Syllabus Galileo on Trial in Italy EDHD 1909W Laura … 1909W... · will use the readings of Aristotle, Galileo, and church documents to decide Galileo’s fate. ... specifically

Syllabus Galileo on Trial in Italy

EDHD 1909W Laura Coffin Koch ([email protected])

Spring Semester 2017 Introduction Did you ever wonder what Galileo found so fascinating about the Leaning of Pisa and the study of mathematics and science? Or, why he was willing to risk his career, his freedom, and even his life, for science? Mathematics and science aren’t just numbers, figures, and theorems but useful tools to help us understand and represent the world, predict outcomes, design buildings, solve crimes, etc. During the Renaissance, famous sculptors, artists, and painters used mathematics and science to depict history and religion. Others used their talents to honor those in power. It was also during this time frame that scientists were beginning to develop a deeper understanding of the world around them. Although this was an exciting era in the number and quality of masterpieces developed it also fostered also a clash between religion, art, mathematics, politics, and science. In this seminar, we will learn about world of Galileo and about how and about post-Renaissance Italy. We will visit Pisa and climb the Leaning Tower, talk about Galileo, his life, and his contributions to mathematics and science. In Florence, we will visit the Duomo and marvel at the construction of its dome and the issues regarding its construction. We climb to the top of the Duomo to closely examine the construction of this magnificent structure erected over 700 years ago. We will walk through the city of Florence and tour the Galileo Museum to learn about Galileo’s scientific inventions and theories and see one of his first telescopes. In Pisa, we will climb the Leaning Tower of Pisa where it is said Galileo dropped cannonballs to prove his one of his theories. Galileo attended college in Pisa and was a professor of mathematics there. Galileo spent a great deal of time in Pisa and in our visit to Pisa and retrace his steps as we ascend the Leaning Tower of Pisa. In class, we’ll discuss Galileo and his contributions to mathematics and science and how, through his lifetime, his changing views of the world caused him to come into conflict with his benefactor and the church. We will discuss the development of Galileo’s ideas and how they changed the world and the political, artistic and religious environment in Italy during his time impacted how we now think about the world. In Rome, we will tour St. Peter’s Cathedral and climb its dome – the dome that was designed by Michelangelo. Then we will spend some time in the Sistine Chapel – one of the greatest artistic feats ever. Our visit to Rome will also include a visit to the Pantheon and the Bibliotecha della camera dei deputati, the room where the Trial of Galileo was held. While in Minnesota, we’ll look closely at Galileo and his confrontations with the Catholic Church as we re-enact history through “The Trial of Galileo.” Students will be assigned to a one of three factions and take on the roles of cardinals, the pope, members of the clergy, and members of learned organizations. Through classroom discussions and debates, students will attempt to garner votes

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either for or against the issue of whether or not Galileo defied the church in his writings. The students will use the readings of Aristotle, Galileo, and church documents to decide Galileo’s fate. This course will use books, articles, writing, site visits, videos, discussions, and debates to understand the role of science, politics, and religion in seventeenth century Italy. Students will be evaluated through class participation, debates, discussions, and writing assignments (see the section on grading below). Course Objectives: This seminar focuses on how such a great thinker, mathematician, and scientist came into conflict with arguably the most powerful institution in Europe, and maybe the world. As we study Galileo, we will delve into the intersection of scientific ideas, society, culture, religion, politics, etc. As we proceed through the course, students will need to reflect not only on what they are experiencing/learning about 17th century Italy, but also how the themes and issues surrounding Galileo are manifested in today’s world. When writing your daily reflections and your final reflection paper, please refer to these outcomes.

University of Minnesota Student Learning Outcomes

Can locate and critically evaluate information: Throughout the course and, more specifically in the trial of Galileo, students will need to marshal evidence and logic to advance their “own” positions and undermine the arguments of their critics (other students). During class presentations, debates, feedback from peers is instantaneous and emphatic. By demonstrating the power of incomplete or even fallacious arguments, students learn that all arguments are subject to revision. Students will write and revise each of the papers. The instructor will work with each student on the revision of the paper.

Can communicate effectively: In all aspects of the course, students will advance their positions and ideas through writings, presentations, and in class discussion. In addition to faculty evaluation of student work, students will also benefit from the response of other students. Galileo papers will be made available to others in the class. For example, students who support Galileo will scrutinize the papers of the conservatives, citing errors of evidence and logic; the conservatives will similarly point up the shortcomings in Galileo’s arguments. Students similarly will hone their speaking skills by providing set-piece speeches as well as spontaneous debates.

Can identify, define, and solve problems: Students will be confronted with multifaceted problems: intellectual (advancing their set of ideas, many of which are problematic); political (mobilizing other groups to join with them on particular votes); textual (mastering multiple texts and disciplines to make their arguments persuasive); and social (ensuring that the faction functions effectively, dividing tasks and yet ensuring that the different elements come together at the proper times).

