Medieval History-

Based Writing Lessons

Structure, Style, Grammar & Vocabulary

Blackline Masters

by Lori Verstegen

Fourth Edition © February 2016

Institute for Excellence in Writing, L.L.C.
Also by Lori Verstegen

Advanced U.S. History-Based Writing Lessons

All Things Fun and Fascinating
Ancient History-Based Writing Lessons
Bible Heroes Writing Lessons
Dress-Ups, Decorations, and Delightful Diversions
Medieval History-Based Writing Lessons (Student Book)
Medieval History-Based Writing Lessons (Teacher’s Manual)
Student Resource Notebook
U.S. History-Based Writing Lessons, Vol. 1: Explorers to the Gold Rush

Copyright Policy
Medieval History-Based Writing Lessons
Blackline Masters
Fourth Edition, February 2016
Copyright © 2016 Lori Verstegen

ISBN 978-1-62341-249-4

Our duplicating/copying policy for these Blackline Masters:

All rights reserved.
No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the
author, except as provided by U.S.A. copyright law and the specific policy below:
Home use: These blackline masters may be reproduced for use within the purchaser’s immediate family.
Small group or co-op classes: These blackline masters may be reproduced for use within the purchaser’s
classroom.
Classroom teachers: These blackline masters may be reproduced for use within the purchaser’s classroom.
Library use: These blackline masters may be checked out of a lending library provided patrons agree not make
copies.

Institute for Excellence in Writing (IEW®)

8799 N. 387 Road
Locust Grove, OK 74352
800.856.5815
info@IEW.com IEW.com

Printed in the United States of America

IEW® is a registered trademark of the Institute for Excellence in Writing, L.L.C.

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Note Making and Outlines (IEW Unit 1)

Lesson 1 The Middle Ages around the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Writing from Notes (IEW Unit 2)

Lesson 2 The Middle Ages, continued. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lesson 3 Anglo-Saxons: King Arthur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Lesson 4 Beowulf. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Lesson 5 The Byzantine Empire: Constantinople . . . . . . . . . . . . . . . . . . . . . . . . . 8

Retelling Narrative Stories (IEW Unit 3)

Lesson 7 Mohammed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Lesson 10 Rhyming Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Rhyming Story Sample. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Rhyming Story Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Summarizing a Reference (IEW Unit 4)

Lesson 12 Charlemagne, Part 1: The Reformer. . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Lesson 14 Vikings: Explorers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Lesson 15 A Year to Remember: William the Conqueror . . . . . . . . . . . . . . . . . . . 15

Writing from Pictures (IEW Unit 5)

Lesson 16 The Magic Lamp: Dual Dress-Ups. . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lesson 17 The King and the Dragon: Triple Extensions. . . . . . . . . . . . . . . . . . . . 17

Formal Critique (IEW Unit 9)

Lesson 26 Genghis Khan and His Hawk: Avoid You. . . . . . . . . . . . . . . . . . . . . . . 18

Formal Essay Model with Library Research (IEW Unit 8)

Lessons 28–29 Renaissance Men: Scientists. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Lessons 28–29 Renaissance Men: Galileo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
 Introduction

Introduction to Medieval History-Based Advanced Writing Lessons

Blackline Masters e-Book
These advanced source texts and helps are for experienced IEW students who are already
comfortable with the basic elements of style and models of structure taught in IEW’s Teaching
Writing: Structure and Style. They may also be useful for students in junior high and above who
need more advanced material.
The advanced lessons provide extra source texts written at a more sophisticated level, a few
more complex models of structure, and a few advanced style suggestions. They make it possible
for families or classes with students of a wide range of IEW experience or abilities to use the
medieval lessons together.
Teacher note: You are free to pick and choose which supplemental assignments to require or
which to use as extra credit, if any. Keep in mind that if you require too much before a student is
ready, frustration will result. Remember the IEW rule, “EASY PLUS ONE.” Be mindful of what
is easy for a student, and add only one advanced suggestion to that.
To use these optional advanced lessons, first teach each basic lesson from the book; then, add the
advanced elements only if students are ready for them.

Institute for Excellence in Writing Medieval History-Based Writing Lessons: Blackline Masters - 4
Units 1, 2: Note Making and Outlines, Writing from Notes

Lesson 1: The Middle Ages

Outline this extra paragraph on your own paper using the same procedure as taught in Lesson 1.

