New Ways of Thinking: Scientific, Philosophical, Art

AP Psychology	Current Events	Resource Room (SETSS)
Period 1	Periods 3 & 5	Period 8
Mr. Ott	Mr. Ott	Mr. Ott

Aim: What were the results of Europeans thinking differently about science?

Do Now: If two different objects are held at the same height, but are different in weight, which one will hit the ground first?

New Ways of Thinking: Scientific, Philosophical, and Art - Baroque

Science:

• Students will be asked to analyze six primary source documents: “Revolutions of the Heavenly Spheres,” “Attack on the Copernican Theory,” “The Starry Messenge,” “Letter to the Grand Duchess Christina and The Dialogue Concerning Two Chief World Systems – Ptolemaic and Copernican,” “Attack of Authority and Advocacy of Experimental Science,” and “Discourse on Method” (pp 32-48, Perry)

Each document will be analyzed using:

• APPARTS

-OR-

• SOAPSTONE

Students will then be asked to complete the following tasks in small groups:

1. Create a timeline for the scientific developments and individuals from 1450-1650.
2. Discuss the development of ideas over time and the connections between those ideas
3. What are the areas of greatest change in thinking and what impact might that have on the future?

Each group will be required to report back to the whole class for a culminating class discussion

• Historical Thinking Skills: I, 1-3, II4-5, III7, IV8-9
• Learning Objective: OS-8

[CR6]—The course provides opportunities for students to analyze evidence about the past from diverse sources,such as written documents, maps, visual sources, and quantitative data– Appropriate use of historical evidence

Lesson PowerPoint: Scientific Revolution

Lesson Activity: Scientific Revolution Primary Doc Packet - Perry

Art

Directions:

1. Students will be asked to find examples of Mannerism art and compare and contrast it to Renaissance art.

2. They will then be asked to research Baroque art, based on their research and class discussion, students will be asked to write an essay answering the following question:

• How is Baroque art a reflection of the Catholic Reformation and a rise in Absolutism? Students are to use specific examples in their answer.

Examples may include: Dürer’s The Adoration of the Magi (Renaissance), Ruben’s The Landing of Marie de’ Médici at Marseilles (Baroque), and El Greco’s Laocoön (Mannerism) [CR1b]

• Historical Thinking Skills: I 1-3, II 4-5, III 7, IV 8-9
• Learning Objective: OS-5

[CR1b] - The course includes diverse primary sources, including written documents, maps, images, quantitative data (charts, graphs, tables), and works of art

Lesson Activity: Baroque Art Essay

Special Education Modifications

• Teaching Model: Co-Teaching
• Special Education Teacher will work with All students General Ed and Special Ed.
  • Special Ed Students:
    • Teacher will read-aloud to students when necessary.
    • Teachers will break down assignments into smaller tasks.
    • Teachers will work with students on vocabulary acquisition by breaking down words into prefixes/suffixes and etymology.
    • Teachers will group students according to learning style inventory as a homogeneous group.
    • Teachers will keep students on-task by managing distractions and on-task behavior.
    • Teachers will modify note-taking by modeling notes from PowerPoint to chalkboard/whiteboard.
    • Teachers will differentiate lessons by using; verbal cues for auditory learners, graphic organizers for visual learners, and hands-on cues for tactile learners.