Grade 7 May 18th, 2020 - These and other resources are also available digitally on the HemetLearnsTogether.org website. If a student has a 504 ...
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Grade 7 May 18th, 2020 These and other resources are also available digitally on the HemetLearnsTogether.org website. If a student has a 504 plan or receives mild/ mod SAI services, please refer to the accommodations packet.
#HemetLearnsTogether Grade 7 MATH Enrichment for the Week of 5/18/2020 Dear Parents, Guardians and Students- Games to Play at home: At HUSD the safety and education of our students is of ● Tic-Tac-Toe ● Crazy 8 highest importance in times like this. We are excited ● Chess ● Connect 4 that during this time of being off of school that you are ● Rummy ● Solitaire continuing to trust us in your child’s education. We are happy to provide resources during this time including Skills to Practice Daily at Home: this packet of elected work in math that your child can ❏ Integer operations practice and sharpen previous learned skills that will ❏ Solving one-step equations have a lasting impact on their education. Each week you will be provided with the optional packet of work to complete in your free time at home. Continue to check hemetusd.org so that you can be provided with the most up to date information. It is our pleasure to continue to support your child during this time. #HemetLearnsTogether Sincerely, ~HUSD Instructional Support Math Team Topics Covered in Try It At Home Game: this week’s work: Kakuro ❏ Solve problems about seat numbers and rows in Kakuro puzzles are like a cross between a crossword and a Sudoku puzzle. Instead of a theater letters, each block contains the digits 1 through 9. The same digit will never repeat ❏ Use proportion in a real within a word. If you add the digits in a word, the sum will be the number shown in life geometric context the clue. Clues are shown on the left and right sides of “across” words, and on the top and bottom sides of “down” words. Family Challenge: Share with your family tonight the answer to these questions. ● What is the funniest thing that has happened this year? ● What bumper stickers have you seen that you really like?
Answer Key for the Week of 5/18/2020 A Trip to the Movies 1. There are 6 rows in the theater. Each row has 9 seats so 54 ÷ 9 = 6 rows. 2. Kris is in seat 15. Since there are 9 seats in each row and Kris is 4 rows in front of Joe, Kris is 36 seats in front of Joe. 51 − (4 × 9) = 15 3. Lisa is in seat 22. The seat to the left of Joe (he is facing the screen) is seat 49 = 51 − 2 . She is 3 rows in front of Joe, so she is 3 × 9 = 27 seats in front of seat 49. (51 − 2) − (3 × 9) = 22 4. There are 12 seats in each row in the second theater. Because seat 100 is directly in front of seat 88, we can subtract 100 − 88 = 12 to find the number of seats in each row. 5. There are 10 rows in the theater in all. Seats 100 - 102 are in the 9th row because the row starts at seat 97 and ends at seat 108 since 12 × 9 = 108 . 6. There are 120 seats in the theater in all. Since the 9th row is the next-to-last row in the theater, there are 10 rows in theater with 12 seats in each row so 12 × 10 = 120 . Photographs Previous Week’s Sudoku 1. Diagram 1’s small photographs are 2” x 3”. The 6” height is split in half making each small photograph 3” high. To keep things in proportion, the small photograph width must be 2”. 4 in 2 2 in ● 6 in ÷ 2 = 3 in 4 x ● 6 = 3 → 6x = 12 → x = 2 Diagram 2’s are 3” x 4.5”. The 6” height is split in half making the width of each small photograph 3”. To keep things in proportion, the small photograph height must be 4.5”. 4 in 0.75 3 in ● 6 in ÷ 0.75 = 4.5 in 4 3 ● 6 = x → 4x = 18 → x = 4.5 2. The measurements of the sheet of paper for Diagram 1 are 6” wide and 6” high. The measurements of the sheet of paper for Diagram 2 are 8.5” wide and 6” high.
A Trip to the Movies This problem gives you the chance to: • solve problems about seat numbers and rows in a theater Three friends—Joe, Kris, and Lisa—decide to see the latest hit film. The theater is crowded, so they cannot sit together in the same row. The picture below shows the back two rows of seats in the theater. Each row has the same number of seats. 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 Joe sits in seat 51, which is in the back row. 1. How many rows are there in the theater? Show your work. You may find it helpful to use the grid at the bottom of this page. 2. Kris sits exactly in front of Joe, but 4 rows closer to the screen. What is Kris’s seat number? Explain how you figured it out. 3. Joe sees Lisa 3 rows in front of him and 2 seats to his left. What is Lisa’s seat number? Explain your reasoning. Page 4 A Trip to the Movies Test 6: Form A
The following week Joe, Kris, and Lisa go to see a different film at a different theater. This theater has more seats in each row. The friends sit in the next-to-last row in seat numbers 100, 101, and 102. Their seats are directly behind seats 88, 89, and 90. 4. Each row has the same number of seats. How many seats are in each row at this theater? Show your work. You may find it helpful to use the grid at the bottom of this page. 5. How many rows are in the theater in all? Explain how you figured it out. 6. How many seats are in the theater in all? Explain your reasoning. 10 Page 5 A Trip to the Movies Test 6: Form A
Photographs This problem gives you the chance to: • use proportion in a real life geometric context A photographer wants to print a photograph and two smaller copies on the same rectangular sheet of paper. The photograph is 4 inches wide and 6 inches high. Here are two ways he could do it. (Note: the diagrams are not drawn to actual size.) ? ? ? ? 6” 6” ? ? 4” ? 4” ? Diagram 1 Diagram 2 1. Find the measurements of the small photographs for each arrangement. Show your calculations and explain how you figured it out. Diagram 1 _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Copyright © 2006 by Mathematics Assessment Page 2 Photographs Test 7 Resource Service. All rights reserved.
Diagram 2 _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Find the size of the sheet of paper for each arrangement. Diagram 1 The measurements of the sheet of paper are ___________ wide and ___________ high. Diagram 2 The measurements of the sheet of paper are ___________ wide and ___________ high. 8 Copyright © 2006 by Mathematics Assessment Page 3 Photographs Test 7 Resource Service. All rights reserved.
