...Explorers Men and women have explored all ends of the earth and made profound discoveries. Without these discoveries the way we view our world might be different. Ponce De Leon was one of these explorers that help change the way we view earth. Who exactly was Ponce de Leon? What did he do in his life, and what was his discovery that deemed him one of history’s notable explorers? I will discuss Ponce de Leon’s background, his journeys and his discoveries. Juan Ponce de Leon was born during the Age of Exploration. Documentation places his birth around 1460 in Santervas De Campos, Spain, but later documentation places it more at 1474. No one is absolutely sure of the exact date of his birth. Ponce de Leon was born of noble parents who taught Ponce how to read and write. As a child he served as a page to Pedro Nunuz de Guzman and delivered messages for the royal court. Once a teenager, he joined the Spanish army and served in military until 1492. In September 1493 Ponce de Leon was one of 112 men that traveled with Christopher Columbus on Christopher’s second trip to the ‘New World’ but he did not return with Christopher Columbus. While on exploration of the island of Hispaniola, now known as Dominican Republic and Haiti, Ponce de Leon survived disease and bad weather. He also endured shortage of food and water to help colonize the new lands. Forcing Indians into slavery. Ponce De Leon spent the early part of the 1500s in Hispaniola. He established farms, distributed land...
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...is always helping the guest get to where they want to go. If you are lost Comrade is the one to go to. His needle is always pointed west, representative of how the explorers were always looking for more land, more resources, and more wealth in the frontiers of the New World. He can discuss his role in the Age of Exploration along with the other technological innovations. Not only this, but Comrade Compass is very adept in all the motivators for European exploration such as: wealth, religion, and glory. Along with being very helpful, Comrade is the character that perfectly captures the overall theme of the park. New Spain The four different sections of the park are based off of the locations in which the European countries sent their explorers. The New Spain section is designed to look...
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...feel land locked. In fact, international travel is so common in Miami that the stunning city is the home of a bustling international airport. The dazzling port city is known across the globe for its unique and interesting culture, beautiful beaches, one-of-a-kind architecture, and world-class quality of life. Miami History For thousands of years, the area that is today Miami was once inhabited by a tribe known as the Tequesta. The Tequesta people once graced the vast shores of the Southeastern Atlantic coast of Florida. The once large Tequesta population was reduced once the Spanish arrived in Florida, and by the 18th century much of the tribe had migrated elsewhere. The Spanish explorer Juan Ponce de León was the first European to visit the Miami area. Ponce de Leon sailed into the Biscayne Bay in the year 1513, but it is thought that he did not make contact with the shore. Half a century later, Spanish missionaries arrived to the area in 1566 and founded...
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...The Age of Exploration was a era from the early 15th century to the late 17th century, in which European explorers searched for better trade routes to support the growth of capitalism. During this time, countries were conquered by the English, Spanish, Portuguese, French, and the Belgians (Main ones). The natives of these countries would suffer unimaginable atrocities against them. Conquerors would enslave them, kill children, kill them, and just generally be aggressive for dominance. The Age of Exploration had adverse effects on conquered lands such as destruction of culture and the mass genocide of natives. However, it pushed the development of modern civilizations and fueled the rise of capitalism. In 1492, Christopher Columbus found...
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...forged by courageous figures such as Soto, Ponce de León, Coronado, Menéndez de Avilés and many others. It is time to highlight the events and honor the people who contributed to our rich culture and to explain the importance of the Spanish, and by extension, Hispanic role in the history of the United States. George Washington himself recognized the Spanish contribution when he wrote to King Carlos III of Spain after the War of Independence to thank him for the aid he had received from Spain during the fight for freedom. Washington was well aware that the Spanish Crown held a vast amount of territory throughout the Americas, from Patagonia to Alaska, and that the Spanish had been present in the New World for centuries. Washington understood that not only had Spanish explorers and missionaries shed their blood and made great sacrifices during those years, but that Spain had also contributed money and manpower to the American Revolution. The revolt against the British Crown was possible thanks, in part, to the funds sent by Spain and the participation of the Spanish in the New World. There were Spanish settlements from Mexico to Alaska, including many in what are today the states of Texas, New Mexico, Arizona and California, to name just a few. Spain clandestinely helped the colonists until war was formally declared on England in June, 1779. This aid began before the promulgation of the Declaration of Independence on July 4, 1776. The Spanish Count of Aranda met with Benjamin Franklin...
