Showing posts with label 16th century. Show all posts
Showing posts with label 16th century. Show all posts

Wednesday, October 11, 2017

Links to Unit 1 and 2 games

Here you have the direct links to the games you can play to review units 1 and 2. Click on the images below to access the different games:

UNIT 1

CHARLES I's UNIVERSAL EMPIRE


PART ONE



PART TWO



PHILIP II'S HISPANIC EMPIRE





REVIEW OF THE HISPANIC EMPIRE




CONQUEST, ADMINISTRATION AND EXPLOITATION OF THE INDIES



UNIT 2

ECONOMY IN THE 17th CENTURY



THE THIRTY YEARS' WAR



THE ENGLISH REVOLUTIONS



VOCABULARY OF POLITICS IN THE 17th CENTURY




THE HISPANIC MONARCHY IN THE 17th CENTURY

Saturday, October 1, 2016

Some advice for Charles I and Philip II's comic strip



Resultado de imagen de sello gallego y rey carlos V



   Resultado de imagen de caricatura felipe II


Here you have some orientation for your comic strip about the Austrias in the 16th century:

- As the project consists of an autobiography told by both monarchs, you should make a research about Charles I and Philip II's lives to add some personal information about these two figures: their family, their children, their loves (if they had them), their hobbies, some anecdotes... Here you have some links in Spanish about Charles I and Philip II: 

http://www.abc.es/espana/20150430/abci-carlos-depresion-jubilo-201504291805.html

http://blogs.ua.es/vidaprivfelipesegundo/

http://blogs.ua.es/vidaprivfelipesegundo/2012/01/16/un-rey-apasionado-sus-numerosas-aficiones/


- As for the content, it has to be historically accurate. This means that you can't forget about the historical facts and the main events and problems of each reign. You have to include them. Include also the main facts about the Indies in each reign: 

  • Charles I's reign: a short summary of the discoveries and conquests done during the Catholic Monarchs' reign and after this, the conquests of the Aztec and Inca empires, the explorations developed during his reign, the creation of the main administrative institutions (vicerroyalties), the New Laws of the Indies to protect the natives from exploitation after Bartolomé de las Casas complaints...
  • Philip II's reign: here you should include the addition of the Philippines (called this way to honour Philip II) and you could also explain the exploitation systems and colonial society in the Indies. 

Historical accuracy doesn0t mean that the script has to be boring. You can introduce humour and some jokes to make it funnier. 

- In Philip II's reign there was a dark episode with his secretary Antonio Pérez. Here you have some extra information from the presentation I prepared for 2nd Bachillerato. You don't have to add all this, but summarize this episode in Philip II's reign:


DISTURBANCES IN ARAGÓN (1590-1591) 
Antonio Pérez, Philip 
II’s 
State secretary and spy 
Anna of Mendoza, 
princess of Eb...
In 1590 Antonio Pérez escaped from jail and took 
refuge in Aragón, where he was from, and asked 
for protection there. Ph...



- Look up for paintings where Charles I and Philip II appear in order to keep some physical similarities with the characters you draw. These paintings can also be useful for you to draw the scenes' decoration.  

- You don't need to make perfect drawings. Here you have some examples and advice about how to draw comic strips with stickmen



Picture



- Write a storyboard  with sketches with the content you want to explain before starting to draw. Here you have an example:


Resultado de imagen de comic strip sketches

- You can make the paper you use look older, as if it was a parchment. Here you have some techniques: 

http://www.wikihow.com/Make-Paper-Look-Old


Using coffee or tea is the easiest way. Here you have a short video that shows how to do it:




And finally, don't forget to show me the text before writing the definitive version. This way I will be able to correct the grammar mistakes before.

The deadline for the project will be Friday, the 14th of October.

If you have any doubts. ask me. 


Thursday, September 22, 2016

Presentations of the 16th century unit

These are the two presentations to study Charles I and Philip II's empires and the conquest, colonization and exploitation of the Indies.





Tuesday, October 6, 2015

6th October 2015


Hi, I'm Carlos!!

Today, in Social Sciences class, we have continued with the board game of the Indies, the 16th and 17th centuries.

My group is formed by: Antonio, Benjamin, Jaime and me. Today in my group we have written the questions on the cards and then Paqui has asked us about what we were doing. At home, we have to finish the questions and we have to do the board, the tokens and the dice.

Our game is going to be like a high school with some rooms. Each room is going to be for a person ( Charles I, Philip II...), so you have to advance to visit all the rooms. When you have finished all the rooms, you have to go to a final room. In this one you will have to answer the final question.

This is a photo of our cards:


     

NEW VOCABULARY
Dice: dado
Token: ficha
Gameboard: tablero
EVA foam: gomaeva

Bye!