Understand diverse philosophies and cultures within and across societies: This course intends to help students understand that other cultures, civilizations, and ideological

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superstructures have merit which will be evidenced as we learn about the Renaissance. For example, when students are assigned to roles within the hierarchy of the Catholic Church, Jewish, Muslim, Protestant students, as well as those students who do have religious preferences will learn to empathize with the difficulties confronting Catholic theologians and bureaucrats during the Galileo controversy. Debates may become heated—proof that people can doggedly adhere to even prescribed identities. This helps students learn empathy.

Have acquired skills for effective citizenship and life-long learning: The course activities –group facilitation, writing, presentations, debates, navigating a different culture and city, etc. not only teaches leadership, teamwork, and problem-solving skills that are essential to civic engagement, but also shows the centrality of issues of power and governance to nearly all aspects of life.

Have mastered a body of knowledge and a mode of inquiry: Students will need to demonstrate their understanding of the life and trial of Galileo; including how the Renaissance played into the Galileo affair; the major “players” of the Renaissance and post-Renaissance Italy; dates of specific events in the life of Galileo; political, artistic, cultural, societal, economical and religious factors during the renaissance; and the ways in which the world was forever changed because of the Renaissance and the contributions of Galileo. Understand the role of creativity, innovation, discovery, and expression across disciplines: Within the trial of Galileo activity, students are largely free to choose whatever form of written expression they wish. The purpose of written work is to help them present their ideas and arguments. Students may think it advantageous to write a legal indictment, a poem, a sermon, a newspaper article, a diary entry, or whatever else serves their purpose. A common form of expression will be an essay to rebut the arguments of your opponents. For many roles, students will find it wise to coordinate their work with others whose goals are similar to their own.

University of Minnesota Student Development Outcomes Responsibility and Accountability by making appropriate decisions on behavior and accepting the consequences of their actions: Students will be faced with numerous challenges while in Italy. In many cases, actions and decisions students make will impact not only the individual students, but all the students in the class. It is the intent that this course will help students make appropriate decisions that will lead to positive outcomes. Independence and Interdependence by knowing when to collaborate or seek help and when to act on their own: Throughout this course, students will be required to work together on various assignments, but there will also be times when individual work will be required. If there are questions regarding this, it is important to ask. Also, living in a different culture will require students to continually consider when they need to seek help or try to figure it out on their own. Goal Orientation by managing their energy and attention to achieve specific outcomes: This is an academic course, students will need to manage their time carefully in order to meet the academic requirements for successfully completing this course. At the same time, students will want to experience student life on campus as well as life and culture of Italy. Balancing one’s time is a very important skill that needs to be honed.

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Resilience by recovering and learning from setbacks or disappointments: Travel can be a great learning experience and lots of fun, but it is not always easy. There will be times when students become frustrated at the pace of living or the lack of personal space – this in natural. It is intended that students will be able to learn and grow from these and others setbacks that may occur during the course. Appreciation of Differences by recognizing the value of interacting with individuals with backgrounds and/or perspectives different from their own: In class and in Italy, students will encounter a myriad of differences in language, culture, customs, beliefs, etc. This is especially important while in Italy as people may do things differently than we do, they may eat different foods than we do, view time and space differently, etc. It is the intent of this course for students to understand and appreciate these differences. Tolerance of Ambiguity by demonstrating the ability to perform in complicated environments where clear-cut answers or standard operating procedures are absent: Students will need to explore counterfactual issues of individual agency. For example, would a different set of arguments have prevented Galileo from being convicted by the Inquisition? Students will be faced with defending positions which run counter to their own beliefs or facts they know from a 21st century perspective on science.

Additional objectives: Quantitative Reasoning: Students are obliged to master (and explain) multiple examples of geometric proofs and to solve problems pertaining to the size, distance, and motion of planets and stars. Leadership: The course provides numerous leadership opportunities both in the classroom and outside. Some will lead factions; others will hold offices that supervise different class sessions; some will emerge to advance radical alternatives; while others will organize in class and out of class activities. Liberal Education Requirements: Liberal Education (LE) is an essential part of an undergraduate education at the University of Minnesota. LE courses help you investigate the world from new perspectives, learn ways of thinking that will be useful to you in many areas of your life, and grow as an active citizen and lifelong learner. At the University of Minnesota – Twin Cities campus, we require all students to participate in the Liberal Education curriculum in addition to their major requirements and collegiate requirements. There are two parts of the Liberal Education requirements: the diversified core and the designated themes. The diversified core guides you through the "why" and "how" of different academic disciplines. These classes will equip you with a broad range of tools that you can use to

