3 the First Two Voyages of Christopher Columbus (1492-1496)
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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. -
Honoring Christopher Columbus 1/2/11 9:46 AM
Honoring Christopher Columbus 1/2/11 9:46 AM Honoring Christopher Columbus Warren H. Carroll, PH.D. On this five hundredth anniversary of what we have always called the discovery of America by Christopher Columbus, unprecedented attention is being focussed by historians, journalists, and public opinion samplers upon Columbus and what he did. Many are telling us that what Columbus did is not an event that should be honored _ that it was not even a real discovery at all, because there were people already in the Americas when he found them. They tell us that this five hundredth anniversary should be an occasion to condemn Columbus, not to praise him. Let us begin, therefore, by defining the word "discovery" in the context of history. A discovery is made when an individual or a nation finds something or someone or some people or some places of special importance, not previously known to them. When any previously unknown people is first found by another people, that people may be said to have been discovered. People as well as places can be discovered. The fact that people live in places unknown to another people does not mean that they, and the places where they live, cannot be discovered. No people from any other part of the world ever discovered Europe; but Europeans discovered all other parts of the world. In all of history, only the Europeans and the Polynesians of the south Pacific have been true discoverers, sailing for the explicit purpose of finding new lands, trading with their people, and colonizing them. -
408 Tomo Cii
N° 408 TOMO CII OCTUBRE-DICIEMBRE 2019 BOLETÍN DE LA ACADEMIA NACIONAL DE LA HISTORIA ה N° 408 0CTUBRE-DICIEMBRE 2019 COMISIÓN DE PUBLICACIONES Dr. Elías Pino Iturrieta Dr. Pedro Cunill Grau Dra. Inés Quintero Montiel Dr. Germán Carrera Damas COMITÉ EDITORIAL Dra. Carole Leal Curiel Dra. Inés Quintero Montiel Dr. Manuel Donís Ríos ACADEMIA NACIONAL DE LA HISTORIA BOLETÍN DE LA ACADEMIA NACIONAL DE LA HISTORIA CARACAS-VENEZUELA OCTUBRE-DICIEMBRE 2019 COMPILACIÓN María del Consuelo Andara D. DIAGRAMACIÓN Consuelo Iranzo DEPÓSITO LEGAL ISSN 02547325 ESTA EDICIÓN HA SIDO FINANCIADO BAJO LOS COAUSPICIOS DE LA FUNDACIÓN BANCARIBE PARA LA CIENCIA Y LA CULTURA Y LA ASOCIACIÓN DE AMIGOS DE LA ACADEMIA NACIONAL DE LA HISTORIA. ACADEMIA NACIONAL DE LA HISTORIA CARACAS – VENEZUELA (Fundada el 28 de octubre de 1888) INDIVIDUOS DE NÚMERO I. GUILLERMO MORÓN II. CARLOS F. DUARTE III. MARIO SANOJA OBEDIENTE IV. MARIANELA PONCE V. JOSÉ DEL REY FAJARDO VI. ELÍAS PINO ITURRIETA VII. JOSÉ RAFAEL LOVERA VIII. PEDRO CUNILL GRAU IX. INÉS MERCEDES QUINTERO MONTIEL X. GERMÁN CARRERA DAMAS XI. MARÍA ELENA GONZÁLEZ DELUCA XII. EDGARDO MONDOLFI GUDAT XIII. MANUEL DONÍS RÍOS XIV. MARÍA ELENA PLAZA DE PALACIOS XV. DIEGO BAUTISTA URBANEJA XVI. ROGELIO PÉREZ PERDOMO XVII. TOMÁS STRAKA XVIII. CAROLE LEAL CURIEL XIX. P. LUIS UGALDE, S.J. XX. GUSTAVO VAAMONDE XXI. CATALINA BANKO XXII. REINALDO ROJAS JUNTA DIRECTIVA 2019-2021 DIRECTORA: DRA. CAROLE LEAL CURIEL PRIMER VICE DIRECTOR: DR. EDGARDO MONDOLFI GUDAT SEGUNDO VICE-DIRECTOR: DRA. INÉS QUINTERO MONTIEL VICE DIRECTOR SECRETARIO: DR. GUSTAVO VAAMONDE VICE-DIRECTOR ADMINISTRATIVO: DRA. CATALINA BANKO VICE-DIRECTOR DE PUBLICACIONES: DR. -
Early Colonial History Four of Seven
Early Colonial History Four of Seven Marianas History Conference Early Colonial History Guampedia.com This publication was produced by the Guampedia Foundation ⓒ2012 Guampedia Foundation, Inc. UOG Station Mangilao, Guam 96923 www.guampedia.com Table of Contents Early Colonial History Windfalls in Micronesia: Carolinians' environmental history in the Marianas ...................................................................................................1 By Rebecca Hofmann “Casa Real”: A Lost Church On Guam* .................................................13 By Andrea Jalandoni Magellan and San Vitores: Heroes or Madmen? ....................................25 By Donald Shuster, PhD Traditional Chamorro Farming Innovations during the Spanish and Philippine Contact Period on Northern Guam* ....................................31 By Boyd Dixon and Richard Schaefer and Todd McCurdy Islands in the Stream of Empire: Spain’s ‘Reformed’ Imperial Policy and the First Proposals to Colonize the Mariana Islands, 1565-1569 ....41 By Frank Quimby José de Quiroga y Losada: Conquest of the Marianas ...........................63 By Nicholas Goetzfridt, PhD. 19th Century Society in Agaña: Don Francisco Tudela, 1805-1856, Sargento Mayor of the Mariana Islands’ Garrison, 1841-1847, Retired on Guam, 1848-1856 ...............................................................................83 By Omaira Brunal-Perry Windfalls in Micronesia: Carolinians' environmental history in the Marianas By Rebecca Hofmann Research fellow in the project: 'Climates of Migration: -
Listado De Instituciones De Educación Superior Extranjeras Cuyos Títulos
TABLA 1.- Listado de Instituciones de Educación Superior Extranjeras cuyos títulos han sido reconocidos por SENESCYT FUENTE: Sistema Nacional de Información de la Educación Superior - SNIESE ELABORADO POR: Dirección Nacional de Gestión de la Información - DNGI NOTAS TÉCNICAS: * La infomación tiene fecha corte 17 de diciembre de 2020. Nro. -
Los Conquistadores De México 7 I.—Conquistadores Que Vinieron Con Cortés 34 Mujeres 56 II.—Conquistadores Que Vinieron Con Narváez 57 Mujeres 68 III.—Refuerzos
MANUEL OROZCO Y BERRA LOS CONQUISTADORES DE MEXICO EDITORIAL PEDRO ROBREDO v\ V Calle de Justo Sierra No. 41 J: México, D. F. 19 3 8 1080017640 EX L I B RI S HEMETHERII VALVERDE TELLEZ Episcopi Leonensis > LOS CONQUISTADORES DE MEXICO MANUEL OROZCO Y BERRA LOS CONQUISTADORES DE MEXICO TN'V'n r i VMIN3D voaionaia EDITORIAL PEDRO ROBREDO Calle de Justo Sierra No. 41 México, D. F. 19 3 8 Capilla Alfonsina Biblioteca Universitari« B'BLIOTECA 33278 VA! V£Í?DE Y TFLLE7 ! i. Cuando Cristóbal Colón presentó en la Península Ibérica las producciones del recién descubierto Nuevo Mundo, y con su entusiasmada y poética imaginación describió los ricos y encantadores países encontrados al medio del Océano, las ima- ginaciones no menos vivas y pintorescas de los españoles se exaltaron, y el ardor nacional tomó el rumbo de las acciones arriesgadas y de las empresas de todo género. Multitud pro- digiosa de hombres dejó su patria, para ir allá muy lejos, en busca de nuevas comarcas, de reinos poderosos, de tesoros in- mensos, y allí enriquecer pronto, ganar fama, y destruyendo a los idólatras, hacer triunfar el culto de la Santa Cruz. Nobles y pecheros siguieron el impulso general, si bien aquellos fueron respectivamente en corto número. La turba de aventureros abandonaba su país confiada y satisfecha, con- tando sólo con su corazón y con su espada. Terminaban en España las porfiadas y sangrientas guerras contra los moros; estaban frescas aún las memorias de las hazañas prodigiosas re- matadas en la Vega de Granada por los cumplidos caballeros cristianos; se admiraban todavía las proezas de los zegries y de los abencerrajes; se enardecía el pueblo con la relación de los sitios y de los combates, abultados y revestidos de formas fantásticas en las tradiciones populares; y el orgullo de la victoria, largo tiempo disputada y por heroicos esfuerzos con- seguida, infundía seguridad en los ánimos y les daba suficien- ' cia. -
Comparing and Contrasting Views of Christopher Columbus, European Explorers and Native Americans
I. Reaction Paper Assignment Comparing and contrasting views of Christopher Columbus, European Explorers and Native Americans. o Columbus, the Indians and Human Progress. Howard Zinn, A People’s History of the United States (2003), Chapter 1. o The Age of European Discovery. Schweikart and Allen, A Patriot’s History of the United States (2004), Chapter 1 What do you know about Columbus? Odds are, your ideas may not reflect the latest in historical research, or may be incomplete. (With thanks to Professor McKay.) In any discussion of the value of history, it's important to include this important objective: "to build that bridge that links past and present history together." History informs the present, helps us to put order into the chaos going on around us, and to recognize that people who have come before us experienced and overcame many of the same challenges we are experiencing today. Today we have a particularly pressing need to understand war. Before 9/11, few students had an interest in war. But now there seems to be a pervasive need to understand what causes war, what effects war has on society, what can be done to avoid war, or what can be used to justify our current foreign policy. That students are interested in this topic shows that our present needs determine, in fact dictate, what we consider to be important in the past. And the needs of society at a given time play an important role in how historians interpret the past. During the 1950's, when the Cold War was just beginning, we as a society had the need to prove how superior our democratic institutions were to the Soviet's. -
Basques in the Americas from 1492 To1892: a Chronology
Basques in the Americas From 1492 to1892: A Chronology “Spanish Conquistador” by Frederic Remington Stephen T. Bass Most Recent Addendum: May 2010 FOREWORD The Basques have been a successful minority for centuries, keeping their unique culture, physiology and language alive and distinct longer than any other Western European population. In addition, outside of the Basque homeland, their efforts in the development of the New World were instrumental in helping make the U.S., Mexico, Central and South America what they are today. Most history books, however, have generally referred to these early Basque adventurers either as Spanish or French. Rarely was the term “Basque” used to identify these pioneers. Recently, interested scholars have been much more definitive in their descriptions of the origins of these Argonauts. They have identified Basque fishermen, sailors, explorers, soldiers of fortune, settlers, clergymen, frontiersmen and politicians who were involved in the discovery and development of the Americas from before Columbus’ first voyage through colonization and beyond. This also includes generations of men and women of Basque descent born in these new lands. As examples, we now know that the first map to ever show the Americas was drawn by a Basque and that the first Thanksgiving meal shared in what was to become the United States was actually done so by Basques 25 years before the Pilgrims. We also now recognize that many familiar cities and features in the New World were named by early Basques. These facts and others are shared on the following pages in a chronological review of some, but by no means all, of the involvement and accomplishments of Basques in the exploration, development and settlement of the Americas. -
Letter of Christopher Columbus to Luis De St. Angel on His First Voyage To
National Humanities Center Resource Toolbox American Beginnings: The European Presence in North America, 1492-1690 Library of Congress P. Forlani, Vniversale descrittione di tvtta la terra conoscivta fin qvi, world map, Venice: 1565, detail with approximate route of Columbus’s first voyage added “the glorious success that our Lord has given me in my voyage”* LETTER OF CHRISTOPHER COLUMBUS ON HIS FIRST VOYAGE TO AMERICA, 1492 Written in 1493, to the Treasurer of Aragon, Luis de St. Angel, who had provided Castile Taíno Indians his settlement La Navidad on the north coast of present-day Haiti SIR: S I know you will be rejoiced at the glorious success that our Lord has given me in my voyage, I A write this to tell you how in thirty-three days I sailed to the Indies with the fleet that the illustrious King and Queen, our Sovereigns, gave me, where I discovered a great many islands inhabited by numberless people; and of all I have taken possession for their Highnesses by proclamation and display of the Royal Standard [Spanish flag] without opposition. To the first island I discovered I gave the name of San Salvador in commemoration of His Divine Majesty, who has wonderfully granted all this. The Indians call it Guanaham.1 The second I named the Island of Santa Maria de Concepcion; the third, Fernandina; the fourth, Isabella; the fifth, Juana; and thus to each one I gave a new name.2 When I came to Juana, I followed the coast of that isle toward the west and found it so extensive that I thought it might be the mainland, the province of Cathay -
The LEGACY of CHRISTOPHER COLUMBUS in the AMERICAS New Nations and a Transatlantic Discourse of Empire
The LEGACY of CHRISTOPHER COLUMBUS in the AMERICAS New Nations and a Transatlantic Discourse of Empire Elise Bartosik-Vélez The Legacy of Christopher Columbus in the Americas The LEGACY of CHRISTOPHER COLUMBUS in the AMERICAS New Nations and a Transatlantic Discourse of Empire Elise Bartosik-Vélez Vanderbilt University Press NASHVILLE © 2014 by Vanderbilt University Press Nashville, Tennessee 37235 All rights reserved First printing 2014 This book is printed on acid-free paper. Manufactured in the United States of America Library of Congress Cataloging-in-Publication Data on file LC control number 2013007832 LC classification number e112 .b294 2014 Dewey class number 970.01/5 isbn 978-0-8265-1953-5 (cloth) isbn 978-0-8265-1955-9 (ebook) For Bryan, Sam, and Sally Contents Acknowledgments ................................. ix Introduction .......................................1 chapter 1 Columbus’s Appropriation of Imperial Discourse ............................ 