7th Grade English Language Arts f or the week of May 18th, 2020
Interpreting Figures of Speech, Allusions, and Connotations ELA RL.7.4, RI.7.4, L.7.5a, ELD PI.7.6, PI.7.8 Authors will include figures of speech, allusions, and words with connotative meanings in their writing. It is up to you to analyze how an author’s choice of words affects the meaning and tone of a text. A figure of speech is an imaginative way of using words to express ideas that are not literally true. There are several kinds of figures of speech. The most common are similes, metaphors, and personification. All of them are types of comparisons. A simile compares two unlike things using the word like or as. • T hat cheese smells like dirty socks. (The writer compares cheese to socks, using the word like.) • Juan is as hungry as a bear. (The writer compares Juan to a bear, using the word as.) A metaphor compares two unlike things without using like or as. •H is smile is a ray of sunshine. (The writer compares a smile to the sun.) • The prairie’s mane of long, yellow grass rippled in the breeze. (The writer compares the grass to an animal’s mane.) Personification describes an object, animal, or idea as though it were human. It compares non-human things with humans. • T he old house’s floorboards groaned under his weight. (The writer compares floorboards to people, who can groan. Objects do not groan.) • The mountain goat danced across the meadow. (The writer compares a mountain goat to people, who can dance. Animals do not dance.) Interpreting Figures of Speech in Context When you come across a figure of speech you don’t understand, ask yourself these questions: • What is the context for the figure of speech? • What two things is the figure of speech comparing? Read these sentences and the underlined figures of speech. 1. I was having a horrible time at the school dance. The ice cream smelled like the inside of the janitor’s closet. 2. The cake was a dried-out kitchen sponge. Even worse, I felt too shy to talk with anyone. 3. Suddenly, the sun broke through the clouds as I saw Maya waving to me from across the gym. 4. Before I knew it, Maya and I were dancing. Suddenly all the gymnasium’s fairy lights were winking just at me. Copyright © by Houghton Mifflin Harcourt Publishing Company California Standards Support and Enrichment 1 Interpreting Figures of Speech, Allusions, and Connotations
Interpreting Figures of Speech, Allusions, and Connotations continued Here are one student’s interpretations of the figures of speech. 1. The context tells me the narrator is having a bad time. This simile compares the smell of the ice cream with the smell of a janitor’s closet. The figure of speech means that the ice cream smells bad. It tells me one reason why the narrator is having a bad time. 2. This metaphor compares a cake with a kitchen sponge. The figure of speech means that the cake is dry. It tells me another reason why the narrator is having a bad time. 3. The context tells me that something happens to change the narrator’s bad time. The sun doesn’t literally break through the clouds, but it seems that way to the narrator when he sees Maya waving at him, because now he is no longer having a bad time. 4. The context tells me that the narrator is now having a good time. This figure of speech personifies the lights decorating the gym. It compares the lights with people winking. The figure of speech means that the gym seems like a friendly place. Because the narrator is having fun, everything around him seems friendly. An allusion is a reference to a well-known person, place, event, or idea from a source such as religion, mythology, literature, history, science, or popular culture. Writers use allusions to communicate rich meaning in just a few words. Here are the key steps to getting meaning from an allusion in your reading: 1. Notice an allusion. Often, an unfamiliar proper noun or adjective will signal that a writer is making an allusion, as in “He’s such a Romeo.” Because allusions carry so much meaning, don’t skip over them if you don’t understand them right away. 2. Identify the source and meaning of the allusion. Take a moment to look up the allusion online or in a dictionary or ask someone about it. Find out where it comes from and to what it refers. 3. Connect the allusion to the text. Think about how the allusion fits the text you are reading and why the author might have chosen it. Many allusions contribute to the tone or point toward the theme of a piece of writing. Copyright © by Houghton Mifflin Harcourt Publishing Company California Standards Support and Enrichment 2 Interpreting Figures of Speech, Allusions, and Connotations
Interpreting Figures of Speech, Allusions, and Connotations continued ALLUSION SOURCES SOURCE EXAMPLES The Bible • The birth, life, death, and resurrection of Jesus • The creation of the world • Adam and Eve in the garden of Eden • Moses leading the Israelites out of Egypt Classical literature • The Odyssey, including the story of the Cyclops and mythology • The myth of King Midas and the golden touch • Fairy tales, such as “Cinderella” and “The Three Little Pigs” • Aesop’s fables, such as “The Tortoise and the Hare” Shakespeare and • Romeo and Juliet, Hamlet, and other well-known other classics Shakespeare plays • Beowulf • Gulliver’s Travels • More recent classics, such as 1984 and To Kill a Mockingbird History, science, • Key events such as the American Revolution and World and popular culture War II • Inventions such as the light bulb and telephone; the space program • Popular characters such as Superman and the Simpsons Identifying Allusions Read this passage, watching for clues about allusions it may contain. Then notice how one student answered the questions that follow the passage. Mayor Ford, with the carelessness of Icarus, flies toward the sun of supporting too much downtown development. Warnings from city planners, like those of Daedalus, are ignored. The resulting traffic problems will bring the mayor crashing back to Earth. 1. Which words in this passage are clues that an allusion is being used? Icarus, flies toward the sun, Daedalus, and crashing back to Earth may all be clues. Copyright © by Houghton Mifflin Harcourt Publishing Company California Standards Support and Enrichment 3 Interpreting Figures of Speech, Allusions, and Connotations
Interpreting Figures of Speech, Allusions, and Connotations continued 2. Which sources could you consult to understand this allusion? I searched online for Icarus and Daedalus and found out that they’re from a Greek myth. I read the myth online: Against his father’s warning, Icarus flies too close to the sun using wings held together with wax. The sun’s heat melts the wax, so his wings fall apart and he falls from the sky. Words have two kinds of meaning. A word’s denotation is its literal meaning— one you can look up in a dictionary. A word’s connotations are the ideas and feelings associated with it. Connotations may be positive or negative. By choosing words with particular connotations, an author conveys both meaning and tone, or an attitude toward the topic. Consider these sentences: T he cat slinked into a corner and fixed us in an icy stare. The cat tiptoed into the room and watched us with curious eyes. In the first sentence, the words “slinked” and “icy stare” make the cat seem sneaky and unfriendly, conveying a negative tone toward the cat. In the second sentence, the words “tiptoed” and “curious eyes” make the cat seem gentle and intelligent, creating a much more positive tone. Interpreting Connotations Read these sentences and look for words with strong connotations. Then see how one student analyzed the impact of each author’s word choices. 1. The carnival delighted our senses with an array of colorful sights, festive sounds, and delicious smells. 2. The carnival assaulted our senses with blinding lights, a jumble of repetitive noises, and the smell of greasy foods. 1. The author uses the words delighted, colorful, festive, and delicious to describe the carnival. These words have positive connotations. The author’s attitude is that the carnival is exciting and fun. 2. The words assaulted, blinding, jumble, repetitive, and greasy have negative connotations. This author’s word choices suggest that he or she finds the carnival overwhelming and unpleasant. Copyright © by Houghton Mifflin Harcourt Publishing Company California Standards Support and Enrichment 4 Interpreting Figures of Speech, Allusions, and Connotations