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approach problems in your everyday life and work, and ultimately to make a positive difference in your communities, your society, your state, and your world. The designated themes are topics that are central to an understanding of contemporary life. Investigating these themes will help prepare you to become a knowledgeable, ethical, and engaged public citizen. This freshman seminar abroad meets the Global Perspective theme requirement. First, the focus of our seminar is on the conflict of science and religion 17th century Italy. As part of this seminar, we will spend eight days in Italy visiting sites related to Galileo’s struggle with the Catholic Church. Second, although the issues were particular to the 17th century, tension between traditional religious views and science exist today around the world – the role of women, use of nuclear weapons, genocide, etc. In addition to the study of Galileo, we will consider how science and religion collide in various countries around the world. Your journal entries and your final reflections will require that you make explicit connections between the issues faced by Galileo in the 17th century and those that we face today, particularly around religion, science, and politics. Details for Seminar: Professor contact information: Laura Coffin Koch Director, International Initiatives and Relations Morse Alumni Distinguished Teaching Professor of Mathematics College of Education and Human Development University of Minnesota 104 Burton Hall 178 Pillsbury Drive SE Minneapolis, MN 55455 E-mail: [email protected] Phone: 612-624-1085 Office Hours: Every Monday I will stay after class for students who would like to meet with me. I will also have office hours on most Wednesdays at 2:00 PM – 4:00 PM. Furthermore, I am available many times during the week when I am happy to meet with students. Instructional strategies: This class will meet in a seminar format while on campus. In Italy, we’ll have daily site visits in Florence, Pisa, and Rome to various museums and sites that provide valuable resources related to understanding Galileo. This is a seminar and as such, it will be almost entirely discussion-based, with little lecturing. This means that students will need to be prepared to talk about the readings, make presentations, debate, and discuss the course material.

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Class Participation: This class is designed to provide an intellectual and interactive environment for students. The professor will provide some lectures, but mostly will serve as a facilitator for discussion. Therefore, it is important that students be prepared for each class by doing the readings, taking notes on the readings, and be willing to participate in the discussions. This will be especially important when we begin the trial of Galileo. Participation means: fully participating in all lectures, group discussions, activities, and excursions, while in Italy; it also means: students “accept the process” (try new things with a positive approach); prepare for discussions; are engaged; challenge themselves to the best of their ability; are on time; positive; thoughtful; reflective; and, work to make the experience for all a positive one. Active participation means being awake and engaged during class sessions, and site visits. Being absent from any aspect of the itinerary for any reason without prior consent from the instructor will result in the loss of points. Accountability/responsibility (while in Italy) for your roommate/s and the entire group means that you can always account for your roommate/s, and in turn, they can always account for you. You must always let members of the group know where you are at all times. Never leave anyone in the group alone in any setting, especially at night, and do not let any group member leave on their own with locals. Like other big cities, Florence and Rome are generally safe, but there are certain establishments and areas of the city that are not. As a visitor and a person who does not speak fluent Italian, it will be difficult for you to assess the level of safety so you should always venture out with a partner or in a group. Responsible conduct (while in Italy) means that you will be a positive representative of yourself, the University of Minnesota, and the U.S. at all times. Expectations include respect, appreciation, and hospitality for the local community, bus drivers, hotels, etc.

•! Being alert, attentive, and respectful during all class periods. •! Keeping noise levels to a minimum in the hotels so it does not disrupt other hotel

guests. •! Conducting yourself in a responsible manner in local restaurants, parks, and shops. Be

attentive to noise levels when you are in a large group in public places – don’t reinforce the loud, obnoxious U.S. stereotype! The Italian culture is far more subdued.

Readings: In order to get the most out of the class, it is necessary to do all of the assigned readings prior to class. In addition to the two assigned textbooks, Galileo’s Daughter and The Trial of Galileo: Aristotelianism, the “New Cosmology,” and the Catholic Church, 1616-33, each student will be provided a reading packet related to his or her role in the trial. The roles will be handed out the third class period of the semester. The reading is not significant in the number of pages, unless it is done the night before class. Some of readings may be difficult, particularly the writings of Aristotle and Galileo. You will also need to do addition research on your role.

