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Social Sciences HISTORY Teacher's Guide • Grade 6 Term 2 © e-classroom 2014 Images obtained through Creative Commons: https://www.creativecommons.org/ Lesson plan: European explorers Lesson Plan: European explorers In this module the learners will: There is one lesson plan in this module, with associated activities. Knowledge The Renaissance period Skills Comprehension Reasons for European exploration Presenting an oral How new knowledge changed people • Practise listening skills • Participate in group discussions Values Knowledge brings about change • Draw a map • Create a Power Point Presentation • Write a biography Research • Write a poem Map skills • Present an oral Learn about new inventions Power Point Presentation History about Leonardo da Vinci and Galileo The explorer, Vasco da Gama The Dutch East India Company (VOC) • Create a mind map • Write a descriptive paragraph Presenting orals You will need: Writing a poem All activities: Learner’s Book; class workbooks; dictionaries; resources pertaining to the Renaissance period; information about Leonardo da Vinci and some of his famous artworks including the Mona Lisa; information pertaining to Galileo Galilei, the magnetic compass and the printing press, European explorers including Vasco da Gama and Bartholomeu Dias; the Dutch East India Company (VOC). Write a biography Create a mind map All Activities: Class observation sheets. Write a descriptive paragraph Assessment: Ensure class observation sheets are ready for informal assessment. Comment as you walk around the classroom and observe individuals within their groups. Note the group work dynamics – who works with the group and who does not. Allow a report-back session after working in a group and note which learner takes the responsibility of reporting on the group’s findings. Mark the written work informally with an encouraging comment where applicable. Prior knowledge The educator must research the topics thoroughly. Activity 1: Preparing for this module: 1. Ensure that you are familiar with the module before you begin. 2. Study the resources for each lesson and ensure that you have the necessary resources available. 3. Some activities may require documents to be printed. Ensure that these are printed in advance. There are activities that could be made more exciting if the learners have access to the Internet. If individual access is not possible, print the relevant information provided by the hyperlinks for each lesson. The Learner’s Book is needed to complete each activity. 4. Ensure the assessment recording sheets are prepared at the beginning of the term. Have the sheets ready for every activity to ensure continuous formal and informal assessment. 5. Whenever there is a written activity, allow the learners to write the answers in their class workbook, even during a group discussion, unless a separate worksheet has been provided. 6. Research additional information pertaining to the content, such as library books, pictures and newspaper articles. © e-classroom 2014 Discuss the term ‘Renaissance’ and the meaning (re-birth) and when the period began. Explain that it started in Italy after a heightened interest in classical learning and values that brought about new ideas. The people of the Renaissance became interested in other areas of science, the natural world, biology and astronomy. People now studied mathematics, engineering, and architecture. Artists, writers, musicians and composers began creating work of art outside of the church. Before that, art was used mainly for decoration of churches. The Renaissance is best known for its achievements in art, literature and music. Discuss the intellectual movement of ‘humanism’ and how it brought intellectual unity to Europe. Secular Humanism was the term described by the values and ideals during the European Renaissance. ‘Secular’, meaning not religious and ‘humanism’ meaning ‘placing the study and progress of human nature at the centre of one’s interest. The rise of Humanism can be seen in paintings created by Renaissance artists. Cities grew and trade prospered during the Renaissance. Commerce and trade soon moved inland along the major routes of trade. Italy’s https://www.e-classroom.co.za 1 economic power was challenged during the late 14th century as other rulers began establishing their power. Italy’s influence was weakened by Portugal’s development of a direct sea route to Asia at the end of the 15th century. Until that time, Italy was the primary route between the Far East and Western Europe. Journeys like Vasco Da Gama’s voyage to India, created rivalry. growing rivalry incited conflicts over control of the spice trade. As the middle class grew during the Renaissance, the popularity of spices rose. Wars over the Indonesian Spice Islands broke out between expanding European nations and continued for about 200 years, between the 15th and 17th centuries. Include in discussions that the Southern African society was at the height of its power during the same time that the European Renaissance occurred and how Europeans were interested in exploring Africa. Learners will answer questions in relation to the text. Learners will answer questions according to the text and create their own map highlighting the Silk and Spice trade routes with the inclusion of other trade routes. Activity 2: Discuss the reasons for European exploration, such as the need to find trade routes and partners to access spices, transfer raw materials, foodstuffs and luxury goods from areas with surplus to other areas where they were in short supply. The desire for knowledge expansion and to control a larger empire, as well as the spread of religion. Some areas had a monopoly on certain goods. China, for example, supplied West Asia and the Mediterranean world with silk, while spices were obtained from South Asia. These goods were carried over long distances either by animals overland or by ships along the Silk and Spice Routes, which were the main routes between the various ancient empires of the Old World. The spice trade was the world’s biggest industry as it led to the discovery of new continents. Spices were protected as they generated immense wealth for those who controlled them. The