The document provides information about the basic beliefs of Islam. It states that Muslims have six main beliefs: 1) Belief in Allah as the one and only God, 2) Belief in angels, 3) Belief in the holy books, 4) Belief in the Prophets, 5) Belief in the Day of Judgement, and 6) Belief in Predestination. It explains that Muhammad is considered the final prophet and that the Qur'an is the Muslim holy book which Muslims believe contains the word of God.
You are a servant in the court of a powerful Muslim ruler. Your comfortable life is about to change as your master has been ordered to lead a dangerous expedition to explore unknown lands. He can only take a few servants and has given you a choice to join the perilous journey across seas and deserts or stay home safely.
Kublai Khan became the Great Khan of the Mongol Empire in 1260 and successfully conquered all of China by 1271, establishing the Yuan Dynasty. He gradually adopted Chinese political ideas and built a strong central government, becoming an absolute ruler. As leader, Kublai Khan displayed characteristics of a fearless and powerful leader, leaving a significant impact on both the Mongol Empire and China through his conquests and reforms.
The villagers must provide corn and dig gold for the powerful Aztec emperor each year. Pale, bearded strangers arrive by sea and ask the villagers for help to overthrow the emperor. The villagers must decide whether to help the strangers or not.
The Maya civilization developed highly advanced systems of agriculture, mathematics, astronomy, and architecture. Maya farmers grew corn and other crops in fields surrounding towering cities. During religious ceremonies, the narrator watches the king and priests preside from the top of a tall pyramid, wearing colorful feathers and gold, as thousands gather below to honor the gods. The ceremonies make the narrator feel connected to Maya traditions and spiritual beliefs.
If Collierville was located in a desert, life would be different in three ways:
1. Water sources around the Arabian Peninsula like the Tigris and Euphrates Rivers could be identified and questions about the hot, dry climate could be created.
2. People would adapt to the desert environment like nomadic Bedouins who move to find water and pasture.
3. Physical features like deserts and oases that contain water would affect where people live and travel.
The griots were storytellers in ancient Ghana who would tell stories to villagers gathered around a central fire after dinner. There was no written language so stories kept their history and culture alive. Only one official griot existed per village, and their sole job was to tell stories, which could include stories of gods and goddesses, wars, heroes, kings, and fictional tales. One such story still popular in Africa today is about Anansi the spider. The passage then discusses listening to modern griot storytellers and examining African proverbs and their meanings.
A farmer in northern China sees thousands of armed horsemen riding toward him on the horizon. He realizes with fear that the dreaded Mongols have come. The document provides context about the Mongols led by Genghis Khan conquering and uniting tribes across northern China and beyond to form a vast empire in the early 13th century.
The document provides information about the basic beliefs of Islam. It states that Muslims have six main beliefs: 1) Belief in Allah as the one and only God, 2) Belief in angels, 3) Belief in the holy books, 4) Belief in the Prophets, 5) Belief in the Day of Judgement, and 6) Belief in Predestination. It explains that Muhammad is considered the final prophet and that the Qur'an is the Muslim holy book which Muslims believe contains the word of God.
You are a servant in the court of a powerful Muslim ruler. Your comfortable life is about to change as your master has been ordered to lead a dangerous expedition to explore unknown lands. He can only take a few servants and has given you a choice to join the perilous journey across seas and deserts or stay home safely.
Kublai Khan became the Great Khan of the Mongol Empire in 1260 and successfully conquered all of China by 1271, establishing the Yuan Dynasty. He gradually adopted Chinese political ideas and built a strong central government, becoming an absolute ruler. As leader, Kublai Khan displayed characteristics of a fearless and powerful leader, leaving a significant impact on both the Mongol Empire and China through his conquests and reforms.
The villagers must provide corn and dig gold for the powerful Aztec emperor each year. Pale, bearded strangers arrive by sea and ask the villagers for help to overthrow the emperor. The villagers must decide whether to help the strangers or not.
The Maya civilization developed highly advanced systems of agriculture, mathematics, astronomy, and architecture. Maya farmers grew corn and other crops in fields surrounding towering cities. During religious ceremonies, the narrator watches the king and priests preside from the top of a tall pyramid, wearing colorful feathers and gold, as thousands gather below to honor the gods. The ceremonies make the narrator feel connected to Maya traditions and spiritual beliefs.
If Collierville was located in a desert, life would be different in three ways:
1. Water sources around the Arabian Peninsula like the Tigris and Euphrates Rivers could be identified and questions about the hot, dry climate could be created.
2. People would adapt to the desert environment like nomadic Bedouins who move to find water and pasture.
3. Physical features like deserts and oases that contain water would affect where people live and travel.
The griots were storytellers in ancient Ghana who would tell stories to villagers gathered around a central fire after dinner. There was no written language so stories kept their history and culture alive. Only one official griot existed per village, and their sole job was to tell stories, which could include stories of gods and goddesses, wars, heroes, kings, and fictional tales. One such story still popular in Africa today is about Anansi the spider. The passage then discusses listening to modern griot storytellers and examining African proverbs and their meanings.
A farmer in northern China sees thousands of armed horsemen riding toward him on the horizon. He realizes with fear that the dreaded Mongols have come. The document provides context about the Mongols led by Genghis Khan conquering and uniting tribes across northern China and beyond to form a vast empire in the early 13th century.
1. During the Song dynasty, Chinese farmers fed nearly 100 million people through innovations like importing fast-ripening rice and allowing two crops per season. This fueled population growth.
2. Trade within China and abroad made the country richer, as cities grew and goods were shipped on rivers and barges. Merchants traded food from farms and other goods like cotton, tea, and processed textiles.
3. Scientific and technological advances included adopting algebra and the concept of zero in mathematics, inventing movable type printing, and developing gunpowder. These contributed to cultural and economic growth during this period.