Interpreting Figures of Speech, Allusions, and Connotations continued Practice and Apply Read the following passage, and answer the questions that follow it. from “Antaeus” by Borden Deal The laborious earth just lay there during the cold months, inert and lifeless, the clods lumpy and cold under our feet when we walked over it. But one day it rained, and afterward there was a softness in the air, and the earth was live and giving again with moisture and warmth. That evening T.J. smelled the air, his nostrils dilating with the odor of the earth under his feet. “It’s spring,” he said, and there was a gladness rising in his voice that filled us all with the same feeling. “It’s mighty late for it, but it’s spring. I’d just about decided it wasn’t never gonna get here at all.” We were all sniffing the air, too, trying to smell it the way T.J. did, and I can still remember the sweet odor of the earth under our feet. It was the first time in my life that spring and spring earth had meant anything to me. I looked at T.J. then, knowing in a faint way the hunger within him through the toilsome winter months, knowing the dream that lay behind his plan. He was a new Antaeus, preparing his own bed of strength. Questions 1. What figures of speech are used in this passage? 2. What allusion is used in the passage? What does it mean in this context? 3. How do the figures of speech and allusions affect your understanding of the text? 4. What words in the passage have positive or negative connotations? What tone or attitude do the words convey about winter and spring? Copyright © by Houghton Mifflin Harcourt Publishing Company California Standards Support and Enrichment 5 Interpreting Figures of Speech, Allusions, and Connotations
Social Studies May 18th, 2020 These and other resources are also available digitally on the HemetLearnsTogether.org website.
7th grade History Week of May 18, 2020 Galileo Lesson Central Historical Question: Was Galileo really a heretic? In 1633, scientist Galileo Galilei was Materials: convicted of heresy by the Inquisition. He was forced to recant his beliefs and • Background PowerPoint spent the rest of his life under house • Heliocentrism and the Catholic Church Timeline arrest. Students may be surprised to learn Galileo's crime: teaching the sun, • Documents A & B rather than the earth, is at the center of • Documents C & D the solar system. In this lesson, • Guiding Questions students explore three primary sources and one New York Times article to answer the question: Was Galileo really Instructions: a heretic? 1. Warm-up: Is the earth or the sun in the center of the solar system? How do we know? a. Hopefully we remember that the sun is in the center of the solar system. We should know this because of scientific discoveries. Scientists have conducted extensive research on this topic. b. Consider: If you didn’t know about any of these scientific studies and only knew what you could see or observe, would you think that the sun or the earth orbits the other? We might say it seems like the sun moves around the earth. We can’t feel the earth moving, and it looks likes the sun moves across the sky throughout the day. c. Remember that in early modern Christian Europe, most people, even very smart people, believed the earth was the center of the universe and the sun moved around the earth. d. During the Scientific Revolution, some people, notably Copernicus, began to challenge this belief. One person, Galileo, became very famous for this belief because it got him in trouble with the Catholic Church. 2. Background PowerPoint and Timeline a. Take out Heliocentrism and the Catholic Church Timeline and review as you view the PowerPoint presentation. b. Make sure to note the following key points on each slide: i. Slide 1: Galileo. During the 17th century, European scholars increasingly tried to understand the natural world through science. Galileo Galilei was one of these scientists, and he is sometimes called the Father of Scientific Reason. ii. Slide 2: Models of the Solar System. STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu
1. Geocentrism is a model that places the earth at the center of the astronomical system. In this model, other bodies in space orbit around the earth. Geo comes from the Greek word for earth. 2. Heliocentrism is a model that places the sun at the center of the astronomical system. In this model, other bodies in space orbit around the earth. Helio comes from the Greek word for the sun. 3. We know that the earth orbits the sun, which is at the center of the solar system. Across centuries some astronomers debated models of their known universes. We know that some early Greek and Indian astronomers challenged aspects of the heliocentric model. Some medieval Islamic and western European astronomers also raised doubts about the model. But in 17th-century Italy, people didn’t know that the solar system was but a tiny piece of a much larger galaxy and universe. In Galileo’s time and place, nearly everyone believed that the earth was at the center of the universe (geocentric model). Even very smart people did not believe the Earth orbited because they couldn’t feel it move. iii. Slide 3: The Problem. The heliocentric model seemed to contradict the Bible. This passage from Joshua is an example. iv. Slide 4: Copernicus. Copernicus was one of the first medieval European scientists to challenge this idea, but he knew how radical his theory was, so he waited to publish his book until right before his death. v. Slide 5: The Council of Trent. The Catholic Church convened the Council of Trent in 1545 to stop the spread of Protestantism and to revive the Catholic Church. The council decreed that only the Catholic Church could interpret the Bible and established the Holy Office of the Roman Inquisition to persecute heretics. A heretic is someone whose beliefs go against the Church’s official beliefs. vi. Slide 6: Giordano Bruno. Giordano Bruno was another scientist who supported the heliocentric model. Additionally, he correctly theorized that the sun is just one of many moving stars and that the universe contained many planets orbiting other stars. In 1600 he was tried before the Inquisition and burned at the stake. We don’t know the exact charges he was found guilty of, and in addition to his astronomical theories, he held many religious beliefs contrary to the Church’s doctrines. vii. Slide 7: Galileo. Galileo was born in Pisa, Italy in 1564. He was a religious man and even wanted to be a monk at one point. Instead, he studied motion and physics at the University of Pisa. The more he studied, the more he started to believe the heliocentric theory. In 1609, he built a telescope. The observations he made from the STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu
