Isabella of Castile and Ferdinand of Aragon united their kingdoms through marriage in 1469, establishing 150 years of joint rule. They faced civil war in Castile over succession, which Isabella won with Aragonese support. As the Catholic Monarchs, they pursued religious unity, expelling Jews in 1492 and forcing Muslims to convert. They conquered Granada in 1492, ending Muslim rule in Iberia. Their empire expanded through Columbus' voyages and the Treaty of Tordesillas. Reforms centralized power under their dynastic rule, laying the foundations for a global Spanish empire.
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Los Reyes católicos y las Grandes Exploraciones (Tema 2)Bea Hervella
Presentación sobre parte de los contenidos del tema 2 "Los Reyes Católicos y las Grandes Exploraciones" del libro de texto Geografía e Historia 3º ESO, tomo Historia Moderna, de la editorial Oxford Educación (Colección Inicia-Dual).
Created by María Jesús Campos Fernández, Geography and History teacher in a bilingual section in Madrid.
learningfromhistory.wikispaces.com
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Created by María Jesús Campos Fernández, teacher of History and Geography in a bilingual section in Madrid. learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
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.
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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.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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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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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Isabellala of Castile and Ferdinand of Aragón were members of the same family, the
Trastámara, ruling dynasty in Castile and Aragón since the beginning of the 15th
century.
3. CROWN OF ARAGON
John II of Aragon
and Navarre
Ferdinand of Aragón, future
Ferdinand the Catholic
Blanca II
Leonor I,
queens of Navarre
4. Joanna of Castile (La Beltraneja)
Enrique IV (The Impotent) Alphonse of Trastámara
Isabella of Castile
John II of Castile
CROWN OF CASTILE
5. CIVIL WAR IN CASTILE
When king Enrique IV died, the partisans of his sister Isabella started a war
against the partisans of his daughter Joanna.
Joanna was supported by
PORTUGAL, due to her
marriage to king Alphonse V
the African
Isabella was supported by
ARAGON, due to her marriage
to Ferdinand, heir of the Crown
Of Aragon
6. The war finished with the signature
of the TREATY OF ALCÁÇOVAS:
-Isabella would be the queen of
Castile.
-Portugal got the control of the
exploration of the African coasts
of the Atlantic Ocean and Castile’s
sovereignty over the Canary Islands
was recognized.
- Joanna the Beltraneja could choose
between marrying Prince John,
Isabella and Ferdinand’s son, one
year old, or entering a convent. She
chose the second option.
7. FERDINAND
OF ARAGON,
King of Aragón between
1479 and 1516
ISABELLA OF
CASTILE, queen
of Castile between
1479 and 1504
MOTTO: TANTO MONTA, MONTA TANTO, ISABELLA OR FERDINAND.
DYNASTIC UNION, NOT TERRITORIAL UNION.
But only Ferdinand used his power to rule in Castile. Isabella never showed interest
in Aragón’s affairs, because Castile was bigger and richer than Aragón and women
couldn’t rule there.
9. REFORMS MADE BY THE CATHOLIC MONARCHS TO REINFORCE THEIR AUTHORITY
In Castile:
-They punished the nobles who hadn’t supported
Isabella in the civil war and confirmed the power
of the privileged who had supported them
-They didn´t call the Cortes to avoid receiving
petitions from the most important people of their
kingdoms.
-They created the Royal Treasury to make the tax
collection more efficient.
-They created the Holy Brotherhood (Santa
Hermandad), a rural militia or police, to fight
against bandits and keep public order in the
countryside.
-They created the Royal Courts of Justice (Reales
Audiencias), the highest courts to have the last
word in the most important affairs of the
kingdom.
-They created the post of corregidor, a
representative of the kings in every municipality
of the kingdom.
Member of the Holy Brotherhood in his
greensleeves uniform, which gave origin to
the Castilian expression “A buenas horas,
mangas verdes”
10. In Aragón, they had more
difficulties to impose their
authority, because the power of
the king was smaller. They
created the post of viceroy, a
representative of the king in the
different kingdoms of the Crown.
