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JULY 3 b
QuizĀ by JOHN QUIROZ
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āI. The posting of the list of vacancies in three (3) conspicuous places is relaxed during the period of the ECQ/MECQ.Ā
II. Publication/posting in the CSC, the agency website or its social media platforms, other job search web engines and radio announcements would suffice.
Both statements are true
Statement I is true
Statement II is true
āI. The imposition of the ECQ/MECQ/general community quarantine shall NOT extend the probationary period of the probationers who are performing their functions through the alternative work arrangements adopted by the agency.Ā Ā
II. For those who are not involved in any of the alternative work arrangement since their work depends solely on office operations which could only be performed onsite, their probationary period shall be extended for the same period of the ECQ/MECQ/GCQ.
Both statements are true
Statement II is true
Statement I is true
I. The posting of the list of vacancies in three (3) conspicuous places is relaxed during the period of the ECQ/MECQ.Ā
II. Publication/posting in the CSC, the agency website or its social media platforms, other job search web engines and radio announcements would suffice.
I. The imposition of the ECQ/MECQ/general community quarantine shall NOT extend the probationary period of the probationers who are performing their functions through the alternative work arrangements adopted by the agency.Ā Ā
II. For those who are not involved in any of the alternative work arrangement since their work depends solely on office operations which could only be performed onsite, their probationary period shall be extended for the same period of the ECQ/MECQ/GCQ.
Electronic signature can be used in the copies of appointments (CSC Form 33 revised 2018)
Ā The following are theĀ Ā RPMS Objectives taken from PPST Priority IndicatorsĀ for Teacher I-III (Proficient Teachers)
I.Ā Applied knowledge of content within and across curriculum teaching areas
II. Ensured the positive use of ICT to facilitate the teaching and learning processĀ
III. Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills
IV. Established a learner-centered culture by using teaching strategies that respond to their linguistic, cultural, socioeconomic and religious backgroundsĀ
V. Modelled effective applications of content knowledge within and across curriculum teaching areas
The following are true about theĀ Ā RPMS objectives for Master Teachers I to IV
Ā Ā Ā Ā I.Ā has 7 -Ā Classroom Observable Objectives
Ā Ā Ā Ā II.Ā has 5 -Ā Non-Classroom Observable Objectives
Ā Ā Ā Ā III. has 1 -Ā Plus Factor
The following are TRUE about PPSTĀ
I.Ā It is a public statement of professional accountability.
II.Ā It has four career stages: Beginning, Proficient, Highly Proficient, and Distinguished.Ā
III. It has fiveĀ Domains, 37 Strands, and 37 indicators for each career stage
PPST is not part of the RPMS. PPST is a stand-alone document.
The following are RATERS of the RPMS/IPCRF
I.Ā Principals
II.Ā Teachers-in-Charge,
III. Assistant Principals,
IV. Head Teachers,
V. Master TeachersĀ
Who is the Approving AuthorityĀ of the non-teaching personnel RPMS/ IPCRF
For small and medium sized division offices, who is the approving authority of Master Teachers' IPCRF
Who is the rater for ALS community learning center-based implementers
IPCRF, SAT and IPCRF-Development Plans are present in what PHASE of the RPMS cycle
RPMS Tools, IPCRF, SAT, IPCRF-DP using PMCF; Mid-year Review Form are present in what phase of the RPMS cycle
I.Ā Main MOV -This refers to the non-negotiable MOV needed to demonstrate the attainment of the Objective.
II.Ā Supporting MOV -This refers to the list of MOV ratees can choose from to support the Main MOV in the attainment of the Objective.
For RPMS SY 2020-2021, only Objective 11 for both RPMS tools has Main MOV and Supporting MOV.
This applies to teachers who will adopt online asynchronous learning in any of their classes and learners.
This applies to teachers who will adopt online synchronous learning regardless of the number of classes and learners.
This applies to teachers who will adopt pure modular learning (print/digital), radio-based instruction, and TV-based instruction.
For the SY 2021-2022, RPMS-PPST indicators will be added
This LAC session topic deals with the discussions about lessons that include ways in assessing the learning of students and how data from formative assessment can improve subsequent lessons.
Student diversity requires that teachers always consider individual differences in lesson planning and implementation. Teachers identify and respond to opportunities to link teaching and learning in the classroom to the experiences, interests, and aspirations of the wider school community and other key stakeholders. This LAC session topics is under ____________________
Arrange the LAC process
I. Prioritization of Topics or Agenda.
II. Assessment of Needs.
III.Ā Formation of LAC
IV.Ā Scheduling of Meetings
V.Ā Setting Up of Resources.
VI.Ā LAC Implementation Norms.
VII. Assignment of Work.
VIII.Ā Writing of LAC Plan.
The ideal number of LAC members
The following are the for the effectiveness of LAC
I. critical reflection amongst teachers leading to changes in classroom practice;
II.Ā increased understanding and knowledge of the curriculum;
III. changes in teachersā pedagogy or practices which are aimed at improving learnersā participation and achievement in school.
IV. it is included in the SIP/AIP
LAC evaluation should be based on:
I. development in teacher quality
II.Ā impact on studentsā performance
III. effectiveness of the implemented strategies
IV. Timeliness
V. Cost efficient
Initial additional budget provided by Deped to Public Schools that are included in the limited face to face learning modality
A Choose the correct answer. 1 When his grandma died, he came ā¦.. some of her money and property. A into C across B up D round 2 We should try to ā¦.. the amount of rubbish in our area. A increase C provide B improve D reduce 3 I avoid driving to work because there are always ā¦.. jams in the centre. A transport C power B traffic D station 4 By the end of the year, there will be more ā¦.. farms in our city. A solar C floating B vertical D electric 5 Who is going to ā¦.. our new piano? A deal C deliver B produce D construct 6 She doesnāt like being ā¦.. in the house; she wants people around her. A healthy C lonely B crowded D alone 7 Why donāt you come ā¦.. for dinner tonight? A up C over B into D back 8 Mr Jones has found the cure for a serious ā¦.. . A disease C crime B pollution D poverty 9 Scientists are hopeful ā¦.. the future of energy sources. A for C about B in D with 10 Do you think ā¦.. tube trains will ever be used? A drone C charging B front D vacuum Grammar B Choose the correct answer. 1 Iāll still ā¦.. two hours from now. A have gardened C garden B have gardening D be gardening 2 ā¦.. you ā¦.. your homework by 7 oāclock? A Will ... finish C Will ā¦ have finished B Will ā¦ be finishing D Wonāt ā¦ finish 3 By 2100, experts ā¦.. new energy sources. A will have discovered C will be discovering B will be discovered D will discover 4 The film will have started before we ā¦.. there. A will have got C get B will get D will be getting 5 This time tomorrow, Sheila ā¦.. a job interview. A will have C will be having B is having D will have had 6 David ..... back from work by dinner time. A will be coming C will have come B will come D wonāt be coming 7 I canāt believe that in a few hours, we ā¦.. our first live concert. A are performing C will have performed B will be performing D will perform 8 ā¦.. next Friday, I will be flying to Glasgow. A This time C By B At D Until 9 Jake ā¦.. by the end of September. A will retire C will have retired B is retiring D will be retiring 10 ā¦.. the time Mum gets home, I will have tidied my room. A Before C Until B At D By Everyday English C Choose the correct answer. 1 A: How did you find that job? B: a Iāll be working in the local library. b Iāll be there from June 15th. c There was an advert online. 2 A: I canāt wait! B: a Sounds like fun. b Iāll work in my uncleās restaurant. c Iāll stay there for two weeks. 3 A: Do you have any plans for the summer? B: a Really? b What about you? c Havenāt I told you? 4 A: What will your duties be? B: a Iāll be flying to London to see my uncle. b Iāll be helping customers. c Iāll have earned enough money to buy a new smartphone. 5 A: How long will you stay there? B: a Until the end of July. b Well, this time next week, Iāll be relaxing. c And what are your plans? MYTH The British helped the Jews displace the native Arab population of Palestine. FACT Herbert Samuel, a British Jew who served as the first High Commissioner of Palestine, placed restrictions on Jewish immigration āin the āinterests of the present populationā and the āabsorptive capacityā of the country.ā1 The influx of Jewish settlers was said to force the Arab fellahin (native peasants) from their land. This was when less than a million people lived in an area that now supports more than nine million. The British limited the absorptive capacity of Palestine when, in 1921, Colonial Secretary Winston Churchill severed nearly four-fifths of Palestineāsome thirty-five thousand square milesāto create a new Arab entity, Transjordan. As a consolation prize for the Hejaz and Arabia (which are both now Saudi Arabia) going to the Saud family, Churchill rewarded Sharif Husseinās son Abdullah for his contribution to the war against Turkey by installing him as Transjordanās emir. The British went further and placed restrictions on Jewish land purchases in what remained of Palestine. By 1949, the British had allotted 87,500 acres of the 187,500 acres of cultivable land to Arabs and only 4,250 acres to Jews. This contradicted Article 6 of the Mandate which stated that āthe Administration of Palestineā¦shall encourage, in cooperation with the Jewish Agencyā¦close settlement by Jews on the land, including State lands and waste lands not acquired for public purposes.ā2 Ultimately, the British admitted that the argument about the countryās absorptive capacity was specious. The Peel Commission said, āThe heavy immigration in the years 1933ā36 would seem to show that the Jews have been able to enlarge the absorptive capacity of the country for Jews.ā3 MYTH The British allowed Jews to flood Palestine while Arab immigration was tightly controlled. FACT The British response to Jewish immigration set a precedent of appeasing the Arabs, which was followed for the duration of the Mandate. The British restricted Jewish immigration while allowing Arabs to enter the country freely. Apparently, London did not feel that a flood of Arab immigrants would affect the countryās āabsorptive capacity.