The Age of Exploration (Also Called the Age of Discovery) Began in the 1400S and Continued Through the 1600S. It Was a Period Of
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Nationalism in the French Revolution of 1789
The University of Maine DigitalCommons@UMaine Honors College 5-2014 Nationalism in the French Revolution of 1789 Kiley Bickford University of Maine - Main Follow this and additional works at: https://digitalcommons.library.umaine.edu/honors Part of the Cultural History Commons Recommended Citation Bickford, Kiley, "Nationalism in the French Revolution of 1789" (2014). Honors College. 147. https://digitalcommons.library.umaine.edu/honors/147 This Honors Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Honors College by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. NATIONALISM IN THE FRENCH REVOLUTION OF 1789 by Kiley Bickford A Thesis Submitted in Partial Fulfillment of the Requirement for a Degree with Honors (History) The Honors College University of Maine May 2014 Advisory Committee: Richard Blanke, Professor of History Alexander Grab, Adelaide & Alan Bird Professor of History Angela Haas, Visiting Assistant Professor of History Raymond Pelletier, Associate Professor of French, Emeritus Chris Mares, Director of the Intensive English Institute, Honors College Copyright 2014 by Kiley Bickford All rights reserved. Abstract The French Revolution of 1789 was instrumental in the emergence and growth of modern nationalism, the idea that a state should represent, and serve the interests of, a people, or "nation," that shares a common culture and history and feels as one. But national ideas, often with their source in the otherwise cosmopolitan world of the Enlightenment, were also an important cause of the Revolution itself. The rhetoric and documents of the Revolution demonstrate the importance of national ideas. -
Colony and Empire, Colonialism and Imperialism: a Meaningful Distinction?
Comparative Studies in Society and History 2021;63(2):280–309. 0010-4175/21 © The Author(s), 2021. Published by Cambridge University Press on behalf of the Society for the Comparative Study of Society and History doi:10.1017/S0010417521000050 Colony and Empire, Colonialism and Imperialism: A Meaningful Distinction? KRISHAN KUMAR University of Virginia, Charlottesville, VA, USA It is a mistaken notion that planting of colonies and extending of Empire are necessarily one and the same thing. ———Major John Cartwright, Ten Letters to the Public Advertiser, 20 March–14 April 1774 (in Koebner 1961: 200). There are two ways to conquer a country; the first is to subordinate the inhabitants and govern them directly or indirectly.… The second is to replace the former inhabitants with the conquering race. ———Alexis de Tocqueville (2001[1841]: 61). One can instinctively think of neo-colonialism but there is no such thing as neo-settler colonialism. ———Lorenzo Veracini (2010: 100). WHAT’ S IN A NAME? It is rare in popular usage to distinguish between imperialism and colonialism. They are treated for most intents and purposes as synonyms. The same is true of many scholarly accounts, which move freely between imperialism and colonialism without apparently feeling any discomfort or need to explain themselves. So, for instance, Dane Kennedy defines colonialism as “the imposition by foreign power of direct rule over another people” (2016: 1), which for most people would do very well as a definition of empire, or imperialism. Moreover, he comments that “decolonization did not necessarily Acknowledgments: This paper is a much-revised version of a presentation given many years ago at a seminar on empires organized by Patricia Crone, at the Institute for Advanced Study, Princeton. -
Outline and Chart Lago Espanol.Ala.4.4.2015
The Spanish Navigations in the SPANISH LAKE (Pacific Ocean) and their Precedents From the Discovery of the New World (Indies, later America) Spanish explorers threw themselves with “gusto” into further discoverings and expeditions. They carried in their crew not only the “conquerors” and explorers, but also priests, public administrators who would judge the area’s value for colonization, linguists, scientists, and artists. These complete set of crew members charted the coasts, the currents, the winds, the fauna and flora, to report back to the crown for future actions and references. A very important part of the Spanish explorations, is the extent and role of local peoples in Spain’s discoveries. It was the objective of the crown that friendly connections and integration be made. In fact there were “civil wars” among the crown and some “colonizers” to enforce the Laws of Indies which so specified. Today, some of this information has been lost, but most is kept in public and private Spanish Museums, Libraries, Archives and private collections not only in Spain but in the America’s, Phillipines, the Vatican, Germany, Holland, and other european countries, and of course the United States, which over its 200 year existence as a nation, also managed to collect important information of the early explorations. Following is a synopsis of the Spanish adventure in the Pacific Ocean (Lago Español) and its precedents. The Spanish Navigations in the SPANISH LAKE (Pacific Ocean) and their Precedents YEAR EXPLORER AREA EXPLORED OBSERVATIONS 1492 Cristobal -
