Sofia's project
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Sofia made a comparison between the Dominican Republic and Puerto Rico. She looked at history, language, food, culture and celebrations.
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The Aztecs founded Tenochtitlan in 1325 under the rule of Montezuma II. In 1519, Spanish conquistador Hernan Cortes arrived and began conquering the Aztecs with the help of the slave Malinche, who helped him communicate. Key dates include the massacre at the Great Temple in 1520 and the death of Montezuma, which led to further Spanish victories including the final fall of Tenochtitlan in 1521. The main reasons for the Spanish success were diseases that devastated the Aztecs as well as Cortes' ability to form alliances and use of superior Spanish weapons and horses.
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215部落冊
尺寸 : 160mm x 215mm
封面用紙 : 250克雙粉紙
封面表面處理 : 單面過啞膠
內文用紙 : 157克雙粉紙
內文頁數 : 98P
釘裝方式 : 無線膠裝
原價(HK$) : 240
推廣價(HK$) : 135
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Spanish adjectives:
- Follow the noun they describe
- Have forms that agree with the noun in gender and number
- Adjectives ending in "o" have four forms (masculine singular/plural, feminine singular/plural)
- Adjectives ending in "e" or consonant have two forms (singular, plural)
- Examples are provided of adjectives changing form to match the noun they modify
Ashunya Strategic partners - CSA
Conzatti Solanki Architects is an Indian design consultancy specialized in retail, interior, and architecture projects. They employ a research-based design process to decipher project briefs, identify solutions, and develop creative, unique design ideas. They offer services in fields including retail design, interior design, and architectural design for residential and commercial projects. Their case studies describe projects for a Swarovski lighting showroom and Crazy Noodle flagship restaurant.
Los pasatiempos Leccion 10
Favorite pastimes can bring joy and happiness. People enjoy different activities like sports, art, music or spending time with family and friends. Discussing what brings us pleasure through our hobbies and free time allows us to feel connected through shared human experiences.
Leccion 20- Me Gusta - Nabil
La persona y su amigo expresan sus gustos e disgustos por diferentes alimentos como el pollo, frijoles, arroz, cebolla, fruta y tomate, así como lo que les gusta o no les gusta compartir como el jugo y la sopa.
Present progressive
Este documento explica el uso del presente progresivo en español. Describe una acción que está ocurriendo en el momento del habla. Se forma usando el verbo estar junto con el participio presente (-ando o -iendo) del verbo principal. Proporciona ejemplos como "Juan está escribiendo la carta" y explica que solo se usa para acciones en curso ahora, no en el futuro.
Гомельская областная библиотека в цифрах и фактах. 2016
Гомельская областная библиотека в цифрах и фактах. Публичный отчёт
Mobile fotobook
Momentspb.com is a website that allows users to create photobooks from their mobile photos. Visitors can upload photos from their phone or social media accounts, arrange the photos on customizable templates, and then order a printed photobook. The photobooks are printed on high-quality paper and bound with a hard or soft cover for a personalized gift or memory.
El verbo IR
El documento presenta las formas del verbo ir en español para expresar movimiento y planes futuros. Explica cómo se conjuga ir con pronombres sujetos y cómo se usa la preposición "a" para indicar destinos. También cubre el uso de "ir a + infinitivo" para expresar planes en el futuro cercano y cómo formular preguntas sobre destinos y planes usando las formas de ir.
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Гомельская областная библиотека в цифрах и фактах. 2016
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C:\fakepath\album of the american colonies
The document summarizes the colonization of the Americas by European powers including Spain, Portugal, France, the Dutch, and England between the 15th-18th centuries. It describes how Africans were brought as slaves to the colonies and the establishment of the slave trade. It provides details on the conquests of the Inca and Aztec empires by Spain and the introduction of diseases that killed most indigenous populations. It also discusses the different types of colonies established by each European nation and the impact of colonization on Native Americans.
Puerto Rico: History & Legal System
Puerto Rico has a long history as both a Spanish colony and unincorporated U.S. territory. It was inhabited by Taíno people prior to Spanish colonization in the 15th century. Puerto Rico was ceded to the U.S. after the Spanish-American War in 1898 and began a period of military rule. Puerto Ricans were granted U.S. citizenship in 1917 but agitated for further autonomy and independence. A movement toward self-government increased after World War II, culminating in Puerto Rico's adoption of a local constitution in 1952 within the framework of U.S. sovereignty.