spice trade began in the Middle East. The Silk Road was an important route connecting Asia with the Mediterranean world, including North Africa and Europe. Trade on the Silk Road was a substantial factor in the growth of civilization of China, India, Egypt, Persia, Arabia, and Rome. In the first century BC, the Roman Empire set up a powerful trading centre in Alexandria, Egypt and controlled the spice trade that entered the Greco-Roman empire. Roman soldiers were paid in salt, a practice that resulted in the word “salary” and the phrase “worth his salt.” For many centuries, groups fought for control of the spice trade. Eventually, in the mid-13th century, Venice became the primary trade port for spices destined for western and northern Europe. Venice became wealthy by charging huge prices and without direct access to Middle Eastern sources, the European people could do little else but pay the inflated prices they were charged. It was expensive and difficult for European merchants to travel overland to the east. There were many taxes that had to be paid whilst travelling through different countries to get to the east. Hence, the Europeans had to find an alternative way to obtain spices. In the 15th century, the spice trade was transformed by the European Age of Discovery. By this time, navigational equipment had improved and so had long-distance sailing. Explorers were encouraged to discover new ways to reach areas where spices were grown. Many voyages resulted in the discovery of new lands and treasures. Popular spices Pepper, cinnamon, nutmeg, ginger and cloves were popular spices. Pepper was used to preserve and flavour meat as refrigeration was not possible. Cloves and cinnamon were used as air freshener. People used nutmeg to improve the flavour of bad tasting food. Portugal was home to the first explorer that successfully circumnavigated Africa. In 1497 four vessels under the command of Vasco da Gama rounded the Cape of Good Hope, eventually sailing across the Indian Ocean to Calicut, India. This success marked the beginning of the Portuguese Empire. Spanish, English and Dutch expeditions followed soon after and the © e-classroom 2014 Activity 3: The Renaissance was a cultural movement that profoundly affected European intellectual life. People were driven by a desire to acquire new knowledge which resulted in the rise of the individual who sought happiness, achievement and personal fulfilment. By the 16th century, this cultural movement was felt in literature, philosophy, art, music, politics, science, religion and other aspects of intellectual inquiry. The philosophy of humanism resulted in individual expression by some of the greatest European artists of all time including Leonardo da Vinci and Michelangelo. Scholars employed the humanist method of study, and searched for realism and human emotion in art. The quest for knowledge, especially in mathematics and experimenting was heightened and a radical style changed in the substance of arts and letter writing. The quest for knowledge brought about the creation of new techniques in art, poetry and architecture. There was a rise in commerce and exploration and the Renaissance was the beginning of a modern day epoch. Information about Renaissance education: http://www.artsdome.com/1103-119.html Learners will create a Power Point Presentation which will include important information about the Renaissance period and how education was reformed as well as the change of arts, music, architecture and inventions were created. Explain how Power Point Presentations assist with highlighting important points to expand upon. Activity 4: During the Renaissance, the printing press was invented. Discuss how this allowed new ideas as well as the scriptures of the Bible to be printed. Explain the power of the Roman Catholic Church during this time and Martin Luther who was excommunicated from the Roman Catholic Church and the religious reformation. (Ensure sensitivity when discussing the topic with the learners). Discuss the spread of the Protestant religion throughout Europe. Explain the layout of a ‘biography’ to the learners for this activity. Activity 5: Discuss the history of da Vinci and some of his other well-known paintings. Analyze the formal aspects of a work of art. Discuss the line, shape, form, colour and texture of the Mona Lisa in order for the learners to include in a poem for this activity. Activity 6: Study the time line about the life of Galileo. Guide the learners through the information and assist them with further information needed in order for them to prepare an oral and biography about the life of Galileo. https://www.e-classroom.co.za 2 Activity 7: Have a class discussion about how the world changed during the Renaissance as people discovered new ideas and gained knowledge about the world. Investigate how new inventions such as gunpowder, magnetic compasses and the printing press were created and how great advances were made in geography, astronomy, chemistry, physics, mathematics, manufacturing and engineering. Discuss these new advances and show examples from pictures. Encourage learners to create an invention which today would be considered ‘entrepreneurial’. Activity 8: Discuss how trading happened by merchant explorers and how profits were made from trading during voyages. Discuss the Age of Discovery and how Portugal and Spain became the early leaders. Learners will write an account entitled “ My journey as an explorer” where they must describe their life on board a ship during a voyage. Activity 9: Investigate the Dutch East Indian Company’s (VOC) journeys. Explain that the VOC was powerful and had a great impact on the history of South Africa. The Dutch East India Company was established in 1602 and it monopolized the sea route to the east for 21 years. Having been set up in order to profit from the spice trade, the VOC established a capital in the port city of Batavia in 1619. In 1652, Jan van Riebeeck established an outpost at the Cape of Good Hope (the South Western tip of Africa in South Africa) to re-supply VOC ships on their journey to East Asia. This post later became a colony, known as the Cape Colony, and more Dutch and other Europeans started to settle there. Describe what the life of a