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Journals: You are required to keep a journal of your course related experiences. Journals are available on the class Moodle site. You should print this out but, if you wish, you can complete it electronically. The journal includes your reading notes, discussion notes, course information, and while in Italy, your daily activities, your thoughts/reflections about what we see, our site visits, etc. Journals will be read and graded me. It is important that you complete these journals weekly/daily as the semester is fast-paced and it is easy to forget what you have experienced. Although you will be graded on your journal, the main purpose is for you to have a detailed account of the seminar and your time in Italy. The more effort you put into this on a daily basis, the better you off you will be when you try to explain to others what you did, what you saw, and what you experienced. In a few years, you will be glad have these reflections. For each weekly/daily entry in the journal, students are to reflect on their experience, what it means to them, make connections to what we are learning, and how the issues discussed in the Trial of Galileo relates to present day issues. The journal will be graded on the quality of the writing, accuracy, and completeness. Classroom Activities: Each class period will vary. Some days we will have class quizzes, work in small groups, and/or watch videos, debate, etc. The one constant will be discussions and debates – we’ll have lots of them. The videos will help integrate the material and provide some more depth in helping understand the environment into which Galileo lived. We will begin the trial of Galileo around the fifth week of the semester and complete the second phase of the trial after we return from Italy. These class sessions will be student run with students debating the issues. These will be very intense and require students to be well-prepared. All students will present arguments and defend their positions. Writing:

This course is designated as a writing intensive course and as such we will devote class time to discussing the writing process and honing writing skills. There is a significant amount of writing and revising which will occur both in class and outside of class. There are several types of writing assignments that are designed to assist you in learning the content of the course. The primary activity of this seminar is a series of two trials or debates. Students will need to use writing to develop clear and cogent arguments necessary for these debates. In preparation for the debate, students will be required to prepare their arguments and counter the arguments of those on another side of the issue. Throughout the course, students will refine and rewrite their papers which are the basis of their oral presentations. In the process, they will develop a deeper understanding of the issues surrounding the trials, bring additional information into their arguments, and refine their thinking with more cogent discussions.

In addition, students are required to complete a journal throughout the course. This writing assignment allows for creativity and free-flowing writing.

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The writing is significant, but students will be supported in the writing. On all but the final reflection, students will be allowed to revise and resubmit writing assignments. In addition, there is wonderful writing support in the Center for Writing in Nicholson Hall. Assignments: The purpose of these readings is to understand the history of scientific and mathematical thought in Italy and better understand the culture and history of Italy and Florence. Voice Paper: Your first paper is a “voice” paper. I will assign you to be a person who has played a significant role either within the era of the trial or in Galileo’s life. You are to write a two page “autobiography” of that person addressing the following questions:

•! Who are you? When and where were you born? When will you (did you) die? •! Why are you famous? (Why might we, in the 21st century, know who you are?) •! What contributions will you/did you make to science/history/religion/etc.? •! Describe yourself. What do you look like? Talk about your family, your early life,

what you like and don’t like, your home, etc.? •! Define your relationship with Galileo. •! What is your relationship, if any, to the Catholic Church? •! What is your relationship, if any, to the Medici? •! What is your relationship to Galileo, if any?

Your “autobiography” should not just answer these questions, but should be an interesting story and it must be factual. Students will be assigned their person at the first class and turn their “autobiographies” in at the second class. I will review your paper and you will have the opportunity to revise and rewrite it. As we progress through the course, we will refer to your person and address questions to your person. Make sure you bring your paper to class with you everyday, even while we are traveling and at site visits. We never know when important people show up and you will want to refer to or read your paper. You will be the class expert on this person. Galileo Papers: Students will complete 2-3 papers (1 long, 2 short) during the Trial of Galileo phase of the seminar for a total of about 12 pages. These papers will be made available on the course Moodle site for students in the class to read. The topic of these papers will be given to you during our third class meeting. Each student will have different content, themes, and views. I will provide students detailed information about the writing of the Galileo papers. After each debate, I will review and return student papers for revision and rewriting. Final submissions will be graded on the quality of their arguments, correctness of facts and data, quality of writing, and relevance to the assignment. Final Reflection: The final course reflection is should be at least 2 pages and is due the last day of class. In writing your reflection, you should address:

1.! What you learned during the trials and in Italy. 2.! What you thought during the trials and in Italy.

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3.! How do the issues that confronted Galileo in the 17th century continue to confront us, in the 21th century, today? Be specific and provide examples

4.! What meaning does this have for you in the 21st century?

In addition, you could talk about your personal growth, what you learned about yourself, how you might use that as you continue your education. What, if anything will change about how you see the world, people, and life in general? Grading: Voice paper: 5% Galileo papers: 25% (5% - 15% per paper, depending on