The Age of Exploration
ABSS8_ch05.qxd 2/9/07 10:54 AM Page 104 The Age of 5 Exploration FIGURE 5-1 1 This painting of Christopher Columbus arriving in the Americas was done by Louis Prang and Company in 1893. What do you think Columbus might be doing in this painting? 104 Unit 1 Renaissance Europe ABSS8_ch05.qxd 2/9/07 10:54 AM Page 105 WORLDVIEW INQUIRY Geography What factors might motivate a society to venture into unknown regions Knowledge Time beyond its borders? Worldview Economy Beliefs 1492. On a beach on an island in the Caribbean Sea, two Values Society Taino girls were walking in the cool shade of the palm trees eating roasted sweet potatoes. uddenly one of the girls pointed out toward the In This Chapter ocean. The girls could hardly believe their eyes. S Imagine setting out across an Three large strange boats with huge sails were ocean that may or may not con- headed toward the shore. They could hear the tain sea monsters without a map shouts of the people on the boats in the distance. to guide you. Imagine sailing on The girls ran back toward their village to tell the ocean for 96 days with no everyone what they had seen. By the time they idea when you might see land returned to the beach with a crowd of curious again. Imagine being in charge of villagers, the people from the boats had already a group of people who you know landed. They had white skin, furry faces, and were are planning to murder you. -
La Moneda: Investigación Numismática Y Fuentes Archivísticas
La Moneda: Investigación numismática y fuentes archivísticas Mª Teresa Muñoz Serrulla (Coord. y Ed.) Madrid, 2012. UNIVERSIDAD COMPLUTENSE MADRID La publicación de este libro ha sido co-financiada por la Asociación de Amigos del Archivo Histórico Nacional y el Dpto. de Ciencias y Técnicas Historiográficas y de Arqueología, UCM. © De los textos sus autores. © De la presente edición, la Asociación de Amigos del Archivo Histórico Nacional. © De la presente edición, el Grupo de Investigación Numismática e Investigación Documental –Numisdoc – (Nº Ref. 941.301). © De las imágenes, sus autores o los respectivos propietarios del copyright. ISBN: 978-84-695-4325-2 Depósito Legal: M-28002-2012 Edita: Asociación de Amigos del Archivo Histórico Nacional y Dpto. de Ciencias y Técnicas Historiográficas y de Arqueología, UCM. Con la Colaboración de: La Moneda: Investigación numismática y fuentes archivísticas Mª Teresa Muñoz Serrulla (Coord. y Ed.) Madrid, 2012 Asociación de Amigos del Archivo Histórico Nacional Grupo de Investigación UCM: Numisdoc (Núm. Ref. 941.301) Dpto. de Ciencias y Técnicas Historiográficas y de Arqueología Facultad de Geografía e Historia Índice Presentación .................................................................................................................................................................... 7 La investigación numismática desde la Cátedra de “Epigrafía y Numismática” de la UCM. ............. 9 Numismatic research from the "epigraphy and numismatics" Chair of the UCM. Dra. María Ruiz Trapero Hallazgos de moneda andalusí y documentación ........................................................................................... 18 Discovery of Al-Andalus coins and documentation. Dr. Alberto J. Canto García La moneda medieval: fuentes documentales para su estudio ................................................................... 59 The medieval currency: documentary sources for research. Dr. José María de Francisco Olmos Reflexiones sobre la investigación y estudio de la moneda en la Edad Moderna ............................. -
Age of Exploration Flyer
POSTER INSIDE POSTER Age of Exploration A DIGITAL RESOURCE Introduction Explore five centuries of journeys across the globe, scientific discoveries, the expansion of European colonialism, new trade routes, and conflict over territories. Overview This impressive multi-archive collection focuses on “This remarkable collection European, maritime exploration from the earliest voyages of Vasco da Gama and Christopher provides the documentary Columbus, through the age of discovery, the search base to interpret some of the for the ‘New World’, the establishment of European settlements on every continent, to the eventual major movements of the age discovery of the Northwest and Northeast Passages, of exploration. The variety and the race for the Poles. of the sources made available Bringing together material from twelve archives from opens perspectives that should around the world, this collection includes documents challenge students and bring the relating to major events in European maritime history from the voyages of James Cook to the search for period to life. It is a collection John Franklin’s doomed mission to the Northwest that promotes both historical Passage. It contains a host of additional features for analysis and imagination.” teaching, such as an interactive map which presents an in-depth visualisation of over 50 of these Emeritus Professor John Gascoigne influential voyages. University of New South Wales Highlights Material Types • Captain Cook’s secret instructions, ships’ logs and • Le Livre des merveilles by Marco Polo including the • Diaries, journals and ships’ logbooks journals from three voyages of James Cook, written illuminations of Maître d’Egerton – this illuminated Printed and manuscript books by various crew members and Cook himself which relate manuscript compendium dates from c.1410-1412 and • to early British Pacific exploration and the search for is comprised of geographical works and accounts of • Correspondence, notes and ephemera Terra Australis. -
