The Age of Exploration from the 1400s to 1700s saw European powers explore and colonize much of the world. Motivated by profits, glory, and religion, explorers such as da Gama, Columbus, and Cook expanded European navigation techniques and established trade routes and colonies globally. Key European powers like Portugal, Spain, France, England, and the Netherlands sponsored explorers and used new colonial holdings to grow wealthy and powerful through trade and resource extraction. By the end of this period, Europe had vastly increased knowledge of geography and established global colonial empires.
The era known as the Age of Exploration, sometimes called the Age of Discovery, officially began in the early 15th century and lasted through the 17th century. The period is characterized as a time when Europeans began exploring the world by sea in search of new trading routes, wealth, and knowledge.
The Age of Exploration. First explorers of the New World and water trade routes to Asia. Includes routes, Triangular Trade, Middle Passage, 6-6 SC standard
The era known as the Age of Exploration, sometimes called the Age of Discovery, officially began in the early 15th century and lasted through the 17th century. The period is characterized as a time when Europeans began exploring the world by sea in search of new trading routes, wealth, and knowledge.
The Age of Exploration. First explorers of the New World and water trade routes to Asia. Includes routes, Triangular Trade, Middle Passage, 6-6 SC standard
This presentation covers Virginia SOL USI,4a, which is European exploration. The student will demonstrate knowledge of European explorations in North America and West Africa by describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations.
In this unit, we will discover how adventurous men changed the history of the world. We will learn about Prince Henry the Navigator, Columbus, Magellan, Vasco da Gama, and many others.
This presentation covers Virginia SOL USI,4a, which is European exploration. The student will demonstrate knowledge of European explorations in North America and West Africa by describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations.
In this unit, we will discover how adventurous men changed the history of the world. We will learn about Prince Henry the Navigator, Columbus, Magellan, Vasco da Gama, and many others.
16 386 Chapter Outline Global Maritime Expansion B.docxfelicidaddinwoodie
16
386
Chapter Outline
Global Maritime Expansion Before 1450
> What were the objectives and major accomplishments of the voyages of exploration
undertaken by Chinese, Polynesians, and other non-Western peoples?
European Expansion, 1400-1550
> In this era of long-distance exploration, did Europeans have any special advantages over
other cultural regions?
Encounters with Europe, 1450-1550
> What explains the different nature of Europe's interactions with Africa, India, and the
Americas?
Conclusion
. • ENVIRONMENT + TECHNOLOGY Vasco da Gama's Fleet
• DIVERSITY + DOMINANCE Kongo's Christian King
Ferdinand Magellan Navigating the Straits Connecting the Atlantic and Pacific Oceans This late·
sixteenth-century print uses fanciful representations of native peoples and creatures to embellish Magel
Ian's circumnavigation of the globe.
The Maritime Revolution, to 1550
I
n 1511 young Ferdinand Magellan sailed from Europe around the southern tip of
Africa and eastward across the Indian Ocean as a member of the first Portuguese
expedition to explore the East Indies (maritime Southeast Asia). Eight years later,
this time in the service of Spain, he led an expedition that sought to reach the East
Indies by sailing westward. By the middle of 1521 Magellan's expedition had achieved
its goal by sailing across the Atlantic, rounding the southern tip of South America,
and crossing the Pacific Ocean-but at a high price.
Of the five ships that had set out from Spain in 1519, only three made the long
passage across the vast Pacific. Dozens of sailors died from starvation and disease
during the voyage. In the Philippines, Magellan, having survived numerous mutinies
during the voyage, died in battle on April 27, 1521, while aiding a local ruler who had
promised to become a Christian.
To consolidate their dwindling resources, the expedition's survivors burned the
least seaworthy of their remaining three ships and consolidated men and supplies. In
the end only the Victoria made it home across the Indian Ocean and back to Europe.
Nevertheless, the Victoria's return to Spain on September 8, 1522, was a crowning
example of Europeans' determination to make themselves masters of the oceans.
A century of daring and dangerous voyages backed by the Portuguese crown had
opened new routes through the South Atlantic to Africa, Brazil, and the rich trade
of the Indian Ocean. Rival voyages sponsored by Spain since 1492 opened new con
tacts with the American continents. A maritime revolution was under way that would
change the course of history.
This new maritime era marked the end of a long period when Asia had initiated
most overland and maritime expansion. Asia had been the source of the most useful
technologies and the most influential systems of belief. It was also home to the most
powerful states and the richest trading networks. The success of Iberian voyages
of exploration in the following century would redirect t ...
