The presentation "Discovery of South America" is used to study the topic "Great Geographical Discoveries." Available full characteristics expeditions of H. Columbus, all 4 expeditions are indicated on the map. The presentation helps to activate the mental activity of students when studying a topic and to consolidate knowledge.
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Discovery of South America
By the 15th century, sailing ships (caravels) that were reliable enough for ocean navigation had been created, the compass and sea charts had been improved, and the experience necessary for long-distance navigation had been acquired.
The discovery of South America is associated with Columbus's search for a new route to India.
Based on the idea that the Earth was spherical, the navigator Christopher Columbus proposed trying to reach India by sailing west along the Atlantic Ocean.
The first expedition of Christopher Columbus consisted of three ships: “Pinta”, “Santa Maria” and “Nina”. The flotilla left Palos on August 3, 1492.
October 12, 1492. Columbus landed on the shore, which the locals call Guanahani, planted a banner on it, declared the open land the property of the Spanish king and formally took possession of the island. He named the island San Salvador.
On October 14-24, Columbus approached several more Bahamian islands, and on October 28 - December 5, he discovered part of the northeastern coast of Cuba. On December 6 he reached the island of Haiti and moved along the northern coast. The famous navigator was sure that he was on the territory of Asia, and called the islands the Western Indies - the West Indies.
On March 15, 1493 he returned to Castile. From America, Columbus brought seven captive American natives, who in Europe were called Indians, as well as some gold and plants and fruits never seen before in the Old World, including corn (in Haiti it is called maize), tomatoes, peppers, tobacco, pineapples, cocoa and potato (because of its beautiful pink and white flowers).
The second expedition (1493-96), led by Admiral Columbus, as viceroy of the newly discovered lands, consisted of 17 ships. On November 3-15, 1493, Columbus discovered the islands of Dominica, Guadeloupe and about 20 Lesser Antilles, and on November 19, the island of Puerto Rico. In March 1494, in search of gold, he made a military campaign deep into the island of Haiti, and in the summer he discovered the southeastern and southern coasts of Cuba, the islands of Juventud and Jamaica. Over the course of 40 days, Columbus explored south coast Haiti, the conquest of which continued in 1495. In the spring of 1496 he sailed home, completing his second voyage on June 11 in Castile, Columbus announced the opening of a new route to Asia.
Christopher Columbus died in 1506, fully confident that he had discovered a new route to India. Four expeditions of Columbus.
The travels of the navigator Amerigo Vespucci were important for understanding the essence of the discovery of Christopher Columbus. In 1499-1504 he made four trips to the shores of America.
A. Vespucci, under the Portuguese flag, explored the Brazilian coast to Cape Cananea and put forward the hypothesis that the lands discovered by Columbus were not China and India, but a new continent and proposed calling it the “New World”. In 1507, the German cartographer and publisher Martin Waldseemüller, in the preface to Vespucci’s book, proposed calling the “New World” in honor of Amerigo - America (without Vespucci’s knowledge) and this name came into use.
One of important points The expedition of the scientist Alexander Humboldt is considered in the history of the exploration of South America. The German researcher set himself the goal of studying the nature of the continent and studying its indigenous population. His works are priceless - he described the nature around him, studied about 12 thousand plants and even created a map of South America, which can be called geological.
The result of this expedition was the fundamental work “Journey through the tropical regions of the New World...” (30 volumes, 1807-1834).
Material contains various shapes work: searching for geographical objects using atlas maps, working in a contour map, working with a textbook. During the work, students remember the names of scientists and travelers, nomenclature. They strengthen their skills in working with a map.
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SOUTH AMERICA
SOUTH AMERICA IS A CONTINENT OF MANY RECORDS.
1.The longest mountain range is located here
The highest peak in the western hemisphere, Aconcagua
The highest lake Lake Titicaca
The largest lowland is the Amazonian lowland.
The most extensive forest area of the Evergreen Forests
The deepest river is the Amazon.
Coastline 1. What berries does the continent resemble in its outline? 2. Rate the coastline. Draw a conclusion. 3. work on the contour map: mark: Gulf of Venezuela, Lake Maracaibo, Titicaca. Sargasso Sea Islands: Tierra del Fuego, Falklands, Galapagos, Haiti, Trinidad Straits: Magellan, Drake. Capes: Horn. Froward, Cabo Branco, Parinhas, Gallinas; Isthmus of Panama.
History of discovery option 1 - Christopher Columbus. (date of travel, purpose of travel, what was discovered, 2 options - Spaniards and Portuguese. (purpose of travel. 3 option - Alexander Humboldt Date, purpose, discoveries (research) 4 options - Russian travelers explorers (date, purpose, research
Santa Maria P inta Niña baby
Who really discovered the continent?
FGP of South America Factors that determine the FGP of the continent South America Africa Conclusion about the similarities and differences of FGP Relation to the equator Relation to the prime meridian Relation to other continents Relation to the oceans
South America Africa Conclusion about the similarities and differences of FGP Relation to the equator Most of the continent is located in the southern hemisphere The equator crosses the continent almost in the middle. Both continents are crossed by the equator, but it crosses Africa in the middle. Most of South America lies south of the equator. Relation to the prime meridian. Located in the western hemisphere. Most of the continent is in the eastern hemisphere; the prime meridian crosses the continent in the west. Relationship to other continents In the north it borders with North America Influence of Antarctica In the north it borders with Eurasia Relationship to the oceans In the east it is washed by the Atlantic Ocean. In the west- Pacific Ocean In the west it is washed by the Atlantic Ocean, in the east by the Indian Ocean. Both continents are washed by the Atlantic Ocean, but Africa is also washed by the Indian Ocean, and South America by the Atlantic
SOUTH AMERICA
Slide 2
May the Southern Cross shine upon you,
The names are almost like music.
Shacks in the middle of garbage
May the Southern Cross shine upon you...
The herds, tired of grazing,
Hungry - the royal gauchos.
And the birds are smaller than butterflies,
And butterflies - with the scope of birds...
R. Rozhdestvensky
Slide 3
Consider the peculiarities of the geographical location of the continent, compare with other continents, get acquainted with the names of the great discoverers of the Earth
Slide 4
- Geographical location.
- America is one part of the world and two continents. Geographical location of South America.
- History of discovery and geographical research (A. Vespucci, A. Humboldt, N. Vavilov).
- The contribution of immigrants from Belarus to the study of the nature of the continent (I. Domeiko, K. Elsky)
Topic plan
Slide 5
Many areas of this continent have already been studied, and we have quite a lot of information about them. However, a number of white spots still need to be “erased” in areas that are difficult to access or covered with dense vegetation. The reason that these places have not yet been explored lies in the size of the South American continent and the exceptional diversity of its nature.
Jean Darst, modern explorer of South America
Slide 6
Group assignments:
- Area, place among all the continents of the Earth;
- Position relative to the equator;
- Position relative to the prime meridian;
- Oceans, seas washing the continent;
- Bays, straits;
- Compare these points with Australia
- Islands;
- Peninsulas around the South American coastline;
- Compare the number of islands and peninsulas with Australia
- Extreme points;
- Climatic zones of South America;
- Compare with Australia
Slide 7
Slide 8
From the history of the discovery and exploration of South America
- Christopher Columbus (1451 – 1506)
- Amerigo Vespucci (1451 – 1512)
- Francisco Pizarro (c. 1475 – 1541)
- Francisco Orellana (c. 1511 – 1546)
- Alexander Humboldt (1769 – 1859)
Slide 9
- First expedition - 1492 (discovery of the Greater Antilles)
- Second expedition - 1493-1496 (exploration of these islands)
- Third expedition - 1498 (discovery of the island of Trinidad)
Christopher Columbus
Slide 10
- The name America is associated with his name.
- Member of several Spanish expeditions 1499 – 1504.
- He colorfully described the lands lying south of the equator and called them the New World
Amerigo Vespucci
Slide 11
Spanish conquistadors
Francisco Pizarro crossed the Isthmus of Panama, discovered part of the Pacific coast, and participated in the conquest of Panama and Peru
Francisco Orellana made the first voyage of the Amazon River, the first European to cross South America at the widest part of the continent
F. Pizarro
Slide 12
Slide 13
Alexander Humboldt, together with Elie Bonpland, conducted a study of the nature of the continent
- A. Humboldt
- E. Bonpland
Alexander Humboldt
Slide 14
In the 1920s–1930s, Vavilov was a participant and organizer of many expeditions to collect cultivated plants, in particular to the countries of Central and South America
In 1932-1933 - to Guatemala, Cuba, Peru, Bolivia, Chile, Brazil, Argentina, Ecuador, Uruguay, Trinidad, Puerto Rico.
He established the centers of origin of plants: the Central American center (Southern Mexico, Central America, the islands of the West Indies), which gave corn, beans, upland cotton (long-fiber), vegetable peppers, cocoa, etc. The Andean center (mountainous regions of South America) is the birthplace of potatoes, tobacco, tomato, rubber tree and others.
N. I. Vavilov
Slide 15
Ignatius Domeyko
- Ignacy Domeykogeologist, mineralogist, geographer
- Date of birth: July 31, 1802)
- Place of birth: Nedzvyadka, Novogrudok district, Minsk province
- Date of death: January 23, 1889) (age 86)
- Place of death: Santiago de Chile
- Ignatius Domeyko
- Ignacy Domeyko
Slide 16
According to the methodology developed by Domeyko, knowledge was consolidated through practical studies in chemistry, physics, and geology. In 1845, he published a book in Spanish describing the life, culture, and language of the Araucan Indians, translated into several languages.
After the expiration of the contract, he settled in Santiago de Chile. In December 1848 he received Chilean citizenship, and in the summer of 1850 he married a Chilean woman. In 1852, he was appointed head of the delegation for higher education and since then has been energetically involved in organizing education and scientific institutions in Chile. In 1867 he was elected rector of the University of Chile (Universidad de Chile) and was re-elected four times, remaining in this position for sixteen years. The Mining School, established on his initiative, trained Chilean national cadres of mining teachers, geologists, and mineralogists.
Organized a meteorological service in Santiago de Chile. He continued to engage in mineralogical research, studied a meteorite discovered in the Atacama Desert, and studied the aborigines of South America. Scientific works(about 130) wrote mainly in French and Spanish. His textbook was published in several editions and at the same time scientific work Elementos de mineralojia (1854, 1860, 1879), with several appendices. He maintained contacts with his fatherland, sending his works and other publications published in Chile to the universities of Warsaw and Krakow, and took care of the creation of a mineralogical museum in Krakow. Became a member of many European scientific societies.
Domeyko's grave in Santiago de Chile
Until 1846, he taught at the La Serena Mining School (Coquimbo; now the university in this city bears his name). He conducted various studies, completed mineralogical collections, founded a physical laboratory, a scientific library, and a zoological collection.
Slide 17
ELSKY Konstantin Mikhailovich (17.2.1837-26.11.1896)
After staying in Guiana for more than four years, Yelsky moved to Peru in 1869, where he worked for about ten years. He studied the fauna of the surrounding area of Lima, crossed the Cordillera and went to the Chanchamayo Valley and to the area of Lake Junin. Together with fellow countryman Jan Stolzman, the traveler explored in 1875-78. the northern regions of Peru on the border with Ecuador, and then the valley in the upper reaches of the river. Marañon (upper Amazon). (For the travel itinerary, see p. 140.) During this period, Elsky participated in the creation and organization of the work of the natural history museum in Lima.