Dominican Republic .pdf
The Dominican Republic occupies the eastern two-thirds of the Caribbean island of Hispaniola. It has a tropical climate and terrain that includes mountain ranges, valleys, and desert-like areas. The people are predominantly of mixed European and African descent and Spanish is the main language. Tourism and services are the largest economic sectors, while agriculture also plays an important role. Christopher Columbus first discovered the island in 1492 and Spain established Santo Domingo as the first permanent European settlement in the Americas. The Dominican Republic achieved independence from Haiti in 1844 after alternating between weak democracies and dictator-led governments.
The start of the European Colonization is typically dated to 1492, a.pdf
The start of the European Colonization is typically dated to 1492, although there was at least one
earlier colonization effort. The first known Europeans to reach the Americas are believed to have
been the Vikings (\"Norse\") during the eleventh century, who established several colonies in
Greenland and one short-lived settlement at L\'Anse aux Meadows in the area the Norse called
Vinland, present day Newfoundland. Settlements in Greenland survived for several centuries,
during which time the Greenland Norse and theInuit people experienced mostly hostile contact.
By the end of the fifteenth century, the Norse Greenland settlements had collapsed. In 1492, a
Spanish expedition headed by Christopher Columbus reached the Americas, after which
European exploration and colonization rapidly expanded, first through much of the Caribbean
region (including the islands of Hispaniola,Puerto Rico, and Cuba) and, early in the sixteenth
century, parts of the mainlands of North and South America.
Eventually, the entire Western Hemisphere would come under the domination of European
nations, leading to profound changes to its landscape, population, and plant and animal life. In
the nineteenth century alone over 50 million people left Europe for the Americas. The post-1492
era is known as the period of the Columbian Exchange. The potato, the pineapple, theturkey,
dahlias, sunflowers, magnolias, maize, chilies, and chocolate went East across theAtlantic
Ocean. Smallpox and measles but also the horse and the gun traveled West.
The flow of benefit appears to have been one-sided, with Europe gaining more. However, the
colonization and exploration of the Americas also transformed the world, eventually adding 31
newnation-states to the global community. On the one hand, the cultural and religious arrogance
that led settlers to deny anything of value in pre-Columbian America was destructive, even
genocidal. On the other hand, many of those who settled in the New World were also social and
political visionaries, who found opportunities there, on what for them was a tabula rasa, to aim at
achieving their highest ideals of justice, equality, and freedom. Some of the world\'s most stable
democraciesexist as a result of this transformative process.
The first conquests were made by the Spanish and the Portuguese. In the 1494 Treaty of
Tordesillas, ratified by the Pope, these two kingdoms divided the entire non-European world
between themselves, with a line drawn through South America. Based on this Treaty, and the
claims by Spanish explorer Vasco Núñez de Balboa to all lands touching the Pacific Ocean, the
Spanish rapidly conquered territory, overthrowing the Aztec and Inca Empires to gain control of
much of western South America, Central America, and Mexico by the mid-sixteenth century, in
addition to its earlier Caribbean conquests. Over this same time frame, Portugalconquered much
of eastern South America, naming it Brazil.
Early conquests, claims, and colonies
Other Eur.
European Colonization
The document summarizes the major European colonial powers and some of their earliest colonies in North America during the 15th-17th centuries. It discusses the Spanish, Portuguese, Dutch, French and British colonies, as well as some of the earliest English settlements like Jamestown, Plymouth, and St. Augustine. Key events mentioned include the founding of Brazil by the Portuguese, the establishment of the 13 British colonies along the eastern seaboard, and the first Thanksgiving celebrated by the Pilgrims in Plymouth in 1621.
10.2 - Central America and the Caribbean
Central America and the Caribbean
Central America was a cultural hearth due to the influence of the Mayan civilization, which spread throughout the region from its base on the Yucatan Peninsula. The Maya built many cities and temples, spreading their culture. When Mexico gained independence from Spain, it took over Central America before the region broke into separate countries after a civil war in the 1530s-1540s. The Caribbean culture has European, African, and native influences due to European colonization and the importation of African slaves to work on crops like sugar cane. Haiti gained independence in 1804 after a successful slave revolt. Cuba became independent from Spain after the Spanish-American War in 1898. The Panama Canal,
Peoples and empires part 2
1) The document discusses the decline of the Spanish empire from its peak in the mid-1500s due to a series of costly wars and economic troubles.
