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Ch 19 Age Of Exploration Slides

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  • Transcript

    • 1. Age of Exploration Ch 19
    • 2. State Standards
    • 3. Know the great voyages of discovery, the locations of the routes, and the influence of cartography in the development of a new European worldview. 1. Discuss the exchanges of plants, animals, technology, culture, and ideas among Europe, Africa, Asia, and the Americas in the fifteenth and sixteenth centuries and the major economic and social effects on each continent. 2. Examine the origins of modern capitalism; the influence of mercantilism and cottage industry; the elements and importance of a market economy in seventeenth-century Europe; the changing international trading and marketing patterns, including their locations on a world map; and the influence of explorers and map makers. 3. Explain how the main ideas of the Enlightenment can be traced back to such movements as the Renaissance, the Reformation, and the Scientific Revolution and to the Greeks, Romans, and Christianity. 4. Describe how democratic thought and institutions were influenced by Enlightenment thinkers (e.g., John Lock, Charles-Louis Montesquieu, American founders). 5. Discuss how the principles in the Magna Carta were embodied in such documents as the English Bill of Rights and the American Declaration of Independence.
    • 4. 19.1 Europeans Explore the East
    • 5. Explain what led to European exploration Describe steps in Portugal’s discovery of a sea route to Asia Explain the rivalry between Spain and Portugal and how the pope resolved it Identify nations that set up trading empires in eastern Asia
    • 6. Need to Know “God, Gold, and Glory” Bartolomeu Dias Prince Henry Vasco da Gama Treaty of Tordesillas Dutch East India Company
    • 7. 1. What role did the Renaissance play in launching the Age of Exploration? 2. What was Prince Henry’s goal and who actually achieved it? 3. What European countries were competing for Asian trade during the Age of Exploration?
    • 8. Using Quotes
    • 9. Quotations should never be awkwardly dropped into your paper, leaving the exact relationship between the quotation and your point unclear. Instead, use a brief introductory remark to provide a context for the quotation.
    • 10. Confederate ground forces, dominant during the Battle of Fredricksburg, “added to the heaps of dead.”1
    • 11. Confederate ground forces, dominant during the Battle of Fredricksburg, “added to the heaps of dead.”1 According to Hansen, the Confederate ground forces, dominant during the battle of Fredricksburg, “added to the heaps of dead.”1
    • 12. Confederate ground forces, dominant during the Battle of Fredricksburg, “added to the heaps of dead.”1 According to Hansen, the Confederate ground forces, dominant during the battle of Fredricksburg, “added to the heaps of dead.”1 Confederate ground forces were dominant during the Battle of Fredricksburg. “Hooker sent his two brigades over the ground already covered with the fallen, and added to the heaps of the dead.”1
    • 13. Confederate ground forces, dominant during the Battle of Fredricksburg, “added to the heaps of dead.”1 According to Hansen, the Confederate ground forces, dominant during the battle of Fredricksburg, “added to the heaps of dead.”1 Confederate ground forces were dominant during the Battle of Fredricksburg. “Hooker sent his two brigades over the ground already covered with the fallen, and added to the heaps of the dead.”1
    • 14. “The Confederates,” writes Hansen in his memoirs, “had mastery over the field.”
    • 15. “The Confederates,” writes Hansen in his memoirs, “had mastery over the field.” As Hansen points out, “The Confederates had mastery over the field.”
    • 16. “The Confederates,” writes Hansen in his memoirs, “had mastery over the field.” As Hansen points out, “The Confederates had mastery over the field.” Hansen points out in his memoirs that Confederate soldiers “had mastery over the field.”
    • 17. “The Confederates,” writes Hansen in his memoirs, “had mastery over the field.” As Hansen points out, “The Confederates had mastery over the field.” Hansen points out in his memoirs that Confederate soldiers “had mastery over the field.” Hansen wrote: “The Confederates had mastery over the field.”
    • 18. For example, Bartolomeu Dias claimed that two of his reasons for exploration were “to serve God and his Majesty,” and to “give light to those who were in darkness.” Bartolomeu Dias said, “to give light to those who were in darkness.”
    • 19. For example, Bartolomeu Dias claimed that two of his reasons for exploration were “to serve God and his Majesty,” and to “give light to those who were in darkness.” Bartolomeu Dias said, “to give light to those who were in darkness.”
    • 20. Join the partner you had for the Ch 18 review graphic organizer
    • 21. Reasons for Exploration/ trade China Japan
    • 22. Reasons for Ending Exploration/ trade China Japan
    • 23. Consequences of Ending Exploration/ trade China Japan
    • 24. • Compare and contrast women in China and women in Japan. Use a comparison diagram. • Write two Haiku’s (5-7-5) representing an important event and person in the Tokugawa Empire. • Create an illustrated time line of major events in Japan between 1400-1800. • Compare and contrast the similarities and differences between treatment of Europeans in China and Europeans in Japan. Use a comparison diagram.
    • 25. 19.2 China Limits European Contacts
    • 26. Identify the successes of the early Ming emperors Honwu, Yonglo, and Zheng He Describe China and Korea under the Qing dynasty Manchu Describe life in Ming and Qing China
    • 27. 19.3 Japan Returns to Isolation
    • 28. Objectives Summarize how three powerful daimyo succeeded in unifying feudal Japan Describe Japanese society and culture during the Tokugawa Shogunate Explain how Japan’s policies toward Europeans changed Explain the purpose and effect of Japan’s closed country policy