the length of the papers) Class discussions/activities: 35% (attendance, participation, debates, group work, etc.) Galileo Game points: 5% Journals: 25% Final Reflection: 5% Papers will be graded on the quality of their arguments, correctness of facts and data, quality of writing, and relevance to the assignment. Letter Grades will be assigned as follows: A = 93 – 100% B = 83 – 86% C = 73 – 76% D = 63 – 68% A- = 90 – 92% B- = 80 – 82% C - = 70 – 72% F = < 63% B+ = 87 – 89% C+ = 77 – 79% D+ = 67 – 69% Reading Assignments: Required Reading: (see syllabus for specific daily reading assignments) Sobel, Dana. “Galileo’s Daughter: A Historical Memoir of Science, Faith, and Love.” Publisher: Penguin USA (Paper); (October 31, 2000), ISBN: 0140280553. Purnell, Frederick; Pettersen, Michael; and Carnes, Mark. (2008). “The Trial of Galileo: Aristotelianism, the “New Cosmology, 1615-33” and the Catholic Church”, Publisher: W.W. Norton Publishing Company. (2013). ISBN: 978-0-393-93734-3 Recommended for background: Catling, Christopher. “Eyewitness Travel Guides: Florence and Tuscany.” London, 2012. King, Ross. (2001). “Brunelleschi’s Dome.” Publisher: Penguin USA (Paper); (October 30, 2001), ISBN: 0142000159

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King, Ross. (2003). "Michelangelo and the Pope's Ceiling" Publisher: Penguin USA (Paper); Reissue edition (November 25, 2003), ISBN: 0142003697 Gies, Joseph and Frances. (1969). “Leonard of Pisa and the New Mathematics of the Middle Ages.” Publisher: New Classics Library; ISBN: 0317578499 Burckhardt, Jacob. (2002). "The Civilization of the Renaissance in Italy.” Publisher: Modern Library; (April 9, 2002), ISBN: 0375759263. Turner, A. Richard. “Renaissance Florence: The Invention of a New Art.” (1997). Perspectives, Harry N. Abrams, Inc. Publishers. Walker, Paul Robert. “The Feud that Sparked the Renaissance.” (2002). HarperCollins Publishers. White, Michael. (2000). “Leonardo: The First Scientist.” Publisher: Griffin Trade Paperback; (October 2001), ISBN: 0312270267 Strongly Recommended – A travel guide for Italy Although you do not need these exact guides, you will want to have a guide for Italy or find a good web site. Simonis, Damien; Garwood, Duncan; Hardy, Paula; Owen, Wendy; Roddis, Miles; and Williams, Nicola. (2005). “Italy.” (2009). Lonely Planet Publications, Melbourne. Available at the Learning Abroad Center. Garwood, Duncan and Kimball, Kristin. (2009). “Rome City Guide.” (2005). Lonely Planet Publications, Melbourne

Galileo on Trial in Italy: Daily Schedule - Tentative

Date

Activity

Topics/Questions/Issues

Class Discussions

Assignment (Due the next class period)

January 23, 2017

View DVD: The Medici: Godfathers of the Renaissance, Part I Quiz on video

Course Introductions Student Introductions Meet with Amy Garwood-Diaz from the Learning Abroad Center Who is Aristotle? Meet Melat Weldeselasie our Assistant Program Leader (APL)

Read: Trial of Galileo Introduction, pp. 11-19 Introduction to Astronomy in the Trial of Galileo book, pp. 51 - 61 Aristotle’s “On the Heavens” pp. 62 - 83 Write: “Voice” paper Complete First Day Survey on Moodle

January 30, 2017

View DVD: The Medici: Godfathers of the Renaissance, Part II Quiz on video

Putting the Galileo affair in context of Europe Work in small groups of religious and political movements in Europe

Read: Trial of Galileo: Introduction, pp. 20 - 48 Decrees by the Council of Trent, pp. 84 - 86 Galileo’s “Starry Messenger” pp. 87 - 108 “Letter to the Grand Duchess” pp. 109 – 126

February 3, 2017 (Friday) or February 4, 2017 (Saturday)

Dinner at Cosetta’s in St. Paul with Melat

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February 6, 2017

View DVD: The Medici: Godfathers of the Renaissance, Part III Quiz on video Set-up Session 1

Preparation for the Italy trip by Amy from the Learning Abroad Center Present Context projects Review the rules and procedures for the Trial Hand out roles Schedule faction meetings with Professor Koch

Read: Galileo’s Daughter: A Historical Memoir of Science, Faith, and Love, pp. 1-98 Read: Role packets Prepare Galileo papers

February 13, 2017

Set-up Sessions 2 and 3 Faction Meeting Faction Quiz

Aristotle and Galileo’s writings

Read: Galileo’s Daughter: A Historical Memoir of Science, Faith, and Love, pp. 99 - 205 Prepare Galileo papers

February 18, 2017 (Saturday)

Visit the Minneapolis Institute of Art with Melat Time to be announced

February 20, 2017

Game Session 1 (1616): – College of Rome – led by the Moderate Professor of Mathematics at the College of Rome

Discuss Galileo’s early life, college, and early career

Read: Galileo’s Daughter: A Historical Memoir of Science, Faith, and Love, pp. 206 -250 Prepare Galileo papers

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February 27, 2017

Game Session 2 (1616): Holy Office - led by Cardinal Bellarmine Game Session 3 (1616): Prince Cesi Palace - led by Prince Cesi

Discuss Galileo’s adult life Activities designed by students.

