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The Scientific Revolution wh10te-052201-0623-0628 8/21/03 9:47 AM Page 623 LESSON PLAN 1 Copernican Solar System, from Andreae Signing of the U.S. Constitution OBJECTIVES Cellarius, Harmonia Macrocosmica, 1661 • List circumstances that led to the Scientific Revolution. The Scientific Revolution • Summarize the development of the heliocentric theory. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Describe the scientific method and explain Newton’s law of gravity. SCIENCE AND TECHNOLOGY In Such questioning led to the • geocentric • heliocentric theory the mid-1500s, scientists began development of the scientific theory • Galileo Galilei • Describe the importance of the to question accepted beliefs and method still in use today. • Scientific • scientific method scientific method in different fields. make new theories based on Revolution • Isaac Newton experimentation. FOCUS & MOTIVATE SETTING THE STAGE As you recall, the period between 1300 and 1600 was a time of great change in Europe. The Renaissance, a rebirth of learning and the Note that the Scientific Revolution began arts, inspired a spirit of curiosity in many fields. Scholars began to question ideas with questions about accepted beliefs. that had been accepted for hundreds of years. Meanwhile, the religious move- What are some ways that people today ment known as the Reformation prompted followers to challenge accepted ways question accepted beliefs? (Possible of thinking about God and salvation. While the Reformation was taking place, Answers: voting, editorials, letters to another revolution in European thought had begun, one that would permanently the editor) change how people viewed the physical world. The Roots of Modern Science TAKING NOTES INSTRUCT Before 1500, scholars generally decided what was true or false by referring to an Analyzing Causes Use a diagram to list the events The Roots of Modern Science ancient Greek or Roman author or to the Bible. Few European scholars chal- and circumstances that led lenged the scientific ideas of the ancient thinkers or the church by carefully to the Scientific Revolution. Critical Thinking observing nature for themselves. • Why do you think historians use the The Medieval View During the Middle Ages, most scholars believed that the earth was an immovable object located at the center of the universe. According word revolution to describe this period Causes of the of change? (Possible Answer: The to that belief, the moon, the sun, and the planets all moved in perfectly circular Scientific Revolution paths around the earth. Common sense seemed to support this view. After all, the changes were enormous.) sun appeared to be moving around the earth as it rose in the morning and set in • Why would the peoples and animals of the evening. Africa open Europeans to new ideas? This earth-centered view of the universe was called the geocentric theory. (They realized they didn’t know every- The idea came from Aristotle, the Greek philosopher of the fourth century B.C. thing.) The Greek astronomer Ptolemy (TOL•a•mee) expanded the theory in the second century A.D. In addition, Christianity taught that God had deliberately placed the In-Depth Resources: Unit 5 earth at the center of the universe. Earth was thus a special place on which the • Guided Reading, p. 25 (also in Spanish) great drama of life unfolded. A New Way of Thinking Beginning in the mid-1500s, a few scholars published TEST-TAKING RESOURCES works that challenged the ideas of the ancient thinkers and the church. As these scholars replaced old assumptions with new theories, they launched a change in Test Generator CD-ROM European thought that historians call the Scientific Revolution. The Scientific Strategies for Test Preparation Revolution was a new way of thinking about the natural world. That way was Test Practice Transparencies, TT80 based upon careful observation and a willingness to question accepted beliefs. Online Test Practice Enlightenment and Revolution 623 SECTION 1 PROGRAM RESOURCES ALL STUDENTS Reading Study Guide Audio CD (Spanish) In-Depth Resources: Unit 5 STRUGGLING READERS eEdition CD-ROM • Guided Reading, p. 25 Voices from the Past Audio CD • Skillbuilder Practice, p. 30 In-Depth Resources: Unit 5 Power Presentations CD-ROM • Geography Application, p. 31 • Guided Reading, p. 25 • History Makers: Nicolaus Copernicus, p. 41 • Building Vocabulary, p. 29 Geography Transparencies • Reteaching Activity, p. 44 • GT22 Maps of the World, 1492–1761 ENGLISH LEARNERS Reading Study Guide, p. 205 World Art and Cultures Transparencies In-Depth Resources in Spanish Reading Study Guide Audio CD • AT48 Vermeer’s The Astronomer • Guided Reading, p. 153 Electronic Library of Primary Sources • Skillbuilder Practice, p. 157 GIFTED AND TALENTED STUDENTS • “Of Studies” • Geography Application, p. 158 In-Depth Resources: Unit 5 classzone.com Reading Study Guide (Spanish), p. 205 • Primary Source: from Starry Messenger, p. 33 • Literature: from The Recantation, p. 38 Teacher’s Edition 623 wh10te-052201-0623-0628 8/21/03 12:51 PM Page 624 CHAPTER 22 • Section 1 A combination of discoveries and