Students learn about the Columbian Exchange, the many biological and cultural exchanges between the Old and New Worlds. They learn how Native American survival was directly dependent on the environment, then they read about the Columbian Exchange and its impact on life in both the Americas and Europe. Students then work in small groups to research specific resources that were part of the exchange and describe and evaluate the impact of each one.
Students are introduced to the idea of the Columbian Exchange and consider how foods and animals can be native to different regions. They view an image related to vegetables and the Columbian Exchange, then complete a drag-and-drop activity labeling various foods as originating in the Old World or New World. They read that the lesson will focus on how European exploration affected both sides of the Atlantic.
Teacher MovesPresent the lesson overview and objectives, emphasizing that students will examine long-term environmental and economic impacts of the Columbian Exchange. Review the correct Old World/New World origins of the foods after the drag-and-drop activity, clarifying misconceptions. Optionally display the Columbian Exchange infographic to support understanding before moving on.
Students examine an image and caption about buffalo hunts and the introduction of horses to understand how European animals changed Native American life. They read background text on Native Americans’ dependence on their environment and then read the “Historical Background” section of American Indians and Their Environment to learn how indigenous peoples used local resources for food, clothing, housing, and tools. Using a graphic organizer, they record specific examples of how Native Americans relied on their environment and then review classmates’ ideas.
Teacher MovesPrompt students to focus on concrete examples of environmental dependence as they read and complete the organizer. Facilitate a brief discussion comparing student entries, highlighting the many ways Native Americans’ survival needs were met by local resources and setting a baseline for understanding how European contact would alter these relationships.
Students read an introduction to the Columbian Exchange using the opening paragraphs of The Great Exchange, along with explanatory text about how European exploration transformed environments and societies on both sides of the Atlantic. They learn about the movement of plants, animals, and diseases, with a focus on corn’s agricultural and political impact, including its role in supporting population growth and the Ghanian Empire. Students then post to a class wall explaining why the term “Great Exchange” is an appropriate name for the Columbian Exchange. Next, they respond to a second prompt analyzing whether the Columbian Exchange had an even impact from the perspective of Native Americans, supporting their opinions with evidence.
Teacher MovesClarify that students only need to read the introduction (paragraphs 1–5) of the article at this stage and that they will return to it later for research. After students post about the “Great Exchange,” share strong or representative responses and synthesize that the exchange involved crops, animals, and diseases that reshaped geography, biology, economies, politics, and health in both worlds. Guide discussion on the Native American perspective, drawing out the idea that benefits such as new animals and crops were outweighed by devastating disease and other negative impacts. Organize students into small groups in preparation for the next scene’s research activity.
Working in small groups, students select three elements of the Columbian Exchange—one plant, one animal, and one disease—from suggested lists or other examples they find. Using resources such as The Great Exchange and The Columbian Exchange, they research each item’s origin and its social, economic, or political impact. On a group wall, they post an entry for each resource that includes its name, origin, impact, and an evaluation of whether its effects were positive, negative, or both, with explanation. Students then read posts from other groups to learn about additional exchanged resources and their varied consequences.
Teacher MovesEnsure groups are formed and that each selects or is assigned a balanced set of one plant, one animal, and one disease. Direct students to the Student Pack links as starting points for research and remind them to address origin, impact, and evaluative judgment (positive, negative, or both) in each post. Monitor group work, prompting deeper analysis of long-term consequences and encouraging students to compare their findings with those of other groups during the sharing phase.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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