruno, byname Il Nolano born 1548, Nola, near Naples died Feb. 17, 1600, Rome.  Encyclopedia Britannica Online.

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|Giordano Bruno, original name Filippo Bruno, byname Il Nolano (born 1548, Nola, near Naples [Italy]—died February 17, 1600, Rome), Italian philosopher, astronomer,|

|mathematician, and occultist whose theories anticipated modern science. The most notable of these were his theories of the infinite universe and the multiplicity |

|of worlds, in which he rejected the traditional geocentric (Earth-centred) astronomy and intuitively went beyond the Copernicanheliocentric (Sun-centred) theory, |

|which still maintained a finite universe with a sphere of fixed stars. Bruno is, perhaps, chiefly remembered for the tragic death he suffered at the stake because |

|of the tenacity with which he maintained his unorthodox ideas at a time when both the Roman Catholic and Reformed churches were reaffirming |

|rigid Aristotelian and Scholastic principles in their struggle for the evangelization of Europe. |

|1592 – 1600 From the Trial to the Stake:  Giordano's trial lasted almost eight years. The Inquisition initially accused him for his anti-dogmatic ideals, which had|

|already cost him his Dominican habit. As an anti-Trinitarian, the philosopher rejected the virginity of Mary and transubstantiation. His reflections in terms of |

|cosmology, his rejection of geocentrism and his attraction for magic gradually gave rise to an impressive list of accusations. In the end, it was the whole of his |

|freethinking that was challenged.  In February 1593, Bruno was incarcerated in the prisons of the Holy Office. The trial dragged on for another two years before |

|the decision was taken to conduct an in-depth study of his works, which were censured and subsequently burned at St Peter's Square. From his cell, Bruno finished |

|writing a statement for his defence and presented his final plea on 20 December 1594 before the Holy Office.  The trial was interrupted for six months, during |

|which time Bruno continued to actively defend his theory on infinite worlds, sometimes stating that he was ready to recant, and at other times declaring that he |

|was faithful to his ideas. Cardinal Bellarmin therefore drew up a list of the theories deemed to be heretical, over which Bruno again hesitated before |

|categorically refusing to renounce his doctrine: The eight propositions that the philosopher refused to renounce were as follows: |

|1 - The statement of "two real and eternal principles of existence: the soul of the world and the original matter from which beings are derived". |

|2 - The doctrine of the infinite universe and infinite worlds in conflict with the idea of Creation: "He who denies the infinite effect denies the infinite power".|

|3 - The idea that every reality resides in the eternal and infinite soul of the world, including the body: "There is no reality that is not accompanied by a spirit|

|and an intelligence". |

|4 - The argument according to which "there is no transformation in the substance", since the substance is eternal and generates nothing, but transforms. |

|5 - The idea of terrestrial movement, which according to Bruno, did not oppose the Holy Scriptures, which were popularised for the faithful and did not apply to |

|scientists. |

|6 - The designation of stars as "messengers and interpreters of the ways of God". |

|7 - The allocation of a "both sensory and intellectual" soul to earth. |

|8 - The opposition to the doctrine of St Thomas on the soul, the spiritual reality held captive in the body and not considered as the form of the human body. |

|None of these final accusations tied in with the philosopher's magic reflections. Nevertheless, the Inquisition accused him of having turned towards hermetism and |

|the arcane, branding him a sorcerer for having written in On Heroic Frenzies that "Magi can accomplish more using the faith than doctors using the ways of liberty"|

|and for recognising magic as beneficial and lawful. Whatever the case, on 20 January 1600, Pope Clement VIII declared that the accused was "an unrepentant heretic,|

|tenacious and stubborn". Taken to the secular arm, Cardinal Madruzzi pronounced the sentence on 8 February. Giordano Bruno was burnt at the stake in Campo dei |

|Fiori in Rome around 10 days later. Defiant to the very end, Bruno looked away from the crucifix before perishing in the flames. |

Who was Giordano Bruna? And What were his beliefs?

What was Bruno Accused of? Who were his judges?

What happen to Bruno?

Document 9

Use the cartoon about the Church’s treatment of Galileo below to answer the questions.

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1) What “truth” was discovered by Galileo that is depicted burning in the fire with him?

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2) Why is word “fear” shown in the background or shadows?

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Document 10

|“With sincere heart and unprecedented faith I (reject)…, and detest the aforesaid errors and heresies (of Copernicus) and also every other |

|error…contrary to the Holy Church, and I swear that in the future I will never again say or assert…anything that might cause a similar suspicion toward |

|me.” - Galileo |

1. Why would Galileo have made this statement?

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Part B:

Essay Question:

Write a well-integrated essay that does the following:

• States an appropriate thesis that directly addresses all parts of the task.

• Supports the thesis or an appropriate argument with evidence from all or all but one

of the documents AND your knowledge of European history beyond/outside the

documents.

• Analyzes a majority of the documents in terms of such features as their intended

audience, purpose, point of view, format, argument, limitations, and/or social

context as appropriate to the argument.

• Places the argument in the context of broader regional, national, or global processes.

Task:

Using the following documents, identify and analyze factors that affected the work of

scientists in the sixteenth and seventeenth centuries. What conflicts developed in societies with the birth of modern science? How did these conflicts change societies? Who benefitted and who was harmed by these changes?

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[pic]

Ptolemy’s Geocentric Model

. . . At first, the discoveries of Copernicus and Galileo

upset many Europeans. Over time, however, a new

way of thinking about science emerged. Scientists

began to observe the world around them and to

develop ideas about why things happened. They did

experiments to test these ideas. This new way of

thinking was called the scientific method. . . .

Source: Guide to the Essentials of World History, Prentice Hall,

1999 (adapted)

5. Based on this excerpt and diagram, what is one

way Copernicus, Galileo, and others influenced how

scientists work?

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