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Primary Subject Area: Social Studies |
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Grade Level: 5 - 7
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Overview:
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After studying Christopher Columbus' voyages to America and early settlements the students will use cause and effect maps to show the effect the Columbian Exchange had on the New World. The students will discuss and research the effects of the Columbian exchange; and then they will write an essay explaining the good and bad results of the Exchange. |
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Approximate Duration: 5 to 7 class periods |
Content Standards:
- Geography: Physical and Cultural Systems
Students develop a spatial understanding of Earth's surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment. - Economics: Interdependence and Decision Making
Students develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the World. - History: Time, Continuity, and Change
Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.
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Benchmarks:
- G-1C-M6
comparing historical and contemporary patterns of economic interdependence; (1,2,3,4)- E-1A-M9
using economic concepts to help explain historic and contemporary events and developments; (1,2,3,4)- H-1A-M3
analyzing the impact that specific individuals, ideas, events, and decisions had on the course of history; (1,2,3,4)- H-1A-M6
conducting research in efforts to answer historical questions; (1,2,3,4)- H-1B-M1
identifying and describing characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450; (1,3,4)- H-1B-M2
explaining the cultural, ecological, and economic results of early European exploration and colonization; (1,3,4)- H-1B-M3
describing the interactions among Native Americans, early Europeans, and Africans in the Americas; (1,3,4)- H-1B-M5
analyzing the impact of European cultural, political, and economic ideas and institutions on life in the Americas; (1,2,3,4)- H-1C-M11
analyzing the cultural and economic impact of the interregional system of communication and trade that developed among the peoples of Europe, Asia, and Africa; (1,2,3,4)
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Grade-Level Expectations (GLEs):
- Grade 5
12.
Describe the economic interdependence among the thirteen American colonies
(G-1C-M6)
18.
Describe economic activities within and among American Indian cultures prior to contact with Europeans
(E-1A-M9)
19.
Use economic concepts (e.g., supply and demand, scarcity, interdependence) to identify the economic motivations for European exploration and settlement in the Americas
(E-1A-M9)
23.
Identify the causes, effects, or impact of a given event in early American history
(H-1A-M3)
26.
Conduct historical research using a variety of resources to answer historical questions related to early American history
(H-1A-M6)
27.
Identify and describe indigenous cultures and groups that existed in the Americas at the beginning of European exploration
(H-1B-M1)
28.
Describe the trade that connected the Americas, Western Europe, and Western Africa prior to 1620, including the origins of the West Africa-European trade connection
(H-1B-M1)
29.
Compare and contrast Africans, Europeans, and Native Americans converging in the Western Hemisphere after 1492
(H-1B-M1)
30.
Explain that cultures change through cultural diffusion, invention, and innovation
(H-1B-M2)
33.
Explain the course and consequences of the Columbian Exchange, including its cultural, ecological, and economic impact on Europe, the Americas, and West Africa
(H-1B-M2)
34.
Describe the arrival of Africans in the European colonies in the seventeenth century and the increase in the importation of slaves in the eighteenth century
(H-1B-M3)
35.
Explain the societal impact of the immersion of Africans in the Americas
(H-1B-M3)
38.
Describe the political, social, and economic organization and structure of the thirteen British colonies that became the United States
(H-1B-M5) - Grade 6
45.
Identify effects of exploration and trade on the economic and cultural development of Europe, Africa, and Asia prior to 1500
(H-1C-M11)
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Interdisciplinary Connections:
- Foreign Language : Connections: Reinforcement
Students reinforce and further their knowledge of other disciplines through the second language.
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Objectives:
1. The students will discuss and research the effects of the Columbian Exchange on the culture, economy and history of Louisiana and the New World and the New World as a whole.
2. The students will make cause and effect maps using Inspiration showing the effects of sugar cultivation and the introduction of the horse on the New World.
3. The students will write essays on the good and bad effects of the Columbian Exchange. |
Lesson Materials and Resources:
notebooks, pens |
Technology Tools and Materials:
Hardware:
computer and a scan converter for display on a TV, computers for students to access the software
Software:
Inspiration software(Inspiration Software, Inc.)
CD encyclopedia such as Encarta, Microsoft Word or a word processing program
Other:
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Background Information:
This lesson may be taught as part of the seventh grade American History curriculum or the eighth grade Louisiana History curriculum. It may be taught as a whole class lesson with one computer and a scan converter for display on a TV. This lesson has definite connections to language arts, also. |
Lesson Procedures:
1. After studying Christopher Columbus' voyages to America and early settlements show the students Transparency 3- The Columbian Exchange from Prentice Hall The American Nation Transparencies Book(1998)or make a transparency of the Columbian Exchange World map in this lesson. Examine the information on the map with the students. Discuss the influence of the Columbian Exchange on America; and specifically discuss its effect on Louisiana's culture, economy and history.
2. After examining the information on the map, have students work in groups to trace the effects of one aspect of the Columbian Exchange.
· The teacher should model a cause and effect relationship on a cause and effect transparency map beforehand based on the potato: The introduction of the potato to Europe from Peru changed the diet of millions of people around the world. This improved diet supported population increases that contributed to the industrialization of northern Europe. The failure of the Irish potato crop brought a surge in the immigrant population of the United States.
· The students will need to do additional research on the crop or animal they choose by using the Internet and/or a CD encyclopedia. TEACHERS: PLEASE FOLLOW POLICIES YOUR DISTRICT HAS CONCERNING USING THE INTERNET. IT IS RECOMMENDED THAT THE TEACHER DOWNLOAD APPROPRIATE SIGHTS ONTO DISKETTES FOR THE STUDENTS TO USE FOR RESEARCH. Type the following in the search box for a focused search: + “slavery“ + “colonial sugar plantations“ or + “horses + “Native Americans“.
3. Using Inspiration software:
· Review the Quick Tips for using Inspiration with your students.
· Divide the class into two collaborative groups:
Group One may make a cause and effect map showing how the cultivation of sugar in the Caribbean led to the enslavement of Africans.
Group Two may show how the introduction of the horse transformed the lives of Native Americans.
· Each group will consist of:
Researcher(s) sheet to help them collect information for the Inspiration presentation.
The cooperative group s will each consist of:
Recorder(s) to write down the information gathered. They will use their notebooks to record information.
Editor(s) each group will have one editor to make sure the correct information is in a cause and effect map diagram.
Presenter(s) to present the cause and effect map to the class and explain how the work was divided.
. The cause and effect maps will be viewed by the class and teacher; and they will be evaluated.
4. Ask the students to write an essay(using Microsoft Word or a word processing software) exploring both the good and bad results of the Columbian Exchange. They will need to continue their research before writing. They should take into consideration the long-term consequences as well as the immediate changes brought by the Columbian Exchange. Suggest that they consult their cause and effect maps to help them develop their ideas. Have the students create an outline for their papers. The outlines will be used to evaluate their research papers.
THE OUTLINE SHOULD BE SIMILAR TO THIS:
I. Good Results of the Columbian Exchange
A. Increased Farming
B. Increased Trade
C. Brought New Foodstuffs, Ideas and People into the New World
II. Bad Results of the Columbian Exchange
A. Slavery Introduced
B. Greed and Competition Among Nations
Use the outline to evaluate the papers. |
Assessment Procedures:
Discuss how the cause and effects maps should be evaluated along with the oral presentation. A rubric for the presentation has been provided. The students' outlines will provide a tool for evaluation of their essays. It is good to create a rubric for evaluation by using feedback from the students in addition to the teacher's standards for proficiency. |
Accommodations/Modifications:
----- written by Patti Satterlee
Teacher must follow special needs student’s Individual Education Plan (IEP) or 504 Modification Plan.
Students with Physical Impairments
This lesson plan lends itself well to the student with physical impairments because few modifications are needed. The teacher may want to pair the student with physical impairments with another student during the group activity. depending on the degree to which the student is impaired, the teacher may allow the student to choose his/her role within the group. The teacher may want to have the student use a Speech to Text program or a tape recorder if available to convey their thoughts in lieu of writing the essay.
Non-Reader (Below Grade Level Reader-Writer)
1. Prior to the lesson, the teacher should scan all handouts into Write:Outloud or a similar Text to Speech program so that the non-reader or below grade level reader-writer can have access to the same infomation that the others students have to assist with the Inspiration activity and the essay. The teacher may want to assign the student to a group prior to beginning the lesson so that he/she will have had an opportunity to scan all of the required information into such programs. If no technology is availalbe, the teacher may want to pair the student with a partner prior to beginning the lesson so that the partnered student will have had ample time to prepare.
2. The teacher may want to use a Text to Speech program like E-Reader, Please Read, or a similar program that can read the information on the Internet to the student. If no technology is available, the teacher may want to place the non-reader in a group with stronger readers and have someone in the group read the information aloud.
3. For the group portion of the assignment, the teacher may want to pair the student that is a non-reader with a fluent reader that can read the information aloud. These two students would share the same role within the group. The reluctant reader may also be paired with a fluent reader to assist in reading portions of text as needed throughout the lesson.
4. The essay portion of the lesson can be done using a word prediction program such as CoWriter, which must be used along with another word processing program that will allow the student to save and print their inrormation. The student may also be allowed to informally share his/her thoughts using ViaVoice or a similiar Speech to Text program, so that they may also have a finished product to turn in at the end of the lesson. The nonwriter or below grade level writer may be allowed to use writing software, such as PIxWriter or CoWriter to write the essay. The teacher may want to assign a student to aid this child in the writing process as needed. If no technology is available, the student may be able to verbally share the information that has been gathered. Teacher may want to pair the non-reader or below grade level reader-writer with another student that can assist with reading and the writing of the essay as needed.