Read: Galileo’s Daughter: A Historical Memoir of Science, Faith, and Love, pp. 251 - 306 Prepare Galileo papers

March 6, 2017

Game Session 4 (1616): at the Holy Office – Trial Holy Office must conclude; Grim Reaper Lottery in final 10 minutes Game Session 5 (1616): Conclave – GM and Conclave leaders Phase I ends!

Break – meet in factions Election and installation of a New pope

Read: Galileo’s Daughter: A Historical Memoir of Science, Faith, and Love, pp. 306-368 Prepare Galileo papers

Friday, March 10, 2017

11:00 PM - leave the University for the airport!

Meet at the airport by 1:30 PM at the latest – our flight is at 3:10 PM – the flight will board one hour before flight time Bring your journals and your “Voices” papers!!!

3:10 PM Delta 160

Saturday, March 11, 2017

Hotel: Hotel Constantini Via dei Calzaiuoli, 13, 50122 1:00 PM Orientation 6:00 PM Walking tour of Florence 7:00 PM Welcome dinner

Lunch Settle into the hotel Meet with ACCENT Staff Explore area near hotel 7:00 PM – meet in hotel lobby to go to dinner as a group

6:25 AM arrive AMS 9:55 AM leave AMS Flight KLM 1641 11:55 AM Arrive FLR Write in journals

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Sunday, March 12, 2017

8:15 AM – meet in the hotel lobby (if you want to attend church at the Duomo)* 10:00 AM Accadamia Gallery 1:00 PM lunch 2:30 Visit to La Specola 5:45 PM San Croce

Breakfast at hotel Lunch on your own 7:30 PM – meet in hotel lobby to go to dinner as a group

Write in journals

Monday, March 13, 2017

9:00 AM - Museo di Storia della Scienza (Galileo Museum) with tour guide 11:00 Medici Chapels/San Lorenzo Church 1:00 PM – lunch 3:00 Galileo walk; San Miniato; Piazzale Michelangelo 7:30 PM – Pizza making class

Breakfast at hotel Lunch on your own 7:00 PM – meet in hotel lobby to go to dinner as a group– this would be a good night to have a pizza making

Write in journals

Tuesday, March 14, 2013

7:00 AM – Take train to Pisa Pisa with tour guide: Leaning Tower Cathedral (Duomo) Baptistery Campo Santo Return to Florence by train 7:00 PM – Dinner 8:30 PM - Opera (La Traviate)* at Saint Mark’s

Breakfast at hotel Lunch in Pisa (on your own) Afternoon – free time to explore Pisa 6:30 PM – meet in hotel lobby to go to dinner as a group (in Florence) The opera costs XX Euros and is optional.

Write in journals

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Wednesday, March 15, 2017

8:30 AM – Uffizi 11:00 AM -Bargello 1:30 PM - Santa Maria del Fiori Cathedral, Crypt, Baptistery, Museum, Dome 4:00 PM – Santa Croce 7:30 PM - dinner

Breakfast at hotel 7:30 AM – leave hotel for Uffizi Lunch on your own Climb to the top of the Duomo 7:00 PM – meet in hotel lobby to go to dinner in small groups

Write in journals

Thursday, March 16, 2017

6:30 AM – train to Rome We’ll take the train to Rome, arriving around 9:00 AM Make sure you bring all your belongings to Rome 10:00 AM Program Orientation in Rome 11:00 AM Site Visits to the Pantheon, Collegio Romano, St. Ignazio of Loyola and Santa Maria sopra Minerva, 1:00 PM – Lunch on your own 3:00 PM - Guided walking tour of Rome 7:00 PM - Dinner 9:00 PM - Walk to the Spanish Steps and the Trevi Fountain

Breakfast at hotel When we get to Rome we will take a bus or taxis to the hotel and drop our suitcases off and head out to the sites. We’ll check into the hotel after the site visits. Lunch on your own 7:00 PM – meet in hotel lobby to go to dinner as a group Hotel – Hotel Navona Via dei Sediari, 8

Write in journals

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Friday, March 17, 2017

7:30 AM Site visits to Vatican and St. Peter’s Basilica – we walk as a group to St. Peter’s and will climb to the top of the Basilica 1:00 PM - Lunch 3:00 PM - Site visit to the Bibliotecha della Camera dei deputati 7:00 PM - Italian Aperitivo*

7:00 – 7:30 AM -Breakfast at hotel 12:00 Noon – lunch on your own 7:00 PM – meet in hotel lobby to go to aperitivo/dinner as a group

