DOCSLIB.ORG

A Voyage of Exploration: the Results of the Age of the First Voyage of Christopher Exploration

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Voyage of Exploration: the Results of the Age of the First Voyage of Christopher Exploration Third Bridging the gap towards the New Junior Cycle, this new edition Edition Third Edition of The Past Today includes a focus on key skills and assessment. ■ Complete Junior Certificate text for bothOrdinary and Higher Levels (including options) THE PAST PAST THE ■ Promotes the idea of the student as an historian ■ New and updated! content to reflectrecent historical research ■ New! What You Will Learn lists focus student learning at the start of each topic ■ New! Assessing Your Learning panels allow regular self-assessment ■ New! Key Terms feature throughout promotes student literacy ■ New! Factfiles provide extra information on topics to engage the student ■ New! Focus Tasks promote independent learning, research and groupwork THE PAST ■ New! Visit sections suggest places to go to bring History alive ■ New and updated! People in History sections put information in context ■ Updated end-of-chapter exam questions reflect the latest exams ■ Revision plan helps prepare for house and state exams ■ Valuable guidance in Answering Junior Certificate History Questions section ■ Updated! Glossary focuses on key terms relevant to the exam TODAY TODAY The Past Today together with its companion The Past Today Skills & Resources Complete Junior Certificate History book provides students with their essential texts for Junior Certificate History. FREE eBook with this textbook! Turn to the inside front cover to get your code. Teacher Resources Online resources for teachers on GillExplore.ie, our smart, reliable and easy-to-use resources platform. Dermot Lucey Dermot ● New! PowerPoint presentations, using illustrations from the textbook, assist in presenting key topics ● New! Worksheets for student analysis of video clips ● New! Sample exam papers for extra exam practice Updated online testing for homework and revision available on eTest.ie The FREE eBook blends resources available for the textbook in one place, saving you valuable time in class. These include: ✓ Videos ✓ Weblinks ✓ eTests The Author Dermot Lucey is an experienced teacher of History and an active member of the Cork History Teachers’ Association. He is the author of a number of History textbooks, including Modern Europe and the Wider World and Shortcuts to Success History Exam Guide for Leaving Certificate. www.gilleducation.ie ISBN 978-0-7171-6520-9 9 780717 165209 Cover design by Martin O’Brien www.obriencreative.ie Dermot Lucey Cover image © Dan Huntley Photography/Getty Images The Past Today FULL COVER.indd 1 15/07/2016 12:00 The Past Today prelims.indd 1 11/02/2016 16:55 Gill Education Hume Avenue Park West Dublin 12 www.gilleducation.ie Gill Education is an imprint of M.H. Gill & Co. © Dermot Lucey 2015 978 07171 6520 9 Design by Lyn Davies and setting by Carole Lynch Artwork by Oxford Designers & Illustrators The paper used in this book is made from the wood pulp of managed forests. For every tree felled, at least one tree is planted, thereby renewing natural resources. All rights reserved. No part of this publication may be copied, reproduced or transmitted in any form or by any means without written permission of the publishers or else under the terms of any licence permitting limited copying issued by the Irish Copyright Licensing Agency. Any links to external websites should not be construed as an endorsement by Gill Education of the content or view of the linked material. Furthermore it cannot be guaranteed that all external links will be live. The author and publisher have made every effort to trace all copyright holders, but if any has been inadvertently overlooked we would be pleased to make the necessary arrangement at the first opportunity. The Past Today prelims.indd 2 11/02/2016 16:55 Contents Introduction ................................................................................................................................ ix Year 1 How We Find Out about the Past Historians at Work – How We Find Out About the Past 1 The Job of the Historian .................................................................................................... 2 2 The Work of the Archaeologist ....................................................................................... 12 Our Roots in Ancient Civilisation 1: Ancient Ireland 3 The Mesolithic Period (Middle Stone Age) ................................................................... 