telescope convinced him that Copernicus’s heliocentric model was right, and Galileo and began teaching the model to his students. viii. Slide 8: Conflict. In 1615, The Church warned Galileo to stop teaching the heliocentric model. In 1616, the Church banned the works of Copernicus and others that supported heliocentrism. Galileo continued to write and publish ideas about his theory. Pope Urban VIII told Galileo he could discuss Copernicus’s theory, as long as he didn’t say it was absolutely true. His 1632 book, Dialogue Concerning the Two Chief World Systems, came too close to arguing the theory was true, and he was brought before the Inquisition as a heretic the following year. ix. Slide 9: Central Historical Question. Using these facts and two documents (one from Galileo and one from the Church) you are going to decide for yourself: Was Galileo really a heretic? x. Wait to view Slides 10 & 11 until after you make your judgment. 3. Document A: Galileo’s Letter (1615) a. Take out Document A: Galileo’s letter to Duchess Christina defending his beliefs. b. Read the document and answer questions. c. Consider: i. Context: We should recognize that in 1615, the year of this letter, the Church warned Galileo to stop sharing his beliefs in public. Therefore, it makes sense for Galileo to write a letter defending these beliefs. Also the Church executed Bruno for similar beliefs in 1600, so Galileo might have wanted to prevent the same thing from happening to him. ii. Close-reading: Galileo’s beliefs about the sun and earth seemed to go against some passages in the Bible. However, Galileo believed people were interpreting those passages incorrectly. iii. Context: This might be a more difficult question. The Catholic Church probably won’t accept Galileo’s defense. He did not believe he was going against the Bible, but he was also interpreting passages of the Bible on his own. The Church was very nervous about people doing this because of what had happened with Martin Luther and the Protestant Reformation. 4. Document B: Cardinal Robert Bellarmine’s letter (1615) a. We are now going to read the Catholic Church’s point of view in a letter from Cardinal Robert Bellarmine. This is not a direct response to Galileo’s letter to Duchess Christina, because Bellarmine never saw that letter, but he addresses many of Galileo’s points. b. Take out Document B and read the document and answer the questions in pairs. As you read the letter, you should see if STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu
Bellarmine made any of the points they predicted when discussing the context of Document A. c. Consider: i. Close reading: Bellarmine says it is obvious from human experience that the earth stands still and the sun moves. Plus this is what the Bible says. Not only does the Bible say this, but all of the Church’s leaders have interpreted these passages literally. Therefore, according to Bellarmine, Galileo’s interpretation of these passages must be wrong. Further, Bellarmine suggests the real issue was denying any part of the Bible. His concern was that if people denied one part of the Bible, they could deny more, or even all, of it. ii. Context: New Renaissance ideas, the Protestant Reformation, and increasingly powerful monarchs were already challenging the Catholic Church’s power in Europe. If the Church began to admit that it might be wrong about one thing, it could have opened the door to people challenging other Church doctrines. The Church feared it could lose even more power. 5. Judgment ci. Now that you have read these two documents and the facts from the timeline, you are going to make a judgment about Galileo: Was he really a heretic? i. Remember that a heretic is someone whose beliefs go against the teachings of the Church. Therefore, we should not try to prove Galileo’s theory was right. Instead, we should focus on the issue of heresy. ii. Galileo’s trial focused on whether he was a heretic. Based on the evidence in the lesson, you should formulate your own rulings in response to the question of whether Galileo was a heretic. cii. Complete the Judgment section on their Guiding Questions. ciii. Reflect: Was Galileo really a heretic? i. Yes, Galileo was a heretic: He went against the teachings of the Church. The Church told him to stop teaching the heliocentric model, and he did it anyway. He tried to interpret the Bible on his own, which the Church said individuals could not do. ii. No, Galileo was not a heretic: He may have gone against a few of the Church’s rules, but he still believed in the Bible. He said that the Bible was true, but people might not understand everything it says. He said that people were interpreting the Bible incorrectly, not that the Bible was wrong. civ. How do you think the Catholic Church ruled in 1633? STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu
a. Documents C and D show us how the Catholic Church’s position on science and the Galileo issue has changed over the centuries. These documents provide more context about Galileo’s case. b. Read Documents C & D and answer the Guiding Questions. i. Document C: Galileo was found guilty of teaching a model (heliocentrism) that went against the Bible. He was also guilty of arguing something could be true even if the Church believed it contradicted the Bible. ii. Document D: Pope John Paul II admitted that the Church’s treatment of Galileo was wrong. He said the Church used the knowledge it had at the time and misinterpreted the Bible. It made something that was scientific into something about faith. This was basically what Galileo had argued. 7. The Ruling a. Return to the PowerPoint i. Slide 10: What happened to Galileo? Under the threat of punishment and torture, Galileo agreed to recant, or take back, his beliefs and was sentenced to house arrest. He died in 1642. ii. Slide 11: After Galileo. In 1661 Isaac Newton taught Galileo and Copernicus’s ideas in England. 8. Final Discussion: Context a. Why was it easier for the Church to admit Galileo was right in 1979, than it was in 1633? b. Based on this controversy, how was the historical context of the 17th century different from 1979? c. How might people understand and study our beliefs in 300 years? STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu
Citations: Document A Galilei, Galileo. “Letter to the Grand Duchess Cristina of Tuscany, 1615.” Internet History Sourcebooks. Fordham University. http://www.fordham.edu/Halsall/mod/galileo-tuscany.asp. Document B Bellarmine, Cardinal Robert. “Letter on Galileo’s Theories, 1615.” Internet History Sourcebooks. Fordham University. http://www.fordham.edu/Halsall/mod/1615bellarmine-letter.asp. Document C “The Crime of Galileo: Indictment and Abjuration of 1633.” Internet History Sourcebooks. Fordham University. http://www.fordham.edu/Halsall/mod/1630galileo.asp Document D “Vatican Science Panel Told by Pope: Galileo Was Right.” New York Times, November 1, 1992. http://www.nytimes.com/1992/11/01/world/vatican-science-panel-told-by-pope-galileo-was- right.html. STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu
Heliocentrism and the Catholic Church Timeline 1543: Nicolas Copernicus published a book supporting the heliocentric theory. 1545: Pope Paul III called the Council of Trent to stop the spread of Protestantism and to revive the Catholic Church. It said only the Church could interpret the Bible, and it set up the Inquisition to combat heresy. 1564: Galileo Galilei was born. 1600: The Inquisition tried Giordano Bruno and burned him at the stake for heresy. He supported the heliocentric theory. 1609: Galileo invented a telescope that convinced him of the heliocentric model. 1615: The Catholic Church told Galileo to stop sharing his theory in public. 1615: Paolo Antonio Foscarini published a book defending Copernicus and arguing the heliocentric model did not go against the Bible. 1616: The Catholic Church added Copernicus’s work (and others supporting the heliocentric model) to its list of banned books. 1632: Galileo published Dialogue Concerning the Two Chief World Systems. 1633: The Inquisition charged Galileo with heresy and tried him in Rome. 1642: Galileo died. 1661: Isaac Newton began teaching Galileo and Copernicus’s ideas in England. 1758: The Catholic Church ended the ban on books teaching the heliocentric model. 1939: Pope Pius XII called Galileo a hero of research. 1979: Pope John Paul II ordered an investigation into the Church’s treatment of Galileo. STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu
Document A: Galileo’s Letter (Modified) Galileo wrote the following letter to Duchess Christina of Tuscany in 1615. In this letter, he defends himself against the charges of heresy. Some years ago I discovered in the heavens many things that had not been seen before our own age. The novelty of these things . . . stirred up several professors against me. They hurled various charges and published numerous writings filled with vain arguments, and they made the grave mistake of sprinkling these with passages taken from places in the Bible, which they failed to understand properly. The reason given for attacking the opinion that the earth moves and the sun stands still is that in many places in the Bible one may read that the sun moves and the earth stands still. Since the Bible cannot err, it follows that anyone who claims that the sun is motionless and the earth movable takes an erroneous and heretical position. With regard to this argument, I think in the first place that it is very pious to say and prudent to affirm that the holy Bible can never speak untruth- whenever its true meaning is understood. But I believe nobody will deny that the Bible is often very complex, and may say things which are quite different from what its bare words signify. . . . I do not believe that the same God who has given senses, reason and intellect has intended us to not to use them. . . . He would not require us to deny sense and reason in physical matters of direct experience. . . . Can an opinion be heretical and yet have no concern with the salvation of souls? Source: Galileo Galilei, “Letter to the Grand Duchess Christina of Tuscany,” 1615. Vocabulary novelty: original or unusual pious: devoutly religious vain: conceited prudent: wise err: to be wrong signify: mean erroneous: wrong STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu
Document B: Cardinal Bellarmine Cardinal Robert Bellarmine was in charge of dealing with difficult issues connected to the Church’s power and beliefs during the Galileo controversy. He wrote the following letter to Paolo Antonio Foscarini in response to Foscarini’s book defending Galileo. Historians don’t believe Bellarmine ever saw Galileo’s 1615 letter (Document A). As you know, the Council [of Trent] prohibits interpreting the Scriptures contrary to the common agreement of the holy Fathers. And if you would read not only the Fathers but also the commentaries of modern writers on Genesis, Psalms, Ecclesiastes and Joshua, you would find that all agree in explaining that the sun is in the heavens and moves swiftly around the earth, and that the earth is far from the heavens and stands immobile in the center of the universe. . . . It would be just as heretical to deny that Abraham had two sons and Jacob twelve, as it would be to deny the virgin birth of Christ, for both are declared by the Holy Ghost through the mouths of the prophets and apostles. . . . I say that if there were a true demonstration that the sun was in the center of the universe and the earth in the third sphere, and that the sun did not travel around the earth but the earth circled the sun, then it would be necessary to proceed with great caution in explaining the passages of Scripture which seemed contrary, and we would rather have to say that we did not understand the Scripture than to say that something was false which has been demonstrated. But I do not believe that there is any such demonstration; none has been shown to me. . . . [One] clearly experiences that the earth stands still and that his eye is not deceived when it judges that the moon and stars move. Source: Cardinal Robert Bellarmine, “Letter on Galileo’s Theories,” 1615. Vocabulary contrary: against or the opposite of prophets: someone who speaks for God something apostles: religious messengers Genesis, Psalms, Ecclesiastes scripture: text from the Bible and Joshua: sections of the Bible STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu
Document C: Condemnation of Galileo (Modified) In 1632, Galileo, who had been teaching and writing about the idea that the Earth moved around the sun, was summoned to Rome to stand trial. After questioning the relevant witnesses, the judges issued the following condemnation of Galileo. You, Galileo of Florence, were denounced in 1615, by this Holy Office, for holding as true a false doctrine taught by many, namely, that the sun is immovable in the center of the world, and that the earth moves . . . also, for explaining the Scriptures according to your own meaning. Therefore . . . by the desire of his Holiness and the Most Eminent Lords, Cardinals of this supreme and universal Inquisition, the two propositions of the stability of the sun, and the motion of the earth, were qualified as follows: 1. The proposition that the sun is in the center of the world and immovable from its place is absurd, philosophically false, and formally heretical; because it is expressly contrary to Holy Scriptures. 2. The proposition that the earth is not the center of the world, nor immovable, but that it moves is also absurd, philosophically false, and, theologically considered, at least erroneous in faith. Therefore, in the most holy name of our Lord Jesus Christ and of His Most Glorious Mother Mary, We pronounce, judge, and declare, that you Galileo . . . have made yourself suspected by this Holy Office of heresy, that is, of having believed and held the doctrine (which is false and contrary to the Holy and Divine Scriptures) that the sun is the center of the world, and that it does not move from east to west, and that the earth does move, and is not the center of the world; also, that an opinion can be held and supported as probable, after it has been declared contrary to the Holy Scripture. Source: “The Crime of Galileo: Indictment and Abjuration of 1633.” Vocabulary condemnation: a statement of very doctrine: a set of beliefs strong criticism eminent: distinguished, high in station scripture: text from the Bible proposition: a statement expressing a denounce: to declare something is judgment or opinion wrong or evil STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu
Document D: New York Times Article (Modified) In 1979, Pope John Paul II ordered an investigation of the Catholic Church’s treatment of Galileo. The following article from 1992 summarizes the conclusions of the investigation. Vatican Science Panel Told By Pope: Galileo Was Right Moving formally to right a wrong, Pope John Paul II acknowledged in a speech today that the Roman Catholic Church had erred in condemning Galileo 359 years ago for asserting that the Earth revolves around the Sun. The address by the Pope before the Pontifical Academy of Sciences closed a 13-year investigation into the Church's condemnation of Galileo in 1633, one of history's most notorious conflicts between faith and science. Galileo was forced to recant his scientific findings to avoid being burned at the stake and spent the remaining eight years of his life under house arrest. John Paul said the theologians who condemned Galileo did not recognize the formal distinction between the Bible and its interpretation. "This led them move a question which in fact pertained to scientific investigation into the realm of the doctrine of the faith.” Though the Pope acknowledged that the Church had done Galileo a wrong, he said the 17th-century theologians were working with the knowledge available to them at the time. Source: “Vatican Science Panel Told by Pope: Galileo Was Right,” New York Times, November 1, 1992. Vocabulary err: to make a mistake theologians: individuals who study religion condemn: express complete disapproval doctrine: a set of beliefs recant: to say that one no longer holds a belief STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu
Guiding Questions Document A: Galileo’s Letter 1. (Sourcing) When was this document written? 2. (Contextualization) Look at your timeline. Why might Galileo write a letter defending himself at this time? 3. (Close Reading) According to Galileo, why do some people think his teachings are heretical? 4. (Close Reading) How does Galileo defend himself against these charges? 5. (Context) Using the information on your timeline, do you think the Catholic Church would accept Galileo’s defense? Why or why not? STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu
Document B: Cardinal Bellarmine 1. (Close Reading) Explain two reasons Cardinal Bellarmine gave for believing the geocentric theory. a. b. 2. (Close Reading) How did Cardinal Bellarmine respond to the following arguments from Galileo? a. The Bible passages about the sun standing still should not have been interpreted literally. b. The model of the universe (heliocentric or geocentric) is not a matter of salvation. 3. (Context) Why do you think the Catholic Church was so committed to defending the literal meaning of the Bible passages? STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu
Judgment of Galileo Imagine you are a member of the Inquisition at Galileo’s trial. You have the following evidence: Heliocentrism and the Catholic Church Timeline, Document A, and Document B. Decide your answer to the question: Was Galileo really a heretic? Explain your response below. Galileo __________ (was/was not) a heretic because . . . 1. Reason 1: Quote from a document to support your reason: 2. Reason 2: Quote from a document to support your reason: STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu
Document C: Condemnation of Galileo 1. (Contextualization) Given what you know about the time period, how do you think the Catholic Church ruled in Galileo’s case? Why? 2. (Close reading) By the end of the trial, what was the Catholic Church’s position on the heliocentric theory? 3. (Close Reading) What two reasons did the Church give for declaring Galileo was a heretic? a. b. Document D: The New York Times 1. (Close Reading) Why did Pope John Paul say the Church’s treatment of Galileo was wrong? 2. (Contextualization) Why was it easier for the Church to side with Galileo in 1992 than in 1633? STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu
Galileo 1564-1642
Models of the Solar System Geocentric Heliocentric 2
The Problem On the day the Lord gave the Amorites over to Israel, Joshua said to the Lord in the presence of Israel: “Sun, stand still over Gibeon, and you, moon, over the Valley of Aijalon.” So the sun stood still, and the moon stopped, till the nation avenged itself on its enemies, as it is written in the Book of Jashar. Joshua 10:12-13 3
Nicolaus Copernicus 4 Portrait of Nicolaus Copernicus from 1580
The Council of Trent 5 Painting of the Council of Trent from the late 17th century
Giordano Bruno 6 Illustration of Giordano Bruno based on 1700s woodcut
Galileo 7 Illustration of Galileo, date unknown
Conflict Galileo Galilei Showing the Doge of Venice How to Use the Telescope, painted in 1858 8
Central Historical Question Was Galileo really a heretic?
What happened to Galileo? Galileo Facing Roman Inquisition, painted in 1857 10
After Galileo 1661: Isaac Newton taught Galileo & Copernicus’s ideas in England 1758: Catholic Church ended ban on books teaching heliocentrism 1939: Pope Pius XII called Galileo a hero of research 1979: Pope John Paul II ordered an investigation into Church’s treatment of Galileo 11
7th Grade Science - Plants in Space Week 05/18/20 Reading: ● Annotate the article: Eat your veggies: NASA expands plant-growing program on space station ○ Underline important ideas ○ Circle important words ○ Put a “?” next to something you want to know more about ○ Answer questions at the end of the article Activity: ● Design Plants of Mars Experiments ○ The Martian Garden Activity Writing: ● Read the article: Farming on Mars: Special "aerogel" sheets might make it possible ○ Answer the writing prompt at the end of the article. Séptimo Grado Ciencia - Plantas en El Espacio Semana de 05/18/20 Lectura: ● Anotar el artículo: Eat your veggies: NASA expands plant-growing program on space station ○ Subráye ideas importantes ○ Circúle palabras importantes ○ Ponga un "?" junto a algo que usted quiera saber más ○ Conteste las preguntas al final del artículo Actividad: ● Diseño Experimentos de Plantas en Marte ○ The Martian Garden Activity Escritura: ● Lea el artículo: Farming on Mars: Special "aerogel" sheets might make it possible ○ Responda la pregunta al fin del artículo.
Eat your veggies: NASA expands plant-growing program on space station By Christian Science Monitor, adapted by Newsela staff on 04.25.17 Word Count 841 Level 1100L Chinese cabbage leaves are shown aboard the International Space Station. Photo from NASA.gov As people prepare their gardens for spring, NASA is trying something a little different: a vegetable garden in space. On Tuesday, an Atlas V rocket blasted into space from NASA's Cape Canaveral Air Force Station. It carried supplies and scientific equipment to the International Space Station (ISS). Onboard was a new experiment, the size of a mini-fridge. It's called the Advanced Plant Habitat (APH). Astronauts will use the APH to expand their ability to grow vegetables and other plants on the station, some of which will end up on the menu. Healthy Food Source For Astronauts The ability to raise plants in space has been a NASA priority for years. Future human expeditions to Mars would require a reliable food supply. Astronauts would need food for long periods both during the trip to, and on the surface of, the Red Planet. Experiments like APH will be an important test for finding the best ways to prepare veggies outside Earth, says Chris Wolverton. This article is available at 5 reading levels at https://newsela.com.