sailor must have been like on a ship, including the living conditions, diet, daily routine, cargo, various roles of the crew and the possible dangers faced at sea. Learners will answer questions according to the text. Activity 10: Learners will create a mind map to highlight important information about the journeys of Dias or da Gama and then use that information to present a detailed biography about the explorer to the class. © e-classroom 2014 https://www.e-classroom.co.za 3 Explorers from Europe find Southern Africa The term ‘Renaissance’ means ‘rebirth’ and it is the period in European civilization immediately following the Middle Ages. Historians have never been able to decide when the exact period began. Some state its beginning in the 12th century, others say it was the 14th century. What we do know is that a Renaissance did indeed occur. It started in Italy after a heightened interest in classical learning and values. It was a historical era with distinctive themes in learning, politics, literature, art, religion, social life and music. The changes from the Middle Ages to the Renaissance were momentous. During the Renaissance, new continents were discovered as well as inventions such as paper, gunpowder and the magnetic compass. There were great breakthroughs in anatomy, medicine, astronomy and mathematics. The printing press was invented and books became available to people for the first time. It was also a time of world exploration and the beginning of modern science. Nicolaus Copernicus determined that the earth revolved around the sun. Many explorers sailed the seas in search of trade routes to the Far East. Christopher Columbus crossed the Atlantic to land in America. Vasco da Gama sailed around Africa and reached India. The Southern African Society was at the height of its power at the same time that the European Renaissance occurred. Europeans were interested in Africa, although they knew little about it. The significant intellectual movement of the Renaissance was ‘humanism’. It was based on the belief that the literary, scientific, and philosophical works of ancient Greece and Rome gave the best guides for learning and living. Humanism was based on grammar, rhetoric, poetry, history, and moral philosophy studies of the standard ancient authors of Rome and Greece. Humanism became entrenched in society as a new form of education. Humanism brought intellectual unity to Europe. In this unit, you will investigate the changes in Europe which enabled Europeans to explore other parts of the world and their early exploration of the Southern African coast. 5. What happened to cities during the Renaissance? 6. The Renaissance was known for its achievements in art, literature and music. Write a colourful essay not exceeding more than 250 words, describing the life during the Renaissance as an artist. (15) Total: (25) renaissance-art In this module you will: • Understand that the European Renaissance was an important turning point in European history. • Investigate the reasons for European exploration. • Investigate how the world changed as people discovered new ideas and gained knowledge about the world. • Discover how new inventions came about, for example gunpowder, the magnetic compass and the printing press. • Investigate religion during the Renaissance. • Explore European trade routes to the East via Southern Africa. • Investigate the journey of Dias and da Gama. • Investigate the Dutch East Indian Company (VOC). • Describe the life of a sailor on a ship. Reasons for European exploration 1. What is the meaning of the term “Renaissance?” • To find sea routes and trading partners. 2. In which Country did the Renaissance begin? • To expand knowledge and to control a larger empire. 3. How did the people during the Renaissance period change? • To expand religion. 4. What was the name of the term that described the values and ideals of the Renaissance? © e-classroom 2014 (1) • To find spices, silk, gold, medicines, fur, precious stones and metals. https://www.e-classroom.co.za 4 The spice trade was the world’s biggest industry as it led to the discovery of new continents. Spices were protected as they generated immense wealth for those who controlled them. The spice trade began in the Middle East and was run mostly by camel on overland routes. The Silk Road was an important route connecting Asia with the Mediterranean world, including North Africa and Europe. Trade on the Silk Road was a substantial factor in the growth of civilizations of China, India, Egypt, Persia, Arabia and Rome. predominately from Portugal, Spain, France, Italy and England and were able to set sail farther than they had before in search of new places to do trade due to the demand of imported goods and export of local products. Sailing was a better option as the roads used were of poor quality and the risk of thieves was great. These trading voyages were often paid for by investors. Famous explorers: • Portugal – Vasco da Gama, Bartholomeu Dias • Spain – Vasco Nunez de Balboa, Juan Ponce de Leon • France – Jacques Cartier, Samuel de Champlain • England – Sir Francis Drake, Sir Walter Raleigh • Italy – Christopher Columbus, Amerigo Vespucci In the first century BC, the Roman Empire set up a powerful trading centre in Alexandria, Egypt and controlled the spice trade that entered the Greco-Roman empire. Roman soldiers were paid in salt, a practice that resulted in the word “salary” and the phrase “worth his salt.” For many centuries, groups fought for control of the spice trade. Eventually, in the mid-13th century, Venice became the primary trade port for spices destined for western and northern Europe. Venice was located in the Mediterranean Sea among hundreds of tiny islands on the northeast edge of the Italian Peninsula. Its location made it ideal for trade. Activity 2: Trade Routes Venice became wealthy by charging huge prices, and without direct access to Middle Eastern sources, the European people could do little else but pay the inflated prices they were charged. It was expensive and difficult for European merchants to travel overland to the east. There were many taxes that had to be paid whilst travelling through different countries to get to the east. Hence, the Europeans had to find an alternative way to obtain the spices. 