ā During World War I, the Jewish population in Palestine declined because of the war, famine, disease, and expulsion by the Turks. In 1915, approximately 83,000 Jews lived in Palestine among 590,000 Muslim and Christian Arabs. According to the 1922 census, the Jewish population was 83,000, while the Arabs numbered 643,000.4 Thus, the Arab population grew exponentially while that of the Jews stagnated. In the mid-1920s, Jewish immigration to Palestine increased primarily because of anti-Jewish economic legislation in Poland and Washingtonās imposition of restrictive quotas.5 The record number of immigrants in 1935 (see table) was a response to the growing persecution of Jews in Nazi Germany. The British administration considered this number too large, however, so the Jewish Agency was informed that less than one-third of the quota it asked for would be approved in 1936.6 The British gave in further to Arab demands by announcing in the 1939 White Paper that an independent Arab state would be created within ten years and that Jewish immigration was to be limited to 75,000 for the next five years, after which it was to cease altogether. It also forbade land sales to Jews in 95% of the territory of Palestine. The Arabs, nevertheless, rejected the proposal. Jewish Immigration to Palestine7 1919 1,806 1931 4,075 1920 8,223 1932 12,533 1921 8,294 1933 37,337 1922 8,685 1934 45,267 1923 8,175 1935 66,472 1924 13,892 1936 29,595 1925 34,386 1937 10,629 1926 13,855 1938 14,675 1927 3,034 1939 31,195 1928 2,178 1940 10,643 1929 5,249 1941 4,592 1930 4,944 By contrast, throughout the Mandatory period, Arab immigration was unrestricted. In 1930, the Hope Simpson Commission, sent from London to investigate the 1929 Arab riots, said the British practice of ignoring the uncontrolled illegal Arab immigration from Egypt, Transjordan, and Syria had the effect of displacing the prospective Jewish immigrants.8 The British governor of the Sinai from 1922 to 1936 observed, āThis illegal immigration was not only going on from the Sinai, but also from Transjordan and Syria, and it is very difficult to make a case out for the misery of the Arabs if at the same time their compatriots from adjoining states could not be kept from going in to share that misery.ā9 The Peel Commission reported in 1937 that the āshortfall of land isā¦due less to the amount of land acquired by Jews than to the increase in the Arab population.ā10 MYTH The British changed their policy to allow Holocaust survivors to settle in Palestine. FACT The gates of Palestine remained closed for the duration of the war, stranding hundreds of thousands of Jews in Europe, many of whom became victims of Hitlerās āFinal Solution.ā After the war, the British refused to allow the survivors of the Nazi nightmare to find sanctuary in Palestine. On June 6, 1946, President Truman urged the British government to relieve the suffering of the Jews confined to displaced persons camps in Europe by immediately accepting 100,000 Jewish immigrants. Britainās foreign minister Ernest Bevin replied sarcastically that the United States wanted displaced Jews to immigrate to Palestine ābecause they did not want too many of them in New York.ā11 Some Jews reached Palestine, many smuggled in on dilapidated ships organized by the Haganah. Between August 1945 and the establishment of the State of Israel in May 1948, sixty-five āillegalā immigrant ships, carrying 69,878 people, arrived from European shores. In August 1946, however, the British began to intern those they caught in camps on Cyprus. Approximately 50,000 people were detained in the camps, and 28,000 remained imprisoned when Israel declared independence.12 MYTH As the Jewish population grew, the plight of the Palestinian Arabs worsened. FACT In July 1921, Hasan Shukri, the mayor of Haifa and president of the Muslim National Associations, sent a telegram to the British government in reaction to a delegation of Palestinians that went to London to try to stop the implementation of the Balfour Declaration. Shukri wrote: We are certain that without Jewish immigration and financial assistance there will be no future development of our country as may be judged from the fact that the towns inhabited in part by Jews such as Jerusalem, Jaffa, Haifa, and Tiberias are making steady progress while Nablus, Acre, and Nazareth where no Jews reside are steadily declining.13 The Jewish population increased by 470,000 between World War I and World War II, while the non-Jewish population rose by 588,000.14 The permanent Arab population increased by 120% between 1922 and 1947.15 This rapid growth of the Arab population was a result of several factors. One was immigration from neighboring statesāconstituting 37% of the total immigration to pre-state Israelāby Arabs who wanted to take advantage of the higher standard of living the Jews had made possible.16 The Arab population also grew because of the improved living conditions created by the Jews as they drained malarial swamps and brought improved sanitation and health care to the region. Thus, for example, the Muslim infant mortality rate fell from 201 per thousand in 1925 to 94 per thousand in 1945, and life expectancy rose from 37 years in 1926 to 49 in 1943.17 The Arab population increased the most in cities where large Jewish populations had created new economic opportunities. From 1922ā1947, the non-Jewish population increased by 290% in Haifa, 131% in Jerusalem, and 158% in Jaffa. The growth in Arab towns was more modest: 42% in Nablus, 78% in Jenin, and 37% in Bethlehem.18 MYTH Jews stole Arab land. FACT Despite the growth in their population, the Arabs continued to assert they were being displaced. From the beginning of World War I, however, part of Palestineās land was owned by absentee landlords who lived in Cairo, Damascus, and Beirut. About 80% of the Palestinian Arabs were debt-ridden peasants, semi-nomads, and Bedouins.19 Jews went out of their way to avoid purchasing land in areas where Arabs might be displaced. They sought land that was largely uncultivated, swampy, cheap, andāmost importantāwithout tenants. In 1920, Labor Zionist leader David Ben-Gurion expressed his concern about the Arab fellahin, whom he viewed as āthe most important asset of the native population.ā He insisted that āunder no circumstances must we touch land belonging to fellahs or worked by them.ā Instead, he advocated helping liberate them from their oppressors. āOnly if a fellah leaves his place of settlement,ā Ben-Gurion added, āshould we offer to buy his land, at an appropriate price.ā20 Jews only began to purchase cultivated land after buying all the uncultivated territory. Many Arabs were willing to sell because of the migration to coastal towns and because they needed money to invest in the citrus industry.21 When John Hope Simpson arrived in Palestine in May 1930, he observed, āThey [the Jews] paid high prices for the land and, in addition, they paid to certain of the occupants of those lands a considerable amount of money which they were not legally bound to pay.ā22 In 1931, Lewis French conducted a survey of landlessness for the British government and offered new plots to any Arabs who had been ādispossessed.ā British officials received more than 3,000 applications, of which 80% were ruled invalid by the governmentās legal adviser because the applicants were not landless Arabs. This left only about 600 landless Arabs, 100 of whom accepted the government land offer.23 In April 1936, a new outbreak of Arab attacks on Jews was instigated by local Palestinian leaders who were later joined by Arab volunteers led by a Syrian guerrilla named Fawzi al-Qawuqji, the commander of the Arab Liberation Army. By November, when the British finally sent a new commission headed by Lord Peel to investigate, 89 Jews had been killed and more than 300 wounded.24 The Peel Commissionās report found that Arab complaints about Jewish land acquisition were baseless. It pointed out that āmuch of the land now carrying orange groves was sand dunes or swamp and uncultivated when it was purchasedā¦There was at the time of the earlier sales little evidence that the owners possessed either the resources or training needed to develop the land.ā25 Moreover, the Commission found the shortage was ādue less to the amount of land acquired by Jews than to the increase in the Arab population.ā The report concluded that the presence of Jews in Palestine, along with the work of the British administration, had resulted in higher wages, an improved standard of living, and ample employment opportunities.26 It is made quite clear to all, both by the map drawn up by the Simpson Commission and by another compiled by the Peel Commission, that the Arabs are as prodigal in selling their land as they are in useless wailing and weeping (emphasis in the original). āTransjordanās king Abdullah27 Even at the height of the Arab revolt in 1938 (which began in April 1936 with the murder of two Jews by Arabs and the subsequent murder of two Arab workers by members of the Jewish underground28), the British high commissioner to Palestine believed the Arab landowners were complaining about sales to Jews to drive up prices for lands they wished to sell. Many Arab landowners had been so terrorized by Arab rebels they decided to leave Palestine and sell their property to the Jews.29 The Jews paid exorbitant prices to wealthy landowners for small tracts of arid land. āIn 1944, Jews paid between $1,000 and $1,100 per acre in Palestine, mostly for arid or semiarid land; in the same year, rich black soil in Iowa was selling for about $110 per acre.ā30 By 1947, Jewish holdings in Palestine amounted to about 463,000 acres. Approximately 45,000 were acquired from the mandatory government, 30,000 were bought from various churches, and 387,500 were purchased from Arabs. Analyses of land purchases from 1880 to 1948 show that 73% of Jewish plots were purchased from large landowners, not poor fellahin.31 Many leaders of the Arab nationalist movement, including members of the Muslim Supreme Council, and the mayors of Gaza, Jerusalem, and s sold land to the Jews. Asāad el-Shuqeiri, a Muslim religious scholar and father of Palestine Liberation Organization chairman Ahmed Shuqeiri, took Jewish money for his land. Even King Abdullah leased land to the Jews.32 MYTH The British helped the Palestinians to live peacefully with the Jews. FACT In 1921, Haj Amin el-Husseini first began to organize fedayeen (āone who sacrifices himselfā) to terrorize Jews. El-Husseini hoped to duplicate the success of Kemal AtatĆ¼rk in Turkey by driving the Jews out of Palestine just as Kemal had driven the invading Greeks from his country.33 Arab radicals gained influence because the British administration was unwilling to take effective action against them until they began a revolt against British rule. Colonel Richard Meinertzhagen, former head of British military intelligence in Cairo, and later chief political officer for Palestine and Syria, wrote in his diary that British officials āincline towards the exclusion of Zionism in Palestine.ā The British encouraged the Palestinians to attack the Jews. According to Meinertzhagen, Col. Bertie Harry Waters-Taylor (financial adviser to the military administration in Palestine 1919ā23) met with el-Husseini in 1920, a few days before Easter, and told him that āhe had a great opportunity at Easter to show the worldā¦that Zionism was unpopular not only with the Palestine administration but in Whitehall.ā He added that āif disturbances of sufficient violence occurred in Jerusalem at Easter, both General [Louis] Bols [chief administrator in Palestine, 1919ā20] and General [Edmund] Allenby [commander of the Egyptian force, 1917ā19, then high commissioner of Egypt] would advocate the abandonment of the Jewish Home. Waters-Taylor explained that freedom could only be attained through violence.