Historical Timeline
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Laurence Bergreen D D Rio De La Plata Rio De La Plata Cape of Good Hope,Cape of Good Hope, O O N N I I C C Mocha Is
90˚ 105˚90˚ 120˚105˚ 135˚ 120˚150˚ 135˚ 165˚150˚ 180˚ 165˚165˚ 180˚ 150˚165˚ 135˚150˚ 120˚135˚ 120˚ 90˚ 75˚ 90˚ 60˚75˚ 45˚ 60˚30˚ 45˚ 15˚ 30˚0˚ 15˚ 15˚ 0˚30˚ 15˚ 45˚ 30˚60˚ 45˚ 60˚ 75˚ 75˚ 75˚ 75˚ 70˚ 70˚FranFrancis Drciaks Dre’sake’s 70˚ 70˚ CircumCircnaumviganativiongation of thofe Wotherl Wod rld ARCTIC CIRCLE ARCTIC CIRCLE Nov. 15No77v.–S 15ep77t.–S 15ep80t. 1580 60˚ 60˚ 60˚ 60˚ ENGLAND ENGLAND NORTH NORTH EUROPE EUROPE Plymouth, Sept. Plymouth,26, 1580 Sept. 26, 1580 Nov. 15, 1577 Nov. 15, 1577 45˚ 45˚ Terceira, Azores Terceira, Azores 45˚ 45˚ ASIA ASIA Sept. 11, 1580 Sept. 11, 1580 New Albion New Albion AMERICA AMERICAA A June–July 1579 June–July 1579 t l t l a n a n t t i c i c Mogador Is. MoCapegador Cantin Is. Cape Cantin 30˚ 30˚ O O 30˚ 30˚ c c e e a a n n Cape Barbas Cape Barbas In Search of a CapeKingdom Verde IslandsCape Verde Islands 15˚ 15˚ Philippines Philippines 15˚ 15˚ ? ? PANAMA PANAMA AFRICA AFRICA Guatulco Guatulco SIERRA SIERRA Mindanao Mindanao Equator crossed Equator crossed LEONE LEONE Palau, Sept. 30, Pa1579lau, Sept. 30, 1579 P a c P a c i f i i f i Caño Is. Caño Is. FrAncisFeb. 20, 1578 Fe b.DrAke, 20, 1578 elizAbeth i, AnD the c c March 16, 1579 March 16, 1579 0˚ 0˚ Ternate Ternate O O EQUATOR 0˚ EQUATOR 0˚ c e c e Sumatra Sumatra a a Fernando de NoronhFernaando de Noronha n n Paita Paita Perilous birth oF the british emPire Java Java PERU SOPEUTRUH SOUTH March 26, 1580 March 26, 1580 Lima, El Callao Lima, El CallaoAMERICA AMERICA n n 15˚ 15˚ 15˚ 15˚ a a e e Henderson Is. -
Geological Timeline
Geological Timeline In this pack you will find information and activities to help your class grasp the concept of geological time, just how old our planet is, and just how young we, as a species, are. Planet Earth is 4,600 million years old. We all know this is very old indeed, but big numbers like this are always difficult to get your head around. The activities in this pack will help your class to make visual representations of the age of the Earth to help them get to grips with the timescales involved. Important EvEnts In thE Earth’s hIstory 4600 mya (million years ago) – Planet Earth formed. Dust left over from the birth of the sun clumped together to form planet Earth. The other planets in our solar system were also formed in this way at about the same time. 4500 mya – Earth’s core and crust formed. Dense metals sank to the centre of the Earth and formed the core, while the outside layer cooled and solidified to form the Earth’s crust. 4400 mya – The Earth’s first oceans formed. Water vapour was released into the Earth’s atmosphere by volcanism. It then cooled, fell back down as rain, and formed the Earth’s first oceans. Some water may also have been brought to Earth by comets and asteroids. 3850 mya – The first life appeared on Earth. It was very simple single-celled organisms. Exactly how life first arose is a mystery. 1500 mya – Oxygen began to accumulate in the Earth’s atmosphere. Oxygen is made by cyanobacteria (blue-green algae) as a product of photosynthesis. -
Geology Timeline
Red Rock Canyon NCA Environmental Education Program Geology Timeline Grades: 3-12 Objective: Demonstrate the relative distance of events in Estimated Time: 15-30 minutes time Standards Met: Procedure: 3-5 grade: Lead in to topic by discussing the age of the o Science E.5.C Students earth and how long students think various things understand that features on the of the surrounding area are. Earth's surface are constantly changed by a combination of Ask a chaperone to hold one end of the yarn to slow and rapid processes. mark the beginning of the earth. Explain that the earth is 4.6 billion years old, and that you’ll be 6-8 grade: doing an activity to get a better understanding of o Science E.8.C Students the age of everything around you. understand that landforms result from a combination of Have the students walk with you to when rocks constructive and destructive first appear on earth, 12 feet from the chaperone, processes. and mark it with tape or yarn. Explain that to 9-12 grade: scale this represents 600 million years and how o Science E.12.C Students geology is measured on a much larger scale that understand evidence for we are used to looking at things. processes that take place on a geological time scale. Note: Depending on your class, it may be helpful to have the measurements pre-marked on the Materials Needed: yarn before doing activity with students. Ball of yarn or twine Method for measuring Continue on as a group to the third point, when Brightly colored tape or contrasting life begins on earth, 16 feet from the chaperone. -