4. Draw a map highlighting the silk and spice trade routes during the Age of Discovery. Research and highlight other trade routes and record goods that were possibly traded along these routes. (12) In the 15th century, the spice trade was transformed by the European Age of Discovery. By this time, navigational equipment had improved and so had long-distance sailing. Explorers were encouraged to discover new ways to reach areas where spices were grown. Many voyages resulted in the discovery of new lands and treasures. Popular spices Pepper, cinnamon, nutmeg, ginger and cloves were popular spices. Pepper was used to preserve and flavour meat as refrigeration was not possible. Cloves and cinnamon were used as air freshener. People used nutmeg to improve the flavour of bad tasting food. Portugal was home to the first explorer that successfully circumnavigated Africa. In 1497 four vessels under the command of Vasco da Gama rounded the Cape of Good Hope, eventually sailing across the Indian Ocean to Calicut, India. This success marked the beginning of the Portuguese Empire. Spanish, English and Dutch expeditions followed soon after and the growing rivalry incited conflicts over control of the spice trade. As the middle class grew during the Renaissance, the popularity of spices rose. Wars over the Indonesian Spice Islands broke out between expanding European nations and continued for about 200 years, between the 15th and 17th centuries. The Renaissance era saw an explosion in voyages of discovery. European Explorers were © e-classroom 2014 1. Which Country successfully found a sea route to India by circumnavigating Africa? (1) 2. Why do you think there was a need to explore sea routes for trading? (5) 3. Why were spices in demand? (2) Total: (20) Why was the quest for knowledge important? The Renaissance was a cultural movement that profoundly affected European intellectual life. People were driven by a desire to acquire new knowledge which resulted in the rise of the individual who sought happiness, achievement and personal fulfilment. By the 16th century, this cultural movement was felt in literature, philosophy, art, music, politics, science, religion and other aspects of intellectual inquiry. The philosophy of humanism resulted in individual expression by some of the greatest European artists of all time including Leonardo da Vinci and Michelangelo. Scholars employed the humanist method of study and searched for realism and human emotion in art. The quest for knowledge, especially in mathematics and experimenting was heightened and a radical style changed in the substance of arts and letter writing. The quest for knowledge brought about the creation of new techniques in art, poetry and architecture. There was a rise in commerce and exploration and the Renaissance was the beginning of a modern day epoch. artsdome.com https://www.e-classroom.co.za 5 Activity 3: Power Point Presentation Create an informative Power Point Presentation to present to the class about the Renaissance period and include education reform, arts, music, architecture, inventions and trade. Total: (30) Religion During the Renaissance, the printing press was invented. This allowed new ideas, as well as scriptures of the Bible to be easily printed and distributed. People were able to read the Bible for the first time. The Roman Catholic Church was very powerful and was the only church in Western Europe until other influences started to establish, such as the Holy Roman Empire, the Italian city-states, England and the unified nation states of France and Spain. The Roman Catholic Church began to decline, resulting in the Protestant Reformation and the creation of Protestant churches. People were keen to take the occasion offered by the Reformation to weaken the power of the Papacy. Martin Luther sparked this Reformation in 1517. He posted his 95 Theses’ on the door of the Castle Church in Wittenberg, Germany, which were a list of statements that expressed his concerns about certain church practices – largely the sale of indulgences. Martin Luther thought that the selling of indulgences was sinful. He denied in his theses’, that indulgences had any power to remit sin. He also criticized the power of the pope and the wealth of the church. Luther’s theses’ were meant only for church leaders and were written in Latin, which most people did not understand. By nailing these to the church door, Luther was following a common custom of the time, as church doors served similar functions to community bulletin boards today. Luther’s disagreements with church policy ultimately led him to challenge some of the most fundamental doctrines of the church, which led him and his followers to break away from the Roman Catholic Church in protest; hence they were known as ‘Protestants’. Luther started to spread the Protestant religion throughout Europe. The Reformation had significant political consequences, as it split Europe into Protestant and Roman Catholic countries which often went to war with each other during this period. Activity 4: Religion in the Renaissance Research and create a biography on Martin Luther and his 95 Theses’. Highlight his early life, his spiritual enlightenment and his excommunication from the Roman Catholic Church. Include visual representation. Total: (20) © e-classroom 2014 Leonardo da Vinci The water you touch in a river is the last of that which has passed, and the first of that which is coming. Thus it is with time present. Leonardo da Vinci was born in 1452 near the small town of Vinci in Northern Italy. His father, Ser Piero, was a 25 year old notary. His mother was a peasant girl by the name of Caterina. Leonardo’s parents did not marry and he was raised by his grandparents and uncle. At 14, after his uncle died, Leonardo was taken to his father in Florence. His father decided it was time for him to learn a trade and showed his drawings to Andrea del Verrochio who hired him as an apprentice. Verrochio was a great sculptor of his time and the official sculptor of the powerful Medici family. His best work was finished in gold and silver. It was during the Renaissance that artists began to use perspective in their paintings and drawings. Artists began to draw