23 4 The Neolithic Period (New Stone Age) .......................................................................... 27 5 The Bronze Age ................................................................................................................. 36 6 The Iron Age and the Celts .............................................................................................. 42 7 Early Christian Ireland ..................................................................................................... 52 Our Roots in Ancient Civilisation 2: Ancient Rome 8 Ancient Rome ................................................................................................................... 60 The Story of Rome ....................................... 60 The Romans at Work .................................. 66 Roman Towns and Houses ....................... 61 Roman Art and Architecture .................. 68 Family and Food ........................................... 63 Funerals and Burial Customs .................. 69 Leisure and Entertainment ...................... 64 The Decline of the Roman Empire ....... 71 iii Medieval Society 9 Medieval Society: Castle, Church and City .................................................................... 74 What were the Middle Ages? .................. 74 Medieval Cities and Towns ...................... 84 Medieval Society .......................................... 75 Monastery and Parish ................................ 87 Medieval Castles .......................................... 76 The Decline of the Middle Ages ............. 91 The Manor and Village Life ..................... 81 Renaissance Art and Society 10 The Renaissance .............................................................................................................. 94 What was the Renaissance? .................... 94 Michelangelo (1475–1564) – Sculptor, Changes in Art and Architecture .......... 96 Painter, Poet and Architect ............... 103 Renaissance Lives: Dürer (1471–1528) – Artist of the Lorenzo de Medici (1448–91) and Northern Renaissance ........................ 106 Patronage ................................................... 99 Galileo (1564–1642) – Scientist, Gutenberg (1398–1468) and the Astronomer: The ‘Father of Modern Printing Press ......................................... 100 Science’ ..................................................... 108 Leonardo da Vinci (1452–1519) – Painter, William Shakespeare (1564–1616) – Sculptor, Scientist: The ideal Dramatist and Poet .............................. 110 ‘Renaissance Man’ ................................. 101 Year 2 Studies of Change Ordinary Level students may concentrate on the Special Studies in Second Year Changes in the European View of the World: Exploration 11 The Age of Exploration ................................................................................................... 116 Why People Wanted New Sea Routes 116 The Voyage of Magellan .......................... 128 What Made the Voyages Possible ........ 118 The Spanish Conquest of the The Portuguese Voyages ......................... 121 New World .............................................. 130 Special Study – A Voyage of Exploration: The Results of the Age of The First Voyage of Christopher Exploration ............................................. 134 Columbus ............................................... 124 iv Religious Change: Reformation 12 The Reformation ............................................................................................................. 139 What was the Reformation? ................. 139 The Reformation in England and Special Study – The Life of a Reformer: Ireland ...................................................... 147 Martin Luther ....................................... 141 The Catholic Counter-Reformation ... 150 Calvin’s Reformation in Geneva .......... 145 The Results of the Reformation ........... 153 Changes in Land Ownership: Plantation in Ireland 13 Plantations in Ireland .................................................................................................... 158 Ireland in 1500 ............................................ 158 Special Study – Land and Conquest Efforts to Conquer Ireland: Why the in Ireland: The Plantation of Land Changed Hands ......................... 160 Ulster ........................................................ 166 The Plantation of Laois–Offaly ............ 161 The Cromwellian Plantation ................ 170 The Plantation of Munster ..................... 162 The Results of the Plantations .............. 173 Political Change: Revolutionary Movements 14 The American War of Independence ............................................................................ 177 Background and Causes .......................... 177 The Results of the American War of Special Study – The Life of a Independence ........................................ 185 Revolutionary: George Washington and the American War of Independence ........................................ 180 15 The French Revolution ................................................................................................... 188 Background and Causes