Critical Analysis of Article "21 Reasons to Believe the Earth Is Young" by Jeff Miller
1 Critical analysis of article "21 Reasons to Believe the Earth is Young" by Jeff Miller Lorence G. Collins [email protected] Ken Woglemuth [email protected] January 7, 2019 Introduction The article by Dr. Jeff Miller can be accessed at the following link: http://apologeticspress.org/APContent.aspx?category=9&article=5641 and is an article published by Apologetic Press, v. 39, n.1, 2018. The problems start with the Article In Brief in the boxed paragraph, and with the very first sentence. The Bible does not give an age of the Earth of 6,000 to 10,000 years, or even imply − this is added to Scripture by Dr. Miller and other young-Earth creationists. R. C. Sproul was one of evangelicalism's outstanding theologians, and he stated point blank at the Legionier Conference panel discussion that he does not know how old the Earth is, and the Bible does not inform us. When there has been some apparent conflict, either the theologians or the scientists are wrong, because God is the Author of the Bible and His handiwork is in general revelation. In the days of Copernicus and Galileo, the theologians were wrong. Today we do not know of anyone who believes that the Earth is the center of the universe. 2 The last sentence of this "Article In Brief" is boldly false. There is almost no credible evidence from paleontology, geology, astrophysics, or geophysics that refutes deep time. Dr. Miller states: "The age of the Earth, according to naturalists and old- Earth advocates, is 4.5 billion years. -
Geologic Timeline
SCIENCE IN THE PARK: GEOLOGY GEOLOGIC TIME SCALE ANALOGY PURPOSE: To show students the order of events and time periods in geologic time and the order of events and ages of the physiographic provinces in Virginia. BACKGROUND: Exact dates for events change as scientists explore geologic time. Dates vary from resource to resource and may not be the same as the dates that appear in your text book. Analogies for geologic time: a 24 hour clock or a yearly calendar. Have students or groups of students come up with their own original analogy. Before you assign this activity, you may want to try it, depending on the age of the student, level of the class, or time constraints, you may want to leave out the events that have a date of less than 1 million years. ! Review conversions in the metric system before you begin this activity ! References L.S. Fichter, 1991 (1997) http://csmres.jmu.edu/geollab/vageol/vahist/images/Vahistry.PDF http://pubs.usgs.gov/gip/geotime/age.html Wicander, Reed. Historical Geology. Fourth Edition. Toronto, Ontario: Brooks/Cole, 2004. Print. VIRGINIA STANDARDS OF LEARNING ES.10 The student will investigate and understand that many aspects of the history and evolution of the Earth can be inferred by studying rocks and fossils. Key concepts include: relative and absolute dating; rocks and fossils from many different geologic periods and epochs are found in Virginia. Developed by C.P. Anderson Page 1 SCIENCE IN THE PARK: GEOLOGY Building a Geologic Time Scale Time: Materials Meter stick, 5 cm adding machine tape, pencil, colored pencils Procedure 1. -
Britain and the Dutch Revolt 1560–1700 Hugh Dunthorne Frontmatter More Information
Cambridge University Press 978-0-521-83747-7 - Britain and the Dutch Revolt 1560–1700 Hugh Dunthorne Frontmatter More information Britain and the Dutch Revolt 1560–1700 England’s response to the Revolt of the Netherlands (1568–1648) has been studied hitherto mainly in terms of government policy, yet the Dutch struggle with Habsburg Spain affected a much wider commu- nity than just the English political elite. It attracted attention across Britain and drew not just statesmen and diplomats but also soldiers, merchants, religious refugees, journalists, travellers and students into the confl ict. Hugh Dunthorne draws on pamphlet literature to reveal how British contemporaries viewed the progress of their near neigh- bours’ rebellion, and assesses the lasting impact which the Revolt and the rise of the Dutch Republic had on Britain’s domestic history. The book explores affi nities between the Dutch Revolt and the British civil wars of the seventeenth century – the fi rst major challenges to royal authority in modern times – showing how much Britain’s chang- ing commercial, religious and political culture owed to the country’s involvement with events across the North Sea. HUGH DUNTHORNE specializes in the history of the early modern period, the Dutch revolt and the Dutch republic and empire, the his- tory of war, and the Enlightenment. He was formerly Senior Lecturer in History at Swansea University, and his previous publications include The Enlightenment (1991) and The Historical Imagination in Nineteenth-Century Britain and the Low Countries -