The main religion of the Arabian Peninsula is Islam. The document provides information about the religion of Islam including:
- Islam originated in the 7th century with the prophet Muhammad who received revelations from God that were recorded in the Quran, the Islamic holy book.
- The five pillars of Islam are the core beliefs and practices in Islam including the declaration of faith, daily prayers, fasting during Ramadan, paying religious taxes, and making a pilgrimage to Mecca.
- Ramadan is the ninth month of the Islamic calendar during which Muslims fast from food and drink during daylight hours, which is meant to demonstrate self-control and spend more time in worship, prayer and reading the Quran
The document provides a map of Arabia and discusses features of Arabia that gave Muslim merchants easy access to many parts of the region. Key geographical features of the Arabian Peninsula, such as its central location between three continents and access to major sea routes, allowed Muslim merchants to establish extensive trade networks across Asia, Africa, and Europe. Merchant cities like Mecca served as hubs connecting different trade routes and facilitating the exchange of goods from places as far as China and India. This enabled the spread of Muslim influence through commercial interactions.
This document discusses aspects of traditional African tribal culture and society, including:
- Tribes were defined by their language, clothing, religion, behaviors and traditions.
- Communities emphasized the good of the group over individuals and deep loyalty to the tribe.
- Chiefs and kings governed tribal villages but had closer relationships with people than in other cultures.
- Family and lineage groups traced descent and provided a sense of identity.
- Roles of women, though subordinate, traced lineage through mothers.
- Boys and girls received separate educations to fulfill gender roles.
- Traditional African religions involved belief in spirits and ancestors, with diviners as mediators.
Islam lesson 10 Muslim Trade Routes day 2Claire James
Textiles are fabrics or cloth.
Muslims traded textiles because the Middle East had ideal growing conditions for cotton and they had advanced weaving techniques. Textiles were lightweight and could generate significant profits.
Some areas Muslims traveled to and traded with include:
- West Africa (for gold and slaves)
- India (for spices)
- China (for porcelain and silk)
Prince Henry the Navigator sponsored voyages of exploration along the west coast of Africa in the mid-1400s to find a sea route to Asia for trade, though he never sailed on the expeditions himself. He established a school to develop new navigation and shipbuilding techniques to make the voyages possible. Under his direction, Portuguese explorers developed the caravel, a new lightweight ship design that allowed them to sail further and map the African coast over many voyages, advancing geographical knowledge of the region.
Buddhism spread in China for both political and social reasons according to Confucian teachings. Politically, an oppressive government was seen as more threatening than a tiger, so Buddhism provided an alternative philosophy. Socially, Confucianism emphasized proper behavior and ethics in relationships, with a focus on respecting family and older generations to produce social order. Confucius taught that educating the people and leading through virtue rather than punishment would help society function better.
Ito ay isang handout o learner's module na katatagpuan ng aralin o paksa tungkol sa Imperyalismo sa Thailand. Dito din matatagpuan ang mga iba't-ibang konsepto sa Imperyalismo sa Thailand.
The Byzantine Empire lasted from approximately 500 AD to 1453 AD, overlapping with and continuing the Eastern Roman Empire after the fall of the Western Roman Empire. Some key events included Constantine moving the capital to Constantinople in 330 AD, Justinian recapturing land in the 530s AD but the Empire weakening after his death due to plague and invasions. Religious disputes also weakened the Empire, and over time the aggressive Arab Muslims absorbed more territory until the Ottoman Empire conquered Constantinople in 1453, marking the fall of the Byzantine Empire.
1. The document summarizes the Protestant Reformation and spread of Christianity from 1450-1750. It discusses key figures like Martin Luther and movements like the Counter-Reformation.
2. Christianity spread globally through missionary work and colonization, often blending with local religions. In Latin America, Catholicism syncretized with indigenous beliefs while Protestantism took hold in North America.
3. Other religious traditions like Islam, Hinduism, and Chinese folk religion also expanded during this period, with movements like Sufism, Bhakti, and Neo-Confucianism gaining popularity. Cultural exchange and syncretism were common as religions spread.
The Inca civilization originated in Peru and grew to cover over 2,500 miles across western South America by the 15th century, comprising the largest empire in the pre-Columbian Americas with over 12 million subjects. Ruled by a divine king known as the Sapa Inca, the Inca engineered impressive infrastructure like a vast road system and developed innovative techniques for record keeping without writing. At its height, the Inca empire was a highly organized society that could relay messages across its territories faster than any system in the world at that time.
Ito ay isang handout o learner's module na katatagpuan ng aralin o paksa tungkol sa Imperyong Mongol. Dito din matatagpuan ang mga iba't-ibang sistema ng Imperyong Mongol.
Here are 2-4 sentence answers to the questions:
1. The reopening of the Silk Road led to increased trade between Europe and Asia, as goods like silk, spices, and other luxuries became more available. European cities along the Mediterranean like Venice and Genoa grew wealthy as centers of trade, importing goods from Asia and exporting them across Europe.
2. Marco Polo's travels along the Silk Road and his writings about China made Europeans very curious about Asia and its goods. His book introduced Europeans to many aspects of Chinese culture and helped renew European interest in trading with Asia. Many merchants began organizing caravans along the Silk Road, increasing trade and the exchange of goods and ideas between East and West.
This document provides background information on vocabulary terms related to the Middle Ages such as medieval, monastery, monks, Benedict, and Charlemagne. It discusses how Christianity spread across Europe through missionaries and monks living in monasteries. It describes Benedict creating rules for monks and Charlemagne conquering territory to build a large empire and being crowned emperor. It notes Charlemagne's accomplishments in improving education by building schools and bringing scholars to teach.
