The document provides an overview of the Age of Exploration and Discovery from the 15th century onwards. It describes how new ship technologies like the caravel enabled longer voyages. Portuguese explorers like Henry the Navigator and Bartolomeu Diaz explored Africa's coasts in search of a trade route to India. Vasco da Gama eventually found the route around the Cape of Good Hope. Christopher Columbus sailed west hoping to reach India but discovered the Americas instead. Ferdinand Magellan led the first circumnavigation of the globe, though he was killed in the Philippines. The Spanish conquistador Cortez conquered the Aztec Empire in Mexico, and Pizarro did similarly to the Incas in South America. The effects
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
Economic Activities for the Junior CerticateNoel Hogan
Designed for Junior Certificate Geography Students in the Irish Second Level System. Covers Primary, Secondary and Tertiary economic activities and has some questions culled from past exam papers as well. Deals with Farming, Fishing, Exploitation of Peat bogs, manufacturing, tourism etc.
This slide deck comprises the second part of a two-part study on the history of Christianity. It is one of a series of basic studies on the Bible and other topics of interest to Christians intended to help leaders of a Bible study or Sunday School class who are too busy to research and prepare as well as they would like for their task. The entire “Lessons-to-Go” series is engaging, colorful and challenging and is ready to go even at the last moment.
The history of the US is so rich with events that made the whole US nation. In this presentation, few narratives on the formation of the US nation are presented.
Age of Exploration Vocabulary and Whose Who
I converted this presentation from Keynote to Powerpoint & it cut off some of the words and duplicated other words. I also uploaded it in PDF without these problems.
Religion, the mass media and higher educationNoel Hogan
Powerpoint on Religion, Mass Media and Education in late 20th Century America for the Leaving Certificate History Course for the Irish Second Level Education system.
A Powerpoint presentation on the troubled affluence in the USA after World War Two, with an emphasis on the Civil Rights Movement and the Montgomery Bus Boycott. For the Irish Leaving Cert USA History topic
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
1. History Revision – The Age of Exploration and Discovery
The World View in 1400;
In the first century A.D. the geographer Ptolemy had written a book about the
world and how big it was, with a list of place names. Much of Ptolemy’s “facts”
were wrong but most people trusted the book because it had been in use for so
long.
Marco Polo wrote a book called “Travels” in the 13C describing a visit to China.
It was a huge seller and inspired many of the explorers we will study in this
section. Most ordinary people believed that the world was flat, with three
continents and three seas – the Mediterranean, the Black Sea and the Red Sea.
A Map showing this flat world is called Mappa Mundi and is found in Hereford
Cathedral in England.
Portolan Charts showed the Ports and Coasts of Western Europe and North
Africa. They detailed the winds, tides, currents and the shape of the coastline.
Little was known of the world beyond these charts.
Why Did The Age Of Exploration And Discovery Begin? ;
New Ships – Northern Europeans used slow, heavy, Clinker- built hull,
square sailed ships. While these ships were strong they could only sail
with the wind and were dependent on the weather. Sailors in the
Mediterranean used Lateen Sails, which could sail against the wind
however they were too fragile to withstand ocean storms and were not
suitable for long voyages. The Portuguese combined the two kinds of ship
and developed the Caravel, which had both Square and Lateen sails and a
Clinker – built hull. This made them both fast and strong and meant that
longer voyages could now be undertaken.
New Developments in Navigation – the Compass, showed where North
was even in daylight and was more accurate than looking at the Pole Star.
Quadrants and Astrolabes helped sailors calculate their Latitude and
work out their position at sea. The Log and Sand Glass both helped
sailors calculate their speed. Throwing the Lead was a method used to
measure the depth of the sea.
2. Reasons for Exploration;
To Find a New Route to the East – in 1453 the Ottoman Turks
captured the city of Constantinople. Europeans could no longer travel to
the East for Spices, which were an important ingredient in flavouring
food.
To increase a country’s wealth and prestige.
To spread the Christian Religion – People at the time believed that only
Baptised Christians went to heaven. Therefore there was genuine concern
in Europe that the peoples of the new lands would be converted to
Christianity for the sake of their souls.
To increase knowledge of the world.
PORTUGUESE EXPLORERS;
(A) Prince Henry the Navigator – 1394 – 1460; He established a school for
Navigators at Sagres in Portugal and this attracted the best pilots, sailors and
shipbuilders of the day. They developed the Caravel ship and he sent his sailors
to explore the west coast of Africa to seek a route to India.
(B) Bartholomew Diaz – 1450 – 1500; He was the first European to round the
tip of Africa and enter the Indian Ocean. He named the tip the Cape of Storms
but King John, knowing that the long awaited route to India had been found
renamed it The Cape of Good Hope. Diaz wanted to continue the voyage to India
but his sailors rebelled and forced him to return to Portugal.
(C) Vasco de Gama – 1469 – 1525; Left Lisbon in 1497 and followed the route
of Diaz to round the Cape of Good Hope. He sailed up the east coast of Africa
and captured an Arab Navigator who guided them across the Indian Ocean and
on to Calicut in India. He established a trading post, loaded his ships with spices
and returned to Lisbon in 1499.