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The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Age of exploration ppt
1. ■Essential Question:
–What factors encouraged the
European Age of Exploration?
■Warm-Up:
–Have a seat! We will go over your
assignment from yesterday as your
warm up.
– Make sure you have something to write
with!!!
2. From the 1400s to the 1700s, Europe experienced
an “Age of Exploration”
As a result of exploration, European
nations grew powerful & spread their
influence throughout the world
The Renaissance encouraged
curiosity & a desire for trade
MotivationsMotivations:
Why did Europeans want to explore?
3. Gold (Money)
A desire for new sources of wealth was the
main reason for European exploration
The Crusades & Renaissance
stimulated European desires
for exotic Asian luxury
Merchants began looking for quick, direct
trade routes to Asia to avoid Muslim &
Italian merchants & increase profits
4. Glory
The Renaissance inspired new
possibilities for power & prestige
Exploration presented Europeans
the opportunity to rise from poverty
and gain fame, fortune, & status
Kings who sponsored voyages of exploration
gained overseas colonies, new sources of
wealth for their nation, & increased power
5. God
European Christians, especially Catholics,
wanted to stop the spread of Islam &
convert non-Christians to the faith
Explorers were encouraged to
spread Christianity or bring
missionaries who would focus
only on conversions
6. The Age of ExplorationMeansMeans:
How were explorers able to sail
so far & make it back again?
Before the Renaissance, sailors did not have the
technology to sail very far from Europe & return
7. Navigation
Trade & cultural diffusion during the Renaissance
introduced new navigation techniques to Europeans
Magnetic compass made
sailing more accurate
Astrolabe used stars
to show direction
Maps were more accurate and
used longitude & latitude
8. European shipbuilders built a better ship;
The caravel was a strong ship that could travel
in the open seas & in shallow water
Caravels had
triangular lateen
sails that allowed
ships to sail
against the wind
A moveable
rudder made the
caravel more
maneuverable
Cannons & rifles
gave ships protection
9. The Age of ExplorationWho were the explorers, where did they go,
& how did they change world history?
10. Europeans were not the first to explore
the oceans in search of new trade routes
Islamic merchants explored the Indian Ocean
& had dominated the Asian spice trade for
centuries before European exploration
11. Early Exploration
From 1405 to 1433, Zheng He
led the Chinese treasure fleet on
7 expeditions to SE Asia, India,
& Africa during the Ming
12. But in the late 1400s, the European sailors did
what neither Muslim nor Chinese explorers could:
Begin global (not regional) exploration &
create colonies to increase their wealth & power
13. Portugal was the
early leader in the
Age of Exploration
In Portugal, Prince Henry
the Navigator started a
school of navigation to train
sailors
He brought in Europe’s best
map-makers, ship-builders,
& sailing instructors
He wanted to
discover new
territories, find
a quick trade
route to Asia,
& expand
Portugal’s
power
14. Vasco da GamaVasco da Gama
was the 1st
explorer
to find a direct
trade route to Asia
by going around
Africa to get to
India
Portugal gained a
sea route to Asia
that brought them
great wealth
Prince Henry’s navigation school &
willingness to fund voyages led the
Portuguese to be the 1st
to explore the west
coast of Africa
15. During the Age of
Exploration, Portugal
created colonies along the
African coast, in Brazil, &
the Spice Islands in Asia
16. The Spanish government
saw Portugal’s wealth &
did not want to be left out
More than any other
European monarch,
Ferdinand & Isabella
of Spain sponsored &
supported overseas
expeditions
17. Columbus reached the
Bahamas in America
but thought that he had
reached islands off the
coast of India
He made 4 trips to
“India” never
knowing he was in
Like most educated men of
the Renaissance, Columbus
believed the world was
round & thought he could
reach Asia by sailing west
18. Despite the fact that
Columbus never found
Asia, Ferdinand Magellan
still thought he could
reach Asia by sailing West
Magellan became the
first explorer to
circumnavigate the Earth
(go all the way around)
19. During the
Age of Exploration,
Spain created colonies in
North & South America
20. Spain sent explorers called conquistadors
to the New World to find gold, claim land,
& spread Christianity
Cortez
conquered
the Aztecs
Pizarro
conquered
the Inca
The influx of gold from
America made Spain the
most powerful country in
Europe during the early
years of the
Age of Exploration
21. England, France, & the Netherlands became involved
in overseas exploration & colonization as well
22. The French explorer Samuel de Champlain
searched Canada for a northwest passage to Asia
After failing to do so,
Champlain founded the
French colony of Quebec
The French would soon carve out a large colony along
the Mississippi River from Canada to New Orleans
23. Unlike other
European nations
whose kings paid
for colonies, the
English colonies
were paid for
by citizens who
formed joint-stock
companies
English colonies
formed along the
Atlantic Coast of
North America by
colonists motivated
either by religion
or wealth
24. The English explorer James Cook was
the first European to make contact with
Australia, New Zealand, & Hawaii
25. Like England, the
Netherlands (the Dutch)
allowed private companies
to fund exploration
The Dutch had colonies in
America & Africa, but the
Dutch East India
Company dominated trade
in Asia
26. Conclusions
As a result of the Age of Exploration, European
knowledge & influence of the world increased greatly
Editor's Notes
A period beginning in the early 1400s and ending in the late 1700s in which European explorers and merchants discovered areas of the world yet unseen by Western Europe. These expeditions led to the discovery of new lands, new markets, and new technology
By the early 1400s, Europeans were ready to venture beyond their borders. As Chapter 17 explained, the Renaissance encouraged,
among other things, a new spirit of adventure and curiosity. This spirit of adventure, along with several other important reasons, prompted Europeans to explore the world around them. This chapter and the next one describe how these explorations began a long process that would bring together the peoples of many different lands and permanently change the world.
