Discovery Education



Science in Conflict: Are Some Researchers Modern Galileos?

Lesson Plan

Student Objectives

• Understand why Galileo’s conclusions about the position of Earth in the solar system raised objections from the Church.

• Examine the complexity of conflicts between science and tradition today.

Materials

• Discovery School video on unitedstreaming: Great Books: Galileo’s Dialogue

Search for this video by using the video title (or a portion of it) as the keyword.

Selected clips that support this lesson plan:

• Galileo's Powerful Telescope and Its Impact on Copernican Theory

• Galileo Versus the Catholic Church: Science Versus Scripture

• Galileo Is Summoned to Rome to Face the Inquisition

• The Sentence of Galileo

• Recent magazine and newspaper articles on controversial issues in science, both in support of and against the scientific advances

Procedures

1. Discuss the heightened emotions that scientists, on the one hand, and the Church, on the other hand, felt when Galileo published his theory about Earth’s position. Why were Galileo’s theories so controversial?

2. Tell students that there are still conflicts between science and tradition today. Ask students to name examples of scientific breakthroughs that some members of society think should not be carried out. Students may come up with some of the following controversial issues:

• cloning of animals

• cloning of humans

• genetic reengineering, genetic screening

• fertility treatments

• further research into space

• radiation of food

• greatly extending the average life span

3. Break students into groups, and have each research one of the preceding issues or other similarly controversial ones. The research should expose students to both sides of the issue—arguments for proceeding with scientific inquiry or breakthroughs as well as arguments for not proceeding.

4. Once their research is complete, assign half of each group’s members the role of scientists working in the field, asking for support for their work to continue. Assign the other half of the group to play the roles of skeptical government officials, media, and concerned citizens, all of whom think it is improper to continue this line of scientific research and development. Have the students face each other in a news conference called by the scientists, who have an announcement to make. The government officials, media, and concerned citizens should ask challenging questions of the scientists and make statements of their own. Assign one student from outside the group to act as moderator for the news conference, introducing the scientists and calling on the government officials, media, and citizens who have questions or comments.

5. Have the rest of the class watch each news conference. Afterwards, ask them to comment on which side has stronger arguments or makes a better case—the scientists or the challengers of the scientists.

6. Sum up the project by making sure students understand that strong arguments exist on both sides of each issue, that seldom does one side have all the answers.

Discussion Questions

1. Discuss how the Copernican system threatened Church doctrine, and why the Dialogue of Galileo—a devout Catholic—offended the Church.

2. Debate Galileo’s decision to recant his heliocentric views. Do you consider this cowardice, or did Galileo have no choice? What would you have done in his situation?

Assessment

Use the following three-point rubric to evaluate students' work during this lesson.

• 3 points: Students shared several examples of controversial scientific issues; showed strong research skills and familiarity with their scientific issue; explained arguments clearly; were courteous with other students during news conference.

• 2 points: Students shared one example of a controversial scientific issue; showed satisfactory research skills and familiarity with their scientific issue; explained arguments with some clarity; were courteous with other students during news conference.

• 1 point: Students did not share any examples of a controversial scientific issue; showed weak research skills and familiarity with their scientific issue; gave unclear arguments; were rude or impatient with other students during news conference.

Vocabulary

blasphemy

Definition: The act of insulting or showing contempt or lack of reverence for God.

Context: Some believed Galileo’s findings were blasphemy. One blasphemy was that the moon was rough and rocky, not pure and white.

doctrinal

Definition: Concerning a principle or position in a branch of knowledge or system of belief; dogma.

Context: The Copernican system was a threat to the whole doctrinal basis of the Church’s teachings on the sacraments, on the nature of the Church itself.

dogma

Definition: A doctrine or body of doctrines concerning faith or morals formally stated and authoritatively proclaimed by a church.

Context: The Dominicans were the guard dogs of Church dogma.

heresy

Definition: An opinion or doctrine contrary to church dogma.

Context: Galileo was burnt here in this place of Flowers for heresy by the Inquisition, February the 17th, 1600.

recant

Definition: To withdraw or repudiate (a statement or belief) formally and publicly.

Context: The church resisted Galileo’s new ideas and forced him to recant.

Academic Standards

Mid-continent Research for Education and Learning (McREL)

McREL's Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education addresses 14 content areas. To view the standards and benchmarks, visit .

This lesson plan addresses the following national standards:

• World History—Global Expansion and Encounter: Understands how European society experienced political, economic, and cultural transformations in an age of global intercommunication between 1450 and 1750.

• Science—Space Science: Understands the composition and structure of the universe and the Earth's place in it.

• Science—Nature of Science: Understands the nature of scientific knowledge.

The National Council for the Social Studies (NCSS)

The National Council for the Social Studies (NCSS) has developed national standards to provide guidelines for teaching social studies. To view the standards online, go to .

This lesson plan addresses the following thematic standards:

• Time, Continuity, and Change

Support Materials

Develop custom worksheets, educational puzzles, online quizzes, and more with the free teaching tools offered on the Web site. Create and print support materials, or save them to a Custom Classroom account for future use. To learn more, visit

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Grade Level: 9-12

Curriculum Focus: Astronomy

Lesson Duration: Two class periods

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