    

Monday, September 21, 2015

Presentation and family tree

Here you have the presentation about the Hispanic Momarchy during the 16th and 17th centuries:

 
 And this is the family tree of the Hispanic Monarchs, starting from the Catholic Monarchs until Philip V. As you can see, endogamous relations were common, in orede to preserve alliances. There were cases of: marriages: 

- between cousins, like the one of the Catholic Monarchs (both belonged to the Trastámara dynasty) or Charles I and Isabella of Portugal. 

-  between aunts and nephews, like the one between Philip II and his aunt Mary Tudor (Catherine of Aragón and Henry VIII's daughter)

-  between uncles and nieces, like the one between Philip II and Anna of Austria or the one between Philip IV and Mariana of Austria. 


Everything was allowed for the continuation of the dynasty, but this inbreeding had seroius consequences, with handicaped children. Charles II, a disabled monarch, was the culmination of this marriage policy.

Monday, October 20, 2014

17th October, 2014 (Friday)

Good afternoon to everybody!!

Sorry, I'm late. I thought that I could write my journal today, like we don't have Social Science class. My journal it was written and prepare in another SHEET of paper and now I'm going to tell us the Friday's class.

The lesson started when the teacher put negatives and positives marks while she look at the homeworks that she had commanded on Thursday for Friday.
The homework was about a summary of trade but the following information is the summary of Paqui. I think that is interesting. What about you?

TRADE: long distance trade developed a lot, mainly colonial trade:

- Traditional routes continued to be used:

  • Spice route, controlled by Portugal.
  • Precious metal route, controlled by Castilian.

- England and Low Countries bloke the Iberian monopoly an seized some Portuguese colonies in Asia. The Elglish seized India and the Dutch seized Indonesia.
- New route: triangular trade, linking Europe, Africa and America.

  • Europe sold manufactured products to Africa.
  • Africa sold slaves and gold to America.
  • America sold colonial products to Europe (cotton, sugar, tobaco, cocoa...)

After resolve the dudes about this information we have stopped the class because we have copied in our glossary a new word; rum that means "ron". We have stopped the class because we have tell to Paqui one patetic thing that happened to Jorge.

Then Paqui has continued with her class and she has saw us an animate map. The map was about the triangular trade routes but didn't speak and the teacher explain us where were destined those products.
When we have finished the teacher has put one or two questions about this map. Also she has saw a map in which we can practice.

Paqui has recommended us that we have to see the film "Dances with wolves" that is about the destruction of the aberindian. She says that is very interesting and the music is so beautiful, but I don't like western films... Dances With Wolves is produced by, and starring Kevin Costner.

For finished the lesson we have started the second point of the 17th century: Politics.

The teacher needs 4 blackboards each day hahahaha!

See you on Tuesday!

Lucía.

http://www.nationalarchives.gov.uk/pathways/blackhistory/images/africa/trade_routes.gif

Sunday, October 12, 2014

Presentation of the Indies and something else



This is the presentation for this part of the unit. As you know, today is the 12th of October, the day Christopher Columbus and his crew arrived in the Bahama Islands and were the first Europeans to communicate their "discovery". This was the beginning of the occupation and exploitation of the Indies. Here you have a small text by Uruguayan writer Eduardo Galeano to think about the "discovery" of America: 

THE 12th OCTOBER, THE DISCOVERY OF AMERICA AND OFFICIAL HISTORY

Did Christopher Columbus discover America in 1492? Or was it the Vikings before him? And before the Vikings, what about the people who lived there? Didn’t they exist?

Official history relates that Vasco Núñez of Balboa was the first man who saw both oceans, standing on a peak in Panama. Were the inhabitants of that area blind?
Who gave maize and potatoes and tomatoes and chocolate and the rivers and mountains of America their names? Hernán Cortés? Francisco Pizarro? Were the people who were already living there mute?

We have been told, and still are, that it was the pilgrims of the Mayflower that populated America. Had it been empty before?

Because Columbus didn’t understand what the Indians were saying, he concluded that they didn’t know how to speak. Because they wore no clothes, were gentle, and gave away everything they had, he concluded they lacked the capacity for reason. And because he was certain of having discovered the Orient by the back door, he believed they were Indians from India.

Afterwards, during the second voyage, the admiral promulgated an act establishing that Cuba was part of Asia. The document of June 14, 1494, stated as evidence that the crew of the three ships recognized it as such. Whoever said otherwise was given thirty lashes, fined 10,000 maravedíes, and had his tongue cut out.

The notary, Hernán Pérez de Luna, attested, and the sailors who could write signed at the bottom.

