Chapter 2: Exploring the Americas, 1400-1625
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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. -
Encountering Nicaragua
Encountering Nicaragua United States Marines Occupying Nicaragua, 1927-1933 Christian Laupsa MA Thesis in History Department of Archeology, Conservation, and History UNIVERSITY OF OSLO Spring 2011 ii Encountering Nicaragua United States Marines Occupying Nicaragua, 1927-1933 Christian Laupsa MA Thesis in History Department of Archeology, Conservation, and History University of Oslo Spring 2011 iii iv Contents Contents ............................................................................................................................................... v Abbreviations .................................................................................................................................... viii 1. Introduction ..................................................................................................................................... 1 Topic .................................................................................................................................................... 1 Research Questions ............................................................................................................................. 3 Delimitations ....................................................................................................................................... 3 The United States Marine Corps: a very brief history ......................................................................... 4 Historiography .................................................................................................................................... -
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. -
Alaska Beyond Magazine
The Past is Present Standing atop a sandstone hill in Cabrillo National Monument on the Point Loma Peninsula, west of downtown San Diego, I breathe in salty ocean air. I watch frothy waves roaring onto shore, and look down at tide pool areas harboring creatures such as tan-and- white owl limpets, green sea anemones and pink nudi- branchs. Perhaps these same species were viewed by Juan Rodríguez Cabrillo in 1542 when, as an explorer for Spain, he came ashore on the peninsula, making him the first person from a European ocean expedition to step onto what became the state of California. Cabrillo’s landing set the stage for additional Span- ish exploration in the 16th and 17th centuries, followed in the 18th century by Spanish settlement. When I gaze inland from Cabrillo National Monument, I can see a vast range of traditional Native Kumeyaay lands, in- cluding the hilly area above the San Diego River where, in 1769, an expedition from New Spain (Mexico), led by Franciscan priest Junípero Serra and military officer Gaspar de Portolá, founded a fort and mission. Their establishment of the settlement 250 years ago has been called the moment that modern San Diego was born. It also is believed to represent the first permanent European settlement in the part of North America that is now California. As San Diego commemorates the 250th anniversary of the Spanish settlement, this is an opportune time 122 ALASKA BEYOND APRIL 2019 THE 250TH ANNIVERSARY OF EUROPEAN SETTLEMENT IN SAN DIEGO IS A GREAT TIME TO EXPLORE SITES THAT HELP TELL THE STORY OF THE AREA’S DEVELOPMENT by MATTHEW J. -
A Brief History of Wine in South Africa Stefan K
European Review - Fall 2014 (in press) A brief history of wine in South Africa Stefan K. Estreicher Texas Tech University, Lubbock, TX 79409-1051, USA Vitis vinifera was first planted in South Africa by the Dutchman Jan van Riebeeck in 1655. The first wine farms, in which the French Huguenots participated – were land grants given by another Dutchman, Simon Van der Stel. He also established (for himself) the Constantia estate. The Constantia wine later became one of the most celebrated wines in the world. The decline of the South African wine industry in the late 1800’s was caused by the combination of natural disasters (mildew, phylloxera) and the consequences of wars and political events in Europe. Despite the reorganization imposed by the KWV cooperative, recovery was slow because of the embargo against the Apartheid regime. Since the 1990s, a large number of new wineries – often, small family operations – have been created. South African wines are now available in many markets. Some of these wines can compete with the best in the world. Stefan K. Estreicher received his PhD in Physics from the University of Zürich. He is currently Paul Whitfield Horn Professor in the Physics Department at Texas Tech University. His biography can be found at http://jupiter.phys.ttu.edu/stefanke. One of his hobbies is the history of wine. He published ‘A Brief History of Wine in Spain’ (European Review 21 (2), 209-239, 2013) and ‘Wine, from Neolithic Times to the 21st Century’ (Algora, New York, 2006). The earliest evidence of wine on the African continent comes from Abydos in Southern Egypt. -
COURSE LEGEND L M T T G a N a a a a N H M a W Dr Ct H W a V 274 N R O E U Tol V I V O a P a a a D Ac E H If E Y I V V Ca E D D R E Ur St G Beadnell Way Armo a R F E