European countries were motivated to explore new areas during the Age of Exploration between the 1400s and 1700s for reasons of gold, glory, and God. The Renaissance encouraged curiosity and a desire for trade, while the Crusades stimulated interest in exotic Asian goods. Kings hoped to gain wealth from new sources of raw materials and trade, increase their power through new colonies, and spread Christianity. Technological advances in navigation, shipbuilding, and weapons empowered European sailors to begin global exploration and establish colonies, increasing European wealth and influence worldwide. Portugal emerged as an early leader in exploration under Prince Henry the Navigator.
A sailor offers a coastal resident in 1500s Spain a strange red fruit called a "tomatl" that was brought from the Americas. The resident is unsure whether to taste it out of fear it may be poisonous. The sailor dares them to try it.
1. During the Song dynasty, Chinese farmers fed nearly 100 million people through innovations like importing fast-ripening rice and allowing two crops per season. This fueled population growth.
2. Trade within China and abroad made the country richer, as cities grew and goods were shipped on rivers and barges. Merchants traded food from farms and other goods like cotton, tea, and processed textiles.
3. Scientific and technological advances included adopting algebra and the concept of zero in mathematics, inventing movable type printing, and developing gunpowder. These contributed to cultural and economic growth during this period.
The main religion of the Arabian Peninsula is Islam. The document provides information about the religion of Islam including:
- Islam originated in the 7th century with the prophet Muhammad who received revelations from God that were recorded in the Quran, the Islamic holy book.
- The five pillars of Islam are the core beliefs and practices in Islam including the declaration of faith, daily prayers, fasting during Ramadan, paying religious taxes, and making a pilgrimage to Mecca.
- Ramadan is the ninth month of the Islamic calendar during which Muslims fast from food and drink during daylight hours, which is meant to demonstrate self-control and spend more time in worship, prayer and reading the Quran
The document provides a map of Arabia and discusses features of Arabia that gave Muslim merchants easy access to many parts of the region. Key geographical features of the Arabian Peninsula, such as its central location between three continents and access to major sea routes, allowed Muslim merchants to establish extensive trade networks across Asia, Africa, and Europe. Merchant cities like Mecca served as hubs connecting different trade routes and facilitating the exchange of goods from places as far as China and India. This enabled the spread of Muslim influence through commercial interactions.
This document discusses aspects of traditional African tribal culture and society, including:
- Tribes were defined by their language, clothing, religion, behaviors and traditions.
- Communities emphasized the good of the group over individuals and deep loyalty to the tribe.
- Chiefs and kings governed tribal villages but had closer relationships with people than in other cultures.
- Family and lineage groups traced descent and provided a sense of identity.
- Roles of women, though subordinate, traced lineage through mothers.
- Boys and girls received separate educations to fulfill gender roles.
- Traditional African religions involved belief in spirits and ancestors, with diviners as mediators.
Islam lesson 10 Muslim Trade Routes day 2Claire James
Textiles are fabrics or cloth.
Muslims traded textiles because the Middle East had ideal growing conditions for cotton and they had advanced weaving techniques. Textiles were lightweight and could generate significant profits.
Some areas Muslims traveled to and traded with include:
- West Africa (for gold and slaves)
- India (for spices)
- China (for porcelain and silk)
Prince Henry the Navigator sponsored voyages of exploration along the west coast of Africa in the mid-1400s to find a sea route to Asia for trade, though he never sailed on the expeditions himself. He established a school to develop new navigation and shipbuilding techniques to make the voyages possible. Under his direction, Portuguese explorers developed the caravel, a new lightweight ship design that allowed them to sail further and map the African coast over many voyages, advancing geographical knowledge of the region.
Buddhism spread in China for both political and social reasons according to Confucian teachings. Politically, an oppressive government was seen as more threatening than a tiger, so Buddhism provided an alternative philosophy. Socially, Confucianism emphasized proper behavior and ethics in relationships, with a focus on respecting family and older generations to produce social order. Confucius taught that educating the people and leading through virtue rather than punishment would help society function better.
Ito ay isang handout o learner's module na katatagpuan ng aralin o paksa tungkol sa Imperyalismo sa Thailand. Dito din matatagpuan ang mga iba't-ibang konsepto sa Imperyalismo sa Thailand.
The Byzantine Empire lasted from approximately 500 AD to 1453 AD, overlapping with and continuing the Eastern Roman Empire after the fall of the Western Roman Empire. Some key events included Constantine moving the capital to Constantinople in 330 AD, Justinian recapturing land in the 530s AD but the Empire weakening after his death due to plague and invasions. Religious disputes also weakened the Empire, and over time the aggressive Arab Muslims absorbed more territory until the Ottoman Empire conquered Constantinople in 1453, marking the fall of the Byzantine Empire.
1. The document summarizes the Protestant Reformation and spread of Christianity from 1450-1750. It discusses key figures like Martin Luther and movements like the Counter-Reformation.
2. Christianity spread globally through missionary work and colonization, often blending with local religions. In Latin America, Catholicism syncretized with indigenous beliefs while Protestantism took hold in North America.
3. Other religious traditions like Islam, Hinduism, and Chinese folk religion also expanded during this period, with movements like Sufism, Bhakti, and Neo-Confucianism gaining popularity. Cultural exchange and syncretism were common as religions spread.
The Inca civilization originated in Peru and grew to cover over 2,500 miles across western South America by the 15th century, comprising the largest empire in the pre-Columbian Americas with over 12 million subjects. Ruled by a divine king known as the Sapa Inca, the Inca engineered impressive infrastructure like a vast road system and developed innovative techniques for record keeping without writing. At its height, the Inca empire was a highly organized society that could relay messages across its territories faster than any system in the world at that time.
Ito ay isang handout o learner's module na katatagpuan ng aralin o paksa tungkol sa Imperyong Mongol. Dito din matatagpuan ang mga iba't-ibang sistema ng Imperyong Mongol.
Here are 2-4 sentence answers to the questions:
1. The reopening of the Silk Road led to increased trade between Europe and Asia, as goods like silk, spices, and other luxuries became more available. European cities along the Mediterranean like Venice and Genoa grew wealthy as centers of trade, importing goods from Asia and exporting them across Europe.