Source Text

The Middle Ages around the World

While Europe was experiencing the Dark Ages, other areas of the world were thriving. In

Europe, the most powerful institution was the Catholic Church, but farther east a new religion

was growing: Islam. Muslim armies conquered many lands, and the Islamic empire spread all

over the Middle East. Their lands had great cities that fostered education, arts, inventions, and

other cultural activities. But probably the most advanced culture during the Middle Ages was

China. The Chinese made many scientific advances, such as the invention of gunpowder and

the first mechanical clock. In addition, they crafted paper and moveable type for printing books

and the first paper money. Another area of the world that flourished during the Middle Ages was

North Africa. This region had several rich, powerful kingdoms that traded with both the Middle

East and China. So, while Europe in the early Middle Ages was in a process of cultural decline,

other areas of the world advanced.

Lesson 2: The Middle Ages, continued

Note: When you write this paragraph in Lesson 2, it will be the last paragraph of a 2-paragraph
report. Therefore, your title should come from its last line.

Institute for Excellence in Writing Medieval History-Based Writing Lessons: Blackline Masters - 5
Unit 2: Writing from Notes

Lesson 3: Anglo-Saxons
Outline the following source on a separate sheet of paper. Write a paragraph from your outline,
just as you did for the first paragraph in the basic lesson. Add this to the Anglo-Saxon paragraph
to make a two-paragraph report.

Source Text

King Arthur

Before the Anglo-Saxons invaded Britain, it was inhabited by the Celts. The most famous hero

of these people was King Arthur. The legend of this mighty warrior was probably first told

by Celts who had been forced out of their land by the Saxons. The real King Arthur probably

lived between 450 and 550 and united his people in their fight against these invaders. However,

the first written record of him is in The History of the Britons, written in 830. After this, many

more legends were written, each embellishing the story. Most write of majestic stone castles

and knights in shining armor, neither of which existed in his time. The stories include magical

swords, the glorious kingdom of Camelot, and a quest for the Holy Grail. Though they are not

true history, the legends of King Arthur have become an important part of British folklore.

Institute for Excellence in Writing Medieval History-Based Writing Lessons: Blackline Masters - 6
Unit 2: Writing from Notes

Lesson 4: Beowulf
This source text has two paragraphs. Outline both on your own paper instead of the source in
the basic lesson. Format your outline into two sections, labeled I and II (one section for each
paragraph).

Source Text

Beowulf’s Last Battle

Deep in a cave high on a cliff above the sea, a fierce dragon slept. He guarded a vast treasure.

One day a runaway slave happened upon the chamber. At once he was both terrified of the

dragon and astonished at the piles and piles of riches. As he turned to flee, he grabbed a golden

goblet and was off. The dragon felt the loss of his goblet and heard the slave’s footsteps in the

distance. He emerged from his lair, furious. He darted from village to village, spewing fire from

his nostrils. All over the land fires blazed; then, the monster returned to his cave.

The king, Beowulf, though he was now old, knew he must stop the beast from terrorizing

the villages again. As he and his warriors reached the dragon’s den, flames blasted out from the

opening. Beowulf called to the monster, and the sinister serpent roared and hissed as the ground

quaked with his steps. As soon as they met, Beowulf and the dragon fought fiercely. All of the

warriors ran from fear except for one youngster who fought alongside his king. But Beowulf’s

sword broke, and the dragon was able to seize him by the neck. The youngster climbed on the

monster and stabbed at his throat until he finally dropped the king. Then the two men stabbed at

the beast until he died. The town was safe, but Beowulf had been fatally wounded.

Institute for Excellence in Writing Medieval History-Based Writing Lessons: Blackline Masters - 7
Unit 2: Writing from Notes

Lesson 5: The Byzantine Empire

Use your own paper to make a key word outline of the following paragraph. Write a paragraph
from your outline. Add it to the first paragraph from Lesson 5 to make a 2-paragraph report.

Source Text

Constantinople

Under Justinian the Great, the Byzantine Empire expanded. Constantinople became the largest

and most beautiful city in the world. It had fourteen palaces and the most glorious church in

the world—the Hagia Sophia. In this church a huge marble dome towered over several smaller

domes. The ceiling of pure gold sparkled in the sunlight. Beautiful stones of enchanting colors

decorated the walls. No city or building in the world could boast of having a more glorious

beauty. But Constantinople suffered through many attacks, and the Byzantine Empire grew and

shrank many times. Eventually in 1453, Constantinople fell to Muslim Turks, and the Byzantine

Empire ended.