Later viceroys were also
appointed in the Indies. They
also established the election of
the municipal posts through a
lottery.
Alphonse of Aragón,
Ferdinand II’s bastard son,
appointed 1st
viceroy of
Aragón by his father
Sack and balls used to draw the
names of the candidates to public
posts.The papers with the names
were introduced on the holes of the
balls
11. In addition to the reforms in their kingdoms,
they created:
-several specialized councils to give them
advice in complicated affairs: Council of Castile
(the most important one), Council of Aragón,
Council of Navarre, Council of the Indies,
Council of the Inquisition and Council of the
Military Orders. The high nobility was moved
away from the councils and replaced by a
professional bureaucracy, formed by expert
lawyers and members of the low nobility.
-A permanent and professional army, so that
they didn´t have to depend on the nobles´
armies. T
-A diplomatic corps, with a network of
ambassadors in the most important European
courts, in order to defend their interests
abroad.
Consultative councils: Castile, Aragón, Indies, Military
Orders, Inquisition and Navarre (created after the
conquest of this kingdom)
12. In Castile stockbreeding
continued to be the main
economic activity. There were big
herds of Merino sheep owned by
nobles and the Mesta continued
to be a powerful organization that
defended their interests. The
wool was exported to Flanders
and England and the Catholic
Monarchs protected
stockbreeding to the detriment of
agriculture.
ECONOMIC ACTIVITIES
13. The impact of the 14th
century crisis had been
stronger in Aragón. King Ferdinand made some
decisions in order to try to revitalize economy:
- Laws to favour trade, navigation and the
Catalan craftsmanship. High tariffs were
established to protect and stimulate local
production.
- End of the conflict of the pagesos de
remensa: the Catalan farmers had revolted
against the abuses of the owners of the
lands they worked. King Ferdinand ended
up this conflict with the Arbitral Sentence
of Guadalupe (Sentencia Arbitral de
Guadalupe): the bad customs (malos usos)
were abolished, the Catalan farmers were
declared free, but they had to pay an
economic compensation to the nobles and
the king for all the disturbances and
damages caused.
Despite these decisions, the Aragonese economy
didn´t recover medieval splendour.
Arbitral Sentence of Guadalupe
14. RELIGIOUS POLICY
Isabella and Ferdinand wanted all the
citizens of their kingdoms to be
Catholics. They followed a religious
uniformity policy:
- In 1492 they decreed the expulsion
of all the Jews of their kingdoms.
All Jews had to convert to
Christianity or leave. Around 80,000
Jews left the kingdoms (Sephardi
Jews).
- In 1499 they obliged all the
Muslims that still lived in their
kingdoms to get baptized. This is
the origin of the Moorish.
Forced baptisms in Granada
15. They also reinforced the
Supreme Court of the Holy
Inquisition to chase and punish
all those suspected of heresy.
The Dominican monk Tomás de
Torquemada was appointed as
Grand Inquisitor and repression
started. During the Catholic
Monarchs’ reign 2,000 people
were burnt at the stake and
around 14,000 were judged and
punished in public autos-da-fe.
This was a very dark period in
the story of religious
persecutions
Auto da fe, by Pedro Berruguete
Torquemada, Grand
Inquisitor
17. CONQUEST OF GRANADA
After a 10-year military campaign they occupied the Nasrid Kingdom of Granada and they
ended up with more than eight centuries of Muslim presence in the Iberian Peninsula.
Granada became part of Castile.
18. They also financed the expedition of Christopher Columbus to the Indies. All
the territories “discovered” by Christopher Columbus were annexed to the
Crown of Castile.
19. In 1494, the Catholic Monarchs
and the king of Portugal signed
the Treaty of Tordesillas, under
the arbitration of the Pope
Alexander VI: the treaty divided
the world into two areas of
influence, drawing an imaginary
line 370 leagues to the West of
Cape Verde Islands: the territories
located to the East of this line
would belong to Portugal and the
territories located to the West of
this line would belong to Castile.
