Emma+Bunting

Reasons to Explore: - find new trade routes - acquire new riches - to establish overseas empires - spread the word of God, increase their power

Portugal Leads - Prince Henry encouraged sea exploration. - His ships sailed to explore the western coast of Africa - Vasco de Gama led ships across the Indian Ocean - Portuguese created large trading empire around the Indian Ocean

Columbus Sails: -Gets King Ferdinand and Queen Isabella to pay for his voyage. - Sails west and stumbles upon the new world

Objectives: Understand European motivation for exploring the seas. Analyze Early Portuguese and Spanish Explorations. Describe European searches for a direst route to Asia.

The Search For Spices

- The Crusades introduced the Europeans to the luxury good from Asia. - The Europeans then traded with the Asians taking complex routes through the Mongol Empire - Spices used to preserve food, add flavor to meat and make medicines and perfumes. - The Arabs along with the Italians controlled the trade between Asia and Europe - Prince Henry believed that the Portuguese could convert the Africans from islam to Christianity. - That way it would be easier to find the riches the Muslime traders had controlled. - The Portugues crew was npw run by a navigator named Vasco de Gama who led the ships around the Cape of Good Hope. - They reached a port in India called Calicut - Created a vast tradie empire called World Power - The news of Portugal's success spread and everyone began to look for a sea route to Asia - Christopher Columbus knew that the world was a sphere - The Portuguese would not help him and so he got assistance from the Queen and King of Spain - The Pope set a Line of Demarcation which divided the non- European world into two zones. - The west belonged to Spain, east for Portugal - Direct route to Asia had not been found - Soon, Ferdinand's found the South Sea, which he renamed as the Pacific Ocean, from the latin word 'peaceful' - Ferdinand's mission was now accomplished.

Identify an item that is of great value today:- Bauxite - Who controls the item? Guyana - What prevents people from obtaining? Write a paragraph: How and why did Portugal take the lead in overseas exploration? Portugal took the lead in overseas exploration because Prince Henry got together scientists, map makers and other experts to help explore the Western Coast of Africa.

Debate on celebrating Columbus day: - Argue for the Holiday - Argue Against the Holiday - Panel

1. Geography Interactive Guided Tour 2. News Search: Scan the news for articles about turbulence or economic difficulties in Africa 3. Did any of these problems stem from events during the Age of Exploration?

How and why did the Portuguese begin exploration in Africa. Predict: what would the impact be in South and Southeast Asia? The Portuguese had set up trading posts, forts and footholds and were not trying to stay permanently. They wanted to South and Southeast Asia will also probably do as much trading as possible and leave.

You are a European explorer setting up a trading post in Asia. List the preparations that you need to make in order to develop a successful trading post. - Set up in an area that is easily accessed - Make sure you have protection - Make sure you have resources that others want

- Think about ways to respond to a bully: fight back, negotiate and give in. What are the pros and cons of each option?

Fighting back Pro: Might be victorious Con: You could lose

Negotiate Pro: Reach a temporary agreement Con: There's no such thing as negotiating with a bully, they'll do what they want in the end

Give in Pro: don't lose lives Con: not able to defend your rights

Strategic: to act with a strategy in mind, to not just do things, but to do them with a plan

Objectives: - Summarize how Portugal built a trading empire in South and Southeast Asia.

European Footholds in South and Southeast Asia - After Vasco de Gaa's voyage, the Portuguese spread into the indian Ocean. - By that time, the Muslim rulers already established the Mughal empire throughout most of India. - The Portuguese took over the island of Goa, which is off the coats of India - Made into their military and commercial base. - In less than 50 years, the Portuguese had built a trading empire with military and merchant outposts. - The Portuguese lacked resources to make inroads to the region. - They made an effort to convert their people to Christianity and by 1600's, they converted fewer than a million people to Christianity - Christianity would unite people. - The Dutch were the first Europeans to challenge portuguese domination of Asian trade. - In 1599, the Dutch came back to Amsterdam from being in Asia for over a year - They brought back spices - The Netherlands gained a secure foothold in the region after a frency of overseas activities - In 1602, the Dutch East India Company was formed by a group of wealthy Dutch merchant. - The company had full sovereign power, unlike the Spanish and Portuguese companies, and were powerful from the start. Eventually dominated region. - In 1641, Malacca was caputured from the Portuguese by the Dutch and opened trade with China. - A monopoly was then formed in the spice islands, controlling shipments to Europe as well as trade within Southeast Asia. - The Dutch trading empire declined - Spain decided to take over the Phillipines because the Dutch and the Portuguese set up bases on the fringes of Asia. - Filipinos were not united so they decided to turn them all to Chrisitanity creating a stronger force. - Mughal India: center of spice trade, major in exporting a lot of silk and cotton cloth - No kingdom in Europe was as large or as wealthy or as powerful - Over time, Mughal empire weakened. - Used its great wealth to dominate most of India.