Institute for Excellence in Writing Medieval History-Based Writing Lessons: Blackline Masters - 8
Unit 3: Retelling Narrative Stories

Lesson 7: Mohammed
Outline the background introductory paragraph to this story using the method taught in Lessons
1–5 (three key words per sentence), and add it to the beginning of your story, before the title, as
in the source text.

Background

Roman Catholicism was the dominant religion of Europe in the Middle Ages, but another

religion began during this time—Islam. Islam is the religion of the Muslims. It is based on the

claims of a man named Mohammed (also spelled Muhammed). After he died, his teachings were

collected in a book called the Koran (Quran). Islam spread through the Middle East and across

Africa as Mohammed’s followers, led by a warrior and leader named Abu Bakr, conquered

surrounding lands. Today Islam is a major world religion. This is the story Muslims tell about

how Islam began.

Institute for Excellence in Writing Medieval History-Based Writing Lessons: Blackline Masters - 9
Unit 3: Retelling Narrative Stories

Lesson 10: Borrowing a Conflict

Rhyming Story

For this advanced lesson, write a rhyming story for a medieval storyteller.
During the Middle Ages, people listened to storytellers called minstrels, bards, or troubadours.
These storytellers were highly respected and sought after because everyone loves a good story
and books were rare. As they traveled from village to village and castle to castle, they also
collected and shared the news of different regions. Many also played instruments and recited
poetry. They were wonderful entertainers.
Many of the stories bards told were in poetry form because rhyme made them easier to
remember. Your assignment is to take a familiar story and write it as a poem. You may use any
rhyme pattern you desire. For example, you could rhyme each pair of lines, every other line, or
just the last two lines of each four-line verse.
To help, you could also use assonance occasionally in place of rhyming. Assonance is the
repetition of middle vowel sounds, such as in left and rest, love and enough, home and alone.
These words do not exactly rhyme, but they have the effect of rhyme, so you can get away with
using the device in place of rhyme at times. See the Decorations section in the SRN for more
explanation of assonance.
See the next page as well as the appendix for some sample story poems. Do you recognize the
stories from which they came? Note, too, that the three sections of the Story Sequence Chart are
separated.
If you do the advanced rhyming story, use the checklist that follows the sample story poem.

Institute for Excellence in Writing Medieval History-Based Writing Lessons: Blackline Masters - 10
Erika S.

Dragon!
In the kingdom of Constance, long, long ago,
Stood a castle high on a grassy plateau.
Below the great castle, a humble town sat,
With shabby brown houses and streets full of rats.
Here, the townspeople hid and cringed with fear,
For the dangerous, dreaded dragon lived near. allit
Enormous and green with a long spiky tail,
Sharp claws and horns, and wings like huge sails. sim
If the dragon crept out from its nearby lair,
It would attack and leave the town in disrepair.

But to their relief, there lived a young page

Who promised to protect them from the dragon’s rage.
Day by day, from the castle tower,
The page kept watch for the dragon each hour.
But then, he played a trick one day.
He was bored with watching and decided to say,
“Dragon! Dragon!” from the tower wall.
Then, every knight, each and all,
Rushed hastily to fight it away,
But found no dragon and shouted with dismay.
A few days later, the page decided then
That he would play his trick again
“Dragon!” the page yelled once more,
And the knights stormed out from the castle door.
They then found the town undisturbed,
And shouted again, extremely perturbed.

On the next day, the dragon came,

Crushing buildings, breathing flame.
When the page truthfully called, “Dragon!” this time,
Out from the castle, the knights did not climb.
The people were angered, the page was annoyed,
The castle was ruined, the whole town destroyed.
Later that day, the page felt contrite.
“Sorry,” he cried to the people all night.
And as he stared up at the starry sky,
He said to himself, “I shall not tell another lie.”