The Crown of Aragón was
excluded from the wealth and
businesses related to the Indies
(America).
20. FOREIGN POLICY
King Ferdinand was personally in charge of foreign policy:
- Following the model of the Aragonese consulates, they decided to create embassies in
the most important kingdoms in Europe to defend the interests of the Hispanic Monarchy.
- Their main goal was to isolate France, the traditional enemy of the Crown of Aragón. To
reach this goal, they used their five children to sign alliances with France’s most important
enemies
21. JOANNA CATHERINEISABELLA
JOHNMARY
ALLIANCE
WITH PORTUGAL
ALLIANCE
WITH AUSTRIA
ALLIANCE
WITH ENGLAND
MARRIAGE ALLIANCES
The Catholic Monarchs used their five children to sign alliances against France’s enemies. In
several cases, they married their children twice to keep the alliances:
-Isabella, the first born, was married to Alphonse, Portugal’s heir, but when he died, she
married Manuel the Fortunate, the king of Portugal. When Isabella died in 1498, her sister
Mary married King Manuel. This way they kept the alliance with Portugal.
-John married Margaret of Austria and Joanna married Philip of Burgundy. Margaret and
Philip were the children of Emperor Maximilian of Austria and Mary of Burgundy. This double
marriage assured the alliance with the Holy Roman Empire.
-Catherine, the youngest child, married Arthur of England, Prince of Wales. When he died, she
married Arthur’s brother, Henry, future Henry VIII. This way, the alliance with England was
kept.
22.
23. SUCCESSION
Queen Isabella the Catholic dictating her Will,
Eduardo Rosales, 1864
Philip the Handsome and Joanna the Mad
Joanna the Mad, by Francisco Pradilla, 1867
Her husband’s corpse transport from Burgos to Granada
lasted for eight months.
When Queen Isabella died in 1504, the heiress of
Castile was her daughter Joanna the Mad, married to
Philip the Handsome. As Joanna was unstable and
not able to rule (Joanna the Mad), her husband was
in charge of the government of Castile. Ferdinand
continued to be the king of Aragón.
When Philip the Handsome died in 1506, King
Ferdinand became regent of Castile, Joanna was
confined in Tordesillas.
24. King Ferdinand had married Germaine of
Foix in 1505 with the intention of having a
child who could inherit his reign, because
women couldn’t rule in Aragón. Germaine
of Foix gave birth to a child, but he died
hours later and Charles, Joanna and
Philip’s son, was the only heir. Ferdinand
II acted as regent of Castile until his death
in 1516.
Germaine de Foix married
Ferdinand II when she was 17,
while her husband was 53.
Their child John didn’t survive
25. When Ferdinand II died in January 1516,
Joanna was the legitimate heiress. Ferdinand
II’s testament also designated his grandson
Charles as general governor and the regents
until his arrival: Cardinal Cisneros in Castile and
archbishop Alphonse of Aragón.
In Castile, there were intrigues to replace
Charles for his brother Ferdinand, educated in
the Peninsula by his grandfather Ferdinand II,
but Charles proclaimed himself king in Brussels
one week after his grandfather’s death,
ignoring his mother’s right to the throne. The
different parts of the monarchy accepted this
fact (although in Aragón they conditioned
Charles’ acceptance to the oath of their fueros
in the Cortes). Cisneros was regent until his
death in Roa (Burgos) in November 1517,
when he was on his way to meet Charles.
Cardinal Cisneros,
regent of Castile
between 1516-1517
Infant Ferdinand,
Charles’ brother, and
future emperor of the
Holy Roman Empire
Charles I
26. BLUE: CASTILE (including
the Canary Islands antd
the Indies)
ORANGE: ARAGON
GREEN: HOUSE OF
AUSTRIA (HABSBURG
TERRITORIES)
PURPLE: BURGUNDY
CHARLES I´S HERITAGE