circumstances led to the Scientific Revolution and helped spread its impact. During the Renaissance, European explorers traveled to Africa, Asia, and the Americas. Such lands were inhabited by peoples and ani- mals previously unknown in Europe. These discoveries opened Europeans to the possibility that there were new truths to be found. The invention of the printing A Revolutionary Model of press during this period helped spread challenging ideas—both old and new— the Universe more widely among Europe’s thinkers. The age of European exploration also fueled a great deal of scientific research, Critical Thinking especially in astronomy and mathematics. Navigators needed better instruments • In what way did Copernicus’s theory and geographic measurements, for example, to determine their location in the open contradict religious views? (Christianity sea. As scientists began to look more closely at the world around them, they made taught that Earth was the center of the observations that did not match the ancient beliefs. They found they had reached universe, not the sun.) the limit of the classical world’s knowledge. Yet, they still needed to know more. • Why do you think that Galileo chose to recant? (Possible Answers: fear of A Revolutionary Model of the Universe torture; valued the Church, accepted An early challenge to accepted scientific thinking came in the field of astronomy. its authority) It started when a small group of scholars began to question the geocentric theory. In-Depth Resources: Unit 5 The Heliocentric Theory Although backed by authority and common sense, the geocentric theory did not accurately explain the movements of the sun, moon, and • Geography Application: Theories of the Solar planets. This problem troubled a Polish cleric and astronomer named Nicolaus System, p. 31 Copernicus (koh•PUR•nuh•kuhs). In History Makers: Copernicus, p. 41 • the early 1500s, Copernicus became interested in an old Greek idea that the sun stood at the center of the universe. Tip for English Learners After studying planetary movements for more than 25 years, Copernicus The word heliocentric is a combination reasoned that indeed, the stars, the of the prefix helio and the suffix centric earth, and the other planets revolved meaning “center.” Helio comes from the around the sun. Greek helios meaning “sun,” so heliocen- Copernicus’s heliocentric, or sun- tric means “sun-centered.” centered, theory still did not com- pletely explain why the planets Venus Earth the stars orbited the way they did. He also knew that most scholars and clergy Saturn Sun Mercury JupiterMars would reject his theory because it ▲ This model contradicted their religious views. shows how Fearing ridicule or persecution, Copernicus did not publish his findings until 1543, Copernicus saw the planets revolving the last year of his life. He received a copy of his book, On the Revolutions of the around the sun. Heavenly Bodies, on his deathbed. While revolutionary, Copernicus’s book caused little stir at first. Over the next century and a half, other scientists built on the foundations he had laid. A Danish astronomer, Tycho Brahe (TEE•koh brah), carefully recorded the movements of the planets for many years. Brahe produced mountains of accurate data based on A. Answer They his observations. However, it was left to his followers to make mathematical supported the the- ory mathematically. sense of them. After Brahe’s death in 1601, his assistant, a brilliant mathematician named Johannes Kepler, continued his work. After studying Brahe’s data, Kepler concluded Recognizing that certain mathematical laws govern planetary motion. One of these laws showed Effects How did that the planets revolve around the sun in elliptical orbits instead of circles, as was Kepler’s findings previously thought. Kepler’s laws showed that Copernicus’s basic ideas were true. support the helio- They demonstrated mathematically that the planets revolve around the sun. centric theory? 624 Chapter 22 Name Date CHAPTER SKILLBUILDER PRACTICE Aclaraciones; resumir 22 Para aclarar la información que lees, puedes buscar el significado de términos desconocidos y sintetizar las ideas principales con tus propias palabras. Al leer Section 1 el pasaje, toma notas acerca de las ideas principales. Busca los términos desco- nocidos o técnicos que no entiendas. Después, completa las actividades a conti- SKILLBUILDER PRACTICE: CLARIFYING; SUMMARIZING nuación. (Consulta el Skillbuilder Handbook, pág. R3.) alileo Galilei fue un matemático, astrónomo En el siglo 15, fabricaron relojes operados por resor- Gy físico italiano. Como físico, abrió un campo tes. Pero ninguno de esos relojes era preciso. En enteramente nuevo de investigación científica: la 1656, un astrónomo holandés construyó un reloj de moderna ciencia de la dinámica. péndulo. Demostró ser más preciso que otros méto- Name Date Cuando era un joven de 18 años, Galileo obser- dos anteriores de medir el tiempo. Es más, la preci- vó los movimientos de un candelabro que se mecía sión de los relojes de péndulo no fue mejorada sino en su cadena en el interior de una catedral.
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