He's a professor of botany—the study of plants—at Ohio Wesleyan University in Delaware, Ohio, and currently is studying plant gravity on the ISS. For now, most experts believe astronauts will bring food from Earth to stay fed, Dr. Wolverton tells The Christian Science Monitor. Plants, especially leafy greens, are excellent at making vitamins and other nutrients that keep humans healthy, he says. The new Advanced Plant Habitat is actually an expansion of a previous NASA idea from 2015, known as the Vegetable Production System (also known as "Veggie"). The Veggie program soon produced lettuce for the ISS crew. It was the first food grown by NASA in space specifically for astronauts to eat. LED Lights Used To Grow Plants The success of Veggie encouraged scientists to go even farther with the APH project. The old Veggie system had indoor plants that lived in the unfiltered air of the space station. The new APH system will allow astronauts to more fully control the environment inside the growing room. APH will also have brighter LED lights, which mimic the light of the sun. Some of these lights shine more powerful white and infrared light, and they can potentially quadruple the plants that were grown with the old Veggie system. "It's really a way for the scientists to modify the environment: the light, the water, the atmosphere," program manager Bryan Onate told reporters in March. Scientists will learn lots of important information about future food production on Mars, Onate says. APH isn't just about what's on the astronauts' dinner table. The unit comes equipped with a variety of sensors and cameras. These will be used to monitor plant growth and give information on how plants adapt to a non-Earth environment. Microgravity, radiation, and other space-related changes can affect the growth of living things in unexpected ways. If future astronauts are going to be using crops grown in space as their main food source, scientists want to know about any possible challenges now. Gravity Challenges In Growing Plants One of the major problems with growing plants in low gravity, Wolverton says, is due to the way water moves. It tends to form into droplets rather than into a steady flow, he says. In turn, when these droplets form on a plant, they can burst at a moment's notice, which floods the plant and chokes it of its needed oxygen. There are other challenges, too. Without normal Earth gravity, plants can even have trouble telling which way is up, he adds. "Gravity is a major signal to plants that tells them which way to grow," says Wolverton. For its first experiments, the APH system will be tested with two kinds of seeds. First, astronauts will attempt to grow arabidopsis, a small leafy vegetable in the same family as cabbage. They'll also try to grow a type of wheat. If all goes as planned, arabidopsis will be the main crop for APH's first experiment, which has been designated Plant Habitat 1. Preparing For Martian Expeditions This article is available at 5 reading levels at https://newsela.com.
Eventually, scientists hope astronauts will be able to use the system to grow larger and more nutrient-heavy plants. But ultimately, the goal of APH and other projects like it is simply to determine the possibility of plant growth in environments other than Earth. This will prepare them for Martian expeditions, says Edward Guinan. He's a professor of astronomy and astrophysics at Villanova University in Pennsylvania. "To grow plants in Mars' cold climate, plants will need to be sheltered in greenhouses," Dr. Guinan tells the Monitor via email. "The amount of sunlight (solar radiation) on Mars is about 50 percent of that of the Earth since Mars is 1.5 times further than the Earth from the Sun." Lack of light, increased radiation, and unfriendly Martian soil could pose significant challenges for plants in an alien world. But without experimentation, there's no way to know for sure how Earth vegetables would live on Mars. "Certain plants might do better than others," Guinan adds. "The experiments on the International Space Station (ISS) will help answer some of these questions." This article is available at 5 reading levels at https://newsela.com.
Quiz 1 Which two of the following sentences from the article reflect its CENTRAL ideas? 1. Experiments like APH will be an important test for finding the best ways to prepare veggies outside Earth, says Chris Wolverton. 2. The new Advanced Plant Habitat is actually an expansion of a previous NASA idea from 2015, known as the Vegetable Production System (also known as "Veggie"). 3. Microgravity, radiation, and other space-related changes can affect the growth of living things in unexpected ways. 4. "The amount of sunlight (solar radiation) on Mars is about 50 percent of that of the Earth since Mars is 1.5 times further than the Earth from the sun." (A) 1 and 3 (B) 1 and 4 (C) 2 and 3 (D) 2 and 4 2 Which of the following details from the article would be MOST important to include in its summary? (A) On Tuesday, an Atlas V rocket blasted into space from NASA's Cape Canaveral Air Force Station. (B) It carried supplies and scientific equipment to the International Space Station (ISS). (C) The ability to raise plants in space has been a NASA priority for years. (D) "Certain plants might do better than others," Guinan adds. 3 Dr. Edward Guinan would be MOST likely to agree with which of the following statements? (A) The only way to find out if plants will grow on Mars is to experiment. (B) Mars is far too cold to sustain plant growth for any period of time. (C) It is likely that no plant species will be able to stay alive on Mars. (D) If plants grow successfully on the International Space Station, they will definitely grow on Mars. 4 The author MAINLY explains the importance of being able to grow food in space by: (A) discussing the challenges that must be overcome for plants to grow on Mars (B) explaining how long the human expedition to Mars is expected to take (C) predicting which plants would be the most successful if grown on a planet like Mars (D) stating that humans will need to be able to produce food when they travel to Mars This article is available at 5 reading levels at https://newsela.com.