2) It then covers the rise of European overseas empires through the 15th-18th centuries as nations established colonies and trade networks in Asia, Africa, and the Americas.
3) The transatlantic slave trade played a key role in building and supporting these empires, with millions of enslaved Africans transported to the Americas between 1492-1820.
qwerty.com
The United States occupied Haiti from 1915 to 1934, sending Marines to restore order after the assassination of Haiti's president and maintain political and economic stability. The occupation was driven by Woodrow Wilson's interventionist foreign policy and aimed to create a stable environment in the Caribbean through force. The nearly 20-year occupation had wide-ranging impacts on Haitian sovereignty, society, and politics.
Struggle And Survival
This document provides a chronological overview of events from the early 16th century conquest of the Aztec Empire through the late 18th century, focusing on the struggles between indigenous peoples and European colonizers in Latin America and the Caribbean. Key events include the fall of the Aztec capital of Tenochtitlan in 1521, the establishment of Spanish rule in Mexico in the 1530s-1540s, resistance to forced labor and conversion efforts by the Inca in Peru in the 1600s-1700s, the survival of indigenous religious practices, and the enslavement and struggles of African and indigenous peoples under colonial systems of labor and control.
The Atlantic World, 1492-1800
3Gs; Europeans in the Americas; The Atlantic Slave Trade; The Columbian Exchange; Capitalism; Mercantilism
Building the new nation
The document provides a summary of early United States history from 1800 to 1850, including key events such as the Louisiana Purchase which doubled the country's size, westward expansion leading to conflicts with Native Americans, the invention of the steamboat, completion of the Erie Canal, the Trail of Tears, and the war with Mexico. It sets the stage for discussing topics like Native American removal, slavery, and the growing divisions that eventually led to the Civil War.
Ponce De Leon
Ponce de Leon was a Spanish conquistador who accompanied Columbus on his second voyage. He helped conquer the native Taino people of Hispaniola and was later appointed governor of Puerto Rico, where he forced the Tainos to work in mines. Seeking wealth and feeling his reputation was damaged, Ponce de Leon obtained permission to explore areas north of Cuba. He claimed the land of Florida for Spain while searching unsuccessfully for the Fountain of Youth, and died after being injured by a poisoned arrow there.
W7L3European Age of ExplorationA World Map from Alberto Cantin.docx
W7L3
European Age of Exploration
A World Map from Alberto Cantino, 1502
When we last left Europe, the Islamic trading influences had sparked a revolution of ideas in Italy that began to spread across the cultural centers of European kingdoms. The Italian Renaissance slowly spread across Europe, bringing new innovations in technology, art, music, scientific understanding, mathematics, and medicine. In turn these ideas had sparked the Reformation. However, by the sixteenth century, as the Reformation picked up steam and began spreading radical religious ideas throughout Christendom, already some European kingdoms had begun applying Renaissance inventions to new economic opportunities: Exploration.
The presence of patronage throughout royal courts had encouraged a stability of economies. This stability was called mercantilism – the economic doctrine that assumes government control of foreign trade is the most important element of ensuring prosperity for a given state. The idea is that trading partners need each other to prosper, so trading states are less likely to war with each other over minor details, lest that diminishes trade. The downside to mercantilism is that it can foster an atmosphere of such extreme competition between two or more states that other states end up falling prey to that intense rivalry. This is exactly what happened with cultures in Africa, North America, the Caribbean, and Mesoamerica. But the immediacy of stability caused by mercantilism contributed to the standing atmosphere of intellectual curiosity and increasing centralized governments to lead expeditions outside of European domains.
Portugal
The Portuguese had regained control over the Kingdom of Portugal in 1415, when conquering Christian forces had expelled the occupying Moors. Spain still had some years of fighting left to regain control over the remaining Iberian Peninsula, but Portugal began to set its affairs in order and set its sights on increased trade. Playing a key role in this development was Prince Henry the Navigator.