things as they saw them in nature. Leonardo and his fellow artists used mathematics to plot the placement of objects in their paintings and drawings. They used other techniques to show perspective like shading and colours. Leonardo thought it was important for painters to understand how to use mathematics and colour to create a painting, instead of just copying from other artists. Leonardo lived in an exciting time during the Renaissance. People were rediscovering ideas about philosophy and art from these ancient times. They were also examining new ways of thinking and of expressing themselves. When Leonardo finished his apprenticeship in 1472, he had become the leading artist in Verrocchio’s studio. Verrocchio eventually gave up painting altogether after recognising the brilliance of Leonardo. Verrocchio put Leonardo to work on part of a painting that he was working on, ‘Baptism of Christ’. He had Leonardo paint one of the angels in this work. When Verrocchio saw the angel that Leonardo painted, he was stunned. It was so beautiful and so much better than his own work that Verrocchio vowed he would never touch a paintbrush again. In 1481, Verrocchio left Florence for Venice to work on a great statue. Leonardo decided to leave Florence and wrote a letter to the prince of Milan, Ludovico Sforza. In his letter, Leonardo outlined some of his inventions. https://www.e-classroom.co.za 6 Letter from Leonardo da Vinci to the Duke of Milan applying for a position His application was accepted by Sforza and Leonardo moved to the court of Milan where he stayed until 1499 until Sforza was ousted. “Having, most illustrious Lord, seen and considered the experiments of all those who pose as masters in the art of inventing instruments of war, and finding that their inventions differ in no way from those in common use, I am emboldened, without prejudice to anyone, to solicit an appointment of acquainting your Excellency with certain of my secrets. 1. I can construct bridges which are very light and strong and very portable, with which to pursue and defeat the enemy; and others more solid, which resist fire or assault, yet are easily removed and placed in position; and I can also burn and destroy those of the enemy. 2. In case of a siege I can cut off water from the trenches and make pontoons and scaling ladders and other similar contrivances. 3. If by reason of the elevation or the strength of its position a place cannot be bombarded, I can demolish every fortress if its foundations have not been set on stone. 4. I can also make a kind of cannon which is light and easy of transport, with which to hurl small stones like hail, and of which the smoke causes great terror to the enemy, so that they suffer heavy loss and confusion. During this time, Leonardo turned his attention toward mathematics and experimentation. He wanted to observe, discover and invent. He studied anatomy and looked for structure when drawing the human figure, animals and plants. Leonardo looked for the mechanism which moved the creature. He invented a flying machine called the ‘Orinthopter’ and many other inventions which were written in Leonardo’s manuscripts. For more examples, see Leonardo’s manuscripts: leonardo/manoscritti/ Leonardo fled Milan in 1499. In 1502, he became a military engineer and eventually moved back to Florence where he and a young rival, Michelangelo Buonarroti, were appointed by the city to paint two pictures, neither of which were finished. During the period 1503-1506, Leonardo painted Monna (or Mona) Lisa, believed to be the wife of a well-known Florentine merchant known as Francesco del Giocondo, and thus it became known as “La Gioconda’’. Leonardo loved the portrait so much so that he always carried it with him. After his death it was given to the King of France. vinci-for-kids.pdf The Mona Lisa 5. I can noiselessly construct to any prescribed point subterranean passages either straight or winding, passing if necessary underneath trenches or a river. 6. I can make armoured wagons carrying artillery, which shall break through the most serried ranks of the enemy, and so open a safe passage for his infantry. 7. If occasion should arise, I can construct cannon and mortars and light ordnance in shape both ornamental and useful and different from those in common use. 8. When it is impossible to use cannon I can supply in their stead catapults, mangonels, trabocchi, and other instruments of admirable efficiency not in general use—I short, as the occasion requires I can supply infinite means of attack and defense. 9. And if the fight should take place upon the sea I can construct many engines most suitable either for attack or defense and ships which can resist the fire of the heaviest cannon, and powders or weapons. 10. In time of peace, I believe that I can give you as complete satisfaction as anyone else in the construction of buildings both public and private, and in conducting water from one place to another. Leonardo kept numerous notebooks throughout his life, for example, the Codex Leicester. These notebooks had to be viewed in a mirror as the handwriting was written backwards. He wrote on each page “Tell me if anything at all was done” . Leonardo believed that every individual had unlimited potential and required a proper environment in which to discover themselves. He discovered that nature speaks to man in detail and through detail and structure, one could uncover nature’s grand design, an ideal which would eventually become associated with the Scientific Revolution to come. After his death in 1519, he left fewer than twenty paintings and 5000 pages of notes and drawings which remained unnoticed until the 18th century when they were discovered. His way of painting had eternal influence. Activity 5: The Mona Lisa I can further execute sculpture in marble, bronze or clay, also in painting I can do as much as anyone else, whoever he may be. Moreover, I would undertake the commission of the bronze horse, which shall endue with immortal glory and eternal honour the auspicious memory of your father and of the illustrious house of Sforza.— And if any of the aforesaid things should seem to anyone impossible or impracticable, I offer myself as ready to make trial of them in your park or in whatever place shall please your Excellency, to whom I commend myself with all possible humility. Study the Mona Lisa painting. 