For “God, Glory, and Gold”
Europeans had not been completely isolated from the rest of the world before the 1400s. Beginning around 1100, European crusaders battled Muslims for control of the Holy Lands in Southwest Asia. In 1275, the Italian trader Marco Polo reached the court of Kublai Khan in China. For the most part, however, Europeans had neither the interest nor the ability to explore foreign lands. That changed by the early 1400s. The desire to grow rich and to spread Christianity, coupled with advances in sailing technology, spurred an age of European exploration.
The desire for new sources of wealth was the main reason for European exploration. Through overseas exploration, merchants and traders hoped ultimately to benefit from what had become a profitable business in Europe: the trade of spices and other luxury goods from Asia. The people of Europe had been introduced to these items during the Crusades, the wars fought between Christians and Muslims from 1096 to 1270 (see Chapter 14). After the Crusades ended, Europeans continued to demand such spices as nutmeg, ginger, cinnamon, and pepper, all of which added flavor to the bland foods of Europe. Because demand for these goods was greater than the supply, merchants could charge high prices and thus make great profits. The Muslims and the Italians controlled the trade of goods from East to West. Muslims sold Asian goods to Italian merchants, who controlled trade across the land routes of the Mediterranean region. The Italian merchants resold the items at increased prices to merchants throughout Europe. Other European traders did not like this arrangement. Paying such high prices to the Italians severely cut into their own profits. By the 1400s, European merchants—as well as the new monarchs of England, Spain, Portugal,
and France—sought to bypass the Italian merchants. This meant finding a sea route directly to Asia.
Renaissance inspired new possibilities (no one explored during the Middle Ages)
Exploration led to fame for the explorers & sponsor country (found new places & gained more lands)
Demand for new land & glory led to competition between countries
During the Middle Ages & the Renaissance, Europe was very religious
Christians wanted to stop the spread of Islam & also convert “natives” they discovered to Christianity; explorers were encouraged to spread Christianity or bring missionaries who would focus only on conversions
While “God, glory, and gold” were the primary motives for exploration, advances in technology made the voyages of discovery possible. During the 1200s, it would have been nearly impossible for a European sea captain to cross 3,000 miles of ocean and return again. The main problem was that European ships could not sail against the wind. In the 1400s, shipbuilders designed a new vessel, the caravel. The caravel was sturdier than earlier vessels. In addition, triangular sails adopted from the Arabs allowed it to sail effectively against the wind. Europeans also improved their navigational techniques. To better determine their location at sea, sailors used the astrolabe, which the Muslims had perfected. The astrolabe was a brass circle with carefully adjusted rings marked off in degrees. Using the rings to sight the stars, a sea captain could calculate latitude, or how far north or south of the equator the ship was. Explorers were also able to more accurately track direction by using a magnetic compass, a Chinese invention.
Islamic merchants were the 1st to extensively sail in the Indian Ocean (the Spice Trade)
Chinese Admiral Zheng He & the Ming “Treasure Fleet” sailed to Africa (& maybe further)
But in the late 1400s, there is a new player: European explorers
Spain sent explorers to the New World to find gold, claim land, & spread Christianity
Cortez conquered Mexico & destroyed the Aztec civilization
Pizarro conquered Peru & destroyed the Incan civilization