The conquistadors demanded that America be something it wasn’t. And they treated the Americans as if they were what they imagined the pagans of the Orient to be.

Christopher Columbus said he saw on the shores of Cuba sirens with men’s faces and chicken feathers, and supposed that not far from there men and women had tails.

In Guyana, according to Sir Walter Raleigh, there were people with eyes in their shoulders and mouths in their chests.

In Venezuela, according to Pedro Simon, there were Indians with ears so long they dragged on the ground.

In the Amazon, according to Christopher of Acuña, the natives’ feet were shaped backwards, heels forward and toes behind, and according to Pedro Martín de Anglería, women mutilated one breast to be able to fire their arrows better.

Anglería, who wrote the first history of America, though he never set foot there, also affirmed that in the New World there were people with tails, and these tails were so long the natives could sit only in chairs with holes.

The Black Code prohibited the torture of slaves in the French colonies. But it wasn’t to torture them but to educate them that slaves’ masters whipped their backs and cut their tendons when they fled.

The Laws of the Indians, which protected those in the Spanish colonies, were quite moving. But the gallows and pillory set up in the center of every Main Square were even more affecting.

The reading of the Request for Obedience was very convincing. This occurred on the eve of the assault on each village. It explained to the Indians that God had come to the world and left St. Peter in his place, and that the successor of St. Peter was the Holy Father, and that the Holy Father has shown favor on the Queen of Castilla, who rules all this land. For this reason, they should go from here or pay tribute in gold, and if they don’t or if they stay, war would be declared on them, and they would be made slaves along with their wives and children. But the Request was read in the middle of the night from the mountain in Spanish and without an interpreter, in the presence of the notary but no Indians, as they were asleep, miles away, and hadn’t the faintest idea what was awaiting them.

Until not long ago, October 12 was Race Day.

But does such a thing even exist? What is race but a useful lie to exploit and exterminate one’s neighbor?

When the U.S. entered the Second World War, the American Red Cross decided that the blood of black people would not be accepted in its blood banks. Has anyone seen, by chance, black blood?

Afterward, Race Day became the Day of Encounter.

Were colonial invasions encounters, whether those of yesterday or those of today? Shouldn’t they be called rapes or violations instead?

Perhaps the most revealing episode in the history of the Americas occurred in 1563 in Chile. Indians besieged the fortress of Arauco, depriving the Spanish of food and water, yet Captain Bernal refused to surrender.

From the stockade he screamed out, “There will be more and more of us!”
“With what women will you make them?” the Indian chief asked.
“With yours. We will make them bear children who will be your masters.”

The invaders called the original Americans idolaters because they believed that nature is sacred and that we are the brothers and sisters of all those with feet, paws, wings, or roots.

And they called them savages. But they were not wrong about this. The Indians were such savages that they ignored the fact that they had to obtain a visa, a certificate of good behavior, and a work permit from Columbus, Cabral, Cortés, Alvarado, Pizarro, and the pilgrims of the Mayflower.


Here you have the text in Spanish: 








Friday, October 10, 2014

Friday, 10th of October 2014 Inés Sánchez .

Hello! I'm going to start with my journal!.

Today in class of Social Science, We have started whith a review of what we have read the other day about the Economy in the 16th century. 

In this century there was a price revolution, as a consecuence of the big amount of precious metals from Indies. And there was not enough production to satisfy the demand.Many products  were imported from Europe.
Economy was more developed in the Crown of Aragon.
Then we have done a scheme of the CONQUEST ADMINISTRATION AND EXPLOITATION OF THE INDIES. We have learned about the conquest and its features were:
Quick conquest due to Military superiority of the conquistadors: horses, gun, gunpowder





http://static3.absolutportugal.com/wp-content/uploads/2010/10/1150.jpg

- Ambitions of the conquistadors.
-Impact of the European diseases over the Amerindians.
And we have learned and written on our schemes the stage, There were 3:
1st the conquest of the Antilles, 2nd the conquest of the Aztec Empire, and finally the conquest of the Inca Empire. 
The the teacher Paqui has said we have to do the rest of the scheme in our home for homeworks.
The she has given our projects on Renaisance Art back, but the teacher has to look our job again, I would like to get  more mark. And we have learned new vocabulary like:inflation , deflation, saving... and a lot new more words !
And this is all for Today, have a nice wekend! 

Tuesday, October 7, 2014

Tuesday, 7th of October 2014

Hello my classmates! I'm Pablo and this is my first journal of the year.

Today is Tuesday so we have started the lesson at the 4th period, after the break time.
We have started remembering briefly what we spoke about yesterday, Philip II, and after this we have completed its scheme which was our homework today.

When we have finished with Philip II the teacher Paqui has asked who wanted to do the journal, but there hasn't been voluntaries but I said that I could, so here I am.

