Manisha+Saha+2

EUROPEAN FOOTHOLDS IN SOUTH & SOUTHEAST ASIA objectives EUROPEAN CONTACTS IN EAST ASIA objectives CONQUEST IN THE AMERICAS objectives because the columbus first meeting with native began a cycle of encounter and death that would be repeated throughout the western hemisphere. 2. how did cortes and pizarro gain control of the aztec and incan empire. cortes and pizarro gained control of the aztec and incan empires by coming back in 1521 what were the short term and long term effects of the spanish on the people of the americas.
 * summarize how portugal built a trading empire in south and southeast 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.
 * 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 japans attitude toward foreign trade and how they changed over time.
 * analyze the results of the first encounters between spanish and native americans.
 * explain how cotes and pizzaro 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.
 * 1) what were some of the results of the encounters between the spanish and native americans.

SPANISH AND PORTUGUESE COLONIES IN THE AMERICAS

DOCUMENT BASED ASSESSMENTS:
 * C
 * B
 * A

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

Comments (write a paragraph): Elizabeth as a leader performed by anji. i like the way anji dressed in Elizabeth. she explained very well about Elizabeth.

objectives how did the european exploration lead to the columbian exchange? europeans found new resources and transported to the europe. for example tomatoes, potatoes, corn and peppers were takes back to europe. tobbaco was also taken back to europe.

what was the commercial revolution? prices increased due to inflation. the economies of europe were growing greatly due to influx resources from the americas.

what was mercantilism? what impact did it have on european and colonies economies? mercantilism was economy policy whereby the colonies has to send all resources back to the european country.it made the european country wealthy. this led to tension between the european countries and their colonies.

EVALUATING "THE GREAT PERSON" THEORY the course of history can be different if this person had not existed: 2. if philip 2 wouldn't rule the new world then mexico and peru wouldn't be a spanish speaking country.
 * 1) the spanish empire wouldn't extend and the roman catholic church wouldn't expand.

PARLIAMENT TRIUMPHS IN ENGLAND how does a limited government differ from a absolute monarchy and the divine right of kings?

1) Report Card for Great Individuals Tomas Hobbes Matthew Mahfood

(1) || Below Average (2) || Average (3) || Above Average (4) || Outstanding (5) ||
 * || Poor
 * Charisma ||  ||   ||   ||   || 5 ||
 * Intelligence ||  ||   ||   ||   || 5 ||
 * Determination ||  ||   ||   || 4 ||   ||
 * Ability to Problem-Solve ||  ||   || 3 ||   ||   ||
 * Decision-Making Ability ||  ||   ||   || 4 ||   ||
 * Describe the person's leadership style ||  ||   || 3 ||   ||   ||
 * Significance to others ||  ||   ||   || 4 ||   ||
 * Evidence of Achievements ||  ||   ||   || 4 ||   ||
 * Relevance to Contemporary History ||  ||   || 3 ||   ||   ||
 * Overall Impact on History ||  ||   ||   || Score: 35 || / 45 ||
 * Overall Impact on History ||  ||   ||   || Score: 35 || / 45 ||

Comments (write a paragraph): Tomas Hobbes was a english thinker and set fourth ideas that became the key for the enlightenment. He believed in powerful government. In the book //Leviathan// he argued that people were cruel and selfish from inside. So he thought that if the government is not powerful than the people will robe and fight on each other. He wanted the government to control the people. In my thinking he is saying correct that the government should be strong and powerful but not very strict because they also need to respect liberty, life and happiness. All the people are not cruel and people also need life, liberty and happiness.

1) Report Card for Great Individuals Voltaire  Luca Kouri

(1) || Below Average (2) || Average (3) || Above Average (4) || Outstanding (5) || Comments (write a paragraph):
 * || Poor
 * Charisma ||  ||   ||   || 4 ||   ||
 * Intelligence ||  ||   ||   ||   || 5 ||
 * Determination ||  ||   ||   || 4 ||   ||
 * Ability to Problem-Solve ||  ||   ||   ||   ||   ||
 * Decision-Making Ability ||  ||   || 3 ||   ||   ||
 * Describe the person's leadership style ||  ||   ||   ||   || 5 ||
 * Significance to others ||  ||   ||   ||   || 5 ||
 * Evidence of Achievements ||  ||   ||   || 4 ||   ||
 * Relevance to Contemporary History ||  ||   || 3 ||   ||   ||
 * Overall Impact on History ||  ||   ||   || Score: 33 || / 45 ||
 * Overall Impact on History ||  ||   ||   || Score: 33 || / 45 ||

1) Report Card for Great Individuals Thomas Jeffrson Taylor Parnell

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

Comments (write a paragraph):

1) Report Card for Great Individuals John Lock Gavin Kersellius

1) Report Card for Great Individuals

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

Comments (write a paragraph):

Marie Antoinette Chante Haber (1) || Below Average (2) || Average (3) || Above Average (4) || Outstanding (5) ||
 * || Poor
 * Charisma ||  ||   ||   || 4 ||   ||
 * Intelligence ||  ||   || 3 ||   ||   ||
 * Determination ||  ||   ||   || 4 ||   ||
 * Ability to Problem-Solve ||  ||   || 3 ||   ||   ||
 * Decision-Making Ability ||  ||   ||   || 4 ||   ||
 * Describe the person's leadership style ||  ||   ||   ||   || 5 ||
 * Significance to others ||  ||   || 3 ||   ||   ||
 * Evidence of Achievements ||  ||   ||   || 4 ||   ||
 * Relevance to Contemporary History ||  ||   ||   || 4 ||   ||
 * Overall Impact on History ||  ||   ||   || Score: 34 || / 45 ||
 * Overall Impact on History ||  ||   ||   || Score: 34 || / 45 ||

Comments (write a paragraph):

1) Report Card for Great Individuals Napolean Scott Craig

(1) || Below Average (2) || Average (3) || Above Average (4) || Outstanding (5) ||
 * || Poor
 * Charisma ||  ||   ||   || 4 ||   ||
 * Intelligence ||  ||   ||   ||   || 5 ||
 * Determination ||  ||   || 3 ||   ||   ||
 * Ability to Problem-Solve ||  ||   ||   || 4 ||   ||
 * Decision-Making Ability ||  ||   ||   || 4 ||   ||
 * Describe the person's leadership style ||  ||   ||   ||   || 5 ||
 * Significance to others ||  ||   ||   || 4 ||   ||
 * Evidence of Achievements ||  ||   ||   || 4 ||   ||
 * Relevance to Contemporary History ||  ||   ||   || 4 ||   ||
 * Overall Impact on History ||  ||   ||   || Score: 37 || / 45 ||
 * Overall Impact on History ||  ||   ||   || Score: 37 || / 45 ||

Comments (write a paragraph):

1) Report Card for Great Individuals (1) || Below Average (2) || Average  (3) || Above Average  (4) || Outstanding  (5) ||
 * Aqsa Zia**
 * Adam Smith **
 * || 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: 35 || / 45 ||
 * Overall Impact on History ||  ||   ||   || Score: 35 || / 45 ||

Comments (write a paragraph):


 * //DISPLAY FOR THE RESEARCH PAPER//**
 * 1) **Collage**
 * picture of Martin Luther
 * time line
 * map of where he travelled to place to place
 * one or two sentence background information

2. **Book Cover**
 * one picture of Martin Luther
 * colorful designs on the cover