Lesson The Columbian Exchange Name Christina Mastrofilippo Date 3/31/15

SS Strand/Other History, Culture, and Perspectives

Grade level: 4

Stage 1 Desired Results

OVERARCHING CONCEPT/BIG IDEA: The exchange of goods, plants, animals, disease and
ideas among cultures plays an important role in shaping society.

Content Standards:
6.1.4.D.1 Determine the impact of European colonization on Native American populations,
including the Lenni Lenape of New Jersey.
Prior Knowledge: What do students already know about the concept?
Europeans explored and colonized the Americans.
Understandings:

Essential Questions:

Students will understand that

Exploration and interactions among
different groups of people lead to
change
Once it began, the exchange of goods,
plants, animals, ideas, etc. has never
stopped
Exploration and colonization of the
New World affected the culture of both
the Native Americans and Europeans

Students will know

What items originated in the Old
versus the New World
Who Christopher Columbus is
What the Columbian Exchange means
What makes up the Old and New
Worlds

How did Native Americans impact the

Europeans?
How did Europeans impact the Native
Americans?
How would both the Old and New Worlds be
different without the Columbian Exchange?

Students will be able to

Think critically about the effect the
exchange of goods and ideas have on the
world
Discuss their ideas with the class

Stage 2 Assessment Evidence

Performance Task:

Columbian Exchange activity

Other Evidence:

Stage 3 Learning Plan

Learning Activities:
1. Introductory Set
Introduction of myself as Christopher Columbus including a short biography, timeline
of events of the time and the idea of bringing things to the New World from Europe.
I was born in Genoa, Italy in 1451. Growing up I loved to read classical literature and learned
to speak five different languages. During my teenage years, I worked on several merchant ships
trading throughout the Mediterranean and Aegean seas. I also participated in other expeditions to
Africa, which helped me gain knowledge of the Atlantic currents. This jumpstarted my curiosity of the
world around me and desire to explore. I also became intesterested in getting in on the spice trade in
the East. Knowing that the Muslims dominated the trade routes through the Middle East making travel
to India and China difficult, I knew there had to be another quicker and safer way to reach it.
Therefore, I devised a plan to sail west, but first, I need financial backing. I turned to the Portuguese
monarchy, but was rejected. My next plan was to go to King Ferdinand and Queen Isabella of Spain.
Unfortunately, I was rejected again, but I didnt give up. After the Spanish army captured the last
Muslim stronghold in Granada in January of 1492, the Ferdinand and Isabella finally agreed to finance
my expedition.
On August 3, 1942, I set sail on my first of four voyages with a total of three ships named the
Nia, the Pinta, and the Santa Maria. After thiry-nine days, we landed in what we thought was the
East, but was actually present day Bahamas. We called it San Salvador and were greeted by locals.
Continuing on our journey, we reached Cuba and Hispaniola, which is present day Haiti and the
Dominican Republic. Unfortunately, the Santa Maria sank, and I was forced to leave thirty-nine people
in Hispaniola. When I finally retured to Spain, I believed I had found uncharted islands near Japan or
China. I went on three more voyages to these lands over the span of ten years with goals of further
exploration, colonization, finding riches and trade.
Throughout my journeys to the New World, my people and I brought things like horses, cows,
pigs, wheat, barley and sugar cane just to name a few. As more Europeans starting going to the New
World to explore and colonize the land, other items were introduced as well. In addition, Europeans
took things from the New World and brought them back home to Europe. Lets see if we can decide
where some of the items in my bag came from and where they were taken to.
Long after my time, in 1972, American historian Alfred W. Crosby coined the term the
Columbian Exchange. This new term was used to describe widespread transfer of animals, plants,
culture, human populations, communicable diseases, technology and ideas between the American and
Afro-Eurasian hemispheres in the 15th and 16th centuries.

Where did this item/idea originate activity

2. Procedures
Introduce the Columbian Exchange as the widespread transfer of animals, plants,
culture, human populations, communicable diseases, technology and ideas between the
American and Afro-Eurasian hemispheres in the 15th and 16th centuries (term coined
in 1972 by American historian Alfred W. Crosby).
Distinguish what is meant by the Old and New World.
Talk about the various things that were brought to the New World from different
European countries versus what the Native Americans introduced to the Europeans,

which were brought back to the Old World.

Make connections between the two different cultures and how these exchanges
impacted one another.
Discuss the pros and cons of the exchanges.
Columbian Exchange Activity
o Choose one plant, animal, idea and disease that were exchanged between the
Old and New Worlds. On a world map, illustrate each of the four items and
draw an arrow from where each originated to where it was brought. Then, write
a brief summary about what the item is, where it was taken to and from, the
impact it had and whether you think each was a positive or negative thing for
society.

3. Closure Activity
o Each student will share one item from the activity.
4. Resources/Materials (Included):
o Christopher Columbus props (costume, globe, etc.)
o Where did this item/idea originate activity props
o World maps

RUBRIC TEMPLATE
Criteria
Criteria
Criteria

Does not meet

criteria
Pts_____

Meets criteria

Exceeds
criteria

Pts____
Pts____

A.
Map and
Illustrations

B.
Summary
Part OneItems and
Locations

C.
Summary
Part TwoImpact and
Opinion

Doesnt have
one item from
each of the four
categories.
Items are not
drawn, labeled
and colored
neatly.
Doesnt have
arrows in the
correct
locations.

Has one item

from each of the
four categories.
For the most
part, items are
drawn, labeled
and colored
neatly.
Has most arrows
in the correct
locations.

Has one item

from each of the
four categories.
Items are drawn,
labeled and
colored neatly.
Has arrows in the
correct locations.

Doesnt
accurately
describe what the
item is, where it was
taken to and from.
Not completed for
each of the four
items.

Describes what
the item is, where it
was taken to and
from mostly
accurately.
Completed for each
of the four items.

Accurately
describes what the
item is, where it was
taken to and from.
Completed for each of
the four items.

Doesnt
accurately
describe the
impact of the
item.
Doesnt includes
ones opinion on
whether the
impact was
positive or
negative.
Not completed for

Describes the
impact of the
item mostly
accurately.
Includes ones
opinion on
whether the
impact was
positive or
negative.
Completed for each
of the four items.

Accurately
describes the
impact of the
item.
Includes ones
opinion on
whether the
impact was
positive or
negative.
Completed for each of
the four items.

each of the four

items.

Total