Answer Key 1 Which two of the following sentences from the article reflect its CENTRAL ideas? 1. Experiments like APH will be an important test for finding the best ways to prepare veggies outside Earth, says Chris Wolverton. 2. The new Advanced Plant Habitat is actually an expansion of a previous NASA idea from 2015, known as the Vegetable Production System (also known as "Veggie"). 3. Microgravity, radiation, and other space-related changes can affect the growth of living things in unexpected ways. 4. "The amount of sunlight (solar radiation) on Mars is about 50 percent of that of the Earth since Mars is 1.5 times further than the Earth from the sun." (A) 1 and 3 (B) 1 and 4 (C) 2 and 3 (D) 2 and 4 2 Which of the following details from the article would be MOST important to include in its summary? (A) On Tuesday, an Atlas V rocket blasted into space from NASA's Cape Canaveral Air Force Station. (B) It carried supplies and scientific equipment to the International Space Station (ISS). (C) The ability to raise plants in space has been a NASA priority for years. (D) "Certain plants might do better than others," Guinan adds. 3 Dr. Edward Guinan would be MOST likely to agree with which of the following statements? (A) The only way to find out if plants will grow on Mars is to experiment. (B) Mars is far too cold to sustain plant growth for any period of time. (C) It is likely that no plant species will be able to stay alive on Mars. (D) If plants grow successfully on the International Space Station, they will definitely grow on Mars. 4 The author MAINLY explains the importance of being able to grow food in space by: (A) discussing the challenges that must be overcome for plants to grow on Mars (B) explaining how long the human expedition to Mars is expected to take (C) predicting which plants would be the most successful if grown on a planet like Mars (D) stating that humans will need to be able to produce food when they travel to Mars This article is available at 5 reading levels at https://newsela.com.
The Martian Garden It is the year 2035 and a small community of scientists and researchers are living on Mars. It is becoming expensive and difficult for NASA to be shipping food to Mars regularly. You have recently been hired by NASA and they have assigned you as the leader of the Mars Food Project. The goal of this project is to design a system to grow food on Mars. Use the articles Eat your veggies: NASA expands plant-growing program on space station and Facts about The Martian Garden to research the topic. You may also conduct further research online. From your research, design a series of experiments to determine how the scientists on Mars should grow their food. Use Table 1 to collect facts about growing plants in space and on Mars Facts related to growing plants Source of fact What more would you like to on Mars/Space know about that fact? Table 1 - Facts about growing plants in space and on Mars.
Based on the information you read and collected in Table 1, design a series of experiments to test plant growth in space and on Mars. Experiment 1 What are you testing in this experiment? Why are you testing this variable? What materials do you need? Describe the steps to your experiment? Sketch your experiment set up.
Experiment 2 What are you testing in this experiment? Why are you testing this variable? What materials do you need? Describe the steps to your experiment? Sketch your experiment set up. How is this experiment different from Experiment 1?
Experiment 3 What are you testing in this experiment? Why are you testing this variable? What materials do you need? Describe the steps to your experiment? Sketch your experiment set up How is this experiment different from Experiments 1 and 2?
The Martian Garden
Farming on Mars: Special "aerogel" sheets might make it possible By The Guardian, adapted by Newsela staff on 08.07.19 Word Count 655 Level 1050L Mars is frigid, dry and bombarded by radiation, and its soil contains potentially toxic chemicals. Photo by: Nasa JPL Caltech MSSS/handout/EPA Astronauts bound for Mars someday have something to look forward to. When they sit down to dinner on the barren red planet, they can have fresh food grown on Mars. The harsh environment on Mars has always made growing food a difficult prospect, but scientists believe they have figured out a solution to the problem. Sheets of material can transform the cold, dry surface into land fit for farming. Mimicking Earth's Greenhouse Effect The "aerogel" sheets work by mimicking Earth's greenhouse effect. The energy from the sun is trapped on Earth by carbon dioxide and other gases. Spread out in the right places on Mars, the sheets would warm the ground and melt enough ice to keep plants alive. They could be important for supporting people with food grown on Mars rather than food brought from Earth. This article is available at 5 reading levels at https://newsela.com.
Robin Wordsworth worked on the sheets at Harvard University in Cambridge, Massachusetts. He said, "If we want to make sustainable habitats on another planet using present-day technology, this approach could be very useful." It can be done on a small or large scale, he said. "The area covered could be anywhere from a few square meters to large regions of the planet." If humans ever decide to spread beyond Earth, as the late scientist Stephen Hawking said we must, then growing food in alien worlds will be a skill that has to be mastered. However, on Mars the conditions are not favorable. The planet is bitterly cold and dry and bombarded by radiation. The soil contains potentially toxic chemicals and the wispy atmosphere is low on nitrogen. Plants need nitrogen to grow. In the past, scientists and science fiction writers have proposed "terraforming" barren worlds. It's an approach that calls for the whole atmosphere to be rebuilt. In 1971 the American astronomer Carl Sagan suggested that vaporizing the northern polar ice cap on Mars might release enough water into the atmosphere to do the trick. More modest ideas have involved erecting greenhouses instead. Creating A Fertile Oasis Without Harming Mars The aerogel sheets do not solve all of the problems. Still, they could help future space residents create a fertile oasis where plants and other organisms using photosynthesis can take root on other planets. The plants would grow only beneath the sheets. So the risk of harming the rest of Mars with foreign life forms would be minimal, Wordsworth said. The researchers studying the sheets included scientists at NASA and the University of Edinburgh in Scotland. The aerogel used to make the sheets is made up of 97 percent air. The scientists showed that sheets of the aerogel 2- to 3-centimeters (about 1 inch) thick blocked harmful ultraviolet rays. They also allowed visible light through for photosynthesis and trapped enough heat to melt frozen water locked in Martian soil. Placing the aerogel shields over icy regions of the Martian surface "could therefore allow photosynthetic life to survive there," the researchers wrote in Nature Astronomy. The sheets could be laid directly on the ground to grow water plants. They also could be suspended to provide room for land plants to grow beneath them. Wordsworth said, "The best place to try this is similar to where you'd want to land humans" on Mars. Those are places that are not too close to the equator of Mars and not too close to the poles. Yet they need to be "close enough to the polar caps that near-surface ice deposits are still scattered around," he said. "You can imagine this being used in a number of ways." The quickest and easiest would be a small test with a robotic lander, he said. Later it could be used to feed people on Mars. "In the longer term it could be used in support of human exploration missions, and eventually to produce long- lived habitats," he said. The goal would be to have the habitats support themselves as much as possible, he said. Writing Prompt: Explain how scientists plan to grow plants on Mars. What difficulties might they experience growing plants on Mars? How could growing plants on Mars harm the planet and why would researchers be concerned about this? This article is available at 5 reading levels at https://newsela.com.
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