Institute for Excellence in Writing Medieval History-Based Writing Lessons: Blackline Masters - 11
Lesson 10: Final Checklist (Advanced Lessons)
Borrowing a Conflict: Rhyming Story

STRUCTURE
*
Story Sequence Chart followed _____ (5 pts)

*
Poetry format (first word of each line capitalized) _____ (5 pts)

*
Rhyme throughout (at least twelve lines) _____ (20 pts)

*
Title repeats or reflects 2–3 key words from final clincher. _____ (2 pts)

STYLE  Each paragraph must contain at least one of each element of style.
Dress-Ups (Underline one of each; abbreviate in right margin.) (2 pts each)

*
-ly adverb _____ (2 pts)

*
who-which clause _____ (2 pts)

*
strong verb _____ (2 pts)

*
because clause _____ (2 pts)

Decorations (Choose one.) (“dec” in margin or italics) (5 pts each)

*
alliteration _____ (5 pts)

*
simile _____ (5 pts)

MECHANICS
*
banned words: go/went say/said _____ (-1 pt)

MORE ADVANCED ADDITIONS

*
vocabulary words (Label voc or bold.) _____

*
conversation _____

Total ___________/50

Custom total ______ / ______

Institute for Excellence in Writing Medieval History-Based Writing Lessons: Blackline Masters - 12
Unit 4: Summarizing a Reference

Lesson 12: Charlemagne, Part 1 (The Reformer)

Outline this source text, and use it to add a second paragraph to your Charlemagne report.

Source Text, Extra Topic

Charlemagne the Reformer

Charlemagne feared that the people of his empire were too influenced by the barbarian ways.

They were neglecting religion and education. He wanted to revive the culture of the glorious

Roman Empire. His kingdom would be a prosperous one with law and order, so he made many

reforms. He made uniform laws throughout the land. He ordered all his subjects to attend church.

He paid monks to make hundreds of copies of the Scriptures. He built roads and bridges, so

priests could travel easily from town to town and teach people, and so people could trade goods

more easily. He established schools throughout the empire. The most famous was the one in

his palace. Here clergymen and the best teachers were trained. The revival of learning under

Charlemagne is called the Carolingian Renaissance.

Charlemagne kept law and order in the kingdom by giving large amounts of land to

loyal men. In return, they provided military and political service. They also maintained the

roads, bridges, and buildings on their land. They evolved into the knights the Middle Ages are

famous for, and the arrangement eventually was called feudalism. It became the basic system of

government in Europe for the next four hundred years.

Institute for Excellence in Writing Medieval History-Based Writing Lessons: Blackline Masters - 13
Unit 4: Summarizing a Reference

Lesson 14: Vikings

Add a second paragraph to your Vikings report using the source below. You could also add a
third paragraph about Viking social life or religion by finding your own source.
Because the final report will be more than one paragraph, try to add an introductory sentence
and final clincher as taught in Lesson 13: Charlemagne, Part 2.

Source Text, Extra Topic

Viking Explorers

Some Vikings were peaceful explorers. They developed new shipbuilding methods that helped

them travel farther than ever before. They took these ships westward in the Atlantic Ocean into

waters that had never been explored by Europeans before. In 815, Vikings sailed near Iceland.

Later, between 870 and 930, ten thousand Vikings settled there. Their numbers grew to over

25,000. They created a governing body they called the Althing. Thirty-six chiefs represented

twelve districts called Things. This law-making body has lasted until today. It is the oldest such

assembly in the Western world.

One of the settlers in Iceland, Eric the Red, was exiled when he was accused of murder.

When he sailed away, he discovered another island and named it Greenland, even though it was

covered with ice and snow. The following spring, twenty-five ships from Iceland attempted to

join him. Many were lost along the way, but in time, villages were established in Greenland. In

about the year 1000, Leif Erikson (son of Eric the Red) reached the North American continent.

He named the land he settled Vinland because of the abundant wild grapevines there. He had

reached North America almost five hundred years before Christopher Columbus. He should

be credited with being the first European to have discovered America, but the settlements that

resulted from his discoveries only lasted for about three years. The Vikings left, and Vinland was

forgotten. But because the Vikings impacted so many lands in so many ways, the Vikings will

not be forgotten.
Institute for Excellence in Writing Medieval History-Based Writing Lessons: Blackline Masters - 14
Unit 4: Summarizing a Reference

Lesson 15: A Year to Remember

Outline a second paragraph using the following source text. Even though the source text has two
paragraphs, you must summarize the facts into one paragraph. Add this second paragraph to the
basic paragraph in Lesson 15.
Since your final report will be two paragraphs, add an introductory sentence and final clincher
as taught in Lesson 13: Charlemagne, Part 2.

