Bree-Anna+Brown

November 16,2010

Reasons To explore

- Find riches

- New trade routes

-Spread religion

Portugal Leads

Columbus

Objectives:

1.Understand European Motivation for exploring the seas

2. Analyze Early Portuguese and Spanish Explorations

3.Describe European searches for a direct route to Asia

__**Oil**__
 * The country with the most oil is Saudi Arabia.

Describe how the Portuguses established footholds in african coasts analyse how European actions affected the slaves and the rise of african states understand how the European presence in africa expanded

November 18,2010

How and why did the Portuguese begin exploration in Africa.Predict: what would the impact be in South and Southeast Asia? They traded slaves for gun fire

Think about:
 * 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 sicessful trading post
 * Set up on a place near water
 * get a guarding post
 * establish good relationship with the natives
 * By force figure out a way to get them to do what you want
 * Think about ways you can respond to a bully: fight back,negotiate and give in. What are the pro and cons of each option
 * Pros of fighting back:- You might win
 * Cons of fighting back:- you might lose
 * Pros of negotiating:- there are none
 * Cons of negotiating:-
 * Strategic: relating to the identification of long-term or overall aims and interests and the means of achieving them

Objectives: European Footholds in South and Southeast Asia - After Vasco de Gava'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 frequency 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 captured 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 Christianity 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.

November 19,2010

>> - Analyze the results of the first encounters between the Spanish and Native Americas. >> - Explain how cortes and Pizarro gained control of the Aztec and Incan empires. >> - Understand the short- term and long- term effects of the Spanish on the peoples of the peoples of the Americas. >> >> Activities >> - Answer the following questions in your groups: >> - What were some of the results of the encounters between the Spanish and the Native Americans. >> - How did Cortes and Pizarro gain control of the Aztec and Incan empires? >> - What were short- term and long term effects of the Spanish on the peopels of the Americas?
 * Objectives:
 * || Objectives:

(1) || Below Average (2) || Average (3) || Above Average (4) || Outstanding (5) ||
 * Poor
 * Charisma ||  || 3 ||   ||   ||   ||
 * Intelligence ||  || 3 ||   ||   ||   ||
 * Determination ||  ||   || 4 ||   ||   ||
 * Ability to Problem-Solve ||  || 3 ||   ||   ||   ||
 * Decision-Making Ability ||  ||   || 5 ||   ||   ||
 * Describe the person's leadership style ||  || 4 ||   ||   ||   ||
 * Significance to others ||  ||   ||   || 3 ||   ||
 * Evidence of Achievements ||  ||   ||   || 3 ||   ||
 * Relevance to Contemporary History ||  ||   || 4 ||   ||   ||
 * ||  || 5 ||   ||   ||   ||
 * Overall Impact on History ||  ||   ||   || Score:34 ||   ||

Comments (write a paragraph):

Volturie (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: || 38 ||
 * Overall Impact on History ||  ||   ||   || Score: || 38 ||

Voltuire (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: || 38 ||
 * Overall Impact on History ||  ||   ||   || Score: || 38 ||

Thomas Hobbes

(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:32 ||   ||
 * Overall Impact on History ||  ||   ||   || Score:32 ||   ||

Thomas Jefferson

(1) || Below Average (2) || Average (3) || Above Average (4) || Outstanding (5) ||
 * || Poor
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Charisma ||  ||   ||   ||   ||   ||
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Intelligence ||  ||   ||   ||   ||   ||
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Determination ||  ||   ||   ||   ||   ||
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Ability to Problem-Solve ||  ||   ||   ||   ||   ||
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Decision-Making Ability ||  ||   ||   ||   ||   ||
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">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) ||
 * king phillip || 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: ||   ||

>>