Robert Hatch

SUBTOPICS: 

1. Is the center of the universe selected by mathematics, religion, politics, astronomy, astrology or philosophy?
2. What social pressures were brought to bear upon the suggested models of the cosmos forwarded by Ptolemy and Copernicus?
3. Do social pressures drive scientific observation, experimentation and discovery or rather do they impede progress in the sciences?

OBJECTIVES:

The students will:

1. differentiate between geocentric and heliocentric systems
2. demonstrate their knowledge of the factors that influenced Copernicus’ decision about the center of the cosmos
3. demonstrate the impact of scientific and technological advances on periods of history
4. define and use in argumentation the following terms: heliocentric, geocentric, eccentric, epicycle, retrograde, and clergy
5. demonstrate the impact of religious, political and philosophical thinking as well as social convention on the workings of science

Background Information

Students should research the two opposing views and biographical information about Ptolemy and Copernicus in order to be familiar with the societal viewpoints that influenced the thinking of these two scientists. Research may include reasons for the models’ credibility, religious principles, political pressures and the support of fellow scholars.

ACTIVITY #1:

Siding the Controversy

            3-5 class periods

MATERIALS:

 WORLD HISTORY & SCIENCE TEXTS, AND RESEARCH MATERIALS PROVIDED IN MEDIA CENTER

PROCEDURE:

1. Present sufficient readings and lectures on the Ptolemy and Copernicus including their biographical information as well as their opposing views. This will help the students become familiar with the societal viewpoints that influenced the thinking of these two scientists. Also include the historical events, technological advances or limitations that affected these two scientists and their theories.
2. Encourage students to research both the heliocentric and geocentric models, as well as the reasons for their credibility in preparation for their assigned roles. Research may include religious principles that were challenged or supported by the model (i.e. the central theory of mankind in the creation of God), political pressures (i.e. predictions for the ruler), common thought (i.e. astrological superstitions) and the support of fellow scholars may be explored.
3. Divide class in half, and designate one half to represent Ptolemy’s court and the other half of the class to represent Copernicus’ court. 
4. Each member of the respective courts (small groups within the larger group may work together to represent one court member) will be a key figure who influenced or supported Ptolemy or Copernicus.
5. These figures will be family members, political allies, members of the same religion, fellow scientists, fellow scholars or other disciplines–all of which are supporters of the respective scientific convictions.
6. Each person (or small group) will research the position of one of the members of the court of supporters and will be required to make a brief statement during the presentation of the cases.
7. Students must make presentations in support of each system (one day may be given to the hearing of one side and the next day be given to the hearing of the other).
8. After both sides have completed their arguments, each side may address questions to the other.
9. Use an audience of either students from another class or impartial hearers to judge the arguments.

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Bibliography

“The Cosmos.” The New Encyclopedia Britanica-Macropaedia. 15th ed. Vol. 16. Chicago: 1985.

Crowe, Michael J. Theories of the World from Antiquity to the Copernican Revolution. New York: Dover, 1990.

“Ptolemaic System” and “Ptolemy of Alexandria.” Encyclopedia Americana. International ed. Vol. 22. Danbury: Grolier, 1990.