Prince Henry the Navigator extended Portuguese trade ports throughout the coasts of Africa and into India
Prince Henry was very religious and thought that exploring the African coastline might benefit Portugal in economic glory while benefitting African through conversion from mostly Islamic beliefs to Christian ideas. He established a navigation school to increase the knowledge of sailors. New techniques in ship-building allowed for longer journeys with more gods on board. He also spread the idea that courtly chivalrous honor could be achieved through behaviors off the battle-field. In addition to military glory, he thought, knightly behavior could be earned through intellectual exploration, religious piety and missionary work, and the adventure of journeying to places unknown. In the early 1400s, Portuguese sailors began sailing into ports along the African coast. They were there not as conquerors, but as traders.
And so, Portugues.
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More from Wendy Anderson
3.3.3 preterite vs imperfect
The document contrasts the preterite and imperfect past tenses in Spanish. It explains that the preterite is used for completed actions at specific times or numbers of times, while the imperfect is used for descriptions, ongoing actions, and habitual actions. It provides memory devices like SIMBA and DARE TWO B U to help remember the uses of each tense. Examples are given of verbs that change meaning depending on the tense used. Practice sentences are included at the end to distinguish between the preterite and imperfect.
Yo go verbs
This document discusses six common Spanish verbs: tener, venir, hacer, poner, salir, and traer. It provides the conjugations for each verb in the yo, tú, él/ella/usted, nosotros, vosotros, and ellos/ellas/uds forms. It also gives examples of common uses and phrases for each verb.
1.3.10 mandatos con pronombres
Este documento explica cómo usar pronombres directos con mandatos informales en español. Explica que los pronombres reemplazan al sustantivo directo y cómo formar mandatos afirmativos e negativos agregando o anteponiendo los pronombres. También da ejemplos como "¡Cocínala!" y "¡No la saques!" para ilustrar cómo se usan los pronombres con los mandatos.
Direct object pronouns
This document discusses direct objects and direct object pronouns in Spanish. It defines direct objects as receiving the action of the verb and answering what or whom questions. It explains that direct object pronouns replace direct object nouns in sentences. It also notes that in Spanish, direct object pronouns are typically placed before conjugated verbs or after infinitives.
Imperfecto
El documento describe el imperfecto en español. Explica que se usa para acciones en el pasado, descripciones, sentimientos y emociones en el pasado. Luego detalla la conjugación del imperfecto para verbos -ar, -er/-ir y verbos irregulares como ser, ir y ver. Finalmente, proporciona ejemplos del uso del imperfecto para acciones simultáneas, estados físicos y mentales en el pasado.
Er and -ir verbs
Este documento explica cómo conjugar los verbos terminados en -ER e -IR en español. Explica que para conjugar estos verbos hay que quitar la terminación -ER o -IR para encontrar la raíz del verbo y luego agregar las terminaciones correspondientes según el sujeto. Proporciona una tabla con las terminaciones para cada persona y una guía de tres pasos fáciles para conjugar los verbos. Finalmente, da ejemplos para que el estudiante practique.
Irregular preterite
Este documento proporciona instrucciones sobre cómo conjugar verbos irregulares en el pretérito en español. Explica que hay cuatro tipos de verbos irregulares en el pretérito - verbos que terminan en -UV, -U, -I y -J - y proporciona ejemplos de cómo se conjugan estos verbos en el pasado.
Imperfect
Este documento explica la conjugación del tiempo imperfecto en español. Describe las formas de los verbos -ar, -er, -ir regulares e irregulares como ser, ir y ver en el tiempo imperfecto. También explica los usos comunes del tiempo imperfecto, incluyendo expresar edad y hora en el pasado, acciones habituales en el pasado, acciones en progreso en el pasado, describir escenarios y situaciones, y expresar estados mentales, físicos y emocionales.
Ar verbs: past, present, & future
This document discusses Spanish verb tenses for verbs ending in -ar. It explains the present, future, preterite, and imperfect tenses and provides examples of conjugations for the verbs hablar and practicar in each tense. Practice activities have readers conjugate additional -ar verbs in the future, preterite, and imperfect tenses.