ā34 El-Husseini took the colonelās advice and instigated a riot. The British withdrew their troops and the Jewish police from Jerusalem, allowing the Arab mob to attack Jews and loot their shops. Because of el-Husseiniās overt role in instigating the pogrom, the British decided to arrest him. He escaped, however, and was sentenced to ten years in absentia. A year later, some British Arabists convinced High Commissioner Herbert Samuel to pardon el-Husseini and to appoint him Mufti (a cleric in charge of Jerusalemās Islamic holy places). By contrast, Vladimir Jabotinsky and several followers, who had formed a Jewish defense organization during the unrest, were sentenced to 15 years. They were released a few months later.35 Samuel met with el-Husseini on April 11, 1921, and was assured āthat the influences of his family and himself would be devoted to tranquility.ā Three weeks later, riots in Jaffa and elsewhere left forty-three Jews dead.36 El-Husseini consolidated his power and took control of all Muslim religious funds in Palestine. He used his authority to gain control over the mosques, the schools, and the courts. No Arab could reach an influential position without being loyal to the Mufti. His power was so absolute that āno Muslim in Palestine could be born or die without being beholden to Haj Amin.ā37 The Muftiās henchmen also ensured he would have no opposition by systematically killing Palestinians who discussed cooperation with the Jews from rival clans. As the spokesman for Palestinian Arabs, el-Husseini did not ask that Britain grant them independence. On the contrary, in a letter to Churchill in 1921, he demanded that Palestine be reunited with Syria and Transjordan.38 The Arabs found rioting an effective political tool because of the lax British response toward violence against Jews. In handling each riot, the British prevented Jews from protecting themselves but made little effort to prevent the Arabs from attacking them. After each outbreak, a British commission of inquiry would try to establish the cause of the violence. The conclusion was always the same: The Arabs feared being displaced by the Jews. To stop the rioting, the commissions would recommend that restrictions be placed on Jewish immigration. Thus, the Arabs learned they could always stop the influx of Jews by staging riots. This cycle began after a series of riots in May 1921. After failing to protect the Jewish community from Arab mobs, the British appointed the Haycraft Commission to investigate the cause of the violence. Although the panel concluded the Arabs had been the aggressors, it rationalized the cause of the attack: āThe fundamental cause of the riots was a feeling among the Arabs of discontent with, and hostility to, the Jews, due to political and economic causes, and connected with Jewish immigration, and with their conception of Zionist policy.ā39 One consequence of the violence was the institution of a temporary ban on Jewish immigration. The Arab fear of being ādisplacedā or ādominatedā was an excuse for their attacks on Jewish settlers. Note, too, that these riots were not inspired by nationalistic fervorānationalists would have rebelled against their British overlordsāthey were motivated by economics, the radical Islamic views of the Mufti, and misunderstanding. In 1929, Arab provocateurs convinced the masses that the Jews had designs on the Temple Mount (a tactic still used today to incite violence). A Jewish religious observance at the Western Wall, which forms a part of the Temple Mount, served as a pretext for rioting by Arabs against Jews, which spilled out of Jerusalem into other villages and towns, including Safed and Hebron. Again, the British administration made no effort to prevent the violence, and, after it began, the British did nothing to protect the Jewish population. After six days of mayhem, the British finally brought troops in to quell the disturbance. By this time, most of Hebronās Jews had fled or been killed. In all, 133 Jews were killed and 399 wounded in the pogroms.40 After the riots, the British ordered an investigation, resulting in the Passfield White Paper. It said the āimmigration, land purchase and settlement policies of the Zionist Organization were already or were likely to become, prejudicial to Arab interests. It understood the mandatory governmentās obligation to the non-Jewish community to mean that Palestineās resources must be primarily reserved for the growing Arab economy.ā41 This meant it was necessary to restrict Jewish immigration and land purchases. MYTH The Mufti was not a Nazi collaborator. FACT In 1941, Haj Amin al-Husseini, the Mufti of Jerusalem, fled to Germany and met with Adolf Hitler, Heinrich Himmler, Joachim Von Ribbentrop, and other Nazi leaders. He wanted to persuade them to extend the Nazisā anti-Jewish program to the Arab world. The Mufti sent Hitler fifteen drafts of declarations he wanted Germany and Italy to make concerning the Middle East. One called on the two countries to declare the illegality of the Jewish home in Palestine. He also asked the Axis powers to āaccord to Palestine and to other Arab countries the right to solve the problem of the Jewish elements in Palestine and other Arab countries in accordance with the interest of the Arabs, and by the same method that the question is now being settled in the Axis countries.ā42 In November 1941, the Mufti met with Hitler, who told him the Jews were his foremost enemy. The Nazi dictator rebuffed the Muftiās requests for a declaration in support of the Arabs, however, telling him the time was not right. The Mufti offered Hitler his āthanks for the sympathy which he had always shown for the Arab and especially Palestinian cause, and to which he had given clear expression in his public speeches.ā He added, āThe Arabs were Germanyās natural friends because they had the same enemies as had Germany, namelyā¦the Jews.ā Hitler told the Mufti he opposed the creation of a Jewish state and that Germanyās objective was destroying the Jewish element in the Arab sphere.43 In 1945, Yugoslavia sought to indict the Mufti as a war criminal for his role in recruiting twenty thousand Muslim volunteers for the SS, who participated in the killing of Jews in Croatia and Hungary. He escaped French detention in 1946, however, and continued his fight against the Jews from Cairo and later Beirut where he died in 1974. MYTH The bombing of the King David Hotel was part of a deliberate terror campaign against civilians. FACT British troops seized the Jewish Agency compound on June 29, 1946, and confiscated large quantities of documents. At about the same time, more than 2,500 Jews from all over Palestine were arrested. A week later, news of a massacre of 40 Jews in a pogrom in Poland reminded the Jews of Palestine how Britainās restrictive immigration policy had condemned thousands to death. In response to the British provocations, and a desire to demonstrate that the Jewsā spirit could not be broken, the United Resistance Movement planned to bomb the King David Hotel, which housed the British military command and the Criminal Investigation Division in addition to hotel guests. The Haganah pulled out of the plot and left it up to the Irgun. Irgun leader Menachem Begin stressed his desire to avoid civilian casualties and the plan was to warn the British so they would evacuate the building before it was blown up. Three telephone calls were placed on July 22, 1946, one to the hotel, another to the French Consulate, and a third to the Palestine Post warning that explosives in the King David Hotel would soon be detonated. The call to the hotel was received and ignored. Begin quotes one British official who supposedly refused to evacuate the building, saying, āWe donāt take orders from the Jews.ā44 As a result, when the bombs exploded, the casualty toll was high: 91 killed and 45 injured. Among the casualties were 15 Jews. Few people in the main part of the hotel were injured.45 For decades, the British denied they had been warned. In 1979, however, a member of the British Parliament provided the testimony of a British officer who heard other officers in the King David Hotel bar joking about a Zionist threat to the headquarters. The officer who overheard the conversation immediately left the hotel and survived.46 In contrast to Arab attacks against Jews, which Arab leaders hailed as heroic actions, the Jewish National Council denounced the bombing of the King David.47 1 Aharon Cohen, Israel and the Arab World, (NY: Funk and Wagnalls, 1970), p. 172THE BATTLE OF THE PHILIPPINE SEA Occured in the Philippine Sea and Marinas The battle engaged the bulk of thepagan American forces, and prevented the Japanese from reinforcing, their fleet in the ā¢Marianas. ā¢A month after, the Japanese LOST THEIR 4 best aircraft carriers in the Battle of Midway, an island northwest of Pearl "Harbor. 1. The Batle of the Philipine Sea lasted just one day June 19- June 20 1944 3. is also called the "Marianas Turkey Shootā The Battle of the Coral Sea ļ»æļ»æThe Coral Sea is Between New Guinea and Australia ļ»æļ»æThe Japanese Were Trying to Attack Australia! ļ»æļ»æThe U.S. Navy and the Japanese Navy Fought! ļ»æļ»æNobody Won! U.S. Was Able to STOP the Attack on Australia! (Victory!) The American fleet defeated the Japanese. American planes bombarded Japanese installation in Manila from the air. Air strikes were also carried out in the Visayas. Battle of Okinawa: Battle Details ļ»æļ»æThe attack on Okinawa took heavy toll on both sides of the fighting... ļ»æļ»æThe Americans lost 7,373 men killed and 32,056 wounded on land. ļ»æļ»æAt sea, the Americans lost 5,000 killed and 4,600 wounded. ļ»æļ»æThe Japanese lost 107,000 killed and 7,400 men taken prisoner. ļ»æļ»æThe Japanese may have lost another 20,000 dead as a result of American tactics whereby Japanese troops were incinerated where they fought. ļ»æļ»æThe Americans also lost 36 ships. 368 ships were also damaged. 