Students explore how the Columbian Exchange began and what goods, animals, and diseases were exchanged between Europe and the Americas. They develop an understanding of its lasting impact on cultures, environments, and populations across the world.
Students explore how the Columbian Exchange began and what goods, animals, and diseases were exchanged between Europe and the Americas. They develop an understanding of its lasting impact on cultures, environments, and populations across the world.
Students are introduced to the concept of the Columbian Exchange and its impact on the physical environment. They consider how foods and animals can be native to different world regions, view an image about vegetables in the Columbian Exchange, and complete a drag-and-drop activity labeling foods as native to either the Americas or Europe/Asia/Africa.
Teacher MovesPresent the overview and objective of the experience. After students complete the drag-and-drop, clarify which foods are Old World (bananas, grapes, rice, sugar cane) and which are New World (corn, tomatoes, peanuts, potatoes). Optionally share the Infographic of the Columbian Exchange to visually reinforce the idea of exchanges between the Old and New Worlds.
Students read the “Historical Background” section of American Indians and Their Environment to learn how Native Americans depended on their environment for food, clothing, housing, and tools. They complete a graphic organizer by recording specific facts about Native American reliance on natural resources for survival.
Teacher MovesHave students review classmates’ entries in the graphic organizer and discuss the different ways Native Americans were dependent on their environment.
Students read the introductory paragraphs (1–5) of The Great Exchange to understand the Columbian Exchange as a major transfer of crops, animals, and diseases between the Old and New Worlds. They then respond on a class wall explaining why “Great Exchange” is an appropriate name and what the term means.
Teacher MovesDirect students to read only the introduction of the article in this scene, noting that they will use the rest later. After students post to the wall, highlight an interesting or exemplary response and use it to discuss how the Great Exchange altered geography, biology, economies, and health in both the Americas and Europe. Then organize students into small groups in preparation for the next scene’s research activity.
In small groups, students choose three elements of the Columbian Exchange—one plant, one animal, and one disease—from suggested lists. Using The Columbian Exchange and The Great Exchange, they research each item’s name, origin, and impact, and determine whether its effects were positive, negative, or both. