As far as classes go, I love to share Chaucer’s Treatise on the Astrolabe with students – it’s a great accessible starting point – and Google has an app to put a digital version in students’ hands, which could be an engaging activity.

1. Historical and Cultural Influence: The astrolabe originated in ancient Greece but was refined and improved upon by scientists in medieval Islamic lands. It became a symbol of cultural exchange and advancement, with influences from Arabic, Latin, and Hebrew cultures evident on the instrument's surface.

2. Multifunctionality: Astrolabes served various purposes, including timekeeping, celestial navigation, and astronomical observations. They were utilized by scholars, religious figures, politicians, and merchants alike, highlighting their versatility and practicality in medieval society.

3. Spread of Knowledge: The astrolabe played a significant role in the transmission of knowledge across different cultures and regions. It served as a tool for understanding the heavens and was associated with advancements in astronomy, mathematics, and philosophy.

4. Symbolism and Prestige: Astrolabes were not only functional instruments but also symbols of power, luxury, and intellectual prowess. They were sometimes treated as valuable jewels, adorned with precious stones, and displayed in prominent settings.

To make an astrolabe relevant to students in the classroom, like Laura Poppick does in the article provided, I could adopt an interdisciplinary approach that incorporates history, science, mathematics, and cultural studies:

1. Hands-on Activities: Provide students with materials to construct simple astrolabes or models, allowing them to understand the basic principles of how astrolabes work and how they were used for navigation and timekeeping.

2. Historical Context: Discuss the historical significance of astrolabes in different cultures, highlighting their role in advancing scientific knowledge and facilitating cultural exchange during the medieval period.

3. Cultural Diversity: Explore the diverse influences on astrolabes, such as Arabic, Latin, and Hebrew, to emphasize the interconnectedness of different civilizations and the contributions of various cultures to scientific progress.

4. Mathematical Concepts: Introduce mathematical concepts related to astronomy and navigation, such as angles, coordinates, and celestial measurements, using astrolabes as practical examples to demonstrate these principles.

5. Critical Thinking: Encourage students to analyze primary sources, such as historical texts and artifacts, to understand how astrolabes were used and interpreted in different contexts, fostering critical thinking skills and historical inquiry.

Because this artifact is considered a transitional object, I see that there may have been collaboration in order to enhance the classic planispheric astrolabe to create this one. Ideas and technology for Vasco da Gama’s astrolabe were possible because of the developments of the previous design. One reason the astrolabe is indicative of the spread of scientific knowledge is because it represents travel throughout the world. While Vasco da Gama and others were traveling, ideas and knowledge were also spreading as a result of the interactions they had.

One way I can make astrolabes relevant to my classroom is to explore the connection of astrolabes to the constellations. We study Ancient Greece and so mythology is a unit we learn about. In that unit, students will research and answer the following essential question: “How did ancient civilizations use astrolabes to navigate the night sky and interpret the mythological significance of constellations?”. They will then present their findings to their classmates.

To connect with this lesson, I would show the TED talk detailing the many uses of the astrolabe.  I would ask students to think of a connection today that people carry and is multifunctional.  (Smart phone, smart watch, for example).  

To connect with the modern world and science, I might show clips from NOVA’s Starchasers of Sénégal.  In this documentary, “Senegalese astronomer Maram Kaire, takes viewers on a journey to investigate his nation's rich and deep history of astronomy, reaching back thousands of years - and the promising future ahead.”  I would also bring my students virtually to Notre Dame de Strasbourg to show them the astronomical clock which is another example of a type of “astrolabe.” 

To circle back to the discussion of Héloïse, Abelard and their child Astrolabe, I would ask the students why they thought the baby was named after this device?  What could it mean?  What did his name represent?

If students wished, they could create an astrolabe out of paper using the lesson and directions provided.

Following these activities, I would bring in a language arts focus by having students write a simile or metaphor about an astrolabe, making sure the comparison contains objects from different domains.  The student would then explain their comparisons.

Then, I would ask students to brainstorm all of the different ways that they can tell time.  I’d give students some thinking time first, and then they would share with the class.  I would prompt them to determine some more common and some creative ways to tell time.

Finally, I would ask students to explain what an astrolabe can show us about people and technology throughout the ages, a universal theme.