763 aircraft were destroyed. ļ»æļ»æThe Japanese lost 16 ships sunk and over 4,000 aircraft were lost. battle facts -the japanese launched fierce kamikaze attacks l-arge amouunts of civillian deaths -japanese soldiers using civilians as human shields Americans ended with more triumphs in the battles like in: ļ»æļ»æGeneral MacArthur and the Allies next turned to the Island of Iwo Jima ļ»æļ»æThe island was critical to the Allies as a base for an attack on Japan ļ»æļ»æIt was called the most heavily defended spot on earth Allied and Japanese forces suffered heavy casualties IWO JIMA American soldiers plant the flag ol the Island of Iwo Jima after their victory Battle of Leyte Gulf ļ»æļ»æ"Second Battle of the Philippine Sea". ļ»æļ»æTime: October 23 - 26, 1944 during WW. ļ»æļ»æLocation: Leyte Gulf in Philippines (East coast), Philippine islands of Leyte, Samar, and Luzon. ļ»æļ»æLargest naval battle in WWII. Leyte was secured and was liberated from the hands of the Japanese Americans decided to launch their attack in Leyte since the weak side of the Japanese fleet was in Visayas. ļ»æļ»æHeavy bombing at the Leyte beaches cleared the way for the landing in Palo, Leyte. ļ»æļ»æLeading the American troops were General Douglas MacArthur and President OsmeƱa, who took over after the death of President Quezon in Saranak Lake in New York. the battle for the liberation of manila The commonwealth government capital was transferred from tacloban to Manila. Manila once again became the seat of the national leadership. ON july 4, 1945, general macarthur announced the total liberation of the Philippines ā¢ The Commonwealth government capital was transferred from Tacloban to Manila. Manila once again became the seat of the national leadership. On July 4, 1945, General MacArthur announced the total liberation of the Philippines. Americans surprised the Japanese with the landing of troops in Lingayen Gulf in Pangasinan. ā¢ The Filipino guerillas had already cleared the area and neutralized many of the Japanese forces. The first target was the UST, which was used by the Japanese as a camp for civilian prisoners of war, and they were able to free them. ā¢ More than 1000 POWs from Bataan and Corregidor were also freed from the Bilibid Prisons. ā¢ The battle of Manila was recorded as the fiercest urban fighting in the entire Pacific War. WATERLOO DAILY COURIER-NEWSPAPER āPEACE! WAR ENDS; JAPANESE ACCEPT ALLIED TERMS. ON EMPEROR" On August 6, due to persistent refusal of Japan to yield, another atomic bomb was dropped in the shipbuilding city of Nagasaki. ļ»æļ»æOn August 15, V-J Day (Victory in Japan), Emperor Hirohito finally admitted defeat and on September 3, 1945 the document of surrender was signed on board of the U.S. battleship Missouri in Tokyo Bay. ļ»æļ»æWith the liberation of the Philippines, the Americar troops moved on to finally end the war in Asia. ļ»æļ»æThe Japanese cities of Tokyo, Osaka, Nagoya and Kure were bombed. ļ»æļ»æIn July 26, the allies demanded surrender but the Japanese continued to hold on to their belief that surrender is a dishonor. ļ»æļ»æAtomic bomb was dropped on the populous city of Hiroshima, 60% of the city was destroyed. It was estimated that there were more than 80 000 people died on the spot and more than 37 000 suffered severe injuries. ļ»æļ»æToday, the HIROSHIMA SHRINE serves as a reminder of th horrors of war and the need to preserve PEACE in the world. THE POSTWAR PHILIPPINE COMMONWEALTH-ā¢ Philippine Commonwealth resumed. OsmeƱa was confronted with a war - ravaged country with no financial resources for PROBLEMS ā¢ Poverty ā¢ Destruction of Properties ā¢ Unemployment ā¢ Price Increase ā¢ Hoarding ā¢ Graft and Corruption HINDRANCES -Rehabilitation of INDUSTRIES COULD NOT BE DONE BECAUSE OF LACK OF FUND -RAILWAYS WERE DESTROYED THAT LED TO SLOW PRODUCTION AND TRANSPORTATION SOLUTION -PCAU (Philippine Civil Affairs Unit) was established by MacArthur to provide emergency relief in areas liberated by the Americans. - It organized food distribution centers. CHALLENGES TO INDEPENDENCE ā¢ On April 30, 1946, the Philippine the US President. BIASED AGREEMENTS: Rehabilitation or the Tydings Act of 1946, passed by the US Congress, was approved by Commission ā¢ This Act created the US Philippine War Damage The Act also provided for the transfer of $100,000,000 surplus property of the United States to the Philippines. The Philippine Armed Forces received large quantities of valuable military equipment and supplies. BIASED AGREEMENTS: ā¢ The United States Congress offered $800 million for post World War Il rebuilding funds if the Bell Trade Act was ratified by the Philippine Congress Parity rights granting U.S. citizens and corporations rights to Philippine natural resources equal to (in parity with) those of Philippine citizens The Philippines used to celebrate its Independence Day on July 4, and not June 12, by virtue of the Truman Proclamation in 1946. In the early 1960s, however, the Philippine Historical Association lobbied to bring back June 12 as our Independence Day. In 1962, President Diosdado Macapagal issued a proclamation to make the change official. DECLARATION OF PHILIPPINE INDEPENDENCE ā¢ On July 4, 1946, the Americans granted independence to the Philippines.THE SOAR SYSTEM A solar system is a group of planets and other celestial bodies that revolve around a star. A solar nebula- a vast cloud of gas and dust, mostly hydrogen and helium. How the Solar System Form ā¢ COLLAPSE AND SPINNING DISK FORMATION - Gravity pulls material inward. The cloud flattens into a spinning disk due to conservation of angular momentum. ā¢ PROTOSTAR FORMATION- (BIRTH OF THE SUN). Material collects at the center, and begun to heat up. When it reaches to 10 million KELVIN, nuclear fusion begins. thus, SUN is born. ā¢ PLANETESIMALS AND PROTOPLANETS. Dust and gas in the disk stick together via static and gravitational forces. These form planetesimals, which grow into protoplanets collision and accretion. ā¢ PLANET FORMATION. Inner disk: too hot for gas rocky planets form Mercury, Venus, Earth, Mars. ā¢ PLANET FORMATION. Outer disk: gas and ice giants. Jupiter, Saturn, Uranus, Neptune ā¢ LEFTOVER DEBRIS. Remaining materials forms moon, asteroids, comets and dwarf planets. DIFFERENT HYPOTHESIS IN THE FORMATION OF SOLAR SYSTEM. 1. NEBULAR HYPOTHESIS- The Solar system formed from a rotating cloud of Gas and Dust (solar nebula). As it rotates conservation of angular momentum caused the cloud to flatten into a disk. the Sun formed at the center (DISK) while planets formed from the surrounding materials through acceleration. thus, it explains the coplanar and nearly circular orbit of the planets all planets orbits around the sun on the same flat, disk shaped plane. Proposed by Immanuel Kant in 1755 and Modified by Pierre Simon Laplace in 1756. PROTOPLANET HYPOTHESIS. The Solar system formed from a rotating cloud of Gas and Dust (solar nebula). As it rotates conservation of angular momentum caused the cloud to flatten into a disk. 2. Protoplanet hypothesis. Builds on the nebular model but focuses more on the role of planetesimals which then form into full planets. PROCESS: - Small solid particles stick together through collisions. As collisions takes place, it grows into kilometer-sized planetesimals. Gravitational interactions lead to the formation of planets. Lead to formation of steroids belts and varying planet sizes 3. Encounter hypothesis. States that the sun encountered a rogue star. The encounter led to the removal of hot gas from both stars due to their gravitational interaction. The hot gas then accumulated and formed the planets. The materials from the less dense rogue star formed the other planets, while that from the sun formed the inner planets. 4. TIDAL HYPOTHESIS. (also called the Tidal Theory) is an early scientific idea about how the solar system might have formed. Proposed by James Jeans and Harold Jeffreys. A massive star passed very close to the early Sun. The hot gas then accumulated and formed the planets. The materials from the less dense rogue star formed the other planets, while that from the sun formed the inner planets. Streams of hot gas were drawn out from the Sun in elongated shape. These streams eventually condensed and cooled, forming planets, moons, and other bodies in the solar system. 5. Not accepted theory. Later studies showed the streams of hot gas would disperse too quickly into space instead of condensing into planets. The theory also couldnāt explain the specific orbital patterns and compositions we see today. Modern science favors the Nebular Hypothesis, which explains solar system formation through the collapse of a rotating gas cloud. Earth as the only habitable planet 1. Right Distance from the Sun (The Goldilocks Zone). Not too hot, not too cold ā just right for liquid water to exist. 2. Atmosphere with Oxygen. Earth has a mix of gases, especially oxygen, which most living things need to survive. 3. Liquid Water. Earth has oceans, rivers, and rain ā water is essential for all life. 4. Magnetic Field. Earthās magnetic field protects us from harmful solar radiation. 5. Stable Climate. The atmosphere and natural cycles keep temperatures and weather mostly stable over time. 6. Rich Resources. Earth has soil for growing food, minerals, and energy sources that support life and technology. Solar explorations 1. AUGUST 6, 2014. First space craft to orbit a comet (ROSETTA PROBE). Captures the comet photograph. -Comets have coma and tail as it approaches to the sun. 2. JULY 14, 2015. NASAās New Horizons spacecraft made history by becoming the first spacecraft to fly by Pluto, giving us our first close-up look at the dwarf planet. First time visiting Pluto. Before this, Pluto was just a blurry dot in telescope images. Revealed a surprising world New Horizons showed mountains of ice, smooth plains, and a heart-shaped region called Tombaugh Regio. Changed what we knew. Scientists thought Pluto would be dull and frozen ā instead, it turned out to be geologically active and incredibly complex. 3. SEPTEMBER 8, 2016. NASA launched OSIRIS-REx, the first U.S. mission to collect a sample from an asteroid and return it to Earth. Changed what we knew. Scientists thought Pluto would be dull and frozen ā instead, it turned out to be geologically active and incredibly complex. OSIRIS-REx stands for: Origins, Spectral Interpretation, Resource Identification, SecurityāRegolith Explorer It was sent to study the asteroid Bennu, a near-Earth asteroid about 500 meters wide. Mission Goals: Collect a sample of surface material from Bennu Study the asteroidās omposition, structure, and history. Mission Goals: Help scientists understand the origins of the solar system. Learn more about asteroids that could impact Earth. 4. August 12, 2018: Launch of NASAās Parker Solar Probe, the first spacecraft to "touch" the Sun by flying through its outer atmosphere, called the corona. Mission Goal: To study the Sun up close and help scientists understand: How the solar wind (a stream of charged particles) is formed. Why the Sunās corona is hotter than its surface. What causes solar storms that can affect Earthās satellites and power grids. 5. November 26, 2018: NASAās Insight Lander Touches Down on Mars. Its mission was focused on studying the interior of the Red Planet (crust, mantle, and core of the planet). Why the Sunās corona is hotter than its surface. What causes solar storms that can affect Earthās satellites and power grids 6. November 26, 2018: NASAās Insight Lander Touches Down on Mars. Its mission was focused on studying the interior of the Red Planet (crust, mantle, and core of the planet) 7. JULY 30, 2020 PERSEVERANCE PROBE. Perseverance rover as part of the Mars 2020 mission aboard an Atlas V-541 rocket This marked a major step in Mars exploration. 8. DECEMBER 25, 2021-JAMES WEBB SPACE TELESCOPE. Investigate exoplanetsā atmospheres for signs of habitability. Observe the first galaxies formed after the Big Bang. Study the formation of stars and planetary systems. Look deeper into the infrared universe than ever before. RESULTS OF EXPLORATION ā¢ Evidence of Ancient Life-friendly Environment. ā¢ Sedimentary rocks formed in water-rich environments. ā¢ Signs of clay and carbonate minerals, which can preserve biosignatures (traces of past life). ā¢ Evidence of Ancient Life-friendly Environment. ā¢ Sedimentary rocks formed in water-rich environments. ā¢ Signs of clay and carbonate minerals, which can preserve biosignatures (traces of past life). ā¢ Evidence of Ancient Life-friendly Environment. ā¢ Sedimentary rocks formed in water-rich environments. ā¢ Signs of clay and carbonate minerals, which can preserve biosignatures (traces of past life).1. Battle of Lexington At the Battle of Lexington in 1775, British soldiers and colonial militia faced each other on the village green. A shot was fired, but no one knows for sure who fired first. Even so, this moment is often called the beginning of the American Revolution. Why is the Battle of Lexington still considered the start of the American Revolution, even though it is unclear who fired the first shot? A. It marked the first time colonists and British soldiers fought in open battle B. It proved that colonists planned the war long before the fighting began C. It showed that British soldiers were fully responsible for starting the war D. It confirmed that colonists had already declared independence from Britain 2. Battle of Concord After the fighting at Lexington, British troops marched to Concord to destroy colonial supplies. Instead, colonial militia gathered and fought back, forcing the British to retreat toward Boston. Why is the Battle of Concord considered an important turning point in the early American Revolution? A. It showed that colonial militias could organize and successfully push back British troops B. It proved that the British army had already lost control of all the colonies C. It confirmed that the colonies had officially declared independence from Britain D. It demonstrated that foreign countries were already helping the colonial forces 3. Second Continental Congress Much of the early violent conflict between colonists and British soldiers took place in Boston. After fighting broke out at Lexington and Concord near Boston, colonial leaders met at the Second Continental Congress in 1775 to decide what to do next. Which answer best describes the main actions taken by the Second Continental Congress? A. They created an army, chose a leader, and tried to avoid war with Britain B. They declared independence, wrote the Constitution, and ended the war C. They raised taxes, formed a monarchy, and supported British rule D. They ended slavery, gave women rights, and expanded voting laws 4. Olive Branch Petition In 1775, colonial leaders sent a letter called the Olive Branch Petition to King George III of Britain. Based on this situation, what was the main purpose of the Olive Branch Petition sent to the king? A. To ask the king to restore peace between both sides B. To declare independence from Britain and begin a new nation C. To request help from foreign countries in the war effort D. To organize protests against British taxes across the colonies 5. Battle of Bunker Hill On June 17, 1775, during the Battle of Bunker Hill in Boston, colonial forces fought against the British on a hill overlooking the city. The fighting was intense and led to heavy losses on both sides. Which statement best explains why the Battle of Bunker Hill was an important battle in the war? A. The colonists won the battle, showing they were stronger than British forces B. The colonists won the battle, showing the British that the war would be short and easy for the colonists C. The British won the battle, showing the war would be difficult and costly for both sides D. The British won the battle, showing British forces could defeat the colonists easily 6. Pamphlets During the American Revolution, pamphlets were short printed writings that were inexpensive to produce and often written in everyday language so many colonists could read them. How did these features of pamphlets most affect their role in the American Revolution? A. They helped spread ideas widely, allowing more colonists to form and share opinions B. They limited ideas to educated leaders, keeping most colonists uninvolved C. They replaced newspapers entirely, becoming the only source of information D. They prevented disagreement, causing most colonists to think the same way 7. Thomas Paineās Common Sense In 1776, Thomas Paine published Common Sense, a widely read piece of writing about the relationship between the colonies and Britain. How did this pamphlet most influence colonial thinking during the American Revolution? A. It encouraged colonists to support independence from Britain B. It convinced colonists to remain loyal to the British government C. It explained how colonial armies should organize attacks D. It described laws colonists were expected to follow 8. Declaration of Independence In July 1776, the Declaration of Independence listed complaints against King George III and explained the colonistsā ideas about government and rights. How do these parts of the Declaration of Independence work together to support the colonistsā decision? A. They connect ideas about rights to real examples, justifying separation from Britain B. They describe past events in detail, showing how the war had already ended C. They list future plans for government, explaining how leaders would be chosen D. They organize military actions, showing how the colonies planned to win 9. Washington Crosses the Delaware and Battle of Trenton In December 1776, George Washington led his army across the Delaware River and launched a surprise attack on Hessian mercenaries in Trenton. Which statement best explains why Washingtonās crossing of the Delaware and the attack on Trenton was an important turning point in the war? A. It defeated British forces completely, ending the war in a short time B. It boosted morale, helping discouraged soldiers choose to keep fighting C. It brought foreign allies into the war, adding support for the colonies D. It led to independence, allowing the colonies to form a new nation 10. Battle of Saratoga In 1777, American forces defeated the British at the Battle of Saratoga, a major event during the American Revolution. Which statement best explains why the Battle of Saratoga was an important turning point in the war? A. It brought French support, helping Americans gain a strong advantage in the war B. It ended the war quickly, forcing Britain to surrender all control in the colonies C. It improved army training, helping soldiers become more skilled in future battles D. It changed leadership roles, causing new generals to take control of the army 11. Battle of Yorktown In 1781, American forces surrounded British troops at Yorktown, leading to a major moment in the American Revolution. Which statement best explains why the Battle of Yorktown was an important event in the war? A. French forces helped the Americans win, leading to the end of major fighting in the war B. Italian forces helped the British win, leading to a final victory over the American army C. German forces switched sides and helped the Americans win, leading to a final defeat for British troops D. French forces helped the British win, leading to a complete end of the war in the colonies 12. Treaty of Paris After the Battle of Yorktown, British public opinion turned against the war, and peace negotiations began. In 1783, American leaders signed the Treaty of Paris, which included agreements between the United States and Britain. Which statement best explains how the Treaty of Paris reflected the outcome of the American Revolution? A. Both sides made agreements, recognizing independence B. Americans gained independence, taking land without agreements C. British leaders kept control, ending the war with power D. Both sides refused compromise, continuing the warAlright, Isti ā hereās a longer and more detailed English version of the Isaac Newton text, still written at a level thatās accessible for Grade 4 students, but rich enough in information to meet PISA literacy expectations and EF A2-level vocabulary. Iāve kept sentences short, clear, and with explanations for new concepts so itās easier for young learners to follow, while still including both famous facts and lesser-known stories. āø» Isaac Newton: The Man Who Changed the Way We See the World A Boy from a Small Village Isaac Newton was born on January 4, 1643, in Woolsthorpe, a small village in England. His life was not easy. His father died before he was born. When he was just a few months old, his mother remarried and left him to live with his grandmother. Isaac missed his parents, but he kept himself busy by making things and exploring the world around him. As a child, Isaac liked to build models and machines. He made a small windmill that could turn with the wind. He built a water clock that told the time by dripping water into a container. He even made a sundial ā a clock that tells the time by using the shadow of the sun. š” Did you know? The sundial marks that Isaac carved as a boy can still be seen today on the wall of his old house. āø» School and Curiosity When Newton first went to school, he was not the top student. At first, he did not pay much attention in class. But one day, another boy teased him for not being smart. Newton decided to study hard to prove him wrong. Soon, he became the best in his class. Isaac loved asking questions. He wanted to know how and why things happened. He enjoyed watching the stars at night and thinking about how the world worked. āø» The Falling Apple and Gravity One of the most famous stories about Newton is the falling apple. One afternoon, Isaac sat in his motherās garden and saw an apple drop from a tree. This made him think: āWhy does the apple fall straight down? Why doesnāt it fly up into the sky?ā From this question, Newton began to think about gravity ā an invisible force that pulls objects toward each other. Gravity is what keeps our feet on the ground. Itās also what keeps the Moon moving around the Earth and the planets moving around the Sun. š” Fun fact: The apple did not hit Newtonās head. Thatās just a story people made up later to make the tale more exciting. āø» Newtonās Three Laws of Motion Newton studied movement and wrote three important rules: 1. Objects stay still or keep moving unless something makes them change. ā¢ Example: A ball will not roll unless you push it. 2. The bigger the push, the bigger the movement. ā¢ Example: If you kick a ball harder, it will go faster and farther. 