2. Marco Polo's travels along the Silk Road and his writings about China made Europeans very curious about Asia and its goods. His book introduced Europeans to many aspects of Chinese culture and helped renew European interest in trading with Asia. Many merchants began organizing caravans along the Silk Road, increasing trade and the exchange of goods and ideas between East and West.
This document provides background information on vocabulary terms related to the Middle Ages such as medieval, monastery, monks, Benedict, and Charlemagne. It discusses how Christianity spread across Europe through missionaries and monks living in monasteries. It describes Benedict creating rules for monks and Charlemagne conquering territory to build a large empire and being crowned emperor. It notes Charlemagne's accomplishments in improving education by building schools and bringing scholars to teach.
European countries were motivated to explore new areas during the Age of Exploration between the 1400s and 1700s for reasons of gold, glory, and God. The Renaissance encouraged curiosity and a desire for trade, while the Crusades stimulated interest in exotic Asian goods. Kings hoped to gain wealth from new sources of raw materials and trade, increase their power through new colonies, and spread Christianity. Technological advances in navigation, shipbuilding, and weapons empowered European sailors to begin global exploration and establish colonies, increasing European wealth and influence worldwide. Portugal emerged as an early leader in exploration under Prince Henry the Navigator.
A sailor offers a coastal resident in 1500s Spain a strange red fruit called a "tomatl" that was brought from the Americas. The resident is unsure whether to taste it out of fear it may be poisonous. The sailor dares them to try it.
Here is a 250-word response to the prompt:
If I had to choose one of the explorers we learned about today to be, I would pick Vasco da Gama. As the first European to reach India by sea, da Gama opened up an entirely new trade route and established Portugal as a major sea power. His voyages of discovery and circumnavigation were incredibly ambitious and daring for their time. As the commander of three expeditions to India and Africa between 1497-1524, da Gama had to face immense hardships like disease, starvation, and hostile encounters with local populations. However, he also experienced the thrill of being one of the first Europeans to reach faraway lands and make contact with new cultures
The document discusses the reasons for and key figures in early voyages of discovery eastwards. Muslims controlled trade routes like the Silk Road and taxed goods heavily, creating demand for alternative routes. Technological advances in navigation, ship designs, and weapons enabled explorers like Prince Henry the Navigator, Bartolomeu Dias, and Vasco da Gama to seek new trade routes by sea for reasons of profit, religion, and exploration. Dias was the first to sail around the southern tip of Africa, named Cape of Good Hope, while Da Gama established the first direct ocean route from Europe to India.
The document discusses the effects of European exploration during the Age of Exploration. It led to increased trade between Europe, Asia, and America, which ushered in the Commercial Revolution. This promoted capitalism and a market economy in Europe. It also led to competition between European powers like England, France, the Netherlands, Spain, and Portugal to colonize new lands. Knowledge of geography increased and new crops and animals were introduced between continents.
The effects of the voyages of discoverysidraqasim99
The document summarizes the effects of voyages of discovery to Asia and America in the 15th-17th centuries. Voyages to America introduced many new goods and allowed for colonization, while voyages to Asia primarily reduced prices and increased quantities of existing goods like spices and textiles. Long term effects included the decline of overland Silk Road trade dominated by Arab merchants, and the rise of sea-faring nations like Portugal and Spain who gained control over new trade routes and began establishing global colonial empires.
This document discusses different aspects of how the brain affects learning. It covers habits of mind, including attitudes towards learning. It describes visual, auditory and kinesthetic learning styles. It also discusses multiple intelligences and hemispheric dominance in the brain. Specific approaches to learning are described for visual, auditory and kinesthetic learners. Additional learning styles like intrapersonal, logical/mathematical and verbal/linguistic are outlined. Concepts of left brain/right brain dominance and neuroplasticity are introduced. Finally, ways to maximize brain power are suggested.
Inclusive learning styles and self explorationbrucebmann
The document discusses inclusive learning styles and experiential learning theory. It outlines three main objectives: 1) identify Kolb's four primary learning styles, 2) develop awareness of one's own learning style and preferences, and 3) identify ways to apply one's own learning style to create inclusive environments that value differences. Kolb's experiential learning theory is also summarized, which was informed by his background in social psychology and seminal book on the topic.
Take up my Tags: Exploring Benefits of Meaning Making in a Collaborative Lear...Sebastian Dennerlein
In the digital realm, meaning making is reflected in the reciprocal manipulation of mediating artefacts. We understand uptake, i.e. interaction with and understanding of others’ artefact interpretations, as central mechanism and investigate its impact on individual and social learning at work. Results of our social tagging field study indicate that increased uptake of others’ tags is related to a higher shared understanding of collaborators as well as narrower and more elaborative exploration in individual information search. We attribute the social and individual impact to accommodative processes in the high uptake condition.
Here are the answers to your questions:
1. Catholic Mass is the weekly ritual service in the Catholic Church where Communion is taken. It commemorates Jesus's death and sacrifice on the cross.
2. The building monks live in is called a monastery.
3. One example of power the Catholic Church had was that it could excommunicate people, essentially kicking them out of the Church and preventing them from receiving sacraments and going to heaven.
4. One of the Catholic reform movements was the Friars in the 1200s. Friars were wandering preachers that lived among common people to encourage reform and preach the gospel.
- Early Japan was ruled by clan chiefs who were believed to be descended from nature spirits called kami. The chief held both political and religious power.
- Kami refer to spirits or forces in Shintoism, the native religion of Japan, and can represent elements of nature or landscapes. There are believed to be millions of kami.
- Shintoism incorporates beliefs in kami and nature worship and emphasizes traditions, family, cleanliness, and festivals honoring kami and ancestors. Shinto shrines feature torii gates and origami is used in worship.