C a r d y a e Ca n n W n S o o in g n t r D i to D n S r n L c t o i u D e n c S n ate K n o r e g R a G i e l ow d l c g s A e C e id r v e w S v l e Co R e e f n mplex Dr d v a e a v l h B e l l ld t s A h o C J Triana S B a a A e t A e S J y d nt a s i a e t m v e gu e L r S h a s e e e R Ave b e t Lightwave d A A v L t z v a e M v D l A sa Ruffin Ct M j e n o r t SUN., JUNE 2, 2013 B r n e d n o Mt L e u a a M n r P b r D m s l a p l D re e a A y V i r r h r la tt r i C a t n Printwood Way i M e y r e d D D S C t r M v n a w I n C a d o C k Vickers St e 6:15 AM a o l l e Berwick Dr O r g c n t w m a e h i K i n u ir L i d r e i l a Engineer Rd J opi Pl d Cl a n H W r b c g a t i Olive Spectrum Center MARATHON STy ART m y e e Blvd r r e Ariane Dr a y o u o D u D l S A n L St Cardin Buckingham Dr s e a D h a y v s r a Grove R Soledad Rd P e n e R d r t P Mt Harris Dr d Opportunity Rd t W a Dr Castleton Dr t K r d V o e R b S i F a l a c 7:00 AM e l m Park e m e l w a Mt Gaywas Dr l P o a f l h a e D S l C o e o n HALF-MARATHON START t o t P r o r n u R n D p i i Te ta r ch Way o A s P B r Dagget St e alb B d v A MT oa t D o e v Mt Frissell Dr Arm rs 163 e u TIERRASANTA BLVD R e e s D h v v r n A A Etna r ser t t a our Av S y r B A AVE LBO C e i r e A r lla Dr r n o M b B i a J Q e e r Park C C L e h C o u S H a o te G M r Orleck St lga a t i C t r a t H n l t g B a p i S t E A S o COURSE LEGEND l M t t g a n a a a a n H a w M Dr Ct h w A v 274 n r o e u Tol v i v o a P A A a D ac e h if e y ica v v e D D r e ur St g Beadnell Way Armo -
Colonial Spanish Terms Compilation
COLONIAL SPANISH TERMS COMPILATION Of COLONIAL SPANISH TERMS And DOCUMENT RELATED PHRASES COMPILATION Of COLONIAL SPANISH TERMS file:///C|/...20Grant%202013/Articles%20&%20Publications/Spanish%20Colonial%20Glossary/COLONIAL%20SPANISH%20TERMS.htm[5/15/2013 6:54:54 PM] COLONIAL SPANISH TERMS And DOCUMENT RELATED PHRASES Second edition, 1998 Compiled and edited by: Ophelia Marquez and Lillian Ramos Navarro Wold Copyright, 1998 Published by: SHHAR PRESS, 1998 (Society of Hispanic Historical and Ancestral Research) P.O. Box 490 Midway City, CA 92655-0490 1-714-894-8161 Cover: Census Bookcover was provided by Ophelia Marquez . In 1791, and again in 1792, a census was ordered throughout the viceroyalty by Viceroy Conde de Revillagigedo. The actual returns came in during 1791 - 1794. PREFACE This pamphlet has been compiled in response to the need for a handy, lightweight dictionary of Colonial terms to use while reading documents. This is a supplement to the first edition with additional words and phrases included. Refer to pages 57 and 58 for the most commonly used phrases in baptismal, marriage, burial and testament documents. Acknowledgement Ophelia and Lillian want to record their gratitude to Nadine M. Vasquez for her encouraging suggestions and for sharing her expertise with us. Muy EstimadoS PrimoS, In your hands you hold the results of an exhaustive search and compilation of historical terms of Hispanic researchers. Sensing the need, Ophelia Marquez and Lillian Ramos Wold scanned hundreds of books and glossaries looking for the most correct interpretation of words, titles, and phrases which they encountered in their researching activities. Many times words had several meanings. -
European Exploration of North America
European Exploration of North America Tell It Again!™ Read-Aloud Anthology Listening & Learning™ Strand Learning™ & Listening Core Knowledge Language Arts® • • Arts® Language Knowledge Core Grade3 European Exploration of North America Tell It Again!™ Read-Aloud Anthology Listening & Learning™ Strand GrAdE 3 Core Knowledge Language Arts® Creative Commons Licensing This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: http://creativecommons.org/licenses/by-nc-sa/3.0/ Copyright © 2013 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved. Core Knowledge Language Arts, Listening & Learning, and Tell It Again! are trademarks of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. -
CABOT's LANDFALL by C
_J_ CABOT'S LANDFALL By C. B. FERGUSSON HILE the profound importance and the far-reaching consequences of the discovery of N ortb America by John Cabot in 1497 have long been realized, and in W some measure recognized, his landfall in the New World still remains unmarked. T hat is actually so. But it in dicates neither a lack of interest in doing honour to a distin guished navigator for his outstanding services, nor a paucity of those who have urged the marking of his landfall or advanced claims with respect to its site. His name and his fame are per petuated by Cabot Strait, which separates Cape Breton I sland :..... r- from Newfoundland, by the Cabot Trail, with its unsurt>assed :., , scenic splendour, in Cape Breton Island, and by Cabot 'l'ower on Signal Hill, at St. John's in Newfoundland. It is very fitting that Cabot's a.ctivities should be so com memorated in both Cape Breton Island and Newfoundland, for his voyages had great significance for each. Yet these me morials, through their different locations, may also indicate the crux of the Cabotian controversy: there is still a lack of un animity with respect to the site of Cabot's landfall in 1497. There are some who would claim it for Cape Breton Island, as well as others who would attribute it to Newfoundland or Labra dor. And now that Newfoundland is a part of the Canadian nation, these rival claims have been revived, the evidence has been re-considered and re-sifted, and, if it is now possible, a decision should be reached on this matter. -