15 chapter 2 The Incorporation of Columbus into the Story of Western Empire ................. 44 chapter 3 Columbus and the Republican Empire of the United States ............................. 66 chapter 4 Colombia: Discourses of Empire in Spanish America ............................ 106 Conclusion: The Meaning of Empire in Nationalist Discourses of the United States and Spanish America ........................... 145 Notes ........................................... 153 Works Cited ..................................... 179 Index ........................................... 195 Acknowledgments any people helped me as I wrote this book. Michael Palencia-Roth has been an unfailing mentor and model of Methical, rigorous scholarship and human compassion. I am grate- ful for his generous help at many stages of writing this manu- script. I am also indebted to my friend Christopher Francese, of the Department of Classical Studies at Dickinson College, who has never hesitated to answer my queries about pretty much any- thing related to the classical world. -
The Project Gutenberg Ebook of the Life of Columbus, by Arthur Helps
The Project Gutenberg EBook of The Life of Columbus, by Arthur Helps This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net Title: The Life of Columbus Author: Arthur Helps Release Date: March 12, 2005 [EBook #15336] Language: English Character set encoding: ASCII *** START OF THIS PROJECT GUTENBERG EBOOK THE LIFE OF COLUMBUS *** Produced by Don Kostuch Transcribers Notes: Several non-English proper names have been rendered in ASCI, omitting the proper accents. The following glossary provides references and definitions of unfamiliar (to me) terms and names. Adelantado Governor or commander. Refers to Don Bartholomew Columbus (brother of Christopher) in this volume. Angelic Doctor: Thomas Aquinas Arroba In Spanish-speaking countries, about 25 pounds. In Portuguese-speaking countries, about 32 pounds. Aught Anything whatever. Bartholomew Columbus Brother of Christopher Columbus. Cacique Indian chief in the Spanish West Indies. Ca da Mosto or Cadamosto Alvise Ca' da Mosto, (1432-1488) Venetian explorer and trader who wrote early accounts of western Africa. Caonabo Cacique (chief) who destroyed the first garrison at La Navidad. Cave of Adullam About 13 miles west of Bethlehem where David gathered together "every one that was in distress, and every one that was in debt, and every one that was discontented" (1 Sam. 22:2). Cipango Japan. Compeer Person of equal status; a peer. Contumely Contempt arising from arrogance; insolence. Cosmography Study of the universe, including geography and astronomy. -
La Ruta De Cortés
Unidad del verano 2019 Honors Spanish Purpose: • Review the present tense in context • Review the two verbs that mean to be: SER and ESTAR • To understand principal societies that shaped the culture, food, architecture, art and language of Mexico • To help develop critical thinking skills: synthesizing, analyzing and interpretation • Prepare background and cultural knowledge for our first unit: The Road to El Dorado La ruta de Cortés ¿Puedes tú hacer un viaje así? Learning Targets 1. I can talk about who Hernán Cortés is and why he is important in history. 2. I can describe Tenochtitlán and traits of the Aztec people, their society and the importance of their empire. 3. I can conjugate SER and ESTAR in all forms with correct spelling and accents. 4. I can choose between SER and ESTAR correctly when forming sentences. 5. I can produce (say, define, use correctly) at least 25 new vocabulary words from this unit. 6. I can conjugate and use correctly –AR, -ER and –IR verbs. 1 This information will be part of your first semester cumulative final. RESOURCES for HONORS SPANISH STUDENTS Ser y Estar Resources Explanation: http://spanish.about.com/cs/verbs/a/servsestar.htm http://www.studyspanish.com/verbs/lessons/piserestar.htm http://www.youtube.com/watch?v=OmV4rUdqOec http://www.drlemon.com/Grammar/servsestar.html Practice: http://quizlet.com/11843505/ser-x-estar-flash-cards/ http://www.studyspanish.com/verbs/lessons/piserestar.htm http://personal.colby.edu/~bknelson/SLC/ser_estar.php http://www.trentu.ca/academic/modernlanguages/spanish/masarriba/serandestar.html General Resources Best Online Dictionary: http://www.wordreference.com General Verb Practice: www.conjuguemos.com 501 Spanish Verbs: http://www.ebook3000.com/501-Spanish-Verbs--Barron-s-Foreign-Language-Guides- _177950.html (download the pdf onto your computer for a handy tool to do a quick lookup of any verb) Need a new packet? Go online to lctigers.com and print from the summer assignment link.