Slide 18
Slide 19
South America is the fourth largest and fifth most populous continent on the planet. America is part of the world. The area of South America with islands is 18.28 million km. sq. South America also includes the Tierra del Fuego archipelago, the Chilean and Falkland Islands, and the Galapagos.
Slide 20
§ 44 Anticipatory task (optional)
View all slides
Sections: Geography
Class: 7
Lesson motto:“What is obtained by independent labor is the most valuable acquisition.”
Objective of the lesson: create conditions for active cognitive activity of students when studying the geographical location and history of the discovery of South America.
Place of the lesson in the study of the topic: Lesson No. 1 on the topic “South America”.
Lesson type: learning new material.
Lesson objectives:
- Educational:
- consider the features of the geographical location of the continent of South America;
- draw conclusions about the influence of the geographical location of the continent on its nature;
- compare the geographical location of South America and Africa;
- get acquainted with the history of the discovery of the continent.
- Educational:
- continue to develop the ability to determine the geographical position of the continent;
- develop skills in working with contour maps and atlases;
- develop the ability to analyze and compare, find similarities and differences.
- Educational:
- fostering curiosity;
- formation of independence, the ability to cooperate with others, evaluate oneself;
- to form the experience of equal cooperation between teachers and students in the process of group and individual education of schoolchildren.
Teaching methods: visual-illustrative, reproductive, partially search, research.
Methods of cognition: statistical, analysis, forecast, comparative, cartographic, assessments.
Forms of organizing educational activities: frontal, individual, group.
Equipment: physical map of South America, physical map of the world, atlases, contour maps, textbook, portraits of researchers and travelers, multimedia system, computer presentation, reference and information material on the topic “South America”.
Implementation of lesson objectives: formation of the image of the continent based on an integrated approach, working with different sources information, with a focus on developing students’ subject, information and communication competencies.
Health and psycho-saving environment: creation of comfortable conditions, active forms of studying educational material, changing types of activities, compliance with sanitary and hygienic requirements.
Conclusion: Since there are high mountains in the west of the continent, air masses from the Pacific Ocean will not be able to penetrate deep enough into the continent, so the Atlantic Ocean will have a greater influence.
– Off the western coast of the mainland there is the cold Peruvian Current, on the eastern coast there are warm currents: the Guiana and Brazilian Currents and the cold Falkland Current.
Conclusion: cold currents off the coast of the mainland will prevent the formation of clouds and precipitation, while warm currents, on the contrary, will contribute to this.
(slide 28) Determine how the continent of South America is located relative to other continents. Can you tell whether nearby continents and islands will have an impact on the nature of South America?
– The continents of North and South America form part of the world “America”.
Conclusion: The continent of North America has practically no influence on the nature of South America, since for millions of years the development of the nature of these two continents proceeded independently. (North America was part of Laurasia, and South America was part of Gondwana). But the “cold breath” of Antarctica is felt at the southern tip of the continent.
What are the outlines of the continent?(slide 29)
The coastline of the mainland is slightly indented. The banks are mostly flat and straight. In the north, the Gulf of Venezuela juts out into the land with the Maracaibo lagoon lake. In the eastern part there are bays at the mouths of rivers.
The largest of them is La Plata Bay, which is a flooded mouth (estuary) of the Parana and Uruguay rivers.
Information for scholars: La Plata Bay ( Appendix 2 )
(slide 30) Only the southwestern coast of the mainland is indented by fjords (narrow, long bays); there are many small bays, islands, and straits. Which islands is South America surrounded by? Find them on the map.
Information for scholars: The Lesser Antilles, Falkland Islands (Malvinas), the island of Trinidad, the Tierra del Fuego Archipelago, the Galapagos Islands, the Strait of Magellan separates South America from the island. Tierra del Fuego. Why did the strait get this name?
And after whom is the world's widest strait, separating South America from Antarctica, named?
South America is separated from Antarctica by the Drake Passage.
Information for scholars: Drake Passage. ( Appendix 2 )
Practical work No. 11
« Determining the similarities and differences in the geographical locations of Africa and South America" (slide 31).