3. Every action has an equal and opposite reaction. ā¢ Example: When you jump off a boat, the boat moves backward as you move forward. These three laws are still used today to understand how cars, rockets, and even roller coasters work. āø» Discoveries in Light and Color Newton also studied light. He found that white light is not just one color ā it is made of many colors. He used a glass prism to split sunlight into a rainbow. This helped scientists understand how colors work. āø» Inventions and New Ideas Newton made a special telescope that used mirrors instead of lenses. This type of telescope made images of planets and stars much clearer. It is still called the Newtonian telescope today. He also worked in mathematics and helped create a new type of math called calculus, which is used to study changes and movement. āø» Strange Experiments Newton was so curious that he sometimes tested ideas on himself. Once, he put a thin needle, called a bodkin, beside his eye to see how it would change his vision. It was very dangerous, but luckily he did not go blind. š” Did you know? Newton also studied alchemy ā an old kind of science where people tried to turn metal into gold. He never succeeded, but it showed how wide his interests were. āø» Later Life and Work At the age of 27, Newton became a professor at Cambridge University. He later worked for the Royal Mint, making sure coins were made safely and stopping people from making fake money. He was very strict, and some criminals were sent to prison because of his work. Newton never married. He spent most of his life reading, writing, and doing experiments. āø» The End of His Life Isaac Newton died in 1727 at the age of 84. He was buried in Westminster Abbey, a famous place in London where great people of Britain are honored. His work changed the world forever. Even today, scientists, engineers, and students still use Newtonās laws and ideas. š¬ Newton once said: āIf I have seen further, it is by standing on the shoulders of giants.ā This means we can make new discoveries by learning from the work of others who came before us. give 10 questions to each passage with PISA literacy standard for kid 10 years, 1. Nikola Tesla: The Man Who Dreamed of Lightning Born: July 10, 1856 Died: January 7, 1943 When Nikola Tesla was a boy in Croatia, he saw a flash of lightning and asked his mother, āCan we catch the light?ā That question never left him. As he grew older, Tesla became a brilliant inventor, especially fascinated by electricity. He believed in a future where energy could be sent wirelessly through the airālike music through the radio! Tesla invented the alternating current (AC) system, which became the foundation of modern electricity. At the time, Thomas Edison promoted direct current (DC), and the two men had a fierce competition. Many laughed at Tesla's bold ideas, but he never gave up. He dreamed of wireless communication, flying machines, and even free energy for everyone. Though he died alone and poor, today the world honors his vision. Think About It: Why do you think people didnāt believe Tesla at first? What can we learn from Teslaās courage to dream big? 2. Charles Darwin: The Man Who Studied the Worldās Weirdest Creatures Born: February 12, 1809 Died: April 19, 1882 When young Charles Darwin got on a ship called HMS Beagle, he didnāt know he would change science forever. He sailed around the world for five years, collecting plants, animals, and fossils. On the GalĆ”pagos Islands, he noticed something curious: finches had different beaks depending on their island. Why? Darwinās observations led him to write the theory of evolution by natural selection. It explained how animals adapt and survive. But his ideas shocked many people because they seemed to challenge religious beliefs. Despite the controversy, Darwin continued his work. His book On the Origin of Species changed how we see life on Earth. Think About It: Should scientists share their ideas even if they go against what others believe? How did traveling help Darwin make new discoveries? 3. Marie Curie: The Woman Who Glowed in the Dark Born: November 7, 1867 Died: July 4, 1934 Marie Curie was born in Poland at a time when girls were not allowed to study science. But that didnāt stop her. She moved to France, worked day and night, and discovered radioactivity, a powerful energy hidden inside atoms. She and her husband, Pierre Curie, found two new elements: polonium and radium. She became the first woman to win a Nobel Prize, and the only person to win in two different sciences: physics and chemistry. Even when Pierre died in an accident, Marie continued their work. Her discoveries helped doctors treat cancerābut working with radioactive materials also harmed her health. She died from radiation exposure, but her legacy lives on. Think About It: What challenges did Marie Curie face as a woman in science? Why is it important to balance discovery with safety? 4. Galileo Galilei: The Star Watcher Who Defied the Church Born: February 15, 1564 Died: January 8, 1642 Galileo loved looking at the stars. He built one of the first powerful telescopes and made stunning discoveries: mountains on the Moon, moons around Jupiter, and that the Earth orbits the Sunānot the other way around. This idea, called heliocentrism, went against the teachings of the Church. He was put on trial and forced to say he was wrong. But he wasnāt. He spent his last years under house arrest, quietly writing. Today, Galileo is called the father of modern science for daring to question what others blindly believed. Think About It: Why do you think Galileo was punished for telling the truth? Should science always follow evidence, even if it goes against powerful beliefs? 5. Isaac Newton: The Man Who Asked āWhy?ā When an Apple Fell Born: January 4, 1643 Died: March 31, 1727 One day, an apple fell from a tree, and Isaac Newton began to wonder: Why did it fall down, not sideways or up? This simple question led to his theory of gravity. Newton also invented calculus, described the laws of motion, and changed physics forever. But Newton wasnāt just a geniusāhe was curious, quiet, and often worked alone. He believed everything in nature followed rules, and it was our job to discover them. Thanks to him, we understand how planets move, how rockets launch, and why you fall when you trip. Think About It: How did Newtonās curiosity lead to great discoveries? Do you think working alone helped or hurt Newton? 6. Ada Lovelace: The First Computer Programmer Before Computers Existed Born: December 10, 1815 Died: November 27, 1852 Ada Lovelace was the daughter of the famous poet Lord Byron, but she didnāt love poetryāshe loved numbers! At a time when girls were expected to sew, Ada studied mathematics. She met Charles Babbage, who designed an early computer called the Analytical Engine. Ada imagined the machine could do more than just mathāit could create music, art, and even write! She wrote what is now considered the first computer program, long before real computers were built. Think About It: How did Ada imagine something that didnāt exist yet? Why do we call her a pioneer in technology? 7. Albert Einstein: The Man Who Brought Time and Space Together Born: March 14, 1879 Died: April 18, 1955 Albert Einstein wasnāt always a good student. In fact, his teachers thought he was slow. But Einstein thought deeply. He asked big questions like, āWhat if you could ride a beam of light?ā His theories of relativity changed how we see space, time, and gravity. He also warned the world about the dangers of nuclear weapons, even though his ideas helped create them. Einstein believed science should help people, not harm them. With his messy hair, kind smile, and brilliant mind, he remains a symbol of genius. Think About It: Can someone be bad in school but still be brilliant? Should scientists be responsible for how their inventions are used? 8. Pythagoras: The Musician Who Loved Math Born: Around 570 BC Died: Around 495 BC Long ago in ancient Greece, Pythagoras believed the universe followed numbers. He discovered the Pythagorean Theorem, a rule about triangles that helps us build houses, design computers, and navigate space. He also believed that music had math inside itāthat certain notes made perfect harmony because of mathematical ratios. Pythagoras started a secret school and taught his students to search for truth through numbers, shapes, and sound. Think About It: Why do you think Pythagoras saw math in everything? How does music relate to math? 9. Rosalind Franklin: The Woman Behind the DNA Discovery Born: July 25, 1920 Died: April 16, 1958 Rosalind Franklin loved looking closely at things. She used a special machine called X-ray crystallography to photograph molecules. One of her greatest photos, called Photo 51, showed the shape of DNA, the molecule that carries lifeās instructions. But her work was taken without credit. Two men, Watson and Crick, used her photo to build their famous model of DNA and won the Nobel Prize. Rosalind died young and never knew how important her work became. Think About It: Why is it important to give credit in science? What can we learn from Rosalindās quiet strength? 10. Carl Linnaeus: The Man Who Gave Names to Everything Born: May 23, 1707 Died: January 10, 1778 Have you ever wondered why a tiger is called Panthera tigris? Thatās thanks to Carl Linnaeus, a Swedish scientist who created a way to name and organize every living thing. His system is still used today in biology. Linnaeus loved nature and spent his life collecting plants, animals, and even rocks. He believed that by organizing life, we could better understand it. Thanks to him, we now have a global ādictionary of nature.ā Think About It: Why is it important to name and organize living things? How does order help us understand the world?The Revolt of the Northern Earls (1569) Most people in the North remained loyal to the Catholic noble families who controlled the north and their Catholic faith. When Elizabeth came to power, she promoted ānew menā (Protestants) from the gentry and the powerful Catholic nobles lost their power and influence. This led them to organise the most serious rebellion of Elizabethās reign in 1569. Why did the Northern Earlās revolt? The Earls had lost their power when Elizabeth became Queen (and wanted it back). They wanted Catholicism restored in England (and felt that ordinary Catholics would support it). Elizabeth was refusing to marry or to name an heir, causing uncertainty about Englandās future. Mary Queen of Scots (if freed from prison) could replace Elizabeth and solve all these problems Who were the key players in the Revolt? Earl of Northumberland ā¢ A Catholic who had held an important position under Mary I. ā¢ He lost a lot of influence under Elizabeth (as she favoured Protestant gentry) ā¢ Elizabeth also took the rights to a valuable copper mine found on his lands Earl of Westmorland ā¢ From a rich Catholic family in the north Also the Duke of Norfolkās brother in law Duke of Norfolk ā¢ Englandās most senior Protestant noble, but he had very close links to old northern Catholic families, & was sympathetic to them & greedy for power. ā¢ He hated William Cecil & Robert Dudley, Earl of Leicester (Elizabethās favourite) who were Protestant and from the gentry ā¢ He planned to marry Mary QS, but later backed down and urged the earls to call off the rebellion. Mary also supported the plan to marry him What role did religion play? (7/10 ā but only because it was linked to power) ā¢ Most northerners held onto their Catholic beliefs & although Elizabeth didnāt persecute them, they knew that she wanted their religion to gradually die out, so they supported the revolt. ā¢ In 1561 Elizabeth hired a strict Protestant as archbishop of Durham to promote Protestantism in the north, but he was unpopular & turned many northerners against the Protestant religion. What role did politics/power play? (9/10 ā this was the most important cause of the revolt) ā¢ The Northern Earls lost a lot of their power/influence (even jobs/money under Elizabeth) ā¢ Northumberland was jealous of new Protestant families being given top jobs in the North ā¢ William Cecil & Robert Dudley were not from ancient noble