Zachary+Blair

The Search for Spices

The Europeans needed to find new trading routes.

Prince Henry was a pioneer in the exploration of Africa. The Portuguese discovered calicut and became a world power.

Spain and Portugal were the two most powerful countries in the world. Ferdinand Magellan was the first person to circumnavigate the world.

Item of great value.

Uranium- used to make the most powerful weapons to date, uranium is coveted by developed countries. Some countries possessing uranium are the U.S, Russia, France, Iran, Pakistan, The United Kingdom, and the people's republic of China. Not only do they lack the natural resources to make the weapons, but they may also lack the technology to make the weapons.

1. Describe how Portuguese setablished foothold's on Africa's coasts.

2. Analyze how European actions affected the slave trade and the rise of African states.

3. Understand how the European presence in Africa expanded.

Portuguese established trading posts in present day congo zambia and zimbabwe. Slavery existed in Africa in ancient times. Some states in Africa disappeared because of slavery. Some powerful african empires were; The Asantis, The Oyo.

Establishing a good trading post Guard Post Good relationship with the people Routes by sea

After Vasco da gama's voyage, the Portuguese spread into the indian ocean. The dutch companies had soverign power, making a powerful force. By 1641, the dutch had a monopoly. Spain conquered the philliphines.

Cortes conquered Tenochtitlan form the aztecs. Pizzaro took peru after atahualpa took his brother.

The spanish king used the encomienda system to rule over new spain. Missionaries introduced spanish culture to the natives. Spain held a tight grip on what went in and out of new spain. Bartolome de las casas suggested to import africans to work on the plantations.

Ruling the Spanish Empire Governing the Provinces

When Spain conquered most of the new world, they set up a series of laws and systems to govern her colonies. The King was the ultimate ruler of all of the colonies and he chose people he though were responsible enough to govern the colones, known as Viceroys. To govern these colonies, one needed to be born in Spain. These Spanish bron were known as penninsulares and they had the highest social satanding out of all the ethnic groups. The Spanish then built Spanish style cities, with town squares in the center surrounded by a central church and government buildings.

- Bella & Zach.

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

Comments (write a paragraph):

Effects of Global Conquest:

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

Comments (write a paragraph):

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

Comments (write a paragraph):

Austria and Prussia The Holy Roman Empire was a patchwork of small scattered states. The 30 years war began in Bohemia.

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

1) Report Card for Voltaire (1) || Below Average  (2) || Average  (3) || Above Average  (4) || Outstanding  (5) || The Enlightenment The enlightenment is widely believed to have began in france. A new style emerged known as rococo, which charmed viewers unlike barouqe, which was very grand. Some monarchs began to embrace enlightenment, now being known as enlightened despots. These monarchs attempted to use enlightenment ideals in they way they governed their kingdoms.
 * || Poor
 * Charisma ||  ||   ||   ||   || me dat ||
 * Intelligence ||  ||   ||   ||   || me dat ||
 * Determination ||  ||   ||   ||   || me dat ||
 * Ability to Problem-Solve ||  ||   ||   ||   || me dat ||
 * Decision-Making Ability ||  ||   ||   ||   || me dat ||
 * Describe the person's leadership style ||  ||   ||   ||   || me dat ||
 * Significance to others ||  ||   ||   ||   || me dat ||
 * Evidence of Achievements ||  ||   ||   ||   || me dat ||
 * Relevance to Contemporary History ||  ||   ||   ||   || me dat ||
 * ||  ||   ||   ||   || me dat ||
 * Overall Impact on History ||  ||   ||   || Score: || me dat ||

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

The American Revolution After the british imposed large taxes, the colonists revolted, and the boston massacre took place. A series of civil wars took place, and after defeating the english, america claimed independence.

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

Report Card for Marie Antoinette (1) || Below Average (2) || Average (3) || Above Average (4) || Outstanding (5) ||
 * || Poor
 * Charisma ||  ||   ||   ||   || me dat ||
 * Intelligence ||  ||   || so-so ||   ||   ||
 * Determination ||  ||   ||   || uzt ||   ||
 * Ability to Problem-Solve ||  || mi nuh rate dat ||   ||   ||   ||
 * Decision-Making Ability ||  ||   || so-so ||   ||   ||
 * Describe the person's leadership style ||  || mi nuh rate dat ||   ||   ||   ||
 * Significance to others ||  ||   ||   ||   || me dat ||
 * Evidence of Achievements ||  || mi nuh rate dat ||   ||   ||   ||
 * Relevance to Contemporary History ||  ||   || so-so ||   ||   ||
 * Overall Impact on History ||  ||   ||   || Score: || so-so ||
 * Overall Impact on History ||  ||   ||   || Score: || so-so ||