Purpose of the work: identify similarities and differences between the physical and geographical positions of South America and Africa.
Factors determining the mainland's FGP |
South America |
Conclusion about the similarities and differences of FGPs |
|
| Relation to the equator | Most of the continent is located in the southern hemisphere | The equator crosses the continent almost in the middle | Both continents are crossed by the equator, but it crosses Africa in the middle. Most of South America lies south of the equator |
| Relation to the Prime Meridian | Located in the Western Hemisphere | Most of the continent is in the eastern hemisphere. The Prime Meridian crosses the continent in the west | |
| Relation to other continents | In the north it borders North America | In the north it borders with Eurasia | |
| Relationship to the oceans | In the east it is washed by the Atlantic Ocean, in the west – by the Pacific Ocean | In the west it is washed by the Atlantic Ocean, in the east by the Indian Ocean | Both continents are washed by the Atlantic Ocean, but Africa is also washed by the Indian Ocean, and South America by the Pacific Ocean. |
How can you explain the similarities in the position of these two continents and in the outline of their coastlines? (slide 32)
(slide 33) Conclusion.
III. Reinforcing the material covered(slides 34-35).
Compose a syncwine “South America”
Sinkwine clearly, concisely defines the subject of study, has the following sequence:
1st line – name of the syncwine: Mainland South America;
2nd line – two adjectives;
3rd line – three verbs;
4th line – a phrase on the theme of syncwine;
Line 5 is a noun.
For example:
- South America
- Wet, mysterious
- Attracts, intrigues, fascinates
- Mainland records
- Columbus
Or Find errors in a letter from Dunno.
“Hello dear seventh graders! I can't come to your class, but my letters will help you learn about South America. South America is the largest continent on earth, the equator does not cross South America, but the prime meridian divides it into the northern and southern hemispheres. The continent is washed by the waters of three oceans: the Atlantic, Pacific, and Indian. The Mediterranean Sea separates it from North America, and the Panama Canal connects the Pacific Ocean with the Indian Ocean. The Drake Passage separates South America from the island of Tierra del Fuego. But that's all for now. Read my letters and you will know everything about South America!”
IV. Lesson summary(slide 36)
V. Homework(slide 37): paragraph 31, compose a syncwine “South America” or a crossword puzzle “Geographical location and history of the discovery of the continent.”
VI. Reflection(slide 38)
Guys, in front of you are multi-colored coffee beans. Choose the color of the grains that fully reflects your perception of our lesson today.
(slide 39) Every person is born a dreamer and traveler. Reading adventure books, we strive to set foot on an unknown, but alluring shore with secrets. The world of distant countries is calling for you. However, in real life, not everyone manages to become a participant in discoveries, and then their hearts respond with sadness to the touching lines of R. Rozhdestvensky:
I regret that I did not see the face of the whole earth,
All its oceans, icy peaks and sunsets.
Only the sail of dreams guided my ships around the world,
Only in the glass windows did I meet albatrosses and stingrays.
I didn't hear Big Ben strike the hour in London,
I did not see how the stars are sliding lower and lower towards the fiords,
How the bitter snow of the Atlantic foam boils behind the stern
And at the beginning of spring, violets in Paris turn blue. (slide 40)
List of used literature(slide 42) :
- Krylova O.V."Geography lessons 7th grade." M.: Education, 1990.
- Barinova I.I.“Modern geography lesson. Methodological developments lessons for grade 7: Continents and oceans", M., "School Press", 2003.
- Benkovich T. M., Benkovich D. L. Basic notes in teaching geography: 7th grade: Book. For the teacher: From work experience. – M.: Education, 1995.
- Perepecheva N.N.“Non-standard geography lessons for grades 6-7”, Volgograd, “Teacher”, 2004.
- Galeeva N.L., Melnichuk N.L.“One hundred techniques for student success in geography lessons”, M.: “5 for knowledge”, 2006.