Luca+Khouri


 * November 18 2010**

__Rise of European Empires__ - Summarize how Portugal built a trading empire in South and Southerneast Asia - Analyze the rise of the Dutch and Spanish dominance in the region - Understand how the decline of Mughal India affected European traders in the region The Portuguese reached Asia in 1514.
 * Objectives:**


 * Presentation:**

> He was one of the most brilliant age of the Qing.
 * The Chinese thought of the Portuguese as Barbarians
 * Europeans wrote enthusiastically about China
 * The Chinese demanded payment in gold or silver
 * Most Jesuits had a broad knowledge of many subjects, and the Chinese welcomed the change to learn about the Renaissance from these scholars
 * In the early 1600s, the Ming dynasty was decaying
 * The Qing Dynasty was set up by the Manchus
 * Kangxi ruled from 1661-1722.
 * China’s population rose from 140 million in 1740 to over 300 million by 1800.
 * In the 1800s China would learn that its policy of ignoring Westerners and their technology would have undesired consequences
 * After learning that Spain seized the Philippines, they may have seen the newcomers as threats. They worried that Japanese Christians, as many as 300,000 owed their allegiance to the pope, rather than to Japanese leaders.

__Encounters in East Asia__ - 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
 * Objectives:**


 * Presentation:**

> > > He was one of the most brilliant age of the Qing.
 * **The Portuguese reached Asia in 1514. **
 * The Chinese thought of the Portuguese as Barbarians
 * Europeans wrote enthusiastically about China
 * The Chinese demanded payment in gold or silver
 * Most Jesuits had a broad knowledge of many subjects, and the Chinese welcomed the change to learn about the Renaissance from these scholars
 * In the early 1600s, the Ming dynasty was decaying
 * The Qing Dynasty was set up by the Manchus
 * Kangxi ruled from 1661-1722.
 * China’s population rose from 140 million in 1740 to over 300 million by 1800.
 * In the 1800s China would learn that its policy of ignoring Westerners and their technology would have undesired consequences
 * After learning that Spain seized the Philippines, they may have seen the newcomers as threats. They worried that Japanese Christians, as many as 300,000 owed their allegiance to the pope, rather than to Japanese leaders.

- Analyze the results of the first encounters between the Spanish and the 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 Americas.
 * November 19 2010**
 * __Conquest in the Americas__ **
 * Objectives:**


 * Presentation:**


 * 1) Columbus went to the Caribbean - encountered Tainos
 * 2) Columbus wasn't kind to the Tainos
 * 3) Tainos were killed if they rebelled against him
 * 4) Spanish conquistadors followed after Columbus
 * 5) They seized the Native Americans gold ornaments and made them pay for more
 * 6) Spanish brought disease to the Caribbean and 90% of people died because of it
 * 7) Hernan Cortes, a famous Spanish explorer, landed on the Mexican coast and went to the Azetec capital
 * 8) Montezuma was the emperor of the Aztecs and he heard about Cortes trying to conquer his city
 * 9) Montezuma welcomed the Spanish but the Spaniards wanted to convert all the Aztecs into Christians and wanted their gold, etc.
 * 10) It became violent
 * 11) Imprisoned Montezuma and forced him to sign over the Aztec cities and lands to the Spanish king
 * 12) Aztecs kicked out Spanish
 * 13) The Spanish captured and demolished the city
 * 14) Killed all the Aztecs
 * 15) Corte's success inspired Fransisco Pizzaro
 * 16) He was interested in the Inca people in Peru
 * 17) He killed the Emperor after the Inca payed his ransom
 * 18) The Spanish soon managed to gain access tot he Inca heartland, fighting with their superior weapons
 * 19) Spanish achieved a major victory

Firstly, the Native Americas were "generous with what they have" to the Spanish people - so, this says that they had a good first encounter. The Spanish people observed all that they did with crops as well. However, later on the Spanish began to treat the Taino harshly and took great advantage of their hospitality. The Spanish men assaulted the natives, killed the natives who refused to come back with them to Spain and refused to give the Spanish gold, claimed their land as Spain's land. On top of it all there were diseases brought in, that the Natives immune systems could not handle since they did not have much medicine and this increased death as well.
 * __CLASSWORK__**
 * 1. What were some of the results of the encounters between the Spanish and the Native Americans?**
 * 2. How did Cortes and Pizarro gain control of the Aztec and Incan empires?**

Cortes and Pizzaro both gained control of these two empires in different ways. Cortes at first decided that he would need to contact a translator and guider.


 * 3. What were the short-term and long-term effects of the Spanish on the peoples of the Americas?**


 * November 22, 2010**

Pg. 139 1. C 2. B 3. A 4.
 * __CLASSWORK__**


 * November 30, 2010**

(1) || Below Average (2) || Average (3) || Above Average (4) || Outstanding (5) ||
 * Anji's Presentation**
 * 1) Report Card for Queen Elizabeth I **
 * || Poor
 * Charisma ||  ||   ||   ||   || 5 ||
 * Intelligence ||  ||   ||   || 4 ||   ||
 * Determination ||  ||   ||   ||   || 5 ||
 * Ability to Problem-Solve ||  ||   ||   || 4 ||   ||
 * Decision-Making Ability ||  ||   ||   || 4 ||   ||
 * Describe the person's leadership style ||  ||   ||   ||   || 5 ||
 * Significance to others ||  ||   || 3 ||   ||   ||
 * Evidence of Achievements ||  ||   ||   ||   || 5 ||
 * Relevance to Contemporary History ||  ||   ||   || 4 ||   ||
 * Overall Impact on History ||  ||   ||   || Score: || / 45 ||
 * Overall Impact on History ||  ||   ||   || Score: || / 45 ||