Source Text, Extra Topic

A Year to Remember: William the Conqueror
The rule of King William I brought much unrest and many changes to England. Many of the

Englishmen were not happy about a Norman king ruling. For five years there were revolts. But

William was ruthless. For example, when revolts continued in the North, his soldiers destroyed

the region by burning down farms, killing livestock, and destroying food. Hundreds of people

were killed as well. He also took land away from the Saxon nobles and granted it to those who

had supported him. Most of these noblemen were Normans. They became William’s barons.

Barons controlled large areas of land called manors. They had to swear an oath of loyalty to

the king. They also provided soldiers (knights) for the king, and they collected taxes from the

people. Thus, William began the feudal system in England. William also had castles built to

help maintain order. The most famous of these is the Tower of London, which continued to be

expanded after his death. The castles and fortresses he built across England were reminders of

his power.

William’s rule of England changed the country in other ways, too. For example, since he

did not speak English, French was spoken in the courts and upper society of England. As a result,

many French words and terms were merged into the English language. But most significantly,

William’s rule began a new line of kings and queens. His descendants have ruled England ever

since he took the throne. Truly, his conquest of the throne changed the history of England. The

year 1066 was indeed a fateful year.

Institute for Excellence in Writing Medieval History-Based Writing Lessons: Blackline Masters - 15
Unit 5: Writing from Pictures

Lesson 16: The Magic Lamp

Advanced Style: Dual Dress-Ups

You now have learned three dress-ups that can be used to form an advanced dress-up called a
dual. This advanced dress-up may be a dual adjective, verb, or -ly adverb. To use this dress-up,
simply do one of the following:

1. Use two adjectives to describe the same noun:

Frightened and frantic, Ali ran for his life. (also note the alliteration)

For a more dramatic effect, place the adjectives after the noun:
Ali, frightened and frantic, ran for his life.

2. Use two verbs with the same noun:

Arrows whooshed and whizzed.

3. Use two -ly adverbs with the same verb or adjective:

The lamp began to shake rapidly and violently.

Indicate a dual dress-up by underlining the dual words.

Institute for Excellence in Writing Medieval History-Based Writing Lessons: Blackline Masters - 16
Unit 5: Writing from Pictures

Lesson 17: The King and the Dragon

Advanced Style: Triple Extensions

In the basic lesson, you learned a new decoration: the 3sss. Another pattern of threes is called
a triple extension. This decoration can be like the dual dress-up, using three of the same dress-
up together in the same sentence rather than two, or it can be the repetition of three of the same
words or three of the same types of phrases or clauses. Here are a few examples. For more help,
see the page on triple extensions in the SRN.
Indicate a triple extension with italics if typed. If handwritten, notate “trip” in the margin.
Note: For fun with these, play the sentence stretching game in the Teacher’s Manual either now
or when brainstorming.

1. Repeating a Part of Speech (verbs, adjectives, -ly adverbs)

The dragon’s foul, fetid, fiery breath blasted into the castle.

2. Repeating Prepositional Phrases

Up the cliff, around the boulder, and into the cave the knight slipped.

3. Repeating the Same Word

Down, down, down the knight tumbled.

Institute for Excellence in Writing Medieval History-Based Writing Lessons: Blackline Masters - 17
Unit 9: Formal Critique

Lesson 26: Genghis Khan and His Hawk

Avoid “You”
Use the word you only when you specifically mean your readers, e.g., when asking them a
question. Do not use you to refer to people in general. It is too vague; the reader will not know
who you is. There are several ways to avoid the indefinite you.
1. Substitute words such as people, an individual, one, those, or readers.
You do not truly possess valor unless you recognize your fears.
People do not truly possess valor unless they recognize their fears.
2. If possible, however, it is better to substitute the precise person or group of people
being referred to.
When you watch too much TV, you don’t get your homework done.
Children who watch too much TV often neglect their homework.
3. Sometimes you must rewrite the entire sentence.
Courage helps you get through everything that life throws at you.
Courage provides the strength to persevere through the tribulations in life.
4. When writing a personal essay in which you are writing about yourself, use I
instead of you.
When “The Star Spangled Banner” plays, you feel proud to be an American.
When “The Star Spangled Banner” plays, I feel proud to be an American.
Practice
Rewrite the following sentences to avoid using the indefinite you.
You will be sad when the king strikes his loyal friend.

This story teaches that you should not act when you are angry. (Rewrite the sentence, or
substitute people and they for you.)

When the hawk knocks the cup from the khan’s hand, you wonder why. This makes the story
intriguing.

