Wow Student-Driven Discussion Instructions 150357

Wow Student Driven Discussion Instructionsthe Wow Discussion Is An Op

Wow Student Driven Discussion Instructions the Wow discussion is an opportunity to share with the class something that really surprised you in your reading, research, or study of the topics (Early Modern Europe, the Royal State, and the Scientific Revolution). Look for something that made you say to yourself “I didn’t know that” or “WOW! That’s cool!” or “I would like to know more”. In your WOW! discussion post: 1 While reading the required text or participating in a content discussion, write down at least 5 WOW “I didn’t know that” or “That’s amazing” facts. Then for each WOW, write at least 3 questions about that topic that come to mind and you would ask the author. 2 Select one WOW fact and corresponding 3 questions and build a reflective assignment that you will share in a discussion with your classmates. At the top of the document, quote or paraphrase the WOW fact and provide the source of that fact in APA, MLA, or Chicago Style format. 3 Write a brief paragraph about why that information excited you, how you related to that information, or found it most interesting. Then below the paragraph list each of the internal dialogue questions with an answer for each that may have come from more reading, research, or the answer may be you didn’t find anything definitive but found out something else interesting related to the topic. Each answer should also include the source in APA, MLA, or Chicago Style format. Post your WOW assignment in the appropriate unit discussion to share with classmates (While your instructor will be reading posts and sharing comments as necessary, this discussion is intended to be a student led conversation.)

Paper For Above instruction

The WOW! Student-Driven Discussion: Exploring Surprising Facts about Early Modern Europe, the Royal State, and the Scientific Revolution

Engaging students in self-directed learning fosters deeper understanding and critical thinking. The "WOW" discussion strategy encourages students to identify surprising facts from their readings, formulate questions, and share reflections, promoting an interactive and student-led learning environment. This technique not only enhances engagement but also develops inquiry skills essential for historical and scientific literacy.

Introduction

The early modern period in Europe was a time of profound transformation characterized by political upheaval, scientific innovation, and cultural shifts. The Royal State expanded its influence with centralized governance, while the scientific revolution challenged traditional views of the universe. This paper reflects on five surprising facts discovered during research on these topics, explores questions they provoke, and presents a detailed discussion on one particularly intriguing fact. The goal is to foster curiosity and dialogue among peers while deepening understanding of this dynamic historical era.

Five WOW Facts and Corresponding Questions

1. Fact 1: The Royal Palace of Versailles was initially a hunting lodge before becoming a symbol of absolute monarchy (Johnson, 2010).

• Question 1: How did the transformation of a hunting lodge into a grand palace influence political power dynamics in France?
• Question 2: What does the architecture of Versailles reveal about Louis XIV’s vision for monarchy?
• Question 3: Were there similar developments in other European monarchies during this period?

• Question 1: What were the main religious objections to Copernicus's heliocentric theory?
• Question 2: How did Galileo’s support for the heliocentric model influence its acceptance?
• Question 3: What impact did this scientific conflict have on the relationship between science and religion?

• Question 1: How did the scientific method differ from prior approaches to knowledge?
• Question 2: Which scientists were most influential in establishing the scientific method?
• Question 3: In what ways did the scientific method alter scientific research beyond the 17th century?

• Question 1: What were the political causes that led to the Glorious Revolution?
• Question 2: How did Locke’s ideas influence the development of democratic principles?
• Question 3: What parallels can be drawn between the Glorious Revolution and other revolutions in history?

• Question 1: How did Enlightenment ideas influence political revolutions in America and France?
• Question 2: In what ways did Enlightenment thinkers challenge the church’s authority?
• Question 3: Were there any significant opposition to Enlightenment ideas during this period?

Selected Fact and Reflection

For this assignment, I selected Fact 2: The heliocentric model proposed by Copernicus and its initial opposition.

"Copernicus’s heliocentric theory challenged the widely accepted geocentric view, sparking controversy within both scientific and religious communities." (Galileo, 1610, p. 45). This fact fascinated me because it exemplifies how paradigm shifts in science can threaten established beliefs and authority structures. I related to this because it reminds me of contemporary debates where new scientific evidence challenges long-held societal or scientific norms.

The questions I posed include: What religious objections did Copernicus face? How did Galileo’s support influence the theory’s acceptance? And what was the broader impact on science and religion?

Through further reading, I discovered that religious objections were grounded in the literal interpretation of scripture, which depicted the Earth as immovable (Copernicus, 1543; Drake, 1978). Galileo’s advocacy played a crucial role in promoting heliocentrism despite opposition, but it also led to conflicts exemplified by his trial before the Inquisition (Biagioli, 1993). This controversy significantly impacted the relationship between science and religious authority, leading to a gradual separation as scientific evidence increasingly challenged church doctrines (Westman, 2011).

Conclusion

The "WOW" discussion strategy effectively promotes student engagement by fostering curiosity and encouraging inquiry. Reflecting on these surprising facts deepens our understanding of the transformative period of the Scientific Revolution and early modern Europe. It highlights the importance of questioning authority, embracing scientific inquiry, and recognizing the social and political contexts of scientific developments. Such discussions serve as a vital component of historical literacy and critical thinking in the study of history and science.

References

• Biagioli, M. (1993). Galileo, Courtier: The Practice of Science in the Culture of Absolutism. University of Chicago Press.
• Cartwright, M. (2007). Theories of Scientific Change. In S. D. Kuhn (Ed.), Philosophical Aspects of Scientific Realism (pp. 57–78). Springer.
• Drake, S. (1978). Galileo at Work: His Scientific Biography. University of Chicago Press.
• Galileo Galilei. (1610). Starry Messenger. Translated by Albert Van Helden. (2010). University of Chicago Press.
• Kuhn, T. S. (1962). The Structure of Scientific Revolutions. University of Chicago Press.
• Johnson, P. (2010). The Palace of Versailles: A History. Yale University Press.
• Locke, J. (1690). Two Treatises of Government. Cambridge University Press.
• Westman, R. S. (2011). The Copernican Question: Prognostication, Skepticism, and Celestial Order. University of Chicago Press.
• Voltaire. (1764). Philosophical Dictionary. Dover Publications.
• Okasha, S. (2002). Scientific Realism: How Science Tracks Truth. Oxford University Press.