1.Why do you think Leonardo was so attached to this particular work of art? 2.Why do you think the lady was dressed in dark clothing? 3.Where did the painting take place? 4.What do you think Leonardo was trying to portray in the painting? 5.What do you think Leonardo was feeling at the time? 6.Make up your own poem about the Mona Lisa using the questions above to inspire your imagination of what it must have been like to be an artist during the Renaissance. Total: (12) Leonardo da Vinci © e-classroom 2014 https://www.e-classroom.co.za 7 Leonardo da Vinci – Time line Galileo Galilei – Time line galileo-9305220 leonardo-da-vinci-40396 February 18, 1564: Birth of Galileo Galilei in the Tuscan city of Pisa. 1574: Galilei family moves to Florence. 1452 Leonardo is born on 15 April in the village of Anchiano, near the town of Vinci. 1467 At age 15 Leonardo is sent to Florence to work as apprentice to Andrea De Verrocchio who was an Italian sculptor, goldsmith and painter and master of an important workshop in Florence. Summer 1581: Galileo enrols in the University of Pisa to pursue a degree in medicine. 1585: Galileo leaves the University of Pisa without having obtained a degree. Summer 1589: Galileo hired as a lecturer in mathematics at the University of Pisa. 1472 20 year-old Leonardo is accepted into the Painters' Guild of Florence. 1589-1592: Galileo teaches in Pisa, and reportedly makes his famous velocity experiment, dropping objects off the leaning tower to disprove Aristotle’s theory that heavier objects fall faster than lighter ones. 1478 The Annunciation is painted. The work, thought to be painted by da Vinci, is now believed to have been painted by Lorenzo di Credi. 1591: Death of Vincenzo Galilei, Galileo’s father. Autumn 1592: Galileo takes post at the University of Padua. 1600: Galileo’s first daughter, Virginia, born in Padua. 1481 Leonardo begins work on The Adoration of the Magi, an altarpiece for the Monastery of San Donato at Scopeto. 1482 Leonardo moves to Milan to work in the service of the city's duke, Lodovico Sforza. He gains the title of ‘Painter and Engineer of the Duke’. 1601: Galileo’s second daughter born. 1604: Appearance of Kepler’s Nova in the sky; Galileo debates its significance with conservative scholars. 1606: Birth of Galileo’s third child, a son. 1483 Leonardo paints Virgin of the Rocks. Summer 1609: News of the invention of the telescope reaches Italy; Galileo develops his own device in August. 1485 Leonardo paints Lady with an Ermine. 1495 Autumn 1609: Galileo makes his first observations using his telescope, discovers uneven surface of the moon. Leonardo begins work on The Last Supper in the refectory of the convent of Santa Maria delle Grazie in Milan. January 1610: Galileo discovers four moons orbiting Jupiter. 1498 The Last Supper is completed. June 1610: Galileo leaves Padua to take a new, more lucrative position in Tuscany. 1499 With Duke Ludovico Sforza'a fall from power, da Vinci leaves Milan and spends a short time in Venice. Spring 1611: Galileo travels to Rome, where he is cordially received by the Jesuit astronomers and Pope Paul V. 1500 Leonardo begins painting the Virgin and Child with Saint Anne, a project that he only finishes after 10 years. March 1610: Publication of Sidereus Nuncius, dedicated to the Grand Duke of Tuscany, Cosimo II. December 1614: Father Tommasso Caccini attacks Galileo in sermon in Florence, and later denounces him to the Inquisition. December 1615: Galileo goes to Rome. 1500 Leonardo returns to Florence. 1502 Leonardo begins work as senior military architect and general engineer for Cesare Borgia, son of Pope Alexander VI. March 1615: Papal commission issues edict against Copernican theory; Cardinal Bellarmine orders Galileo to cease in his support of heliocentricity. June 1615: Galileo leaves Rome. September 1621: Death of Cardinal Bellarmine. 1503 Leonardo is commissioned to paint the Mona Lisa. June 1623: Urban VIII becomes Pope; Galileo visits him in Rome. 1519 May 2, Leonardo dies in France. October 1623: Galileo’s treatise on comets, ‘The Assayer’, is published with Pope Urban VIII’s blessing. © e-classroom 2014 https://www.e-classroom.co.za 8 1624-1629: Galileo works on his Dialogue Concerning the ‘Two Chief World Systems’ from his home outside Florence. February 1632: Dialogue Concerning the ‘Two Chief World Systems’ is published in Florence, with tentative Papal approval. August 1632: Inquisition bans further printing of the Dialogue. September 23, 1632: Galileo summoned to Rome. Magnetic compass The magnetic compass was invented in the 12th century. The compass and the quadrant were the tools of choice used by European sailors during the Renaissance. The compass had been discovered in China and improved upon during the Renaissance and it assisted explorers by indicating which direction they were travelling in. the-magnetic-compass February 13, 1633: Galileo arrives in Rome. April 12, 1633: Galileo interrogated for the first time. Afterwards, he is imprisoned in the Vatican for three weeks. April 30, 1633: Galileo interrogated again and allowed to return to the home of the Tuscan ambassador. May 10, 1633: Third interrogation; Galileo begs for mercy. June 21, 1633: Final interrogation. The following day, Galileo is officially charged with heresy; he is forced to confess his errors, renounce the Copernican system, and accept the Church’s judgment. He is sentenced to imprisonment “for a period determinable at our pleasure.” December 1633: Galileo is allowed to return to the village of Arcetri, outside Florence, where he lives under house arrest. Printing Press April 2, 1634: Death of Virginia, now Sister Maria Celeste. 