families, but were very close to the Queen, so the northern Earls resented them getting top jobs in her Government ā¢ Elizabeth also confiscated large areas of land & the profits from their copper mines ā¢ It is possible, that had Elizabeth allowed the Catholic Northern Earls to keep their jobs, money and influence at court, they may have ātoleratedā her as a Protestant Queen (greedy/selfish). What role did Mary Queen of Scots and the Succession play? ā¢ Elizabeth was refusing to name an heir and it was becoming clear that she would not marry ā¢ If Mary Queen of Scots married the Duke of Norfolk, England would have an heir and England would be Catholic again. The country would be stable without people competing for power. ā¢ However, some of Elizabethās courtiers got worried that it might not work and that it might lead to charges of treason (punishable by death) ā¢ So by September 1569, Robert Dudley (Earl of Leicester) decided to tell Elizabeth about the plot. By this time it was much more serious than simply marrying Norfolk to Mary. ā¢ Mary QS had secretly asked Spain to send troops to help the rebellion & overthrow Elizabeth Plan for the Revolt of the Northern Earls (1569) ā¢ The Earls of Northumberland & Westmorland will raise rebel troops from their lands in the north and take control of Durham. ā¢ The rebels will then march south towards London to join with the Duke of Norfolk ā¢ 1000s of Spanish troops will land in England to support the rebel forces ā¢ The Duke of Norfolk & rebel forces will seize control of Government & overthrow Elizabeth ā¢ Mary Queen of Scots is to be freed, ready to marry the Duke of Norfolk Key Events of the Revolt ā¢ Once Elizabeth knew of the plot, Norfolk was arrested and sent to the Tower of London ā¢ The Northern Earls were worried they would be executed for their involvement and in a desperate attempt to avoid punishment, pushed ahead with the revolt ā¢ They raised an army of ordinary Catholics and took control of Durham cathedral ā¢ Catholic mass was celebrated across the north for 2 weeks. ā¢ They then headed south, to try and free Mary ā¢ Mary QSs was moved south to Coventry on the orders of Elizabeth, so she couldnāt escape ā¢ The rebellion failed as Spanish troops never arrived ā¢ Elizabethās friend (Earl of Sussex) had raised an army of 7,000 men to defend her throne. Results: ā¢ The rebellion was a serious threat to Elizabeth ā¢ She executed 450 rebels in the north ā¢ Northumberland was executed in 1572 & his head was put on a spike on the city gate ā¢ The Privy Council called for the Duke of Norfolkās execution too, but Elizabeth released him. ā¢ Mary Queen of Scots was kept in prison for the next 14 years. ā¢ The failed plot also led the Pope to take action against Elizabeth ā¢ In 1570 he excommunicated Elizabeth from the Catholic Church ā¢ He also issued a Papal Bull (order) calling on all loyal Catholics to overthrow her hoping it would encourage another rebellion. ā¢ In 1571 Elizabeth called parliament to pass an Act making it treason to claim that she was not the rightful Queen and to bring in/print papal bulls in England. The Significance of the Revolt of the Northern Earls ā¢ It was the first and most serious rebellion by English Catholics against Elizabeth ā¢ Treason laws were made much harsher ā¢ It ended the influence of the powerful Catholic Earls in the North ā¢ It led to harsher treatment of Catholics, e.g. 1572 Elizabeth sent the Earl of Huntingdon (strict Protestant) to the north to carry out laws against Catholics (and suppress Catholicism). ā¢ Although Elizabethās brutal revenge on the rebels show how serious a threat it was, most Catholics in the north stayed loyal, but the Popeās Papal Bull now put their loyalty in doubt There was little support for the revolt among the rest of the Catholic nobility and ordinary people. When faced with a choice between Elizabeth and their religion, most Catholics chose to support the Queen. 1569, was the last time English Catholics tried to remove Elizabeth by force. The future plots against her were always uncovered by Cecil & Walsingham, before they had a chance to get any public support. Despite this, the Northern Revolt & Papal Bull changed Elizabethās attitude towards Catholics who were now seen as potential traitors. From 1570, Elizabeth became less tolerant of recusants (people refusing to attend her church) & took increasingly tough measures against Catholics. The Ridolfi, Throckmorton & Babington plots ā¢ In the 1870s-80s, there were 3 Catholic plots to assassinate Elizabeth & replace her with Mary. ā¢ The plots were supported by France, Spain, the Pope and some Catholic nobles. ā¢ They reinforced the form Mary & from Catholics at home and abroad. Also the threat from Spain. The Ridolfi Plot (1571) ā¢ Ridolfi was an Italian banker living in England and a spy for the Pope. ā¢ He organised a plot to murder Eliz, marry Mary QS to the Duke of Norfolk & make her Queen. ā¢ The Pope & King Philip supported the plot & Philip told the Duke of Alba in the Netherlands to prepare 10,000 troops (but to only invade AFTER the English had overthrown Elizabeth). ā¢ The plot failed because Sir William Cecil intercepted coded letters & Norfolk was executed. ā¢ Mary was kept under closer watch. ā¢ Ridolfi was abroad when the plot was discovered and never returned to England. 1574: Catholic Priests and Priest Holes ā¢ From 1574 Catholic priests were smuggled into England to keep the religion alive. ā¢ They stayed with rich Catholic families, so Catholic families were kept under surveillance. ā¢ Catholic homes were raided ā to find āpriest holesā where Catholic priests were hiding. ā¢ Catholic priests who were found could be hung, drawn and quartered (although not all were) ā¢ In 1581, Parliament also passed 2 new tougher laws against Catholics: ā¢ Recusants would be fined Ā£20 (which would bankrupt most families) ā¢ Trying to convert people to Catholicism was now treason (punishable by death) The Throckmorton Plot (1583) ā¢ It aimed to assassinate Elizabeth and replace her with Mary. The French Duke of Guise (Maryās cousin) would invade England with an army, funded by King Philip (Pope also supported it). ā¢ An Englishman, Throckmorton carried messages between Mary & Catholic plotters abroad. ā¢ Sir Walsingham (Secretary of State) uncovered the plot after his agents found the plans for the plot in Throckmortonās house. Throckmorton confessed under torture and was executed. Significance: ā¢ The plots showed that Maryās presence in England posed a serious threat ā¢ It also showed that France & Spain were a serious threat (& could invade) ā¢ Throckmortonās papers showed a list of Catholic supporters in England, so the threat from English Catholics was also real ā¢ 1,000s of Catholics were imprisoned or kept under surveillance/house arrest ā¢ In 1585 another Act was passed to make helping Catholic priests punishable by death. ā¢ The Bond of Association was signed by the English nobles & gentry & forced them to promise to execute anyone who tried to overthrow the Queen. Weaknesses of the Plots The plots lacked public support & were uncovered by informers & spies before they had the chance to work King Philip was reluctant to destroy his alliance with Elizabeth (France was still a bigger rival) so is support for the plots was half-hearted, he rarely followed through on his promises to help the plotters or send an army The Babington Plot (1586) In 1586, Walsingham used his spy network to PROVE that Mary supported the Babington plot. His evidence persuaded Elizabeth to put Mary on trial & execute her for treason. ā¢ This was a plot to murder Elizabeth and put Mary on the throne ā¢ France would invade England with 60,000 men and Spain would also send an army ā¢ Babington was passing coded letters between Mary & her supporters in England & Europe. ā¢ But all of her letters were being intercepted and read by Walsingham. ā¢ Walsingham used his spies to follow every stage of the plot & had the letters decoded ā¢ One of Maryās letters approved plans to murder the Queen and free Mary from prison ā¢ They also contained the names of 6 Catholics who planned to kill Elizabeth ā¢ They were arrested, hung, drawn and quartered for treason. ā¢ Mary had been implicated in plots before, but Elizabeth was always reluctant to execute her ā¢ But the proof found by Walsingham finally persuaded her to put Mary on trial ā¢ In October 1586, Mary was found guilty & was sentenced to death ā¢ But Elizabeth still hesitated, and did not sign the death warrant until February 1587. Significance 1) This plot was very significant because by 1585 England was effectively at war with Spain since Elizabeth had sent her army to help the Dutch Protestants fight the Spanish 2) This meant that Elizabethā situation was more dangerous than during previous plots. 3) Elizabethās government also became more determined to crush Catholicism 4) 1000s of recusants were arrested & 31 priests were executed 5) Maryās execution removed the Catholic threat at home 6) English Catholics had no one to rally around, & lost hope of overthrowing Elizabeth 7) But Maryās death increased the threat of a foreign invasion as England was at war with Spain and King Philip had been preparing an attack on England since 1585 8) Maryās death made Philip even more determined to invade, Mary had left her claim to the English throne to King Philip upon her death Why was Mary Queen of Scots finally executed? 1 ā¢ A new Act in 1585 stated that in the event of Elizabethās assassination, Mary could be executed as long as she had been proved guilty & Walsingham had provided hard proof. 2 ā¢ Another reason was that by 1587, it was clear that Philip was planning to invade England ā¢ There were rumours that Spanish ships had landed in Wales & that Mary had escaped. This convinced Elizabeth that Mary had to be executed if she wanted to keep her throne. Walsinghamās Spy Network: ā¢ Walsingham (Secretary of State from 1573) had a network of spies all over England & abroad. He had spies in every English town, some were normal people paid to spy on neighbours. ā¢ He also had agents and spies in Spain, France, Germany and Italy ā¢ He hired mathematicians to crack written codes and people to open/seal letters secretly ā¢ He also pressured captured Catholic priests to spy on others for him in return for a pardon. ā¢ He used double agents to infiltrate Catholic networks - to help him discover traitors ā¢ But he only used torture against Catholic priests caught in England in the most serious cases ā¢ But 130 priests and 60 of their supporters were still executed during Elizabethās reign. Why did Relations with Spain get worse (1569-1588) ā¢ England had tried to stay on good terms with Spain, because Eliz wanted to avoid an expensive war that could lead to her being overthrown (English Catholics could support it) ā¢ But by the 1570s, Elizabeth wanted to have an empire of her own. ā¢ She also needed to make more money to defend her country and throne (by improving trade) ā¢ This religious, political and economic rivalry led to growing tensions between England & Spain Political and Religious Rivalry 1) Land abroad, gave countries wealth/power. By the 1580s, Eliz wanted an empire to rival Spainās (especially as Spain had supported the Catholic plots against Eliz ā even if it was half-hearted) 2) Religion was another cause of conflict. Philip opposed Elizabethās religious settlement 1559 3) Luckily for Elizabeth, in the 1550s Spain & France were competing to be the greatest European power and both wanted England as an ally against the other. 