Teacher: Julie West

Course: 10
th
Grade Global
Grade: 10
th

Dates of Lesson-Day 2 (Possibly run into day 3- therefore the extra day at the end of
the unit will be needed)

Picturing a World View
Lesson Objective: How art and drawings from the scientific revolution played a role in
the development of the democratic and industrial revolutions.
Lesson Context: The Scientific Revolution impacted religious, political, and cultural
institutions by challenging how people viewed the world.
Standards: Common Core: 1. Cite specific textual evidence to support analysis of
primary and secondary sources, attending to such features as the date and origin of the
information. New York State: 5
Materials: http://hti.osu.edu/sites/hti.osu.edu/files/image_analysis_worksheet.pdf
http://hti.osu.edu/sites/hti.osu.edu/files/anima_mundi_from_fludd_complete_imag
e.pdf
http://hti.osu.edu/sites/hti.osu.edu/files/frontispiece_wilkins_world.pdf
http://www.anselm.edu/homepage/dbanach/timel.htm
If the materials do not load through word, try copy and pasting into your browser.
Hook: Begin class by introducing students for the class that they will be looking at
primary sources as artwork. Rather than students reading documents, they will be
analyzing artwork.
Procedures:
First we are going to look at the anima mundi as a class and ask them to label the
document with their ideas of what each thing represents in the picture. That way, in case
this is the first time for students doing this sort of activity, the educator can model as
appropriate.
Divide the students into small groups of three. You are going to have three breakout
sessions. Once they have separated into groups, they will pick two people to do each
break out session with. Do this for each breakout session. (During each session, students
will have a copy of the HTI Document Analysis Worksheet to fill out) Each group will
be looking at the same image at the same time.
Bring the class back together. Discuss their ideas and why they choose them for about
ten minutes.
Now have the student breakout into their second group and find two new partners to label
and discuss John Wilkins A Discourse Concerning a New World, 1640. Once again,
they are to look at the primary source by John Wilkins for about five minutes, label items
and their ideas of what each stand for.
Bring the class back together. Discuss their ideas of what each thing may represent in the
picture for about ten minutes.
Finally, they are going to do their third break-out session, they must get into their new
groups and pick two new people to work with during this session. This time, they are
going to have a time line of the scientific revolution. During this session, they are to look
at the time line and come up with an agreed on idea of how science played its role in the
evolution of mans understanding things. Once again give them about five minutes.
Conclusion: Bring the class back together for the last time. Discuss their ideas of how
science played its role in the different areas of world history for about ten minutes
Wrap-up, last five minutes of class. Discuss the different things they looked at and come
up with a strong idea of why and how science played a large role in the development of
the world then and now. Go over homework. Let class know that if they do not complete
the homework assignment for the night, they will spend class tomorrow doing work
instead of participating in a debate.
Homework: Read over the Ptolemy and Copernicus documents. Assign half the class to
fill out the Document Analysis Worksheet on the Ptolemy documents and the other half
of the class to fill out the Document Analysis Worksheet on the Copernicus documents.
Cut the class down the center randomly to assign these.
Ptolemy documents:
Ptolemy, That the Earth Performs No Progressive Motion
Ptolemaic System
Copernicus documents:
Copernicus, On the Revolutions of the Heavenly Spheres, Preface to Pope Paul
111.
Copernicun System
Document Analysis Worksheet: document analysis worksheet
Assessment: good participation in discussions and completed Worksheets
Differentiation: The artwork and worksheets will be available online for those who
require it.
Reflection: N/A
Bibliography: http://hti.osu.edu/scientificrevolution/lesson_plans/picturing_worldview