This document provides lesson plans and activities for teaching students about the meaning of respect. It includes definitions of respect, questions to prompt discussion and reflection, and writing prompts for students to explain why they or others deserve respect and to brainstorm ways to show respect in the classroom. The learning target is for students to evaluate the true meaning of respect.
This document discusses several Enlightenment thinkers and their ideas, including John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, and Adam Smith. It focuses on their ideas about government, including natural rights, separation of powers, social contract theory, and laissez-faire economics. The objective is to explain the effect of Enlightenment ideas on society and government, such as increased calls for democracy, reforms to education and government, and questioning the divine right of kings to rule.
1. The document discusses the emergence of new economic systems in Europe and the Americas following major global discoveries and exchanges in the 15th-18th centuries.
2. Mercantilism, in which governments controlled economic activity to amass wealth, was the dominant system and drove triangular trade between Europe, Africa, and the Americas exchanging raw materials, manufactured goods, and enslaved people.
3. The growth of market economies in Europe and colonies led to capitalism as competition increased supply to meet rising demand for manufactured products.
The document summarizes the results of European exploration, including:
1) Widespread epidemics decimated Native American populations, as diseases like smallpox were introduced, with some groups' populations declining by over 90%.
2) The Columbian Exchange introduced new crops, livestock, and diseases globally between Europe, Africa and the Americas. Potatoes and corn transformed European diets while tobacco and sugar became important New World crops.
3) The triangular trade route saw goods and slaves transported between Europe, Africa and the Americas for plantation agriculture, with over 11 million Africans enslaved. The slave trade was brutal and depopulating.
4) Mercantilism and capitalism grew as European nations profited off colonies
A student in the early 1700s proposes a new idea to challenge the teacher's authority in grading students. The student believes grades should be based on what a student has learned rather than the teacher's preferences. Their idea is to test students to prove their knowledge, which they think will improve their own grades as well as school relations. The document asks if the student will challenge the teacher's authority with this new testing concept.
The document describes a scenario in 1770 where people in a coffee house are questioning the king's right to rule. As the narrator listens to their arguments, they begin to wonder about alternative forms of government besides a monarchy. This leads into discussions about the emerging ideas of the Enlightenment and prominent thinkers like Locke who argued against the divine right of kings and in favor of concepts like natural rights and social contracts.
The document summarizes the key events of Spanish colonization of the Philippines:
- Magellan arrived in 1521 and claimed the islands for Spain after being killed in Mactan. Subsequent expeditions by Villalobos and Loaisa failed.
- In 1565, Legazpi successfully established a settlement in Cebu and made alliances with local leaders. He later conquered Manila in 1570.
- Legazpi built the walled city of Intramuros and established Manila as the capital of the Spanish East Indies. Under Spanish rule, the Philippines was assimilated into the Spanish colonial empire.
The Age of Exploration began in the 1400s as Europeans developed new technologies like the compass, caravel ships, and the printing press which allowed them to learn more about distant lands. Explorers like Vasco de Gama and Christopher Columbus sought new trade routes and wealth for their sponsoring countries by exploring Africa and the Americas. Their voyages established contact between Europe, Africa, and the Americas and marked the rise of European empires in these regions.
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.
1. Various European powers explored and colonized different parts of the Americas beginning in the late 15th century. Explorers like Christopher Columbus and Leif Eriksson sought wealth and trade routes but their arrivals led to widespread effects.
2. Native American populations declined dramatically due to exposure to European diseases as well as violence during European settlement and fighting over land. Europeans established profitable trade networks involving crops, commodities, and eventually slaves.
3. The interactions between explorers, colonists, native peoples, and brought people led to significant political, economic, and demographic changes on both sides of the Atlantic. It marked the beginning of sustained connections between the Eastern and Western hemispheres.
7 1.2, 7-1.3, 7-1.4 the age of exploration23foster23
Prince Henry the Navigator of Portugal established a school of navigation in 1419 to advance Portugal's exploration of Africa and Asia. Under his patronage, Portuguese navigators developed new sailing technologies and explored along the west coast of Africa. Christopher Columbus' voyage in 1492 opened the way for European exploration and colonization of the Americas when he reached what he believed were the East Indies while sailing under commission for the Spanish crown. The Treaty of Tordesillas in 1494 divided the newly discovered lands between Spain and Portugal. Ferdinand Magellan's circumnavigation of the globe from 1519-1521 proved that global trade routes by sea were possible, though extremely difficult and dangerous.
The document discusses the Age of Exploration, beginning with Christopher Columbus's voyage in 1492 which landed in the Caribbean believing he had reached India. It then discusses other European explorers like Amerigo Vespucci and Ferdinand Magellan who mapped and explored new territories. The Spanish conquistadors encountered the Aztec and Inca empires in the Americas and brought back gold, silver, and diseases that killed many native peoples. The English and French began exploring northern routes when the southern routes were claimed. John Cabot explored the northeast coast of North America for England. Francis Drake began raiding Spanish ships, leading to conflict like the Spanish Armada. The explorations expanded European knowledge and influence around the world.
1) Portugal began the Age of Exploration in the 1400s under Prince Henry the Navigator, who encouraged Portuguese explorers to map Africa's coast and find sea routes to Asia.
2) Major Portuguese explorers included Bartolomeu Dias, who was the first to sail around the southern tip of Africa, and Vasco da Gama, who established the sea route from Europe to India.
3) Spanish explorers like Christopher Columbus and Ferdinand Magellan also made important voyages during this period. Columbus reached the Americas in 1492 while searching for a western route to Asia, unaware he had discovered a "New World." Magellan led the first expedition to circumnavigate the globe.
1. Magellan led the first voyage around the world from 1519-1522. His fleet of five ships traveled from Spain, through the Strait of Magellan, across the Pacific Ocean, and eventually back to Spain under the command of Elcano after Magellan was killed in the Philippines in 1521.