Load more

Recommended publications
  • Hadley Cell and the Trade Winds of Hawai'i: Nā Makani
    November 19, 2012 Hadley Cell and the Trade Winds of Hawai'i Hadley Cell and the Trade Winds of Hawai‘i: Nā Makani Mau Steven Businger & Sara da Silva [email protected], [email protected] Iasona Ellinwood, [email protected] Pauline W. U. Chinn, [email protected] University of Hawai‘i at Mānoa Figure 1. Schematic of global circulation Grades: 6-8, modifiable for 9-12 Time: 2 - 10 hours Nā Honua Mauli Ola, Guidelines for Educators, No Nā Kumu: Educators are able to sustain respect for the integrity of one’s own cultural knowledge and provide meaningful opportunities to make new connections among other knowledge systems (p. 37). Standard: Earth and Space Science 2.D ESS2D: Weather and Climate Weather varies day to day and seasonally; it is the condition of the atmosphere at a given place and time. Climate is the range of a region’s weather over one to many years. Both are shaped by complex interactions involving sunlight, ocean, atmosphere, latitude, altitude, ice, living things, and geography that can drive changes over multiple time scales—days, weeks, and months for weather to years, decades, centuries, and beyond for climate. The ocean absorbs and stores large amounts of energy from the sun and releases it slowly, moderating and stabilizing global climates. Sunlight heats the land more rapidly. Heat energy is redistributed through ocean currents and atmospheric circulation, winds. Greenhouse gases absorb and retain the energy radiated from land and ocean surfaces, regulating temperatures and keep Earth habitable. (A Framework for K-12 Science Education, NRC, 2012) Hawai‘i Content and Performance Standards (HCPS) III http://standardstoolkit.k12.hi.us/index.html 1 November 19, 2012 Hadley Cell and the Trade Winds of Hawai'i STRAND THE SCIENTIFIC PROCESS Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover, invent, and investigate using the skills necessary to engage in the scientific process Benchmarks: SC.8.1.1 Determine the link(s) between evidence and the Topic: Scientific Inquiry conclusion(s) of an investigation.
    [Show full text]
  • An Integrated Approach to the Economy of the Sea: 2020
    PwC HELM Circumnavigation: An integrated approach to the economy of the sea PwC Economy of the Sea Barometer (World) January 2020 Edition nº 5 PwC Blue Economy Global Centre of Excellence pwc.pt pwc.pt HELM PwC 2 Contents Introduction 5 Into the ‘Blue’: The value of an integrated approach 9 Exclusive Economic Zones 14 Maritime transport, ports and logistics 15 Shipbuilding, maintenance and equipment 17 Offshore energy 18 Naval security power, piracy and maritime disasters (oil spills and plastic islands) 20 Fishing and aquaculture 23 Entertainment, sports, tourism and culture 25 Telecommunications 26 Blue biotechnology 27 HELM PwC 3 Introduction HELM PwC 5 HELM PwC 6 Introduction The seas have always been one of mankind's biggest and most significant natural resources. In the past, primarily for food, shipbuilding, transport, and naval defences; more recently for oil and gas, and tourism; and now, increasingly, for 'blue' biotechnology, robotics, seabed mining, and renewable energy. It's no surprise, then, that coastal nations see their seas as vital national assets, and are putting an ever greater emphasis on protecting them. More countries are applying to the UN to extend their continental platform, and more companies are competing for the opportunity to explore and exploit them. The potential is as vast as the sea itself: over 70% of the planet is covered by water, and yet even now, only 5% of the seabed has been mapped and photographed. But the more industries the seas support, the more potential there is for conflict – conflict between industries, conflict between human exploitation and marine conservation, and even conflict between nations.