The Age of Exploration (Also Called the Age of Discovery) Began in the 1400S and Continued Through the 1600S. It Was a Period Of
Activity 1 of 3 for NTI May 18 - 22 - Introduction to Exploration of North America Go to: https://www.ducksters.com/history/renaissance/age_of_exploration_and_discovery.php Click on the link above to read the article. There is a feature at the bottom that will allow you to have the text read to you, if you want. After you read the article, answer the questions below. You can highlight or bold your answers if completing electronically. I have copied the website text below if you need it. The Age of Exploration (also called the Age of Discovery) began in the 1400s and continued through the 1600s. It was a period of time when the European nations began exploring the world. They discovered new routes to India, much of the Far East, and the Americas. The Age of Exploration took place at the same time as the Renaissance. Why explore? Outfitting an expedition could be expensive and risky. Many ships never returned. So why did the Europeans want to explore? The simple answer is money. Although, some individual explorers wanted to gain fame or experience adventure, the main purpose of an expedition was to make money. How did expeditions make money? Expeditions made money primarily by discovering new trade routes for their nations. When the Ottoman Empire captured Constantinople in 1453, many existing trade routes to India and China were shut down. These trade routes were very valuable as they brought in expensive products such as spices and silk. New expeditions tried to discover oceangoing routes to India and the Far East. Some expeditions became rich by discovering gold and silver, such as the expeditions of the Spanish to the Americas. -
Presidio Visitor
THE PRESIDIO presidio.gov TRANSPORTATION Golden Gate Bridge PRESIDIGO SHUTTLE PUBLIC TRANSITDigital Terrian Mode Hillshadel (DTM_3FT.tif) - The DTM represents Fort Point he free PresidiGo Shuttle Three Muni busground routes currentlyelevations. serve This DTM is not National Historic Site Shuttle Routes Tis a great way to get to and the Presidio (withhydroflattened more coming soon): or hydroenforced. PACIFIC 2 PRESIDIO HILLS Route, Stop ID, + Direction stops at the Golden Gate 101 around the park. It has two routes. OCEAN SAN FRANCISCO BAY 28 DOWNTOWN Route + Stop ID PresidiGo Downtown provides Bridge Welcome Center 1 Torpedo Wharf Muni+ Golden Gate Transit service to and from key transit 29 stops at Baker Beach Golden Gate Bridge connections in San Francisco. N Welcome Center 30 Muni Lines and ID Numbers stops at Sports Basement 0 500 FT 1,000 FT Warming Hut Muni Stops Presidio Hills connects to 25 30 28 at Crissy Field 0 250 M Transfer Point for Muni or Golden Gate Transit Battery destinations within the park. East Vista Nearby Muni service: West Bluff West Bluff Picnic Area DOWNTOWN Route A Trail for Everyone (see reverse for information) East Beach 1 33 43 44 45 Coast Guard Pier Transit Center, the Letterman Length: 2.7 miles (4.3 km) Digital Arts Center, Van Ness Juan Bautista de Anza National Historic Trail 28 Coastal Greater Farallones National Avenue and Union Street, Length: 2.7 miles (4.3 km) Batteries Marine Sanctuary BICYCLING Golden Gate Promenade / Bay Trail Length: 4.3 miles (6.9 km) Marina Embarcadero BART, and the Gate Marina District, Golden Crissy Marsh 30 Fort Mason, California Coastal Trail Gate 28 Crissy Field Salesforce Transit Center. -
Europeans Set Sail TEKS 2A If YOU Were There
DO NOT EDIT--Changes must be made through “File info” CorrectionKey=TX-A SECTION 1 Europeans Set Sail TEKS 2A If YOU were there... You are a sailor living in Portugal in the mid-1400s. Several of your What You Will Learn… friends are excited about joining an expedition to sail to new lands. Although Portuguese navigators have made improvements to sail- Main Ideas 1. Vikings were skilled sailors, ing ships and advancements in ocean travel, you have heard about and they were the first the dangers other sailors have faced on the open seas. Europeans to reach North America. Will you join the expedition or stay behind? Why? 2. Prince Henry the Navigator established a school for sailors and provided financial support that enabled the Portuguese to start exploring the oceans. BUILDING BACKGROUND Europeans were interested in the 3. Portuguese sailors sailed goods of Africa and Asia. In order to find new routes to these goods around Africa and found and to find new lands to settle, many European nations sent explor- a sea route to Asia. ers on voyages. The Big Idea Europeans explored the world, Viking Sailors Reach North America searching for new lands and The Vikings were the first Europeans to make contact with North new trade routes. America. They came from Scandinavia, a peninsula that includes the present-day countries of Denmark, Norway, and Sweden. The Key Terms and People Vikings were skilled sailors who developed a new style of ship, called Leif Eriksson, p. 38 the longship, that curved up at both ends. Viking vessels traveled Henry the Navigator, p.