2. The voyage confirmed that Earth was circumnavigable and established the first westward route from Europe to East Asia by crossing the Pacific Ocean, proving that the Americas were separated from Asia.
3. Only 18 of the original 269 crew members survived the entire journey, returning home aboard the Victoria and completing the first known circumnavigation of Earth.
Early Portuguese and Spanish explorations were primarily motivated by the desire to find a direct trade route to Asia for lucrative spices. Led by Prince Henry of Portugal, the Portuguese pioneered exploration down the coast of Africa, hoping to reach Asia and its spice-producing islands. Notable explorers included Vasco da Gama, who reached India by sailing around Africa in 1498. Christopher Columbus, sponsored by the Spanish monarchs, sailed west in 1492 hoping to reach Asia but instead discovered the Americas. Subsequent European powers engaged in exploration to find alternative routes to Asia for trade and its riches in spices.
Unit 7 - The Age of Discoveries - 2º bil ESORocío G.
The Age of Discovery began in the 15th century due to technological advances in navigation and the desire for new trade routes to Asia. Countries like Portugal and Spain launched expeditions down the coast of Africa in search of routes to India. Explorers like Bartolomeu Dias and Vasco de Gama established the route around the Cape of Good Hope. Christopher Columbus sailed west hoping to reach Asia but discovered the Americas instead in 1492. Ferdinand Magellan's expedition was the first to circumnavigate the globe between 1519-1522. The discoveries led to European dominance, exchange of goods and ideas between hemispheres, but diseases devastated native populations in the Americas.
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.
The document provides information on several key European explorers who explored the New World between the 15th and 16th centuries, including Christopher Columbus, Ferdinand Magellan, Amerigo Vespucci, Juan Ponce de Leon, and Henry Hudson. It summarizes their expeditions and discoveries, which helped expand European knowledge of and claims to territories in North and South America.
1. The document summarizes key events and discoveries from the Age of Discovery, including:
2. The Portuguese organized expeditions down the coast of Africa, with Bartolomeu Dias rounding the Cape of Good Hope and Vasco de Gama reaching India, opening new trade routes.
3. Christopher Columbus sailed west in 1492 hoping to reach Asia but discovered the Americas instead, though he did not realize it was a new continent. This led to the colonization of the Americas by European powers.
4. Ferdinand Magellan's 1519-1522 voyage was the first to circumnavigate the globe, helping establish Spain's claim to much of the world under the Treaty of Tor
The document provides information about European exploration of North America led by Christopher Columbus, Vasco Núñez de Balboa, Juan Ponce de León, Henry Hudson, and Jacques Cartier. It describes the reasons for and accomplishments of their expeditions for Spain, France, and England, including discovering parts of North and South America and interactions with Native Americans that involved both cooperation and conflict.
The document summarizes key events and figures from the Age of Exploration period between the 15th and 17th centuries. It describes voyages by European explorers like Christopher Columbus, Vasco da Gama, Ferdinand Magellan, and others who sought new trade routes and lands for their home countries and helped expand geographic knowledge around the world. Many important discoveries were made, including new continents and ocean passages, though the impacts on indigenous peoples were often negative.
The Age of Discovery began in the 15th century as European powers sought new trade routes and lands. Portugal, Spain, England, France and the Netherlands launched explorations led by figures like Columbus, Vespucci, Cabot and Verrazano. These explorations resulted in contact with indigenous peoples in the Americas and led to the beginning of European colonization and exploitation of resources. The Treaty of Tordesillas divided control of newly discovered lands between Spain and Portugal. Significant explorations included those by Columbus, Cortes-Real, Cabot, Vespucci, Magellan and others. Indigenous populations declined sharply due to disease and conflict with European colonizers.
At the beginning of the 15th century, Europeans knew little about lands outside of Europe. Technological advances in navigation and the fall of Constantinople led Europeans like the Portuguese and Spanish to seek new trade routes. This began the Age of Discovery, where explorers like Columbus, Magellan, and da Gama made voyages that expanded European knowledge of the world and established global empires for Portugal and Spain.
At the beginning of the 15th century, Europeans knew little about lands outside of Europe. By the late 15th century, Portuguese and Spanish explorers began exploring Africa and Asia in search of new trade routes, leading to major geographic discoveries. Key figures included Prince Henry the Navigator of Portugal who organized expeditions down the coast of Africa, Bartolomeu Dias who rounded the Cape of Good Hope in 1488, and Vasco da Gama who reached India for Portugal in 1498. Meanwhile, Christopher Columbus sailed west across the Atlantic in 1492 hoping to reach Asia for Spain but landed in the Americas, launching the age of European colonization of the new world.
The document summarizes early European contact with the Americas beginning with Vikings like Leif Ericson around 1000 AD. It then discusses theories about other early explorers before focusing on Europe in 1492 when Columbus sailed. Key details include populations recovering from the plague and Spain uniting under Ferdinand and Isabella. The document outlines the steps Europeans took to explore, conquer native peoples, establish colonies, import slaves, and expand territory through fighting other European nations. It examines why Europeans like Cortes and Pizarro were able to defeat the Aztec and Inca Empires through advantages in weapons, immunity to diseases, and technology like steel armor, horses, and written language.
The document summarizes the history of Britain from its conquest by the Romans in 55 BC until the Anglo-Saxon period from 449-1066 AD. It describes how the Romans introduced cities, roads, and Christianity before abandoning Britain in 449 AD, leaving it open to invasion by Germanic tribes like the Angles, Saxons, Jutes and Frisians. These tribes organized the area into several kingdoms and introduced their pagan culture before converting to Christianity in the late 6th-7th centuries. Monasteries played a key role in spreading Christianity and literacy. The Danes later invaded parts of eastern and northern England but were eventually defeated by King Alfred the Great in 878 AD.