DOWNLOAD Primerang Bituin
A publication of the University of San Francisco Center for the Pacific Rim Copyright 2006 Volume VI · Number 1 15 May · 2006 Special Issue: PHILIPPINE STUDIES AND THE CENTENNIAL OF THE DIASPORA Editors Joaquin Gonzalez John Nelson Philippine Studies and the Centennial of the Diaspora: An Introduction Graduate Student >>......Joaquin L. Gonzalez III and Evelyn I. Rodriguez 1 Editor Patricia Moras Primerang Bituin: Philippines-Mexico Relations at the Dawn of the Pacific Rim Century >>........................................................Evelyn I. Rodriguez 4 Editorial Consultants Barbara K. Bundy Hartmut Fischer Mail-Order Brides: A Closer Look at U.S. & Philippine Relations Patrick L. Hatcher >>..................................................Marie Lorraine Mallare 13 Richard J. Kozicki Stephen Uhalley, Jr. Apathy to Activism through Filipino American Churches Xiaoxin Wu >>....Claudine del Rosario and Joaquin L. Gonzalez III 21 Editorial Board Yoko Arisaka The Quest for Power: The Military in Philippine Politics, 1965-2002 Bih-hsya Hsieh >>........................................................Erwin S. Fernandez 38 Uldis Kruze Man-lui Lau Mark Mir Corporate-Community Engagement in Upland Cebu City, Philippines Noriko Nagata >>........................................................Francisco A. Magno 48 Stephen Roddy Kyoko Suda Worlds in Collision Bruce Wydick >>...................................Carlos Villa and Andrew Venell 56 Poems from Diaspora >>..................................................................Rofel G. Brion -
1St Term Worksheet Subject – Social Studies Class – IV Name : Sec
1 (iv) so.std. 1st Term Worksheet Subject – Social Studies Class – IV Name : Sec. : Chapter – 2 [Calendar and Timeline] [Stop to answer] [A] Name the months of the Gregorian calendar. [21] _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ [New words] BC: ________________________________________________________________________________________ AD: ________________________________________________________________________________________ BCE: _________________________________________________________________________________________ CE: _________________________________________________________________________________________ [Exercises] [A] Write true or false: [22] 1. We need a calendar to organise our lives in a better way. ____________ 2. Saka calendar is also known as the Christian calendar. ____________ 3. The birth year of Jesus was taken as zero. ____________ 4. Saka calendar has 365 days in a leap year. ____________ 5. Gregorian calendar came into use in 1582. ____________ [B] Fill in the blanks: [22] 1. We mark the important _____________________, _____________________ and festivals on a calendar. 2. _____________________ calendar was started by Pope Gregory XIII. 3. _____________________ is the official civil calendar used in India. -
Using Timelines to Teach History
Using Timelines to Teach History The questions of how and why events occurred takes place over time. Timelines can serve as a visual tool for studying periods of history —a day, a year, an era— and help students grasp the nuances of causality and continuity1. Many teachers discuss the struggle to help students care about chronology. A deliberate plotting of events organized around a common theme can spur them into realizing not only how history happened, but how to construct meaning and examine the human experience throughout an historical era. Using timelines in the classroom can also encourage students to see interdisciplinary connections between events occurring in a single period by including the lenses of music, art, science, or literature. It is, in fact, not accidental that a certain poem might be recognized as tragic or triumphant depending on its year of its publication. A painting like Picasso’s Guernica speaks to the tragedy of war by taking into consideration the time of its creation. A record of an event or era can help students have more “ah-ha” moments, and help bring history to life by mapping events onto a cohesive temporal narrative. In this way, timelines can be a highly valuable resource when studying the Holocaust within 20th century history. One of the core pedagogical principles of Echoes & Reflections is the belief that the Holocaust was not inevitable. Using a timeline can underscore this idea, and help students grasp that the Holocaust was a progression of events, decisions, actions, and inactions, any of which might have happened differently if different choices were made. -