    [Show full text]
  • Early Modern Japan
    December 1995 Early Modern Japan KarenWigen) Duke University The aims of this paperare threefold: (I) to considerwhat Westernhistorians mean when they speakof Early Modern Japan,(2) to proposethat we reconceivethis period from the perspectiveof world networks history, and (3) to lay out someof the advantagesI believe this offers for thinking aboutSengoku and Tokugawasociety. The idea that Japan had an early modern period is gradually becoming common in every sector of our field, from institutional to intellectual history. Yet what that means has rarely been discussed until now, even in the minimal sense of determining its temporal boundaries: I want to thank David Howell and James Ketelaar for raising the issue in this forum, prompting what I hope will become an ongoing conversation about our periodization practices. To my knowledge, the sole attempt in English to trace the intellectual genealogy of this concept is John Hall's introduction to the fourth volume of the Cambridge History of Japan-a volume that he chose to title Early Modern Japan. Hall dates this expression to the 1960s, when "the main concern of Western scholars of the Edo period was directed toward explaining Japan's rapid modernization." Its ascendancy was heralded by the 1968 publication of Studies in the Institutional History of Early Modern Japan, which Hall co-edited with Marius Jansen. "By declaring that the Tokugawa period should be called Japan's 'early modern' age," he reflects, "this volume challenged the common practice of assuming that Japan during the Edo period was still fundamentally feudal.") Although Hall sees the modernization paradigm as having been superseded in later decades, he nonetheless reads the continuing popularity of the early modern designation as a sign that most Western historians today see the Edo era as "more modern than feudal.',4 This notion is reiterated in even more pointed terms by Wakita Osamu in the same volume.
    [Show full text]
  • A Short History of the British Factory House in Lisbon1
    A Short History of the British Factory House in Lisbon1 Reprinted from the 10th Annual Report of the British Historical Association - 1946 Kindly transcribed from the original Report by the Society’s Librarian, Dani Monteiro, maintaining the original grammar of the article. By Sir Godfrey Fisher, K. C. M. G It is a curious and regrettable fact that so little information is available about those trading communities, or factories, which developed independently of control or assistance from their home country and yet played such an important part not only in our commercial expansion but in our naval predominance at the time when the distant Mediterranean suddenly became the great strategic battle-ground - the “Keyboard of Europe”. Thanks to the ability and industry of Mr. A. R. Walford we now have a picture of the great British Factory at the vital port of Lisbon during the latter part of its history.2 Of the earlier part, which is “shrouded in obscurity” I would venture to place on record a few details which have attracted my attention while trying to find out something about the history of our early consuls who were originally chosen, if not actually appointed, by them to be their official spokesmen and chief executives. An interesting but perhaps characteristic feature of these establishments, or associations, for that is probably a more accurate description, is that they were not legal entities at all and their correct official designation seems to have been the “Consul and the Merchants” or the “Consul and the Factors”. The consul himself on the other hand had an unquestionable legal status, decided more than once in the Spanish courts in very early times, and was established by, or under authority from, royal patents.
    [Show full text]
  • Explorers of Africa