Institute for Excellence in Writing Medieval History-Based Writing Lessons: Blackline Masters - 18
Unit 8: Formal Essay Model with Library Research

Lessons 28–29: Renaissance Men: Scientists

In Lessons 28–29 students write the body of a research report about Renaissance men. The basic
lesson gives sources for artists, but experienced students may opt to substitute scientists. Even
better, write about two artists and two scientists as the student who provided the student sample
in Appendix 3 did. Two sources about scientists follow.

Source Text, Extra Topic

Nicolaus Copernicus: Foundations of Astronomy
The great astronomer Nicolaus Copernicus was born in 1473 to wealthy parents. Unfortunately,
when he was only ten years old, his father died. His uncle raised him and made sure that he was
given the best education possible.

In college, Copernicus studied mathematics and painting, but it was there that he became
very interested in the universe. He collected several books about it. In his time, most scientists
believed that the earth was the center of the universe and that the sun revolved around the earth.
This theory had been taught since ancient times, proposed by Ptolemy. It was called the Ptolemy
model or the geocentric (earth-centered) theory.

In 1496, while studying in Italy, Copernicus met an astronomer named Domenico M.

Novara. He was perhaps the first person Copernicus met who dared to challenge the authority of
Ptolemy, the revered ancient philosopher. This impacted Copernicus greatly.

In 1500, Copernicus returned home to tend to his aging uncle. He explored astronomy
whenever he could find the time. He developed his own model of the universe, which eventually
evolved into the heliocentric (sun-centered) model he is famous for. He believed that the sun,
not the earth, is the center of the universe and that all of the planets orbit around it. He further
proposed that the length of a planet’s orbit is determined by how far away from the sun the planet
is. He believed that the stars are much farther from the sun than the planets and that they do not
move. He designed a complex mathematical system to support his ideas.

When he published his theory, it was not well received by most astronomers of the time.
In addition, religious leaders among both the Catholics and Protestants rejected it. In 1616,
seventy-three years after he died, the Church prohibited publication of his book. The prohibition
was lifted partly in 1758 and fully in 1858. While there were some inaccuracies in his model,
through the later work of Johannes Kepler and Galileo in correcting those errors, Copernicus’s
heliocentric model of the solar system became the foundation of modern astronomy.

Institute for Excellence in Writing Medieval History-Based Writing Lessons: Blackline Masters - 19
Unit 8: Formal Essay Model with Library Research

Lessons 28–29: Renaissance Men: Scientists

This is a second source about scientists.

Source Text, Extra Topic

Galileo
by Anthea S. and Lori Verstegen

Galileo Galilei, born in 1564 in Pisa, Italy, was a brilliant astronomer and physicist. Galileo’s
father wanted him to study medicine and become a doctor, so Galileo was sent to a renowned
university. While at school, he discovered his mathematical talent and was able to persuade
his father to let him study mathematics. One of his first scientific observations came when he
watched a lantern hanging from a cathedral ceiling. This helped inspire him to study the motion
of pendulums as well as of balls, falling objects, levers, and other things. He recorded his
observations and used mathematical equations to explain the movements. These studies later
helped Isaac Newton discover several laws of gravity, force, and motion.

Because Galileo did not base his beliefs simply on philosophies of the ancient great
thinkers, but made his own observations and tested his ideas, he has been called “the father of
the modern scientific method.” Probably his most famous experiment was a test to see if objects
of different weights fall at different speeds, as was the accepted idea at the time. He dropped two
balls of differing weight from the Leaning Tower of Pisa. People were surprised that they hit the
ground at the same time.

In 1609 Galileo learned about the spyglass, a device that made remote objects appear
closer. Using his complex mathematical knowledge and technical skill, he improved upon the
weak spyglass and invented a much more powerful telescope. By grinding and polishing fine
quality glass lenses, he improved the magnification from three to twenty times. Later in the same
year, Galileo began to study the heavens using his telescope. He discovered craters on our moon,
saw four of Jupiter’s moons, found out that the Milky Way was constructed of a multitude of
stars, and noticed odd shapes around Saturn. He could not yet tell that these were rings. After
observing changing shadows on the planet Venus, Galileo decided that it was moving around
the sun, not around the earth as was believed by many. This discovery strongly supported the
theories of Nicolaus Copernicus, who had insisted that the earth traveled around the sun instead
of the other way around. Galileo’s gifts to the scientific world are immeasurable.

Institute for Excellence in Writing Medieval History-Based Writing Lessons: Blackline Masters - 20