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...many international flights. The stunning port city is known world-wide for its beautiful and unique culture, gorgeous beaches, interesting architecture, and amazing quality of life. Miami History Long before the arrival of the Europeans to Florida's shores, the area that is now Miami was inhabited by the Tequesta tribe. The Tequesta people lived along the vast Southeastern Atlantic coastline of Florida. The once ample Tequesta population dwindled once the European settlers arrived to Florida, and by the mid-1700s most of the tribe had migrated elsewhere. The first European to visit the Miami area was the Spanish explorer Juan Ponce de León, who sailed into the Biscayne Bay in 1513. In 1566, Spanish missionaries founded the first European settlement in the area. However, the settlement was short-lived and abruptly ended in 1570. Nearly 200 years later, in 1743, the Spanish formed another mission in the Biscayne Bay area. The missionaries built a fort and church, but no permanent residence was...
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...Mid Finals I. Age of Exploration The Age of Exploration or Age of Discovery as it is sometimes called, officially began in the early 15th century and lasted until the 17th century. The period is characterized as a time when Europeans began exploring the world by sea in search of trading partners, new goods, and new trade routes. In addition, some explorers set sail to simply learn more about the world. Whatever their reasons though, the information gained during the Age of Exploration significantly helped in the advancement of geographic knowledge. Reasons for Exploration and Key Voyages Though the desire to simply explore the unknown and discover new knowledge is a typical human trait, the world's famous explorers often lacked the funding needed for a ship, supplies, and a crew to get underway on their journeys. As a result, many turned to their respective governments which had their own desires for the exploration of new areas. Many nations were looking for goods such as silver and gold but one of the biggest reasons for exploration was the desire to find a new route for the spice and silk trades. When the Ottoman Empire took control of Constantinople in 1453, it blocked European access to the area, severely limiting trade. In addition, it also blocked access to North Africa and the Red Sea -- two very important trade routes to the Far East. The first of the journeys associated with the Age of Discovery were conducted by the Portuguese under Prince Henry the Navigator...
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...THE FIRST FILIPINO Republie of the Philippines Department of Education & Culture NATIONAL HISTORICAL COMMISSION Manila FERDINAND E. MARCOS President Republic of the Philippines JUAN L. MANUEL Secretary of Education & Culture ESTEBAN A. DE OCAMPO Chairman DOMINGO ABELLA Member HORACIO DE LA COSTA, S. J. Member GODOFREDO L. ALCASID Ex-Oficio Member TEODORO A. AGONCILLO Member EMILIO AGUILAR CRUZ Member SERAFIN D. QUIASON Ex-Oficio Member FLORDELIZA K. MILITANTE Exccutive Director RAMON G. CONCEPCION Chief, Administrative Division BELEN V. FORTU Chief, Budget & Fiscal Division JOSE C. DAYRIT Chief, Research & Publications Division AVELINA M. CASTAÑEDA Chief, Special & Commemorative Events Division ROSAURO G. UNTIVERO Historical Researcher & Editor EULOGIO M. LEAÑO Chief Historical Writer-Translator & Publications Officer GENEROSO M. ILANO Auditor JOSE RIZAL (1861-1896) THE FIRST FILIPINO A Biography of José Rizal by LEÓN Ma. GUERRERO with an introduction by CARLOS QUI R INO ( Awarded First Prize in the Rizal Biography Contest held under the auspices of the José Rizal National Centennial Commission in 1961) NATIONAL HISTORICAL COMMISSION Manila 1974 First Printing 1963 Second Printing 1965 Third Printing 1969 Fourth Printing 1971 Fifth Printing 1974 This Book is dedicated by the Author to the other Filipinos Speak of me as I am; nothing extenuate, Nor set down aught in malice, Shakespeare: °the/Lo. Paint my picture truly like me, and not flatter me at all ; but...
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...history of the Iloilo High School dates back to the later part of 1902 when a school called the Iloilo Normal School was established in a two-storey building in front of and across the street of the present Provincial Building (now Casa Plaza) to meet the future need for Filipino teachers. The minimum requirement for admission was the completion of the elementary education in the old Spanish schools. The first batch of teachers were selected from experienced American teachers. The first principal was Mr. Lutz, who, despite his past sixty years, was a very kind and understanding man. The initial enrolment was about 250 and was divided into 5 sections. By 1903, the school had a very active literary society called Philomathean and had also a strong baseball team. In 1904, Mr. Covell succeeded Mr. Lutz as principal. To accommodate more students, preparatory classes were organized. For the first time Filipino students were selected as government pensionados to continue their studies in the United States. Among those selected were Candido Alcazar, Ambrosio Gison, Delfin Jaranilla, Carlos Lopez, Leon Nava, Balbino Palmares, Graciano Rico, Cirilo Torreblanca and Felix Valencia. In 1905, Mr. Maxson succeeded Mr. Covell as principal. The pensionados then were Geronimo Huising, Isabelo Lagniton, Claro Pendon, and Pedro Sindico. The yearly appointment of pensionados and heavy demand for teachers and clerks in the different government offices greatly depleted the number of old students...