The document discusses a picture on page 437 of a textbook that shows the geography of Japan. It instructs students to identify key physical features from the photo, including the four main islands of Japan and bodies of water surrounding the country. It also mentions labeling a map of Japan on page 441 with the locations of the islands, surrounding water, Tokyo, and Mount Fuji.
Mansa Musa ruled Mali from 1312 to 1337, expanding its empire and controlling trade routes for gold and salt throughout Africa. In 1324, Mansa Musa embarked on a pilgrimage to Mecca with an enormous caravan carrying over 2 tons of gold. His spending in Cairo caused gold values to drop. Upon his return, he brought Arab scholars and architects to Timbuktu, establishing it as an Islamic learning center.
Sundiata united the Mandinka people after defeating the brutal Samanguru in battle in 1235. As the new King of Mali, Sundiata improved agriculture and introduced cotton.
The Roman Empire unit test study guide provides an overview of the history and development of the Roman Empire from its origins as a kingdom in Rome to its eventual decline and fall. It covers the establishment of the Roman Republic and leaders like Julius Caesar who expanded Roman territory through military conquests. It also discusses the transition to an empire under Augustus and the influence and spread of Christianity. The guide outlines some of the key reasons for the fall of the Western Roman Empire and the continued existence of the Eastern Byzantine Empire centered in Constantinople until its conquest in 1453.
- A group of local people in one of Rome's provinces refuses to participate in Roman rituals and holidays, saying it violates their religious beliefs, while otherwise remaining peaceful. Some Roman soldiers see this group as a potential threat.
- The document discusses the rise of Christianity in the Roman Empire and the persecution of Christians by Roman authorities for roughly 300 years. It then outlines the conversion of Emperor Constantine to Christianity and his efforts to legalize and promote the religion.
- The Roman Empire was divided into Western and Eastern sections with Constantinople as the new capital of the Eastern Byzantine Empire, which continued Roman traditions and controlled major trade routes.
This document provides instructions for a Roman Empire vocabulary assignment, asking students to choose 10 words to complete a crossword puzzle, draw a detailed picture explaining definitions, or write a paragraph using the words correctly about their contribution to the Roman Empire. It also allows choosing 7 words to complete another activity for a homework pass due the next day.
The document provides definitions for 37 important terms related to the rise and fall of the Roman Empire. It describes key figures like Romulus and Remus, events like the Punic Wars that expanded Rome's territory, and accomplishments such as establishing Latin as the dominant language and developing civil law. The summary also mentions the eventual adoption of Christianity as the official religion and the reasons for Rome's decline, including invasions from outside groups and internal political issues.
This document discusses the many legacies and influences of ancient Rome that are still present in modern society. It notes that many common words in English come from Latin, the language of Rome, and that Latin shaped the development of several modern European languages. Architecturally, Roman innovations like vaults, columns, domes and arches can still be seen in buildings today. Rome also had a significant influence on modern government, law, sports, Christianity, and culture. The document aims to illustrate how deeply Rome impacted Western civilization and the many ways its contributions are still visible in our world today.
The document describes a scenario where a Roman senator is worried about generals in Rome gaining too much power and potentially becoming dictators. Some senators want to take violent action against the generals to prevent this, but it is unclear if using violence against them to save the Republic would be justified.
- In 753 BC, Romulus founded the city of Rome, which would later expand into the massive Roman Republic.
- The Roman Republic began in 509 BC after the overthrow of the last Roman king. It established a system where elected representatives led the people rather than kings.
- Roman society was divided between the patricians, who were the wealthy landowning class, and the plebeians, who made up the common people.
The document provides information about the Roman Empire from several sources, including:
- A lesson on analyzing the legacy of the Roman Empire and its importance.
- Geography questions about Italy and the location of Rome that set the stage for the rise of the Roman Empire.
- Maps showing the extent of the Roman Empire and its extensive road network, implying the Romans had effective government, trade, religion, language, and culture due to their roads connecting the empire.
- A passage explaining how all roads literally led to Rome, as the Romans built roads from conquered territories and provinces straight to the capital city, with mile markers measuring distance from Rome.
- A timeline of important events in Roman history from
The document provides instructions for creating a timeline, including circling BC dates and putting them in descending order, ordering AD dates ascending from 0, choosing 10 dates to illustrate with events, and using the dates 2000 BC, 753 BC, and 2016 AD as examples. It then lists 44 historical dates between 3000 BC and 2050 with significant events for potential inclusion on the timeline.
BC and AD are common abbreviations used on timelines to denote periods before and after the estimated birth of Jesus Christ. BC stands for Before Christ and AD stands for Anno Domini, which translates to "In the year of our Lord". Some mistakenly think AD means After Death, but that would place the start at year 33 rather than year 1. Alternatively, timelines may use BCE (Before Common Era) and CE (Common Era) to avoid religious references. The document instructs students to create a timeline using the provided materials and guidelines.
The document discusses the key features of maps that help people use them, including the map title, compass rose, legend/key, scale, and locator. It also lists different types of maps such as physical, political, historical, and land use maps. The document emphasizes the importance of geography and includes an activity for students to label lines of longitude and latitude on maps.
The document provides instructions for a bell ringer activity where students are asked to:
1) Write a list of rights they have as United States citizens or residents
2) Have extra time to write a song, rap or poem about the rights they listed
The overall objective is for students to understand the rights granted in the Declaration of Independence and be able to write an essay explaining these rights using evidence from the text. Students are given 15 minutes to read the Declaration of Independence and create a rights chart before choosing an writing activity option that discusses the rights or their denial.
The document is a lesson on different types of governments that will be taught to students. It includes definitions and examples of 8 types of governments: democracy, oligarchy, monarchy, communism, dictatorship, anarchy, republic, and totalitarianism. Students will be assigned to groups that focus on one type of government. They will take notes on all the types and work in their groups to create their own hypothetical government based on their assigned type.