    Explorers of Africa Prince Henry the Navigator (1394-1460) Portugal Goals of exploration: establish a Christian empire in western Africa find new sources of gold create maps of the African coast Trips funded by Henry the Navigator led to more Impact: exploration of western Africa Bartolomeu Días (1450-1500) Portugal Rounded the southernmost tip of Africa in 1488 Goal of exploration: find a water route to Asia Impact: Led the Portuguese closer to discovering a water route to Asia Vasco da Gama (1460s-1524) Portugal Rounded the southernmost tip of Africa; Reached India in 1498 Goal of exploration: find a water route to Asia Found a water route to Asia and brought back Impact: jewels and spices, which encouraged further exploration Explorers of the Caribbean Christopher Columbus (1450-1506) Spain In 1492, Columbus sailed the ocean blue (He sailed again in 1493, 1498, and 1502) Goal of exploration: find a water route to Asia Discovered the New World and led to Impact: exploration of the Americas Vasco Núñez de Balboa (1475-1519) Spain Discovered the Pacific Ocean and the Isthmus of Panama in 1513 Goal of exploration: further exploration of the New World Discovered the Pacific Ocean and a new Impact: passage for exploration Explorers of South America Ferdinand Magellan Spain (1480-1521) Magellan's ships completed the first known circumnavigation of the globe. Goal of exploration: find a water route to Asia across the Pacific Discovered a new passage between the Impact: Atlantic and Pacific Oceans Francisco Pizarro Spain (1470s-1541) Conquered
    [Show full text]
  • Transits of the Northwest Passage to End of the 2020 Navigation Season Atlantic Ocean ↔ Arctic Ocean ↔ Pacific Ocean
    TRANSITS OF THE NORTHWEST PASSAGE TO END OF THE 2020 NAVIGATION SEASON ATLANTIC OCEAN ↔ ARCTIC OCEAN ↔ PACIFIC OCEAN R. K. Headland and colleagues 7 April 2021 Scott Polar Research Institute, University of Cambridge, Lensfield Road, Cambridge, United Kingdom, CB2 1ER. <[email protected]> The earliest traverse of the Northwest Passage was completed in 1853 starting in the Pacific Ocean to reach the Atlantic Oceam, but used sledges over the sea ice of the central part of Parry Channel. Subsequently the following 319 complete maritime transits of the Northwest Passage have been made to the end of the 2020 navigation season, before winter began and the passage froze. These transits proceed to or from the Atlantic Ocean (Labrador Sea) in or out of the eastern approaches to the Canadian Arctic archipelago (Lancaster Sound or Foxe Basin) then the western approaches (McClure Strait or Amundsen Gulf), across the Beaufort Sea and Chukchi Sea of the Arctic Ocean, through the Bering Strait, from or to the Bering Sea of the Pacific Ocean. The Arctic Circle is crossed near the beginning and the end of all transits except those to or from the central or northern coast of west Greenland. The routes and directions are indicated. Details of submarine transits are not included because only two have been reported (1960 USS Sea Dragon, Capt. George Peabody Steele, westbound on route 1 and 1962 USS Skate, Capt. Joseph Lawrence Skoog, eastbound on route 1). Seven routes have been used for transits of the Northwest Passage with some minor variations (for example through Pond Inlet and Navy Board Inlet) and two composite courses in summers when ice was minimal (marked ‘cp’).
    [Show full text]
  • Narratives of Patagonian Exploration Mark W
    University of Richmond UR Scholarship Repository Master's Theses Student Research Fall 8-2001 Going to nowhere : narratives of Patagonian exploration Mark W. Bell Follow this and additional works at: http://scholarship.richmond.edu/masters-theses Part of the English Language and Literature Commons Recommended Citation Bell, Mark W., "Going to nowhere : narratives of Patagonian exploration" (2001). Master's Theses. Paper 1143. This Thesis is brought to you for free and open access by the Student Research at UR Scholarship Repository. It has been accepted for inclusion in Master's Theses by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. Abstract Since its discovery on Magellan's circumnavigation, Patagonia has been treated differently than any other region in the world. Effectively, Patagonia has been left empty or vacated by the North. But this emptiness and blankness have compulsively attracted curious travel writers who have filled the emptiness of Patagonia with self-reflexive projections. From Charles Darwin and W.H. Hudson to Bruce Chatwin and Paul Theroux, Northern commentators have found in Patagonia a landscape that accommodates their desire for self-reflexivity and self-consciousness. Thus, Patagonia has been simultaneously filled and evacuated by the Northern mind. As a result, Patagonia has become increasingly about the self and less about the physical place to the point where Patagonia as a concept has been abstracted and made into a trope or condition. This paper examines the history of Patagonia in literature in English and analyzes how Patagonia has evolved into its modem signification. I certify that I have read this thesis and find that, in scope and quality, it satisfies the requirements for the degree of Master of Arts.
