Why does Galileo have to be wrong?

The scientists of the Scientific Revolution did not set off to change the world, their goal was simply to better understand the world.  Still through their actions a series of events was set into motion that would not only change the world, it would shake the foundations of the established world order and bring forth new orders, new institutions and a new society altogether.  This is why in 1633 Galileo had to be wrong (even though he was right).  The trick is getting the students to understand this. 

We start by going over the previous night's homework (a reading on Galileo).  I'll ask the students "who was Galileo?" and "What did Galileo believe?".  When the students mention the word "heliocentric" I'll ask them to explain what that means.  At this point as the student defines heliocentric I start the laugh.  I make it VERY clear that I am laughing at the idea of heliocentrism and NOT AT the student.  This will continue as additional students add more detail about heliocentrism.  Eventually one of the students will invariably ask me "what is so funny?" to which I will reply "heliocentric!  It's just so funny, as if  the sun was in the center of the universe."  The kids will tell me "it is", to which I'll reply "how do you know that?"  At this point I know I've got them...

The kids will tell me their science teacher taught them that the sun was in the center of the universe.  I'll aks them the name of their science teacher and then shout "heretic!".  When students try to explain that the sun is in the center of the solar system I will again shout "heretic".  After a few more "heretics" I'll say look let me show you something and I'll take my keys out of my pocket and I'll hold them aloft in the center of the room.  I'll explain that "when I un-clench my fist my keys will float, they will levitate in the center of the room."  Then I put my key back in my pocket.  The kids will challenge me to "prove it".  I'll say "prove it?  What proof do you need?  I've told you that the keys will float.  Is my word not good enough?"  The students will demand an "experiment", they will challenge me to prove it.  "Heretics!"  I will shout.  Some students will bring up gravity.  I'll respond that "I have never seen gravity.  I don't believe in gravity, I believe what I am told and so should they."  At this point some brave student will hold up a pen or their own keys and threaten to drop it to prove the existence of gravity.  To this I caution them in no uncertain terms..."think about what you are about to do.  I am the arbiter of grades in this room.  I hold the keys to your education future.  I'm telling you that my keys will float.  Is it worth it to prove me wrong if it means failing Global II, summer school, angering your parents, not getting into a good college, a life of misery and want?  You need to make that decision right now."  Granted most kids will then drop the pen knowing that I don't actually have that much power, but now at least we are ready to have a larger conversation about Galileo and the political and social impacts of his discoveries.

"Why is the Church so concerned about what is in the center of the universe?" 
 The kids will often previously know that it was accepted Church teaching of the time. 

"So what?  What's the big deal if they're wrong about this?" 
We'll eventually get to the answer "if they're wrong about this what they might be wrong about other things.".

What else did the Church make decisions about in the sixteen hundreds?
This will lead to a conversation about "divine right" and papal infallibility.  We are slowly working toward the students recognizing that what is in the center of the solar system is about much more than a simple scientific fact, a "natural law".  Galileo has to be wrong because it will shake the foundations of post Renaissance European society.  As a final example, I will point to a sign that hangs among my class rules (My class rules are more about Social Studies lessons than they are about what can and cannot be done in the classroom.) "#2 Don't be a peasant"....

What does it mean to be a peasant?
We will describe life as a peasant.  How a peasant works long hours for the lord, often lives in a home provided by the lord and eats food granted to him by the lord.  We'll note how the only respite the peasant gets from this daily grind is Sunday, when the peasant goes to Church and gets to rest.  We'll talk about how arduous this lifestyle is and how difficult it is. 

Would any of you want to live the life of a peasant?  Why not?
The students will say they don't want to be peasants,  That while peasants might not have to think or worry about anything that it would be difficult to be a peasant, that there is a lack of free will.


Why don't peasants ever rise up against the lords?
Here is where we will bring the Church back into the discussion and ideas like the "meek shall inherit the earth" and their reward will come in the "Kingdom of Heaven".  I'll now re-ask my earlier question when the student raised his pen to challenge my disbelief in gravity.  In might be easy for you to challenge me in this classroom, but would peasants in the fifteen and sixteen hundreds be willing to challenge the Church?

Through this lengthy back and forth students will see that Galileo had to be "wrong" and he had to recant otherwise the twin pillars of society (papal infallibility and divine right) were at stake.  The thing is though even though Galileo recants it will lead us to another of our class rules in the coming days (Rule #22, the Genie in the Bottle Rule)

As always if you use the handouts, or if these ideas spark other ideas for your classroom, leave a comment so I get an idea how it works for you.