Ar verbs in Spanish
Este documento explica los verbos en español que terminan en -AR. Presenta 8 verbos comunes como "llevar", "visitar" y "estudiar" y enseña cómo conjugarlos agregando las terminaciones apropiadas para el sujeto. También explica los pasos para conjugar cualquier verbo -AR: identificar la raíz, encontrar el sujeto, y agregar la terminación correspondiente. Finalmente, da ejemplos para que el estudiante practique conjugar diferentes verbos -AR.
Reading comprehension
El documento describe la rutina diaria de una persona durante la semana. Se despierta a las 7, se ducha y viste, desayuna a las 8:20 comiendo cereales normalmente, va a la escuela hablando con amigos, tiene clases de 8:30 a 3:15, come el almuerzo a las 12:10, vuelve a casa a las 4, hace tareas, cena a las 7 y ve televisión o va con amigos, se prepara para dormir y se acuesta entre 10:30 y 11.
Reflexive stem changing verbs
Stem-changing verbs are verbs whose vowel in the stem changes in certain conjugated forms. There are three types of stem-changing verbs: e to ie, o to ue, and e to i. These verbs are called "shoe verbs" because the forms that change (yo, tú, ud, él, ella, uds, ellos, ellas) fit inside a shoe shape graphic. Conjugating stem-changing verbs involves finding the stem, identifying the vowel that changes, changing it accordingly, and adding endings. Examples of stem-changing verbs provided are perder, dormir, vestir, querer, and jugar.
Reflexive stem changing verbs
This document discusses stem-changing verbs in Spanish. There are three types of stem-changing verbs: e to ie, o to ue, and e to i. These verbs are called stem-changing because the vowel in the stem changes in certain forms. They are also called shoe verbs because the forms that change fit inside a shoe shape. The document provides examples of stem-changing verbs and explains how to conjugate them by changing the vowel in the stem and adding endings.
Amanda Sasha y Rob
Amanda y sus amigos Sasha y Rob se estaban pasando una nota cómica en clase cuando la profesora los atrapó. Como resultado, la profesora los envió a la oficina del director por ser traviesos. Amanda se puso nerviosa porque siempre tiene problemas en la escuela y su estricta madre se enojará.
Pronouns and ser
This document provides information on using the verb "ser" in Spanish. It begins by introducing subject pronouns and the conjugations of "ser". It then provides examples of how to form sentences using "ser" by matching the subject pronoun to the correct conjugated form. The document explains that "ser" is used to describe characteristics, possessions, times, dates, identities, nationalities and professions. It provides practice sentences for students to fill in the correct form of "ser". Finally, it notes that to make a sentence negative, "no" is placed before the conjugated form of "ser".
¿Cómo es...?
El documento contiene 10 preguntas en español sobre los miembros de la familia DPLC y los estudiantes, incluyendo su apariencia, personalidad y características. Se pide responder a cada pregunta en una oración completa en español para describir a los individuos y la escuela.
1.1.8 cognados
Spanish cognates are words that look or sound similar to English words and mean the same thing in both languages. There are many cognate patterns between Spanish and English words, including words ending in -a, -o, or -e; -or; -ist; -ary; -ic; -ical; -ent; -ly; -tion; -dad; -ous; -ence/-ance; verbs ending in vowel+consonant+t or e; and verbs ending in -fy. While false cognates look similar but mean different things, recognizing cognate patterns can help English speakers understand many Spanish words.
Question formation with interrogatives
The document discusses how to form questions in Spanish using question words. It explains that yes/no questions are formed by switching the subject and verb, and questions with question words are formed the same way with the addition of the question word at the beginning. It provides examples of questions using how, where, when, why, how much, who, how many, which. Questions with who/who all and how much/how many require verb conjugation based on the subject.
Estar presente, pasado y futuro review
This document provides information about the Spanish verb "estar" (to be) including its conjugation in the present, future, and preterite tenses. It lists the subject pronouns and their conjugated forms of "estar" in each tense. It also provides examples of how to use each tense and discusses the differences between the preterite and imperfect tenses.
Ser presente, pasado y futuro review
This document provides information about using the Spanish verb "ser" (to be) in the present, future, preterite, and imperfect tenses. It lists the conjugations of ser in the present tense and explains its uses for indicating things like time, occupation, nationality, identification, material, description, possession, and personality. Examples are then provided for how to conjugate and use ser in the future, preterite, and imperfect tenses.
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