    [Show full text]
  • DART Spacecraft ………………………………………………………………
    NATIONAL AERONAUTICS AND SPACE ADMINISTRATION Demonstration of Autonomous Rendezvous Technology Press Kit April 2005 1 Media Contacts ______________________________________________________________________ Michael Braukus NASA Headquarters Washington, D.C. Policy/Program Management 202/358-1979 [email protected] Kim Newton NASA Marshall Space Flight Center Huntsville, AL Program Management 256/544-0371 [email protected] George Diller NASA Kennedy Space Center Cape Canaveral, FL Launch Operations 321/867-2468 [email protected] Barron Beneski Orbital Sciences Corporation Dulles, VA Space Vehicle & Payload 703/406-5000 [email protected] 2 Contents___________________________ Fact Sheet ……………………………………………………………………….. 4 Media Services Information…………………………………………………… 6 Launch site & vehicle………………………………………………………….. 7 Launch period…………………………………………………………………… 7 Daily Launch time………………………………………………………………. 7 DART Quick Facts……………………………………………………………… 8 DART spacecraft ………………………………………………………………. 9 The target vehicle ……………………………………………………………..11 DART key technologies ……………………………………………………...14 The Mission Overview…………………………………………………………………18 Mission Operations…………………………………………………… 21 Mission Timeline Summary…………………………………………. 23 Timeline-Proximity Operations………………………………………24 Launch & early orbit phase………………………………………….. 25 Rendezvous phase……………………………………………………. 27 Proximity operations phase…………………………………………. 28 Retirement phase……………………………………………………… 30 Future applications of DART………………………………………………… 32 3 General Fact Sheet & Media
    [Show full text]
  • Circumnavigation: HELM World
    www.pwc.com PwC HELM Circumnavigation: An integrated approach to the economy of the sea HELM PwC Economy of the Sea Barometer (World) December 2016 Edition nº2 HELM PwC 2 Contents Introduction 5 Into the ‘Blue’: The value of an integrated approach 9 Exclusive Economic Zones 14 Maritime transport, ports and logistics 15 Shipbuilding, maintenance and equipment 17 Offshore energy 18 Naval security power, piracy and maritime disasters 20 Fishing and aquaculture 22 Entertainment, sports, tourism and culture 24 HELM PwC 3 HELM PwC 4 Introduction HELM PwC 5 HELM PwC 6 Introduction The seas have always been one of mankind's biggest and most significant natural resources. In the past, primarily for food, shipbuilding, transport, and naval defences; more recently for oil and gas, and tourism; and now, increasingly, for 'blue' biotechnology, robotics, seabed mining, and renewable energy. It's no surprise, then, that coastal nations see their seas as vital national assets, and are putting an ever greater emphasis on protecting them. More countries are applying to the UN to extend their continental platform, and more companies are competing for the opportunity to explore and exploit them. The potential is as vast as the sea itself: over 70% of the planet is covered by water, and yet even now, only 5% of the seabed has been mapped and photographed. But the more industries the seas support, the more potential there is for conflict – conflict between industries, conflict between human exploitation and marine conservation, and even conflict between nations. In many cases, these tensions can arise because of the different ways the seas are used – some industries operate on the surface (like shipping, fishing, and cruise ships), others on the seabed (like oil and gas), and others use the winds above the water.
    [Show full text]
  • The Columbian Exchange: a History of Disease, Food, and Ideas
    Journal of Economic Perspectives—Volume 24, Number 2—Spring 2010—Pages 163–188 The Columbian Exchange: A History of Disease, Food, and Ideas Nathan Nunn and Nancy Qian hhee CColumbianolumbian ExchangeExchange refersrefers toto thethe exchangeexchange ofof diseases,diseases, ideas,ideas, foodfood ccrops,rops, aandnd populationspopulations betweenbetween thethe NewNew WorldWorld andand thethe OldOld WWorldorld T ffollowingollowing thethe voyagevoyage ttoo tthehe AAmericasmericas bbyy ChristoChristo ppherher CColumbusolumbus inin 1492.1492. TThehe OldOld WWorld—byorld—by wwhichhich wwee mmeanean nnotot jjustust EEurope,urope, bbutut tthehe eentirentire EEasternastern HHemisphere—gainedemisphere—gained fromfrom tthehe CColumbianolumbian EExchangexchange iinn a nnumberumber ooff wways.ays. DDiscov-iscov- eeriesries ooff nnewew