Objectives: - Describe European contacts with Ming China - Understand the Manchu conquest and its impact on European trade. - Analyze the factors that led Korea to isolate itself from other nations - Summarize Japan's attitude toward foreign trade and how they changed over time.

Encounters in East Asia
 * The European's increasing profits in the trade industry led them to trade with the Chinese.
 * The Chinese had no interest in Europe, and claimed they owned the world
 * The Portuguese traded gold and silvr with the Chinese since it was the only thing Europeans had that was of equal value to Chinese porcelain and crafts, metal which was superior to what was found in Europe.
 * In later years, Christian missionaries, primarily Jesuists, came to China in hopes of converting the people and teach them about the Renaissance.
 * Despite their effots, the missionaries failed to change the Chinese, including Matteo Ricci who was one of the most prestigious Jesuit priests at the time.
 * In the early 1600s, the Ming were conquered by the machus people
 * After taking control of Chine, the Manchus made Beijin their capital in 1644
 * Established the Qing dynasty which was ruled by a Confucian government.
 * Chinese borders were extended, influence spread and peace maintained during the rule of Kangzi
 * Silk, cotton, and porcelain industries rose sharply as well
 * Korea is invaded by Japan and after recovery, the Qing come in and take over them
 * This makes things hard for the Koreans to warm up to the Europeans.
 * Japanese welcomes Europeans to trade with.
 * Shoguns, powerful military leaders viewed the Europeans as source of trouble after hearing what went on in other Asian countries.
 * The Japanese were fed up with this and decided to retaliate.

Conquest in the Americas

Objectives: - Analyze the results of the first encountrers beteen the Spanish and Native Americans - Explain how Cortés and Pizarro gained control of the Aztec and Incan empires - Understand the short term and long term effects of the Spanish on the people of the Americas.

- In 1492, Christopher Columbus landed in the Caribbean which is now called the West Indies - Columbus first meeting with the Natives began a cycle: encounter, conquer and death - When Columbus first arrived in the West Indies, he came upon the Tainos. These Tainos were very friendly toward the Spanish, but still were treated harshly by the Spanish. - Columbus's encounter was repeted by a wave of Spanish conquers who arrived in America. They settled in the island of Hispanola - The Spanish had horses, which the natives were afraid of - Diseases, such as measles, smallpox and influenza, killed the natives because they were not immune to them - Natives population decreased by 90% because of this - From the Carribean, Spnaihs explorers studied the coasts of America. They told stories about empires rich in gold and that there were firece fighting people there - Hernan Cortes was a landowner in Cuba who went to Mexico and met up with an Indian woman named Malinche. She told him how she gained power by conquering other groups of people and they arranged an alliance to agreee to help Cortes fight the Aztecs - Moctezuma was terrifired that the leader of the pale-skinned bearded strangers might be Quetzacoatl. So he sent gifts and other goods. - Moctezuma welcomed Cortes. The Spanish tried to convert the Aztecs to Christianity and they imprisoned Moctezume so Cotes could gain power and gain control of their riches. Cortes forced Moctezuma to sign over his land and treasure. - Aztecs drove Spanish out - Cortes' Indians were captured and demolished Tenochtitlan. - Cortes's success inspired others. Pizarro arrived in Peru after Atahualpa had won the throne from his brother. - Atahalpa refused to become a Spanish vassal or convert to Christianity. Pizarro killed ten thousand Incas and the Spanish demanded a ransom for their ruler. Although they payed it, the Spanish still killed their leader. - PIzarro was killed by a rival Spanish faction a few years after he established the city of Lima.

