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.
This is a powerpoint about famous explorer Amerigo Vespucci. If you use this powerpoint, please remove the names at the end of the slides. Thank you and happy using!
This is a powerpoint about famous explorer Amerigo Vespucci. If you use this powerpoint, please remove the names at the end of the slides. Thank you and happy using!
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, Head of History and Geography Department at IES Parque de Lisboa (Alcorcon, Madrid, Spain) for "II Jornadas de Orientación de Auxiliares de la Comunidad de Madrid"
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, Head of History and Geography Department at IES Parque de Lisboa (Alcorcon, Madrid, Spain) for "II Jornadas de Orientación de Auxiliares de la Comunidad de Madrid"
Creado por María Jesús Campos, profesora de Ciencias Sociales, Geografía e Historia en una sección bilingüe de inglés en Madrid.
learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
Developed by María Jesús Campos Fernández, teacher of History, Geography and Art at a bilingual section in Alcorcon (Madrid, Spain)
learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
Created by María Jesús Campos Fernández, teacher of History and Geography in a bilingual section in Madrid. learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
Created by María Jesús Campos Fernández, teacher of Geography and History at a bilingual section in Madrid.
learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
Developed by María Jesús Campos Fernández, teacher of Geography and History at a Bilingual Section in IES Parque de Lisboa (Alcorcon, Madrid)
learningfromgeography.wikispaces.com
learningfromhistory.wikispaces.com
Creado por María Jesús Campos Fernández, profesora de Ciencias Sociales, Geografía e Historia en una sección bilingüe de Madrid.
learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
Creado por María Jesús Campos Fernández, profesora de Geografía e Historia en una sección bilingüe de inglés
learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
“Science, Technology, and Society during the Great Oceanic Discoveries.” [Workshop Ozeane: Grenzen, Interaktionen, Konflikte, Interdisziplinäre Zugänge, 17-18 April 2015 Universität Wien].
This study refers to the interdisciplinary efforts to explore the globe with the great oceanic discoveries, an interesting open question, which had also contributed to the development of geography and exploration. In the fifteenth century the humanists translated the works of the ancient geographers, which influenced the ideological background of the great explorers. Geographical conceptions were gradually liberated from dogmatism, accepting the theory that the Earth is global and regenerating Ptolemy’s belief that the European west coasts are close to the eastern Asia.
Similar to Unit 7 - The Age of Discoveries - 2º bil ESO (20)
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter 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.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. 1- Why were the discoveries made?
Countries known to Europe in the 15th century
3. Marco Polo, 13th century
Marco Polo was a Venetian merchant traveler
whose travels are recorded in Il Milione (Book
of the Marvels of the World), a book which did
much to introduce Europeans to Central Asia and China. He
learned the mercantile trade from his father and uncle. The
three of them embarked in 1269 on an epic journey to Asia,
returning after 24 years to find Venice at war with Genoa;
Marco was imprisoned, and dictated his stories to a
cellmate. He was released in 1299, became a wealthy
merchant, married and had three children. He died in 1324,
and was buried in San Lorenzo.
4.
5.
6. Reason for the discoveries
1- Necessity of finding new trade routes to the East.
7.
8. Reason for the discoveries
2- A number of technological advances in navigation:
.New maps (portulan charts)
.Navigational instruments
.Ship improvements
9. Portolan charts
Portolan charts are navigational maps based on compass
directions and estimated distances observed by the pilots at sea.
They were first made in the 13th century in Italy, and later in
Spain and Portugal. With the advent of the Age of Discovery, they
were considered State secrets in Portugal and Spain. They were
very valuable in the description of Atlantic and Indian coastlines.
The word portolan comes from the Italian adjective portolano,
meaning "related to ports or harbours."
10. Astrolabe
An astrolabe is an elaborate instrument, historically used
by astronomers, navigators, and astrologers. Its many uses
include locating and predicting the positions of the Sun,
Moon, planets, and stars, determining local time given local
latitude and vice-versa, triangulation, etc. It was used from
classical antiquity to the Renaissance.
There is often confusion between the astrolabe and the
mariner's astrolabe. While the astrolabe could be useful for
determining latitude on land, it was an awkward instrument
for use on the heaving deck of a ship or in wind. The mariner's
astrolabe was developed to address these issues.
11. Quadrant
A quadrant is an
instrument that is used
to measure angles up to
90°. It was originally
proposed by Ptolemy as
a better kind of
astrolabe. Several
different variations of
the instrument were
later produced by
medieval Muslim
astronomers.