A TIMELINE for GOLDEN, COLORADO (Revised October 2003)
A TIMELINE FOR GOLDEN, COLORADO (Revised October 2003) "When a society or a civilization perishes, one condition can always be found. They forgot where they came from." Carl Sandburg This time-line was originally created by the Golden Historic Preservation Board for the 1995 Golden community meetings concerning growth. It is intended to illustrate some of the events and thoughts that helped shape Golden. Major historical events and common day-to-day happenings that influenced the lives of the people of Golden are included. Corrections, additions, and suggestions are welcome and may be relayed to either the Historic Preservation Board or the Planning Department at 384-8097. The information concerning events in Golden was gathered from a variety of sources. Among those used were: • The Colorado Transcript • The Golden Transcript • The Rocky Mountain News • The Denver Post State of Colorado Web pages, in particular the Colorado State Archives The League of Women Voters annual reports Golden, The 19th Century: A Colorado Chronicle. Lorraine Wagenbach and Jo Ann Thistlewood. Harbinger House, Littleton, 1987 The Shining Mountains. Georgina Brown. B & B Printers, Gunnison. 1976 The 1989 Survey of Historic Buildings in Downtown Golden. R. Laurie Simmons and Christine Whitacre, Front Range Research Associates, Inc. Report on file at the City of Golden Planning and Development Department. Survey of Golden Historic Buildings. by R. Laurie Simmons and Christine Whitacre, Front Range Research Associates, Inc. Report on file at the City of Golden Planning and Development Department. Golden Survey of Historic Buildings, 1991. R. Laurie Simmons and Thomas H. Simmons. Front Range Research Associates, Inc. -
A Poetic History of Spanish Wars
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Senior Thesis Projects, 1993-2002 College Scholars 2001 A Poetic History of Spanish Wars Matt Brown Follow this and additional works at: https://trace.tennessee.edu/utk_interstp2 Recommended Citation Brown, Matt, "A Poetic History of Spanish Wars" (2001). Senior Thesis Projects, 1993-2002. https://trace.tennessee.edu/utk_interstp2/59 This Project is brought to you for free and open access by the College Scholars at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Senior Thesis Projects, 1993-2002 by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. A Poetic History of Spanish Wars *** The Defeat of the Spanish Armada (1588) *** The Peninsular War (1808-1814) *** The Spanish-American War (1898) *** The Spanish Civil War (1936-1939) Matt Brown College Scholars Final Project May 1,2001 De los sueftos de Medina Sidonia iLlenense, Velas! de aliento divino que nos lleva al sitio de esta cruzada; de tiempos de paz marchita 1a Annada que muera yo sin cumplir mi destino. iDisparen, Canones! ya el Draque vino abI'Ul113ndonos como una tronada; agua y cubierta por sangre manchada me gritan, iDios mio, fracaso supino! Asi sigue la batalla en la mente cada noche, aunque ahora arrimado bien a mi amor, susurros en la oreja dicen iTraidor!, silban como serpiente iLa Annada de existir ha cesado! Nunca al mar vuelvo, ni el mar me deja. Fill yourselves, 0 Sails, with divine breath to carry us to the site of this crusade; peacetime has withered the Annada such that I may die without fulfilling my destiny. -
Internet Use Timeline Calendar Instructions
INTERNET USE TIMELINE CALENDAR INSTRUCTIONS To help us evaluate your Internet use for purposes other than work or school, we need to get an idea of what your Internet use was like in the past ____ days. To do this, we would like you to fill out the attached calendar. Filling out the calendar is not hard! Try to be as accurate as possible. We recognize you won’t have perfect recall. That’s OKAY. WHAT TO FILL IN The idea is to put a number in for each day on the calendar. On days when you did not use the Internet other than for work or school, you should write a ”0”. On days when you did use the Internet other than for work or school, you should write in the total number of hours you think you were online. We want you to record your Internet use on the calendar using hours, rounded to the closest half hour. For example, if you think you were online from 4 pm to 9:40 pm, put “4.5” on the calendar for 4 and one half hours. It’s important that something is written for every day, even if it is a “0”. YOUR BEST ESTIMATE We realize it isn’t easy to recall things with 100% accuracy. If you are not sure whether you were online for 2 or for 3 hours or if you weren’t sure whether you were online on a Thursday or a Friday, give it your best guess! What is important is that 1 or 2 hours is very different from 7 or 8 hours.