Activities:

1. What were some of the results of the encounters between the Spanish and the Native Americans The population of the Native Americans declined due to the Spanish carrying diseases such as smallpox, measles, and influenza. The Native Americans were exposed to these diseases for the first time so they were not immune to them. They caused more feuds to arise and the groups to turn against on another. They killed the prosperity of the different tribes.

2. How did Cortes and Pizarro gain control of the Aztec and Incan empires? Cortes and Pizarro were able to gain control of the Aztec and Incan empires by defeating their leaders. Cortes forced Moctezuma to sign over his land and treasure to the Spanish while Pizarro captured the Incan ruler Atahualpa and demanded ransom.

3. What were the short-term effects of the Spanish on the people of the Americas? The short term was that they lost their riches The long term was that their population decreased.


 * Effects of Global Conquest**

1. How did European Exploration lead to the Columbian Exchange? - After the Europeans went to America, finding a variety of plants and animals, they took it back to Europe to show the rulers the prizes of their conquests. Columbus then began to colonize America, bringing with him plants and animals indigenous from Europe. Europeans took potatoes, corn, bananas, and sugar cane. The Americas were introduced to wheat, horses and grapes.

2. What was the commercial revolution? - The commercial revolution was a period of inflation, which is a sharp rise in prices due to an increase in the amount of money available.

3. What was mercantilism? What impact did it have on European and colonial economies? - Mercantilism is an economic policy that was adopted in order to strengthen national economies. This impacted European and colonial economies because they believed in order to build its supply of gold and silver, a nation must export more goods than it imported.


 * Elizabeth** I

Had left to go to football match, was not here for this presentation.


 * Louis XIV**

(1) || Below Average (2) || Average (3) || Above Average (4) || Outstanding (5) || Comments (write a paragraph):
 * || Poor
 * Charisma ||  ||   || 3 ||   ||   ||
 * Intelligence ||  ||   || 3 ||   ||   ||
 * Determination ||  ||   ||   || 4 ||   ||
 * Ability to Problem-Solve ||  ||   || 3 ||   ||   ||
 * Decision-Making Ability ||  ||   || 3 ||   ||   ||
 * Describe the person's leadership style ||  ||   ||   || 4 ||   ||
 * Significance to others ||  ||   || 3 ||   ||   ||
 * Evidence of Achievements ||  || 2 ||   ||   ||   ||
 * Relevance to Contemporary History ||  ||   || 3 ||   ||   ||
 * Overall Impact on History ||  ||   ||   || Score: || 29 ||
 * Overall Impact on History ||  ||   ||   || Score: || 29 ||


 * Catherine The Great**

(1) || Below Average (2) || Average (3) || Above Average (4) || Outstanding (5) ||
 * || Poor
 * Charisma ||  ||   ||   ||   ||   ||
 * Intelligence ||  ||   ||   ||   ||   ||
 * Determination ||  ||   ||   ||   ||   ||
 * Ability to Problem-Solve ||  ||   ||   ||   ||   ||
 * Decision-Making Ability ||  ||   ||   ||   ||   ||
 * Describe the person's leadership style ||  ||   ||   ||   ||   ||
 * Significance to others ||  ||   ||   ||   ||   ||
 * Evidence of Achievements ||  ||   ||   ||   ||   ||
 * Relevance to Contemporary History ||  ||   ||   ||   ||   ||
 * Overall Impact on History ||  ||   ||   || Score: ||   ||
 * Overall Impact on History ||  ||   ||   || Score: ||   ||

(1) || Below Average (2) || Average (3) || Above Average (4) || Outstanding (5) ||
 * Voltaire**
 * || Poor
 * Charisma ||  ||   ||   || 4 ||   ||
 * Intelligence ||  ||   ||   ||   || 5 ||
 * Determination ||  ||   ||   || 4 ||   ||
 * Ability to Problem-Solve ||  ||   ||   ||   || 5 ||
 * Decision-Making Ability ||  ||   ||   ||   || 5 ||
 * Describe the person's leadership style ||  ||   ||   || 4 ||   ||
 * Significance to others ||  ||   ||   || 4 ||   ||
 * Evidence of Achievements ||  ||   ||   || 4 ||   ||
 * Relevance to Contemporary History ||  ||   ||   ||   || 5 ||
 * Overall Impact on History ||  ||   ||   || Score: || 40 ||
 * Overall Impact on History ||  ||   ||   || Score: || 40 ||