4) But from 1567, Spanish ships were sailing to the Netherlands with money for the Albaās army 5) This alarmed English Protestants and Elizabethās Privy Council who put more and more pressure on her to send an army to help the Dutch Protestant rebels (in the Netherlands). Economic (commercial) Rivalry: The New World, privateers and Sir Francis Drake ā¢ Under Elizabeth, English merchants wanted to make big profits in the New World (Americas). ā¢ However, trading in the New World was difficult because of Spainās power 1) Spain controlled most of the New World where there were huge profits to be made and anyone who wanted to trade there needed a licence from Spain (which it would not give): 2) But the Americas had valuable crops like tobacco, sugar, and also silver and gold 3) Elizabeth secretly encouraged privateers to trade illegally & raid Spanish ports & ships 4) At first Elizabeth denied responsibility for their actions, which delaye war with Spain Sir Francis Drake: Elizabeth sends Drake to rob Spanish colonies and ships (which infuriates Spain) 1) Spainās support for the Ridolfi plot (1571) made her more willing to support Drake ā¢ In 1572 Eliz hired Drake to sail to the New World & steal Ā£40,000 of Spanish silver ā¢ In 1577 she sent Drake back again with a secret mission to rob Spainās colonies/ships ā¢ Drake brought back Ā£400,000 of Spanish treasure & claimed an area of California in Elizabethās name (New Albion). He gave a lot of this money to Elizabeth ā¢ He boosted Englandās finances at a time of growing concern over Spainās threat ā¢ He became famous as the first Englishman to circumnavigate the globe. ā¢ Eliz knighted Drake as a reward, which infuriated Philip (as he saw Drake as a pirate) ā¢ Drakeās actions & his claim to California made it clear that England did not accept Spainās domination of the New World. Elizabethās Support for the Dutch Rebels led to War with Spain (1585-88) ā¢ By the 1580s, tension between England & Spain had reached boiling point ā¢ At first, Eliz refused to send her army to help the Dutch rebels, because she wanted to avoid a war with Spain. So she tried to get the Spanish to leave the Netherlands in other INDIRECT ways: 1) By allowing Drake (& other English privateers) to attack and rob Spanish ships and colonies 2) By encouraging others (the French heir/mercenaries) to fight the Spanish in the Netherlands ā¢ In the 1570s, Elizabeth promised to marry the heir to the French throne (the Duke of Alencon) so that he would take an army to fight the Spanish in the Netherlands The Spanish Fury (1576) and the Pacification of Ghent (1576) ā¢ By 1576, the Spanish Govt in the Netherlands was bankrupt (the war was expensive) ā¢ After months without pay, Spainās soldiers violently robbed Dutch towns in the āSpanish Furyā Spanish troops rebelling and robbing cities in the Netherlands in 1576. This united the Dutch Protestants & Catholics against Spain. They drew up the āPacification of Ghentā (demanding that): ā¢ Spanish troops leave the Netherlands ā¢ Spain allows the Dutch to rule themselves ā¢ The persecution of Dutch Protestants stops What did Elizabeth do? ā¢ Elizabeth sent Ā£100,000 to help the Dutch rebels ā¢ In 1577 King Philipās brother, Don Juan agreed to the rebels demands (but this was a trick) as just 6 months later Philip sent an even bigger army to attack the Dutch. ā¢ Elizabeth then hired a mercenary army of 6000 English & Scottish volunteers to help the Dutch. ā¢ But her plan backfired because the mercenaries destroyed Dutch Catholic churches, which caused the Catholics to make peace with Spain. ā¢ In 1578, her Privy Council urged Eliz to send her official army to help the Dutch, but she refused. The Dutch were disappointed & turned to France for help. The French Duke of Alencon arrived with an army to fight the Spanish, but by 1579 Spain had taken control again. ā¢ In 1580 Spain got even stronger after Philip won control of Portugal & its empire. ā¢ So Elizabeth gave the Duke of Alencon Ā£70,000 to help him fight the Spanish ā¢ In 1582, Alencon took his army the Netherlands but failed to defeat Spain. ā¢ Elizabethās foreign policy in the Netherlands had failed & she had only managed to annoy Spain 1585: Why did Eliz finally decide to send her army to the Netherlands? (she lost her 2 main allies) ā¢ 1584 the Duke of Alencon died (so he could no longer fight the Spanish in the Netherlands) ā¢ 1 month later, William of Orange, the leader of the Dutch Protestant rebels was assassinated. ā¢ In 1585, Spain signed the Treaty of Joinville with France, agreeing to stamp out Protestantism in France/Europe meaning France & Spain were now allies against Protestantism ā¢ Elizabeth now felt she had no choice but to send her official army to the Netherlands ā¢ She signed the Treaty of Nonsuch with the Dutch rebels which promised them military help 1585: Robert Dudleyās campaign in the Netherlands was unsuccessful She sent 7,400 man army to the Netherlands led by Dudley. But he accepted the title of āGovernor Generalā. Eliz was angry as it suggested that she had deposed King Philip so she told Dudley to resign this position. His army was defeated by the bigger Spanish Army as Eliz had not provided him with enough money to win. In 1587 Dudley resigned and returned to England. At the same time, Eliz had sent Drake to raid Spanish colonies in the New World to disrupt King Philipās flow of money. Philip was furious and told the Pope he planned to invade England at the end of 1585. Drake singes the King of Spainās beard 1587 ā¢ In 1587 Elizabeth ordered Drake to attack Spainās most important port Cadiz ā¢ He destroyed 30 ships in 3 days ā known as the āSingeing of the King of Spainās Beardā ā¢ He also stole lots of wood, meaning the Armada did not have quality barrels for food/water ā¢ Drakeās disruption delayed the Armada by a year (& meant that its food rotted in 1588). ā¢ This bought England more time to prepare for war. The Spanish Armada (1588) The Plan ā¢ By 1588, the Spanish Armada was ready to invade England ā¢ It had 130 ships with 8000 sailors & 18,000 soldiers ā¢ The Duke of Medina Sidonia would lead the Armada, but he had little experience at sea and didnāt want the job ā¢ The Armada would collect Parmaās army from France & sail to England under the protection of the Armadaās warships ā¢ Parma would march to London to depose Elizabeth & impose a Catholic government in England. 1) The Armada reached the English Channel The Armada set out in May 1588, but was delayed for a few weeks by bad weather In July the Armada was near England & signal fires were lit to warn Elizabeth English ships set sail to meet the Armada The Armada sailed up the channel in a crescent (half moon) formation, to use the large armed galleons to protect the weaker supply and army ships The English navy carried out a few minor raids, but did not inflict much damage Only 2 Spanish ships were lost (by accident) 2) The English attack the Spanish at Calais (with fire ships) and at Gravelines The Armada sailed up the English channel & anchored at Calais to wait for Parmaās army But Parmaās men didn't reach the coast in time (news had reached them too late) At midnight, the English sent 8 fireships into the Spanish ships causing panic They cut their anchors, broke formation & headed for the open sea (without Parma) The Spanish ships sailed to Gravelines, but bad weather stopped them returning to Calais The English attacked and the battle lasted many hours (5 Spanish ships were sunk) The rest were forced to sail away from France towards Scotland The English ships followed them to make sure they didnāt come back to collect Parmaās army 3) The Armadaās Journey back to Spain around Ireland was a disaster The Spanish called off the attack and returned to Spain around Scotland & Ireland Bad storms sank many ships and wrecked more on the Irish coast Many sailors died from starvation & disease ā less than half the men made it back to Spain How did England defeat the Spanish Armada? !) Faster Ships ā¢ Years before the battle, England had started building smaller, faster ships (galleons) that could fire canon balls quicker & further than Spanish ships ā¢ Spanish ships were huge and slow to change direction. 2) Bad Planning & Communication (Spanish) ā¢ Philipās plan to join with the Duke of Parmaās army in France was risky. ā¢ Parma had lots of small ships which took 48 hours to load, man and set sail. ā¢ It took too long (a week) for word to reach Parma that Medina was in the English Channel, by which time Medina had set sail to Calais. ā¢ Parma was not ready to set sail & the English were already ready to attack (leaving Medina with very little back up when anchored in France). 2) English Tactics were more effective ā¢ Spanish ships aimed to come alongside the English ones, jump on board & fight the enemy. But the English ships were faster & kept a safe distance. ā¢ They chased the Armada down the Channel, with heavy cannon fire, which forced the Spanish to arrive in France before Parmaās army was ready ā¢ As the Armada was waiting, the English sent fireships into the Spanish fleet. ā¢ This caused the Armada to panic, cut their anchors & sail away to the north ā¢ When the Spanish ships regrouped, the English attacked them in the Battle of Gravelines & the Armada was forced to sail north, chased by faster ships. 5) Bad Weather ā¢ Strong winds made it impossible for the Armada to return & pick up Parmaās army and storms wrecked or sunk Spanish ships as they tried to return home along the Scottish-Irish coasts. 2) Spanish Supplies ā¢ The Armada was not well supplied with food/weapons. Drakeās attack on Cadiz port in 1587 had destroyed food barrels. Delays in setting sail meant that by the time the English attacked the Armada it had been at sea for 10 weeks and had rotting food. 1000s died from starvation/disease. The consequences of the English victory? ā¢ Victory over the Spanish Armada gave Elizabeth a great propaganda victory ā¢ A new portrait was made, and a medal was made to commemorate her victory, it said āGod blew and they were scatteredā. ā¢ Elizabeth claimed that God was on the side of Protestantism ā¢ This led to a feeling of English pride and encouraged the Dutch rebels to renew their fight against the Spanish ā¢ The defeat of the Armada showed the strength of the English navy and gave England the confidence to trade and explore more widely at sea ā¢ Although Philip did not give up and continued the war for the rest of Elizabethās reign, the defeat had cost Spain dearly, both financially and in terms of its power ā¢ The Armada marked the start of a long decline in Spainās power and fortunes. ā¢ English ships were sent on voyages of discovery and set up valuable new trade routes ā¢ By the end of Elizabethās reign, the navy was also trying to set up a new colony in Virginia ā¢ The English victory boosted Elizabethās popularity & strengthened the Protestant causeJULY 3 ELEKTRISIDAD