We have continued speaking about the revolts in the Low Countries and how Philip II gave this territory to his daughter Isabel Clara Eugenia but as she didn't have any descendat, it returned to the Hispanic Empire and the revolts restarted. Then we have spoke about the wars against France and the conflicts with England because:
  1. They supported the Protestants in the Low Countries' revolt.
  2. The English privateers (or corsairs) attacked the Fleets which came from the Indies.
  3. Philip II supported Mary, the Catholic Queen of Scotland, to the detriment of the Anglican Elizabeth.
Finally we have talked about the wars against the Ottoman Turks and to finish the lesson we have started speaking about Philip II's children. Paqui has spent a lot of time explaining this because Philip II's family is a really big mess because of imbreeding!! Philip II had four wives:

  • María Manuela of Portugal (Philip II's cousin). He had one son with her, Charles who was mental disable so he couldn't be Philip II's heir.
  • Mary I of England (Philip II's aunt), they didn't have any descendant.
  • Elisabeth of Valois, and they had two daughters, Isabel Clara Eugenia and Catalina Micaela.
  • Anna of Austria (Phlip II's niece), and they had one daughter, María, and four sons: Ferdinand (who died at 6), Carlos Lorenzo (who died at 2), Diego Félix (who died at 7) and Phlip, who finally would become king as Philip III of Spain.

Philip III, son of Philip II and Anna of Austria



To finish my journal I'm going to include all the words we have included today to the glossary:

  • To prohibit/forbid - Prohibir
  • The bogeyman - El hombre del saco
  • Loot - Botín
  • Bounty - Recompensa
  • Privateer - Corsario
  • Bankruptcy - Bancarrota
  • Default - Quiebra
  • Debt - Deuda
  • Inbreeding - Endogamia
For homework we have to do a family tree with Philip II's offspring.

And that's all for today!


Friday, October 3, 2014

Presentation to study the Hispanic Monarchy in the 16th -17th centuries

This is the presentation we are going to use to study the government of the monarchs of the House of Austria (Habsburg) in the 16th and 17th centuries. Please, use it to complete your notes.

 

Thursday, September 18, 2014

Renaissance art presentation

Here you have the presentation of Renaissance art. You can use it to complete your notes or have a list of the most important works of this period. It will be especially useful for the examples to include on your project. 


 

Monday, October 21, 2013

The horrifying Duke of Alba and April Fools Day in the Netherlands

Tizian 060.jpg

Fernando Álvarez de Toledo y Pimentel (1507-1582), the third Duke of Alba, was one of the best generals who worked to Charles I and Philip II's orders. He participated in the conquest of Tunis and in the Battle of Mühlberg as well.  He was also in charge of the government of several parts of the Hispanic Monarchy, such as the Duchy of Milan, Kingdom of Naples and the Kingdom of Portugal. But his role in the Low Countries was so authoritarian that he was known as the "Iron Duke" and his decisions contributed to the origin of the Black Legend of the Hispanic Monarchy. even at present he is considered to be as the Bogeyman in the Netherlands.

Philip II sent the Duke of Alba to the Low Countries in 1567  to re-establish public order after the Storm of the Images. The Duke created the Council of Troubles to punish the ringleaders of the religious protests. But the actions of this council were so drastic that people called it the Council of Blood: around 12,000 people were prosecuted and 1,000 of them were executed. This policy and the tax increase (10% tax on all sales) to supply the troops led to a general revolt in the Low Countries. The local nobles formed an army and started fighting against Alba. On the 1st April 1572 the Dutch rebels got their first importany victory against Alba's troops, when they seized the city of Brielle. This victory is taught to the Dutch children with a rhyming phrase: “Op 1 april verloor Alva zijn bril”, which means "On April 1, Alba lost his glasses" ("Brielle" sounds very similar to "bril", glasses, in Dutch). The 1st of April is April Fools' Day in the Netherlands. So the Dutch have a double commemoration on that day. 

File:´t Veroveren van Den Briel, op den eersten april des jaars 1572 (Jan Luyken, 1679).jpg

Capture of Brielle


Since then, the Duke of Alba´s name has been used to frighten the Dutch children and even at present he is considered to be as the Bogeyman in the Netherlands. His name is used to scare children or to threaten them when they don´t want to do something, such as eating the soup or going to bed early. They tell them: The Duke of Alba is coming!

Sources: 



Sunday, September 22, 2013

Presentation to study Renaissance art

Here you have the presentation to study Renaissance art. You can use it to complete your scheme and enjoy the art works of that period.   



P.S: I've just corrected the spelling mistakes some of you have found and re-uploaded the presentation.