Paris and France are said to be the heart of the Enlightenment. Ideas spread from France, all across Europe and beyond The educated people in Europe read Diderot's Encyclopedia and also the small pamphlets that spole about a broad range of problems. During the Age of Reason, these ideas seemed unscientific and irrational. Thinkers taught that a just society should make certain social justice and happiness. New literature, arts and science were the usual topics of discussion in the salons In the 1600s and 1700s, art evoved to meet the changing taste Musicians and composers developed new forms of music because of new Enlightenment ideals Bach wrote beautiful religious pieces for choirs and sonatas for violin and harpsichord Literature began to develop new forms and a much wider audience Courts of Europe became more appealing once the philosophers tried to convince the rulers that reform was needed Frederick II saw himself as the first servant of the state He praised Voltaires work and invited many of the intellignt French persons of the age to Prussia. Catherine the Great read works of the Philosophes and echanged letters with Voltaire and Diderot. Maria Theresa's son, Joseph II began to modernize Austria's govn and supported religious equality for the protestants and Jews He ended censorship Majority of the Europeans were untouched by either courtly or middle-class culture

(1) || Below Average (2) || Average (3) || Above Average (4) || Outstanding (5) ||
 * Thomas Hobbes**
 * || Poor
 * Charisma ||  ||   || 3 ||   ||   ||
 * Intelligence ||  ||   ||   || 4 ||   ||
 * Determination ||  ||   ||   || 4 ||   ||
 * Ability to Problem-Solve ||  ||   ||   || 4 ||   ||
 * Decision-Making Ability ||  ||   ||   ||   || 5 ||
 * Describe the person's leadership style ||  ||   ||   || 4 ||   ||
 * Significance to others ||  ||   || 3 ||   ||   ||
 * Evidence of Achievements ||  ||   ||   ||   || 5 ||
 * Relevance to Contemporary History ||  ||   ||   || 4 ||   ||
 * Overall Impact on History ||  ||   ||   || Score: || 36 ||
 * Overall Impact on History ||  ||   ||   || Score: || 36 ||

(1) || Below Average (2) || Average (3) || Above Average (4) || Outstanding (5) ||
 * John Locke**
 * || Poor
 * Charisma ||  ||   ||   || 4 ||   ||
 * Intelligence ||  ||   ||   ||   || 5 ||
 * Determination ||  ||   ||   || 4 ||   ||
 * Ability to Problem-Solve ||  ||   ||   ||   || 5 ||
 * Decision-Making Ability ||  ||   ||   || 4 ||   ||
 * Describe the person's leadership style ||  ||   ||   || 4 ||   ||
 * Significance to others ||  ||   ||   || 4 ||   ||
 * Evidence of Achievements ||  ||   ||   ||   || 5 ||
 * Relevance to Contemporary History ||  ||   ||   || 4 ||   ||
 * Overall Impact on History ||  ||   ||   || Score: || 39 ||
 * Overall Impact on History ||  ||   ||   || Score: || 39 ||

(1) || Below Average (2) || Average (3) || Above Average (4) || Outstanding (5) ||
 * Thomas Jefferson**
 * || Poor
 * Charisma ||  ||   ||   ||   || 5 ||
 * Intelligence ||  ||   ||   ||   || 5 ||
 * Determination ||  ||   ||   ||   || 5 ||
 * Ability to Problem-Solve ||  ||   ||   || 4 ||   ||
 * Decision-Making Ability ||  ||   ||   || 4 ||   ||
 * Describe the person's leadership style ||  ||   ||   || 4 ||   ||
 * Significance to others ||  ||   ||   ||   || 5 ||
 * Evidence of Achievements ||  ||   ||   ||   || 5 ||
 * Relevance to Contemporary History ||  ||   ||   ||   || 5 ||
 * Overall Impact on History ||  ||   ||   || Score: || 42 ||
 * Overall Impact on History ||  ||   ||   || Score: || 42 ||