FilmQ04d_Ch19- The Iberian Peninsula and the Age of Sail
How to Use Video as a Source
Step #1: Familiarize yourself with film questions prior to viewing the film. By reading the questions and understanding the vocabulary contained within, you allow yourself the luxury of viewing the film without having to look at the questions continuously.
Step #2: View and Listen Attentively. Unlike a book, a video provides information via visual images and audio. Both forms of data are ‘more valuable together’ than separately. For example, turn the volume off on your TV during your favorite program. Then, raise the volume while ‘blacking out’ the image. Under which conditions was the data most richly delivered? Always make sure that you have unobstructed viewing of a film and that the sound is audible.
As you view the video, pay attention to visual and/ or audio cues that reflect the issues raised by the questions below. Your responses should refer to video content as well as your current knowledge and understanding of history.
Step #3: Organize Your Thoughts. Unlike a book, the data from a video is often delivered at a constant rate. With a book, you can slow your reading speed when you encounter a particular segment that is complicated. You can also turn back to a previous page to review information. A film is a bit different in that you may not always have the option to use ‘slow motion’ or ‘rewind’. Therefore, maintaining focus on the imagery and sound is important. Targeted Notes will reduce the amount of time you’re looking away from the film. By writing quick and simple phrases of a few words each, you maintain greater attention to film events. Targeted notes use key words/ phrases that will ignite a thought or idea when you read them later. There is no concern for grammar or spelling while doing this. After the film has ended, you look at your targeted notes and manipulate the data to compile responses in complete sentences.
Organizational Tip: Vertically divide your sheet of paper (where you’ll write your responses). On the ‘left’ half, take targeted notes for each question given. After viewing the video, use the targeted notes to compose complete responses to each question (on the ‘right’ half of the sheet).
Your responses to these film questions will form the foundation of, or supplement, your notes for this lesson. The presence of (and conflict between) Venice and the Ottoman Empire has subjected Europe to commercial blackmail. Enthusiastic defense of trade routes and exorbitant prices on certain goods have motivated certain societies to seek an alternative to the Venetian/ Ottoman monopoly. Any nation wishing to bypass Venice and the Ottomans would have to set their gaze toward the Atlantic, not the Mediterranean. Europe will increasingly turn to the new heirs of capitalist ventures. The new heirs will be coming from Iberia (Portugal and Spain).
SOURCE: Millennium Video Series, The 15th Century: Century of the Sail. CNN Productions, Inc. ©1999. [~10 Min.]
Context:15th – 16th C., Iberian Peninsula, Europe. Technology & the Age of the Sail
1. Geographically, why would Portugal be a leader in the exploration of the oceans?
2. Commercial success is often dependent on strong leadership. Who does Portugal look toward for leadership that is in keeping with the principles of the Renaissance?
3. The Portuguese plan to sail around the southern-most tip of the African continent was a daring plan. What motivated them? What fueled the imagination of ‘would-be’ explorers? What geographic and foreign commercial challenges faced them? Who made the quest to the East a reality?
4. Why was Portugal willing to venture into the ocean when ancient routes to the East were available?
5. To what extent was Christopher Columbus’ proposed plan a bold step for him and Spain?