ssuppliesupplies ofof metalsmetals areare perhapsperhaps thethe bestbest kknown.nown. BButut thethe OldOld WWorldorld aalsolso ggainedained newnew staplestaple ccrops,rops, ssuchuch asas potatoes,potatoes, sweetsweet potatoes,potatoes, maize,maize, andand cassava.cassava. LessLess ccalorie-intensivealorie-intensive ffoods,oods, suchsuch asas tomatoes,tomatoes, chilichili peppers,peppers, cacao,cacao, peanuts,peanuts, andand pineap-pineap- pplesles wwereere aalsolso iintroduced,ntroduced, andand areare nownow culinaryculinary centerpiecescenterpieces inin manymany OldOld WorldWorld ccountries,ountries, namelynamely IItaly,taly, GGreece,reece, andand otherother MediterraneanMediterranean countriescountries (tomatoes),(tomatoes),
    [Show full text]
  • El Niño and Its Impacts on Federated States of Micronesia – Pohnpei And
    El Niño and its Impacts on Federated States of Micronesia – Pohnpei and Kosrae What is El Niño? The El Niño – Southern Oscillation (ENSO) is a recurring climate pattern involving changes in the temperature of waters in the central and eastern tropical Pacific Ocean and the patterns of sea level pressure, lower- and upper-level winds, and tropical rainfall across the Pacific basin. On periods ranging from about two to seven years, the surface waters across a large swath of the tropical Pacific Ocean warm or cool by anywhere from 1°C to 3°C, compared to normal. This irregular oscillation between warm and cool patterns, referred to as the ENSO cycle, directly affects rainfall distribution in the tropics and can have a strong influence on weather across the Pacific basin. El Niño and La Niña are the extreme phases of the ENSO cycle; between these two phases is a third phase called ENSO-neutral. ENSO-neutral: Under normal conditions strong El Niño in FSM trade winds blow from the east along the equator, pushing warm water into the western Pacific Ocean. Rainfall Less more at first, but then much less; longer and drier dry-season Trade Winds Less weaker, with occasional westerly winds Tropical Cyclones More increased risk, as more storms form closer to the islands El Niño conditions occur when abnormally warm Sea Level Less waters build in tropical region of the central and eastern Pacific Ocean and are usually associated with lower at first, then gradually recovering a weakening of the easterly trade winds, sometimes even reversing to westerlies.
    [Show full text]
  • Chapter I the Portuguese Empire
    Decay or defeat ? : an inquiry into the Portuguese decline in Asia 1580-1645 Veen, Ernst van Citation Veen, E. van. (2000, December 6). Decay or defeat ? : an inquiry into the Portuguese decline in Asia 1580-1645. Research School of Asian, African, and Amerindian Studies (CNWS), Leiden University. Retrieved from https://hdl.handle.net/1887/15783 Version: Not Applicable (or Unknown) License: Downloaded from: https://hdl.handle.net/1887/15783 Note: To cite this publication please use the final published version (if applicable). CHAPTER I THE PORTUGUESE EMPIRE The boundaries Until well into the seventeenth century, as far as the Iberians were concerned, the way the world was divided and the role they were to play therein as champions of the church was clear-cut and straightforward. Already in the fifteenth century the rights of the Portuguese monarchs on the portus, insulas, terras et maria still to be conquered had been confirmed by Papal edicts. They bestowed the privilege to intrude into the countries of the Saracenes and heathens, to take them prisoner, take all their possessions and reduce them to eternal slavery. Derived from this right of conquest were the rights of legislation, jurisdiction and tribute and the monopolies of navigation, trade and fishing. Besides, the kings were allowed to build churches, cloisters and other holy places and to send clergy and other volunteers, to spread the true religion, to receive confessions and to give absolutions. Excommunication or interdiction were the penalties for Christians who violated these royal monopolies.1 As the Castilians were just as keen on the collection of slaves and gold and the overseas expansion of the mission, a clash of interests was inevitable.2 In 1479, the Castilians used the opportunity of king Afonso V's defeat, after he attempted to acquire the Castilian throne, to establish their rights on the Canary islands.
    [Show full text]