1637: Galileo’s eyesight begins to fail. 1638: Galileo’s Dialogues Concerning ‘Two New Sciences’ is published in Holland. John Milton visits Galileo in Arcetri. January 8, 1642: Death of Galileo. Activity 6: Oral presentation Prepare a short oral about the life of Galileo and his contributions to History. Conduct additional research so that your speech contains extra interesting information other than that presented in the time line. Use a mind map to highlight important information and expand this information into a short biography about Galileo in your class workbook. Present your oral to the class. galileo-galilei Total: (15) New ideas and knowledge Gunpowder was the first chemical explosive and the only one known until other inventions such as nitroglycerin. The invention of gunpowder is usually attributed to Chinese alchemy, and is popularly listed as one of the “Four Great Inventions” of China. Although the development of effective artillery took place during the 15th century, firearms came to dominate Early Modern warfare in Europe in the 17th century. One theory of how gunpowder came to Europe is that it made its way along the Silk Road through the Middle East. gunpowder-changed-world.html © e-classroom 2014 Chinese Compass Renaissance Compass Johannes Gutenberg (c.1398-1468), a former stonecutter and goldsmith, was the first man to demonstrate the practicability of movable type techniques of printing with metal. In 1452 he printed two hundred copies of the two-volume Gutenberg Bible on vellum. In spite of his efforts to keep his technique a secret, the printing press spread rapidly. Before 1500, some 2500 European cities had acquired presses. The printing press enabled an increase in book production to make information available to the population. Libraries could now store greater quantities of information at much lower cost. The printing press started an “information revolution” similar to what the Internet provides for us today. Caravel A caravel was a small, easily maneuverable sailing ship developed in the 15th century by the Portuguese. The Portuguese used the ship to explore the West African coast and venture into the Atlantic Ocean. A caravel had lateen sails which gave it speed and the capacity for sailing into the wind. Caravels were used by the Portuguese for voyages during the 15th and 16th centuries. caravela/htmls/ Activity 7: Inventions Imagine you were living in the time of the Renaissance. Invent a device which could assist explorers during this time. Name, draw and label your invention. In a paragraph, describe how your invention can be used. Total: (10) https://www.e-classroom.co.za 9 Trade and making a profit The journey of da Gama When the Portuguese began to explore the west coast of Africa, they began trading in gold and slaves in competition with the inland trans-Saharan trade routes. A number of companies were formed in Europe to expand trade with the East. These were formed by merchant adventurers who travelled to the East after the discovery of the Cape sea route. European explorers discovered spices, silks, and other commodities that were rare in Europe. European countries undertook voyages and discovered new trade routes which allowed them to become wealthy and powerful. Some explorers found new land where colonies could be established and crops such as sugar, cotton, and tobacco could be grown. timeline/timeline.html Dias and da Gama Portugal and Spain became the early leaders in the Age of Exploration. The Treaty of Tordesillas, decreed that the countries agreed to divide up the New World. Spain got most of the Americas whilst Portugal got Brazil, India, and Asia. Bartolomeu Dias was a Portuguese explorer and the first European to sail around Africa’s Cape of Good Hope. Vasco da Gama found a trade route around the southern tip of Africa to India. The journey of Dias Bartolomeu Dias was a Portuguese explorer and the first European to sail around Africa’s Cape of Good Hope. King John (João) II appointed him on 10 October, 1486, as the head of an expedition which was to sail around the southern end of Africa to find the country of the Christian King known as Prester John. In 1487, the expedition began and three ships set sail south along the West coast of Africa. Extra provisions were picked up on the way at the Portuguese fortress of São Jorge de Mina on the Gold Coast. After having sailed past Angola, Dias reached the Golfo da Conceicão (Walvis Bay) by December. Having rounded the Cape of Good Hope at a considerable distance, Dias continued east and entered what is now known as Mossel Bay – on 3 February 1488, Dias and his crew encountered the Khoikhoi people in Mossel Bay and attempted to trade with them. Dias’s expedition reached its furthest point on 12 March 1488 when they anchored at Kwaaihoek, near the mouth of the Bushman’s River, where a padrão – the Padrão de São Gregório – was erected before turning back. bartholomeu-dias portuguese-navigator-bartholomew-dias Vasco da Gama (1460-1524) was a Portuguese explorer who discovered the sea route to the East Indies. • Da Gama was born to a noble family in Sines, Portugal. Da Gama’s father Estavao was also an explorer. He was to have made the sea voyage from Portugal to India that eventually made his son famous, but he died before completing the journey. • Vasco da Gama sailed from Lisbon, Portugal, on July 8, 1497, heading to the East. People thought that this trip would be impossible as it was assumed that the Indian Ocean was not connected to any other seas. Da Gama’s patron was King Manuel I of Portugal. • Da Gama rounded Africa’s Cape of Good Hope on 22 November 1497, and continued on to India. After many stops in Africa, and experiencing problems with traders who did not want interference in their profitable trade routes, da Gama reached Calicut, India on 20 May1498. • Initially, da Gama and his trading were well received, but this was short lived. Da Gama left India on 29 August 1498, as he was told to pay a large tax and leave all of his trading goods behind. Da Gama took his goods with him, together with Indian hostages. • Da Gama returned to Lisbon, Portugal, in September 1499. Many crew members died from scurvy (a disease caused by a lack of Vitamin C). Upon his return, da Gama was treated as a hero and was rewarded by the king. • King Manuel I of Portugal then sent da Gama, now an Admiral, on another expedition to India (1502-1503). On this second trip, da Gama took 20 armed ships as he anticipated problems from traders. On this voyage, da Gama killed hundreds of traders, often brutally, in order to demonstrate his power. • After King Manuel’s death, King John III sent da Gama to India as a Portuguese viceroy (the King’s