12. Compass
A compass is a navigational instrument that measures
directions in a frame of reference that is stationary relative to
the surface of the earth. The frame of reference defines the
four cardinal directions (or points) – north, south, east, and
west. Intermediate directions are also defined. Usually, a
diagram called a compass rose, which shows the directions
(with their names usually abbreviated to initials), is marked
on the compass. When the compass is in use, the rose is
aligned with the real directions in the frame of reference, so,
for example, the "N" mark on the rose really points to the
north.
15. 2- What were the
new sea routes?
PORTUGUESE EXPEDITIONS
-From the early 15th century.
-They tried a new route to India surrounding Africa.
-Various expeditions were developed during the 15th century
leaded by the Portuguese monarchs and Prince Henry the
Navigator.
-They discovered Madeira Islands, the Azores and all the
African coast to the Cape of Good Hope, opening the sea
route to India.
-Bartolomeu Dias and Vasco de Gama were noted
explorers at the end of the 15th century.
16. 2- What were the new sea routes?
-They established trading posts along the African coast and
the new route to facilitate later journeys.
-Portugal created a great empire becoming a world power.
17. Henry the Navigator
He was an important figure in the early days of the
Portuguese Empire and the Age of Discoveries.
He was responsible for the development of
European exploration and maritime trade with other continents.
Henry was the third child of King John I of Portugal. He encouraged
his father to conquer Ceuta (1415), the Muslim port on the North
African coast across the Straits of Gibraltar. He learnt of the
opportunities from the Saharan trade routes that terminated there,
and became fascinated with Africa in general.
In "Crónica da Guiné" Henry is described as having no luxuries, not
avaricious, speaking with soft words and calm gestures, a man of many
virtues who never allowed any poor person to leave his presence
empty-handed.
18.
19. Bartolomeu Dias
He was a nobleman
of the
Portuguese royal
household, was
a Portuguese
explorer. He
sailed around
the
southernmost
tip of Africa in
1488, the first
European
known to have
done so.
20.
21. Vasco de Gama
He was a Portuguese explorer, one of
the most successful in the Age of
Discovery and the commander of
the first ships to sail directly from
Europe to India.
He is one of the most famous and
celebrated explorers from the
Discovery Ages, being the first
European to reach India through
sea. This discovery was very
significant and paved the way for
the Portuguese to establish a long
lasting colonial empire in Asia.
22.
23. Spanish and Portuguese rivalry
The Crown of Castile was the main rival of Portugal in this
search for new routes and territories.
The Crown of Castile took another way and decided to sail to the
West across the Atlantic in a risky attempt to arrive to India.
They thought that the Earth was round but they did not know
about the size of it or the existence of America, another
continent discovered by the Crown of Castile in its journey to
India.
28. 3- How was America discovered?
-Christopher Colombus was convinced that the world was
round, so he planned his route to India crossing the Atlantic
Ocean.
-The Catholic Monarchs decided to finance his expedition.
-He began the expedition on August 1492. It was formed by
three ships and 90 sailors.
-They reached land on October 1492. They
thought it was India, but instead they were
discovering America without knowing it.
29. Christopher Colombus
-After the first expedition, Colombus made three more, always
financed by the Crown of Castile, he was improving the
routes and conquering territories for the Crown.
-Colombus died in 1506 in Spain, without knowing what he
really had discovered.
-In 1502 Amerigo Vespucci was the first in realising that it
was a new continent, and later it was name America in his
honour.
33. 4-What was the first voyage
around the world?
-Magellan was a Portuguese explorer. He served
King Charles I of Spain in search of a westward
route to the "Spice Islands".
-Magellan's expedition of 1519–1522 became the first expedition
to sail from the Atlantic Ocean into the Pacific Ocean (then
named "peaceful sea" by Magellan; the passage being made via
the Strait of Magellan), and the first to cross the Pacific. His
expedition completed the first circumnavigation of the Earth,
although Magellan himself did not complete the entire voyage,
being killed during the Battle of Mactan in the Philippines.
-Elcano continued the expedition taking command.
36. 5- What were the consequences of the
discoveries?
-Portugal and Spain signed a Treaty in Tordesillas in 1494
to avoid problems in the unexplored regions. He divided the
world's map in two:
37. Europeans supremacy
-But they were not alone in the world, and other European
countries began their expeditions as well.
-During the next five centuries there were a big rivalry
between these European countries.
-The discoveries brought progress in science (geography,
cartography and natural sciences), new plants and animals
were discovered.
-Social and knowledge exchanges were also a
consequence.
-Diseases from European people caused dramatic effect on
native people of America, that was a very bad consequence
for them.
39. Work in groups
Page 73, exercise 2: Project: Pre-Columbian America.
-Make groups or 2-3 people.
-Make a Presentation or poster
completing tasks a and b.
-Remember NOT to copy and paste...
elaborate your works!