Write in journals

Saturday, March 18, 2017

10:00 AM – Guided tour of Santa Maria sopra Minerva 12:00 Noon - lunch 1:30 PM - walk to the Coliseum and through the Roman Forum 7:30 PM - Farewell dinner

7:00 – 7:30 AM -Breakfast at hotel Lunch on your own 7:30 PM – meet in hotel lobby to go to our Farewell dinner as a group

Write in journals

Sunday, March 19, 2017

8:30 AM – bus to Rome Airport 11:30 AM - Flight leaves Rome

7:00 – 7:30 AM -Breakfast at hotel – be packed and ready to board the bus at exactly 8:30 AM

11:30 AM leave Rome 4:30 PM Arrive JFK 6:25 PM Leave JFK 8:52 PM Arrive MSP

March 20, 2017

11:58 PM - Arrive MSP No Class!

Time to rest and reflect

Read: Galileo’s Dialogue on the Two Chief World Systems” Prepare Galileo paper

March 27, 2017

View video: The Fall of Leaning Tower

Discuss: Trial of Galileo: Galileo’s Dialogue on the Two Chief World Systems

Prepare Galileo paper

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Faction Quiz (on The Dialogue)

April 3, 2017

Game Session 6 (1632): Holy Office – led by tba Game

Phase Two (1632) Debate

Prepare Galileo Paper Complete Journal

April 10, 2017

Session 7 (1632): Holy Office – led by Head of the Holy Office

Phase Two (1632) Debate

Prepare Galileo Paper Turn in Journal Turn in your journal!!!!

April 17, 2017

Final Class Game Session 8 (1632): Holy Office – led by Head of Holy Office, Response by Pope View tape: The Medici: Godfathers of the Renaissance, Part IV

Class wrap up Post-Mortem – uncover the game, discuss issues outside of roles Discuss conflicts related to religion, science, and politics Evaluations Pictures, memories, etc.

Final Reflection

• Optional activities

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Student Conduct Code The University seeks an environment that promotes academic achievement and integrity, that is protective of free inquiry, and that serves the educational mission of the University. Similarly, the University seeks a community that is free from violence, threats, and intimidation; that is respectful of the rights, opportunities, and welfare of students, faculty, staff, and guests of the University; and that does not threaten the physical or mental health or safety of members of the University community.

As a student at the University you are expected adhere to Board of Regents Policy: Student Conduct Code. To review the Student Conduct Code, please see:http://regents.umn.edu/sites/regents.umn.edu/files/policies/Student_Conduct_Code.pdf. Note that the conduct code specifically addresses disruptive classroom conduct, which means "engaging in behavior that substantially or repeatedly interrupts either the instructor's ability to teach or student learning. The classroom extends to any setting where a student is engaged in work toward academic credit or satisfaction of program-based requirements or related activities."

Use of Personal Electronic Devices in the Classroom Using personal electronic devices in the classroom setting can hinder instruction and learning, not only for the student using the device but also for other students in the class. To this end, the University establishes the right of each faculty member to determine if and how personal electronic devices are allowed to be used in the classroom. For complete information, please reference: http://policy.umn.edu/education/studentresp.

Scholastic Dishonesty You are expected to do your own academic work and cite sources as necessary. Failing to do so is scholastic dishonesty. Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; altering, forging, or misusing a University academic record; or fabricating or falsifying data, research procedures, or data analysis. (Student Conduct Code:http://regents.umn.edu/sites/regents.umn.edu/files/policies/Student_Conduct_Code.pdf) If it is determined that a student has cheated, he or she may be given an "F" or an "N" for the course, and may face additional sanctions from the University. For additional information, please see:http://policy.umn.edu/education/instructorresp. The Office for Student Conduct and Academic Integrity has compiled a useful list of Frequently Asked Questions pertaining to scholastic dishonesty: http://www1.umn.edu/oscai/integrity/student/index.html. If you have additional questions, please clarify with your instructor for the course. Your instructor can respond to your specific questions regarding what would constitute scholastic dishonesty in the context of a particular class-e.g., whether collaboration on assignments is permitted, requirements and methods for citing sources, if electronic aids are permitted or prohibited during an exam.

Makeup Work for Legitimate Absences Students will not be penalized for absence during the semester due to unavoidable or legitimate circumstances. Such circumstances include verified illness, participation in intercollegiate athletic events, subpoenas, jury duty, military service, bereavement, and religious observances.

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Such circumstances do not include voting in local, state, or national elections. For complete information, please see:http://policy.umn.edu/education/makeupwork.