representative in India). Vasco da Gama died in India on 24 December 1524. His remains were returned to Portugal for burial. vasco-da-gamas-voyage-discovery-1497 Write an account about your journey by sea, entitled “My journey as an explorer”. Include the sea routes chosen to travel and why, life on board the ship and trading that took place whilst on your journey. Total: (15) VOC – Dutch East India Company The Dutch East India Company was established in 1602 and monopolized the sea route to the east for 21 years. Having been set up in 1602, to profit from the Malukan spice trade, in 1619 the VOC established a capital in the port city of Batavia.In 1652, Jan van Riebeeck established an outpost at the Cape of Good Hope (the south western tip © e-classroom 2014 https://www.e-classroom.co.za 10 of Africa) to re-supply VOC ships on their journey to East Asia. This post later became a selfsufficient colony, known as the Cape Colony when more Dutch and other Europeans started to settle there. 1) There were various jobs that had to be done on a ship whilst on a voyage. Name these jobs. (5) 2) Name the disease that is caused from a lack of Vitamin C. (1) By 1669, the VOC was the richest private company in the world, with over 150 merchant ships, 40 warships, 50 000 employees and a private army of 10,000 soldiers. Weighed down by corruption in the late 18th century, the Company went bankrupt and was formally dissolved in 1800. dutch-east-india-company-deicvoc 2) Why were live animals kept aboard the ship? (2) 3) Describe the term ‘mutineer’. Why was the punishment for being a mutineer so harsh? (2) Total: (10) The life of a sailor on a VOC ship Sailors had much to endure on board a ship. Cut off from normal life on shore for long periods of time, they had to accept cramped conditions, diseases like scurvy, which is caused from a lack of Vitamin C, poor food and bad healthcare. They also faced the daily dangers of sea and weather. The crew often worked through the night, without rest. Disobedience brought about punishment. Beatings and floggings were common and mutineers were put to death. Create a mind map highlighting important information about the journey of Dias or da Gama. Use the mind map information to present a detailed biography about the explorer to the class. Total: (20) Activity 9: Life on board a ship Use the diagram below to answer the questions that follow. Answer the questions in your class workbook. The main cabin was only for the captain and his officers. The ship’s carpenter helped repair any damage to the ship. All cooking was done on deck. Sailors lived and slept on the open deck whatever the weather was like. The ship’s doctor looked after sick or hurt sailors. Cabin boys fed the live animals. Stores of food and water were kept here. Rats and maggots often got into the food. © e-classroom 2014 https://www.e-classroom.co.za 11 Memos Activity 3: Power Point Presentation 1. Re-birth (1) 2. Italy (1) 3. People became interested in other areas of science, the natural world, biology and astronomy and began studying the history, art and literature of the past. (4) 4. Secular Humanism (1) 5. Cities grew and trade prospered during the Renaissance. Commerce and trade soon moved inland along the major routes of trade. (3) (15) 6. Learner’s answers to be assessed for relevance and accuracy. Total: (25) Mark as follows: Outline = 3 Slide structure = 3 Research & knowledge of subject = 10 Presentation = 4 Graphic evidence = 3 Spelling and Grammar = 5 Conclusion = 2 Total: (30) Activity 4: Religion in the Renaissance 95 Theses’ guidelines can be researched and found at: luther-95-theses.html Biography must include: • Date and place of birth and death (1) • Family information It was expensive and difficult for European merchants to travel overland to the east. There were many taxes that had to be paid whilst travelling through different countries. Roads were also poor and the risk of thieves was great. Hence the need for alternative routes to obtain goods had to be explored. (5) • Lifetime accomplishments • Major events of life 1. Portugal 2. 3. Spices were extremely rare and difficult to get hold of and they generated immense wealth. 4. Map drawn should show the following: (2) (12) Effects/impact on society, historical significance • Total: (20) Activity 5: The Mona Lisa Study the Mona Lisa painting. 1. As Leonardo hardly ever completed a painting, this was a rare one he did complete. As the painting may have taken some time, it is also likely that he became attached to the person. (2) 2. The dark veil suggests the lady could have been in mourning or wealthy. (1) 3. Florence (1) 4. (Answer guidelines) Facial aspects; realism; technique; his own inner self (2) 5. Learner’s own answer.(1) 6. Learner’s own work(8) Total: (20) © e-classroom 2014 Total: 15 leonardo-da-vinci-40396 https://www.e-classroom.co.za 12 Activity 10: Create a mind map Activity 6: Oral Presentation about the life of Galileo Learners to create a mind map highlighting important information about the journey of Dias or da Gama and then expand on these points to present their biography about the explorer to the class. Mark as follows: Mark as follows: Preparation = 4 Visual aids = 2 Handouts =1 Delivery =5 Evaluation = 3 Mind map information = 8 Oral Presentation = 12 Total: (20) Total: (15) sub-point sub-point Activity 7: Inventions Mark according to invention type and usability/effectiveness/entrepreneurial idea Total: (10) sub-points ma po in int Mark as follows: Storyline = 2 Character =2 Grammar and spelling =5 Knowledge = 3 Point of view =3 sub-points Total (15) topic ain m int po sub-points in ma t in po Activity 8: Write an account entitled “My journey as an explorer” ma po in int sub-points Activity 9: Life on board a ship 1. Captain, officer, doctor, carpenter, cabin boy, cook. 2. Scurvy. (5) (1) 3. Animals were used for food and for trading purposes. (2) 4. Mutineer’ – a person, especially a soldier or sailor, who rebels or refuses to obey the orders of a person in authority. The punishment was harsh, so that other sailors did not try to take control of the ship. An example was made of mutineers as a warning to the sailors on board. (2) Total: (10) © e-classroom 2014 https://www.e-classroom.co.za 13