SPANISH EXPLORERS;
(A) Christopher Columbus –1451 –1506; Born in Genoa, Italy. He spent many
years in the Portuguese Navy and visited Galway. He believed the world was
round and that India could be reached by sailing west across the Atlantic
Ocean. He sought ships from the Portuguese to try out his ideas but they
refused him help. He then moved to Spain where he convinced King Ferdinand
and Queen Isabella to sponsor him. In august 1492 he left Spain with three old
ships the Pinta, the Nina and the Santa Maria. The voyage was an unhappy
one, the crew were ill and afraid, they threatened mutiny and Columbus had to
3. alter the ship’s log to conceal the amount of distance they were covering in a
day. Finally on 12 October 1492 they sighted land, they named it San Salvador.
They were sure they had reached India. They found no sign of the cities that
were in India and returned home disappointed but determined to ask the King
and Queen to sponsor another voyage. Columbus made two other voyages and it
slowly dawned on him that he had discovered a new continent. He died in 1505 a
bitter disappointed man convinced he had failed.
(B) Ferdinand Magellan – 1480 – 1521; King Charles V of Spain sponsored him
to circumnavigate the Globe. August 1519 he left Seville with five ships the
Trinidad, Concepcion, Victoria, Santiago, and the San Antonia. Crossing the
Atlantic they made their way down the East coast of South America. They
stopped at Port St Julian from March to August of 1520 repairing their
battered ships. When the time came to leave two of his captains mutinied and
demanded a return to Spain. Magellan had them beheaded and left behind some
of their supporters to starve when he left. One of those stranded was a priest;
he had no more challenges to his authority after that. On 21 October 1520 they
reached the bottom of South America and turned west. For 38 days they
battled huge storms to round the tip until finally on 28 November they entered
the first calm seas they had seen in a month they christened it the Pacific
Ocean. During the storms however they had been deserted by the San Antonia,
which returned to Spain. This was a bad blow as it had contained most of their
food.
They sailed northwest for 96 days during which they suffered great hunger and
thirst. At the end of March 1521 they reached the Philippines. In April they
became involved in a local war between the tribes and Magellan was killed by a
poisoned arrow to the face. Sebastian Del Cano, the Navigator took over the
leadership of the Voyage. Having repaired and reprovisioned their ships they
set off in search of the Spice Islands which they reached on 21 November 1521.
During this section of the trip they lost two more ships. They took on full
cargoes of cloves and cinnamon and sailed for home. As the depleted mission
continued across the Pacific towards the east coast of Africa they lost another
ship. Finally on 8 September 1522, three years after leaving home the remaining
ship the Victoria sailed into Seville harbour. Out of a starting crew of 284, only
18 sailors returned home. But they had proved that the earth was round.
4. THE CONQUISTIDORES
These were Spanish Adventurers who explored vast areas of South and Central
America in search of wealth and fame. Hernando Cortez conquered the Aztecs
of Mexico, while Francisco Pizarro conquered the Incas of South America.
CORTEZ AND THE AZTECS;
In the early years of the 1500’s rumours began to circulate of a vast and
wealthy empire in the interior of the new continent, where Mexico is today.
Hernando Cortez decided to find out if they were true. In 1519 Cortez landed
from Cuba with 600 men, 18 horses and 4 cannon. News of him spread quickly to
the Aztec Emperor Montezuma at the capital of Tenochtitlan. At this time the
Aztecs had built massive Pyramid Temples where they performed human
sacrifice to their gods. The Aztecs could read and write but they had not
discovered iron or how to make the wheel. They had never seen horses either.
Montezuma was shocked because an ancient prophecy foretold that a bearded
white skinned god would defeat the Aztecs in the year of the Rabbit. 1519 was
the year of the Rabbit. The Emperor tried to placate Cortez by sending him
gifts of gold and silver. But these only made Cortez greedy for more. He
marched for Tenochtitlan. Attacked on the way by Montezuma’s army; the
Spaniards easily defeated the Aztecs who were terrified of the guns and the
horses. On 8 November 1519 Cortez marched into the Aztec capital, a vast city
sitting on a lake bigger than any city in Europe. Still convinced that the
Spaniards were gods the Aztecs offered no resistance. However the Spaniards
were greedy and the Aztecs soon began to hate them. They turned this anger
against Montezuma and killed him, and then they turned the Spaniards out of
Tenochtitlan, massacring 70% of them in the process.
Reinforcements arrived and Cortez laid siege to the city. In August 1522 the
city fell to the Spaniards. By 1525 the whole of Mexico was under Spanish
control. It was renamed “New Spain” and Charles V appointed Cortez as
Governor. Cortez became very wealthy but had no real power he returned to
Spain where he died in 1547 a deeply disappointed man.
THE SPANISH EMPIRE
The Spanish created a huge land empire. The Government was determined to
treat the natives well but the colonists had no fear of a government so far
away. They set up vast estates and enslaved the natives.
5. THE EFFECTS OF EXPLORATION AND
COLONISATION
Spain became very wealthy because it extracted tons of gold and silver
out of the America’s.
Millions of natives died of European diseases to which they had no
immunity at all
Millions more natives were turned into slaves to work the land which they
had owned before the arrival of the Spanish.
The native religion died as the Aztecs were converted to Christianity.
The native languages died out as Spanish and Portuguese became the
language of the new colonies.