Appropriate Student Use of Class Notes and Course Materials Taking notes is a means of recording information but more importantly of personally absorbing and integrating the educational experience. However, broadly disseminating class notes beyond the classroom community or accepting compensation for taking and distributing classroom notes undermines instructor interests in their intellectual work product while not substantially furthering instructor and student interests in effective learning. Such actions violate shared norms and standards of the academic community. For additional information, please see: http://policy.umn.edu/education/studentresp.

Sexual Harassment "Sexual harassment" means unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature. Such conduct has the purpose or effect of unreasonably interfering with an individual's work or academic performance or creating an intimidating, hostile, or offensive working or academic environment in any University activity or program. Such behavior is not acceptable in the University setting. For additional information, please consult Board of Regents Policy:http://regents.umn.edu/sites/regents.umn.edu/files/policies/SexHarassment.pdf

Equity, Diversity, Equal Opportunity, and Affirmative Action The University provides equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. For more information, please consult Board of Regents Policy: http://regents.umn.edu/sites/regents.umn.edu/files/policies/Equity_Diversity_EO_AA.pdf.

Disability Accommodations The University of Minnesota is committed to providing equitable access to learning opportunities for all students. The Disability Resource Center is the campus office that collaborates with students who have disabilities to provide and/or arrange reasonable accommodations.

If you have, or think you may have, a disability (e.g., mental health, attentional, learning, chronic health, sensory, or physical), please contact Disability Resource Center at 612-626-1333 to arrange a confidential discussion regarding equitable access and reasonable accommodations.

If you are registered with Disability Resource Center and have a current letter requesting reasonable accommodations, please contact your instructor as early in the semester as possible to discuss how the accommodations will be applied in the course.

For more information, please see the Disability Resource Center website, https://diversity.umn.edu/disability/.

Mental Health and Stress Management As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance and may reduce your ability to participate in daily

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activities. University of Minnesota services are available to assist you. You can learn more about the broad range of confidential mental health services available on campus via the Student Mental Health Website: http://www.mentalhealth.umn.edu.

Academic Freedom and Responsibility, for courses that involve students in research Academic freedom is a cornerstone of the University. Within the scope and content of the course as defined by the instructor, it includes the freedom to discuss relevant matters in the classroom and conduct relevant research. Along with this freedom comes responsibility. Students are encouraged to develop the capacity for critical judgment and to engage in a sustained and independent search for truth. Students are free to take reasoned exception to the views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled.* When conducting research, pertinent institutional approvals must be obtained and the research must be consistent with University policies.

Reports of concerns about academic freedom are taken seriously, and there are individuals and offices available for help. Contact the instructor, the Department Chair, your adviser, the associate dean of the college, or the Vice Provost for Faculty and Academic Affairs in the Office of the Provost.

University Grading Standards:

The University utilizes plus and minus grading on a 4.000 cumulative grade point scale in accordance with the following:

A 4.000 - Represents achievement that is outstanding relative to the level necessary to meet course requirements

A- 3.667 B+ 3.333

B 3.000 - Represents achievement that is significantly above the level necessary to meet course requirements

B- 2.667 C+ 2.333 C 2.000 - Represents achievement that meets the course requirements in every respect C- 1.667 D+ 1.333

D 1.000 - Represents achievement that is worthy of credit even though it fails to meet fully the course requirements

F - Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an I (see below). I - (Incomplete) Assigned at the discretion of the instructor when, due to extraordinary circumstances (e.g., hospitalization) a student is prevented from completing the work of the course on time. This requires a written agreement between instructor and student. Incomplete grades will be given only be given if a student has completed a significant portion of the course.

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"I" grades will automatically lapse to "F" grades at the end of the next semester of a student's registration, unless an instructor agrees to submit a change of grade for a student during a subsequent semester to maintain the grade as an "I". If you have any questions about your grades, please talk with me. This could be either during the course, or after you receive your final grade. Credits and Workload Expectations: At the University of Minnesota, one credit is defined as equivalent to an average of three hours of learning effort per week necessary for an average student to achieve an average grade in the course. Over the course of a semester, this is equivalent to 45 hours of work for each credit. This is a 3-credit course which means it will require a total of 135 hours of work, 45 hours of class time and 90 hours outside of class which should be used to read the assigned texts, analyze the material, write in your journals, research and write the course papers, etc.

devices in the classroom setting can hinder instruction and learning, not only for the student using the device but also for other students in the class. To this end, the University establishes the right of each faculty member to determine if and how personal electronic devices are allowed to be used in the classroom. For complete information, please reference: http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html.

Harassment The University of Minnesota is committed to providing a safe climate for all students, faculty, and staff. All persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation. Reports of harassment are taken seriously, and there are individuals and offices available for help. Contact the Office of Equal Opportunity and Affirmative Action, 274 McNamara Alumni Center, 624-9547.