Additional General Classroom Accommodations found in “Helpful Links”
----- written by Candace Standberry
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Reproducible Materials:
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Explorations and Extensions:
This lesson deals mainly with the agricultural products exchanged in Columbus' time. The theme could be extended to discuss how languages, religions, customs, ideas of government were all brought to the New World. The class could research the origins of these other aspects of culture; and look at the causes and effects they had on our American culture. |
Lesson Development Resources:
Here are a few of many books about The Columbian Exchange:
Appleby, Joyce, Brinkley, Alan & Mac Pherson, James M. The American Journey. New York, New York. Glencoe McGraw-Hill.1998.
Crosby, Alfred W. THE VOYAGES OF COLUMBUS: A TURNING POINT IN WORLD HISTORY. Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science Education and the Indiana Humanities Council, 1989. ED 312 213.
Crosby, Alfred W. THE COLUMBIAN VOYAGES, THE COLUMBIAN EXCHANGE,AND THEIR HISTORIANS: ESSAYS ON GLOBAL AND COMPARATIVE HISTORY.Washington, DC: American Historical Association, 1987. ED 303 417.
Crosby, Alfred W. THE COLUMBIAN EXCHANGE: BIOLOGICAL AND CULTURAL CONSEQUENCES OF 1492. Westport, CT: Greenwood Press,
1972.
Curtin, Phillip D. THE TROPICAL ATLANTIC IN THE AGE OF THE SLAVE TRADE. Washington, DC: American Historical Association, 1991.
Curtin, Phillip D. THE ATLANTIC SLAVE TRADE. Madison: University of Wisconsin Press, 1969.
Davidson, Basil. THE AFRICAN SLAVE TRADE. Boston: Little, Brown and Company, 1980.
Dor-Ner, Zvi. COLUMBUS AND THE AGE OF DISCOVERY. New York: William Morrow and Company, 1991.
Fernandez-Armesto, Felipe. COLUMBUS. New York: Oxford, 1991.
Fitzhugh, William, ed. CULTURES IN CONTACT: THE IMPACT OF
EUROPEAN CONTACTS ON NATIVE AMERICAN CULTURAL INSTITUTIONS.
Washington, DC: Smithsonian Institution Press, 1985.
Fuson, Robert H., editor. THE LOG OF CHRISTOPHER COLUMBUS. Camden, ME: International Marine Publishing Company, 1987.
Ibero-American Heritage Curriculum Project. LATINOS IN THE MAKING OF THE UNITED STATES OF AMERICA: YESTERDAY, TODAY, AND TOMORROW. Albany, NY: New York State Education Department, 1990.
Joint Committee on Geographic Education, GUIDELINES FOR GEOGRAPHIC EDUCATION. Washington, DC: Association of American Geographers and the
National Council for Geographic Education, 1984.
Meinig, D. W. THE SHAPING OF AMERICA, A GEOGRAPHICAL PERSPECTIVE ON 500 YEARS OF HISTORY: ATLANTIC AMERICA, 1492-1800.
Volume I. New Haven, CT: Yale University Press, 1986.
Here are a few of many Internet Links:
The American People Activities. The Columbian Exchange. [Online] Available
http://longman.awl.com/nash/activities_1_2.htm,1999. Description: Text on the Columbian Exchange with visuals, sample test questions, activities and links.
Introduction to Colonization. Colonial Trade.
[Online] Available
http://oakview.fcps.edu/~harris/97-98/america/colonization/index.html, 1999. Text and map by students of Oakview Elementary School in Fairfax, Virginia.
An Outline of the American Economy. [Online] Available
http://odur.let.rug.nl/~usa/ECO/1991/chap3.htm,1999. A collection of essays on American History with links to maps, letters, historical documents.
Smithsonian Institute. Seeds of Change Garden. [Online] Available
http://www.nmnh.si.edu/garden/welcome.html, 1999. Activities on the Columbian Exchange in which students make an Old World Garden, New World Garden and Exchange Garden. This site discusses the origins of the foods and gives a history of the New World.
Teacher Activity Center. Vegetables on the Move. [Online] Available
http://www.sbgschool.com/teacher_activities/social_studies/vegetables.html, 1999.
This is a Grade 6 activity in which students identify the origins of various plants that are found in Europe and America. This site has printout material, web links and product links.
Virtual Reference Library. [Online] Available: http://falcon.jmu.edu/~ramseyil/referenc.htm, 1999.
An online library with atlases, maps, gazeteers, and encyclopedias. |
Reflections:
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Contact Information:
Patti Satterlee
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Additional Contacts:
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Group: none |
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MarcoPolo Lesson: No
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