The Sovereignty of the Crown Dependencies and the British Overseas Territories in the Brexit Era
Island Studies Journal, 15(1), 2020, 151-168 The sovereignty of the Crown Dependencies and the British Overseas Territories in the Brexit era Maria Mut Bosque School of Law, Universitat Internacional de Catalunya, Spain MINECO DER 2017-86138, Ministry of Economic Affairs & Digital Transformation, Spain Institute of Commonwealth Studies, University of London, UK [email protected] (corresponding author) Abstract: This paper focuses on an analysis of the sovereignty of two territorial entities that have unique relations with the United Kingdom: the Crown Dependencies and the British Overseas Territories (BOTs). Each of these entities includes very different territories, with different legal statuses and varying forms of self-administration and constitutional linkages with the UK. However, they also share similarities and challenges that enable an analysis of these territories as a complete set. The incomplete sovereignty of the Crown Dependencies and BOTs has entailed that all these territories (except Gibraltar) have not been allowed to participate in the 2016 Brexit referendum or in the withdrawal negotiations with the EU. Moreover, it is reasonable to assume that Brexit is not an exceptional situation. In the future there will be more and more relevant international issues for these territories which will remain outside of their direct control, but will have a direct impact on them. Thus, if no adjustments are made to their statuses, these territories will have to keep trusting that the UK will be able to represent their interests at the same level as its own interests. Keywords: Brexit, British Overseas Territories (BOTs), constitutional status, Crown Dependencies, sovereignty https://doi.org/10.24043/isj.114 • Received June 2019, accepted March 2020 © 2020—Institute of Island Studies, University of Prince Edward Island, Canada. -
India in the Indian Ocean Donald L
Naval War College Review Volume 59 Article 6 Number 2 Spring 2006 India in the Indian Ocean Donald L. Berlin Follow this and additional works at: https://digital-commons.usnwc.edu/nwc-review Recommended Citation Berlin, Donald L. (2006) "India in the Indian Ocean," Naval War College Review: Vol. 59 : No. 2 , Article 6. Available at: https://digital-commons.usnwc.edu/nwc-review/vol59/iss2/6 This Article is brought to you for free and open access by the Journals at U.S. Naval War College Digital Commons. It has been accepted for inclusion in Naval War College Review by an authorized editor of U.S. Naval War College Digital Commons. For more information, please contact [email protected]. Color profile: Generic CMYK printer profile Composite Default screen Berlin: India in the Indian Ocean INDIA IN THE INDIAN OCEAN Donald L. Berlin ne of the key milestones in world history has been the rise to prominence Oof new and influential states in world affairs. The recent trajectories of China and India suggest strongly that these states will play a more powerful role in the world in the coming decades.1 One recent analysis, for example, judges that “the likely emergence of China and India ...asnewglobal players—similar to the advent of a united Germany in the 19th century and a powerful United States in the early 20th century—will transform the geopolitical landscape, with impacts potentially as dramatic as those in the two previous centuries.”2 India’s rise, of course, has been heralded before—perhaps prematurely. How- ever, its ascent now seems assured in light of changes in India’s economic and political mind-set, especially the advent of better economic policies and a diplo- macy emphasizing realism. -
Exploration Opportunities in the Mediterranean
Exploration in the Mediterranean Sea has experienced significant renewed interest over the last decade, with exciting, play-opening discoveries in Israel, Egypt and Libya. ION has taken an Pliocene -- CROP Repro – 4,700 km Miocene Messinian Exploration innovative approach in order to rapidly and cost-effectively develop an integrated dataset to acquired 80s-90s acquired 80s-90s - 4.5-6 km osets aid understanding of the whole Mediterranean, which can be used as the framework for future 17-20s record MS Repro –17,000 km Eocene exploration programmes and to challenge existing basin models. The dataset consists of newly acquired ‘70s-’80s 2.4 km osets Oligocene Opportunities in the 10-12s record, dynamite source acquired BasinSPAN data and reprocessed data from both industry and academic sources. These surveys have been processed concurrently to provide a consistent velocity model across the Mediterranean and generate a fully integrated geological and geophysical interpretation Mediterranean Upper Cretaceous using seismic, well, gravity and magnetic data. ION has created a unique dataset in the region to NAGECO The value of a regionally calibrated seismic dataset support the next phase of exploration, with license rounds expected in the near future. LibyaSPAN –– IONION acquiredacquired Lower Mesozoic 2014 – 7040 km LibyaRepro –38,000–38,000 kmkm acquired 2005 10 km osets 8.5 km osets 18s record, WiBand processingprocessing 10s record, WiBand re-processing 0 — Absence of Messinian evaporites on palaeo-high Thickened Messinian Thickened Messinian -