The document assigns groups of students to present on different "House Rules" during class. Each group will have 10-15 minutes to create a lesson on their assigned rules, explaining what each rule is and why it is important. Their lesson should include a visual and a question for the class, and can take the form of a teaching lesson, skit, or song. The document then lists which rules each of 8 groups will present on.
This document provides information for students in Mrs. James's homeroom class. It outlines schedules, rules, and procedures for the class. The daily schedule includes periods for homeroom, classes, lunch, and announcements. Cell phone policies and dress code are reviewed. The class will use a house system with rewards for following rules. Thirty-five rules address behavior, manners, classroom conduct, and character. The document also previews activities like filling out schedules and a get-to-know-you scavenger hunt.
This document discusses leadership and provides examples of leadership qualities and activities. It defines leadership as commanding a group and possessing additional qualities beyond just being the boss. Students are asked to list qualities of a good classroom leader, discuss statements about leadership, and perform skits demonstrating good and bad leadership. They are also prompted to describe how they will be good leaders of their group.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
220711130100 udita Chakraborty Aims and objectives of national policy on inf...
The Explorers
1. Bell Ringer 2/4/2015
Your uncle is a Portuguese ship captain who has just
come back from a long sea voyage. He shows you a map
of the new lands he has seen. He tells wonderful stories
about strange plants and animals. You are studying to
become a carpenter, but you wonder if you might like to
be an explorer like your uncle instead.
How would you decide which career to choose?
***consider PROS of becoming a carpenter & PROS of
becoming an explorer***
2. Objective and Standard
• I can identify the voyages of discovery, their
locations and their impact on the world.
• 7.73 - Identify the voyages of discovery, the
locations of the routes, and the influence of
technology in the developments of a new
European worldview including cartography,
compass, caravel, astrolabe.
4. Bartolomeu Dias
• Attempted to sail
around the southern
tip of Africa to reach
India – for what??
• Strong storm
threatens to destroy
expedition
• Founds Cape of
Good Hope
5.
6. Vasco da
Gama• Sailed around Africa
and landed in the
west coast of India.
• A sea route to Asia
had been found!!!
• Provides an
important trade route
from Europe to India
and East Indies.
7.
8. Ferdinand Magellan
• His crew made first
round-the-world
voyage.
– Proved for certain
that the world was
round.
• Magellan was killed
in the Phillippines,
did not make it
home.
14. Sailing to the Americas!
• He told the Spanish monarchs, Ferdinand and
Isabella, his plan and promised them riches, and
new territories …if they funded his travels he
would also promise Catholic converts…
– What else did Ferdinand and Isabella do?
• In October 1492, Columbus’s crew and his 3 ships
(names??) finally saw land after 3 months of
sailing!
• Where did Columbus believe he landed?
• What did he call the native peoples he met?
17. Who Finally Figured It Out?!?
• In 1507, a German mapmaker decided to name the
newly discovered continents after the man that
made that fact known…Amerigo Vespucci!
• Vespucci had made a number of voyages to the
New World and through letters expressed his
thoughts that this was a new continent!
• Good thing the mapmaker decided to use his first
name…. “I pledge allegiance to the flag of the
United States of Vespuccia…” **Sounds weird!!
18. Spanish & Portuguese sailors
• Prince Henry the Navigator was responsible for
much of Portugal's success on the seas. He built
an observatory and a navigation school to teach
how to sail ocean voyages!
• Bartolomeu Dias – attempts to sail around Africa –
founded the Cape of Good Hope
• 1498- Vasco de Gama sailed around Africa and
landed in the west coast of India. A sea route to
Asia had been found!
19. The Voyage
• August 1492 Columbus and crew landed in the
Bahamas. He thought it was Asia. He did not
realize North America lay right in front of him!
• A Portuguese sailor, Ferdinand Magellan led a
trip to to southern South America. He was
killed before he finished his journey – but his
crew became the first to circumnavigate the
globe!!
20. Recap
• 1. What prompted Europeans to explore in the
1400s?
• 2. In your opinion, what was the most
important technological advance for European
explorers?
• 3. What did Henry the Navigator contribute to
world exploration?
• 4. Who was the first European to sail around
Africa and land in India?
22. English and French
• England and France also wanted to find a new
route to Asia. So they sent explorers to look for a
waterway through North America, the Northwest
Passage. They did not find a successful route, but
they claimed the land in North America. They
wanted to find riches in the New World.
• Sir Francis Drake began stealing treasures from
Spanish transport ships, Spain was furious!
23. Spanish Armada
• Spain was mad!
• They sent 130 ships to attack England. This fleet
was part of Spain’s navy, known as the Spanish
Armada.
• English had faster ships and better guns so they
defeated the Spanish!
24. Match the explorer with his
discovery/voyage:
1. Vasco da Gama a. English privateer; stole
from Spain
1. Christopher Columbus b. sponsored many voyages of
discovery
1. Francis Drake c. first to find a water route to
Asia by rounding Africa
1. Ferdinand Magellan d. first to circumnavigate the
globe
1. Henry the Navigator e. tried to get to Asia by
traveling west across the Atlantic
26. Explorer story!
• Take all the knowledge you learned today about
the explorers. You will write a story about one
explorer, what they discovered, and why they
were significant. It may be 1st person (if you want
to be an explorer) or 3rd person The story needs
to include the following explorers: Vasco de
Gama, Henry the Navigator, Magellan,
Columbus. I will model this for you – this should
be at least 10 sentences!
27. Helping out the sailors!
• Advances in technology allowed people to
explore! Sailors used the astrolabe and the
compass to find routes to far away places.
28. More Advances
• Accurate maps also
allowed people to
travel greater
distances!
• Shipbuilding –
Portuguese started
making caravels- they
used triangle sails so
this allowed them to
sail against the wind.
29. Religion
• People also wanted to convert more people to
Christianity and counteract the spread of
Islam