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...[pic] FIRST ARMY EQUAL OPPORTUNITY REPRESENTATIVE COURSE STUDENT GUIDE TO CULTURAL AWARENESS INDEX LESSON TITLE PAGE 1 Philosophical Aspects of Culture SG- 3 C1 Native American Experience SG- 4 C2 White American Experience SG- 23 C3 Arab American Experience SG- 43 C4 Hispanic American Experience SG- 53 C5 Black American Experience SG- 76 C6 Asian American Experience SG-109 C7 Jewish American Experience SG-126 C8 Women in the Military SG-150 C9 Extremist Organizations/Gangs SG-167 STUDENTS ARE RESPONSIBLE FOR BEING FAMILIARIZED WITH ALL CLASS MATERIAL PRIOR TO CLASS. INFORMATION PAPER ON THE PHILOSOPHICAL ASPECTS OF CULTURAL DIFFERENCE Developed by Edwin J. Nichols, Ph.D. |Ethnic Groups/ |Axiology |Epistemology |Logic |Process | |World Views | | | | | |European |Member-Object |Cognitive |Dichotomous |Technology | |Euro-American |The highest value lies in the object |One knows through counting |Either/Or...
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...500 extraordinary islands G R E E N L A N D Beaufort Sea Baffin Bay vi Da i tra sS t a nm De it Stra rk Hudson Bay Gulf of Alaska Vancouver Portland C A N A D A Calgary Winnipeg Newfoundland Quebec Minneapolis UNITED STATES San Francisco Los Angeles San Diego Phoenix Dallas Ottawa Montreal ChicagoDetroitToronto Boston New York OF AMERICA Philadelphia Washington DC St. Louis Atlanta New Orleans Houston Monterrey NORTH AT L A N T I C OCEAN MEXICO Guadalajara Mexico City Gulf of Mexico Miami Havana CUBA GUATEMALA HONDURAS b e a n Sea EL SALVADOR NICARAGUA Managua BAHAMAS DOMINICAN REPUBLIC JAMAICA San Juan HAITI BELIZE C a r PUERTO RICO ib TRINIDAD & Caracas N TOBAGO A COSTA RICA IA M PANAMA VENEZUELA UYANRINA H GU C U G Medellín A PAC I F I C OCEAN Galapagos Islands COLOMBIA ECUADOR Bogotá Cali S FR EN Belém Recife Lima BR A Z I L PERU La Paz Brasélia Salvador Belo Horizonte Rio de Janeiro ~ Sao Paulo BOLIVIA PARAGUAY CHILE Cordoba Santiago Pôrto Alegre URUGUAY Montevideo Buenos Aires ARGENTINA FALKLAND/MALVINAS ISLANDS South Georgia extraordinary islands 1st Edition 500 By Julie Duchaine, Holly Hughes, Alexis Lipsitz Flippin, and Sylvie Murphy Contents Chapter 1 Beachcomber Islands . . . . . . . . . . . . . . . 1 Aquatic Playgrounds 2 Island Hopping the Turks & Caicos: Barefoot Luxury 12 Life’s a Beach 14 Unvarnished & Unspoiled 21 Sailing...
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...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . ....
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...6 Build Your Vocabulary ■ ■ ■ ■ The SAT High-Frequency Word List The SAT Hot Prospects Word List The 3,500 Basic Word List Basic Word Parts be facing on the test. First, look over the words on our SAT High-Frequency Word List, which you’ll find on the following pages. Each of these words has appeared (as answer choices or as question words) from eight to forty times on SATs published in the past two decades. Next, look over the words on our Hot Prospects List, which appears immediately after the High-Frequency List. Though these words don’t appear as often as the high-frequency words do, when they do appear, the odds are that they’re key words in questions. As such, they deserve your special attention. Now you’re ready to master the words on the High-Frequency and Hot Prospects Word Lists. First, check off those words you think you know. Then, look up all the words and their definitions in our 3,500 Basic Word List. Pay particular attention to the words you thought you knew. See whether any of them are defined in an unexpected way. If they are, make a special note of them. As you know from the preceding chapters, SAT often stumps students with questions based on unfamiliar meanings of familiar-looking words. Use the flash cards in the back of this book and create others for the words you want to master. Work up memory tricks to help yourself remember them. Try using them on your parents and friends. Not only will going over these high-frequency words reassure you that you...
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...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
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