Comments (write a paragraph):

1. The European Exploration lead to the Columbian Exchange because Europe was still desperate for developing and bringing new things into their land, after Christopher Columbus. The 2. The commercial revolution was period in which Europe expanded economically, through mercantilism and colonialism from the 16th to the 18th century. 3. Mercantilism was an economic policy that enforced European economic development through a fierce trade and empire in the Americas. This had a big impact on European and colonial economies because it gave Europe things that they never had, along with a large income.
 * Classwork Questions:**

**December 7, 2010**

**Manisha's Presentation** ** 1) Report Card for Queen Elizabeth I ** (1) || Below Average  (2) || Average  (3) || Above Average  (4) || Outstanding  (5) ||
 * || Poor
 * Charisma ||  ||   || 3 ||   ||   ||
 * Intelligence ||  ||   ||   ||   || 5 ||
 * Determination ||  ||   || 3 ||   ||   ||
 * Ability to Problem-Solve ||  ||   ||   || 4 ||   ||
 * Decision-Making Ability ||  ||   ||   || 4 ||   ||
 * Describe the person's leadership style ||  ||   ||   ||   || 5 ||
 * Significance to others ||  ||   || 3 ||   ||   ||
 * Evidence of Achievements ||  ||   ||   ||   || 5 ||
 * Relevance to Contemporary History ||  ||   ||   || 4 ||   ||
 * Overall Impact on History ||  ||   ||   || Score: || / 45 ||
 * Overall Impact on History ||  ||   ||   || Score: || / 45 ||

Comments (write a paragraph):

**December 10, 2010**

**Summer's Presentation** ** 1) Report Card for Catherine the Great ** (1) || Below Average  (2) || Average  (3) || Above Average  (4) || Outstanding  (5) || Comments (write a paragraph):
 * || Poor
 * Charisma ||  ||   ||   || 4 ||   ||
 * Intelligence ||  ||   ||   ||   || 5 ||
 * Determination ||  ||   ||   ||   || 5 ||
 * Ability to Problem-Solve ||  ||   ||   || 4 ||   ||
 * Decision-Making Ability ||  ||   ||   || 4 ||   ||
 * 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: || / 45 ||
 * Overall Impact on History ||  ||   ||   || Score: || / 45 ||

**January 7, 2011** **Gavin - John Locke**

1) Report Card for Great Individuals (1) || Below Average  (2) || Average  (3) || Above Average  (4) || Outstanding  (5) ||
 * || Poor
 * Charisma ||  ||   ||   || 4 ||   ||
 * Intelligence ||  ||   ||   ||   || 5 ||
 * Determination ||  ||   ||   ||   || 5 ||
 * Ability to Problem-Solve ||  ||   ||   || 4 ||   ||
 * Decision-Making Ability ||  ||   ||   ||   || 5 ||
 * Describe the person's leadership style ||  ||   ||   ||   || 5 ||
 * Significance to others ||  ||   ||   ||   || 5 ||
 * Evidence of Achievements ||  ||   || 3 ||   ||   ||
 * Relevance to Contemporary History ||  ||   ||   ||   || 5 ||
 * Overall Impact on History ||  ||   ||   || Score: || / 45 ||
 * Overall Impact on History ||  ||   ||   || Score: || / 45 ||

Comments (write a paragraph): _

**January 13, 2011** **Scott - Napoleon**

1) Report Card for Great Individuals (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: || / 45 ||
 * Overall Impact on History ||  ||   ||   || Score: || / 45 ||

Comments (write a paragraph): _

2. Complete the following on the Great Person as well.

**Chante - Marie Antoinette**

1) Report Card for Great Individuals (1) || Below Average  (2) || Average  (3) || Above Average  (4) || Outstanding  (5) ||
 * || Poor
 * Charisma ||  ||   ||   || 4 ||   ||
 * Intelligence ||  || 2 ||   ||   ||   ||
 * Determination ||  || 2 ||   ||   ||   ||
 * Ability to Problem-Solve || 1 ||  ||   ||   ||   ||
 * Decision-Making Ability || 1 ||  ||   ||   ||   ||
 * Describe the person's leadership style ||  || 2 ||   ||   ||   ||
 * Significance to others ||  ||   ||   || 4 ||   ||
 * Evidence of Achievements ||  ||   ||   ||   || 5 ||
 * Relevance to Contemporary History ||  ||   ||   ||   || 5 ||
 * Overall Impact on History ||  ||   ||   || Score: || / 45 ||
 * Overall Impact on History ||  ||   ||   || Score: || / 45 ||

Comments (write a paragraph): _

2. Complete the following on the Great Person as well.

**Aqsa - Adam Smith**

) Report Card for Great Individuals (1) || Below Average  (2) || Average  (3) || Above Average  (4) || Outstanding  (5) ||
 * || Poor
 * Charisma ||  || 2 ||   ||   ||   ||
 * Intelligence ||  ||   ||   || 4 ||   ||
 * Determination ||  ||   || 3 ||   ||   ||
 * Ability to Problem-Solve ||  ||   || 3 ||   ||   ||
 * Decision-Making Ability ||  ||   || 3 ||   ||   ||
 * Describe the person's leadership style ||  ||   ||   || 4 ||   ||
 * Significance to others ||  ||   ||   || 4 ||   ||
 * Evidence of Achievements ||  ||   ||   ||   || 5 ||
 * Relevance to Contemporary History ||  ||   ||   ||   || 5 ||
 * Overall Impact on History ||  ||   ||   || Score: || / 45 ||
 * Overall Impact on History ||  ||   ||   || Score: || / 45 ||