Khwājā Khadir and the Fountain of Life, in the Tradition of Persian and Mughal Art
Khwājā Khadir and the Fountain of Life, in the Tradition of Persian and Mughal Art By A. K. Coomaraswamy Studies in Comparative Religion, Vol. 4, No. 4. (Autumn, 1970) © World Wisdom, Inc. www.studiesincomparativereligion.com IN India, the Prophet, Saint, or Deity known as Khwājā Khizr (Khadir), Pīr Badar, or Rājā Kidār, is the object of a still surviving popular cult, common to Muslims and Hindus. His principal shrine is on the Indus near Bakhar, where he is worshipped by devotees of both persuasions; the cult is however hardly less widely diffused in Bihar and Bengal. In the Hindu cult, the Khwājā is worshipped with lights and by feeding Brahmans at a well, and alike in Hindu and Muslim practice, by setting afloat in a pond or river a little boat which bears a lighted lamp. Iconographically Khwājā Khizr is represented as an aged man, having the aspect of a fakir, clothed entirely in green,1 and moving in the waters with a "fish" as his vehicle. The nature of Khwājā Khizr can be inferred from his iconography as outlined above, and also from the Indian legends. In the ballad of Niwal Daī, which is localized at Safīdam2 in the Pañjāb, Niwal Daī is the daughter of Vāsuki, the chief of the Serpents. The Aryan Pāndava Rājā Pariksit has encountered Vāsuki, and forced him to promise his daughter to him in marriage, though from Vāsuki's point of view this is a disgraceful misalliance. Vāsuki is then stricken with leprosy, owing to a curse pronounced by the Priest Sījī3 whose cows have been bitten by the Serpents. -
Social Studies - 6 Use Any Resources You Have (Such As the Internet Or Books) to Explore the Topics More Each Week
This year in sixth grade you have been learning about the history of different regions of the world. In your at home learning opportunities you will continue this exploration. Some information may be review and some may be new. Feel free to Social Studies - 6 use any resources you have (such as the internet or books) to explore the topics more each week. Each week will connect to the last as much as possible. The following article is about the historical figure Joan of Arc, or Jeanne D’Arc (1412- 1431), the teenage girl who led the French to victory against the English in the 1400s. As you read, think about how and why is she remembered today? Joan of Arc: France’s Young Tragic Hero Part 1: The Makings of a Hero Joan was born the youngest of a family of five. Her father was a peasant farmer who had little money. She never learned to read or write. Yet in her short lifetime, she became one of history’s most famous people. Joan was born in Domremy, France on January 6, 1412. She was the youngest of five children. As a child, Joan played with other children but also enjoyed being alone. Like other girls, she was "Jeanne d'Arc, victorieuse des anglais, rentre à Orléans et est acclamée par la population" by Jean good at sewing and spinning. Unlike other girls, she claimed to hear “voices.” She said it was the Jacques Scherrer is in the public domain. voice of angels speaking to her, and she also claimed to have seen them. -
Chapter 17.1 European Exploration and Expansion
CHAPTER 17.1 EUROPEAN EXPLORATION AND EXPANSION MOTIVES AND MEANS • Age of Discovery: Period from 1500-1800 CE in which Europeans sailed and explored the rest of the world • Motives for exploration: • Fascination with Asia • Marco Polo’s book The Travels detailed his exotic travels became popular with Europeans • Economics • Hopes of opening new markets to trade for spices, precious metals • “Gold, glory, and God” • A belief that Europeans must Christianize indigenous peoples MOTIVES AND MEANS • Means of exploration: • Caravel: small, fast ship with a longer range and larger cargo hold than previous ships • Advances in cartography more accurate maps, astrolabe, compass • Knowledge of wind patterns PORTUGUESE EXPLORERS • Portugal was first to explore; led by Prince Henry the Navigator • Discovered gold on western coast of Africa (“Gold Coast”) • Vasco de Gama sailed around tip of Africa and reached Calicut, India • Made large profit from Indian spices • Portuguese fleets returned to India to defeat Muslims and create trade monopoly • Portugal dominated trade in India and China, but did not have the population to colonize SPANISH EXPLORERS • Europeans knew world was round; did not know existence of the Americas • Sailed west to find a different route to Asia • Christopher Columbus sailed to find India for Spain • Found Caribbean islands which he thought were islands just outside of India • Never reached mainland Americas • Ferdinand Magellan: first to sail completely around the globe by sailing around the tip of South America; killed in Philippines …Columbus once punished a man found guilty of stealing corn by having his ears and nose cut off and then selling him into slavery.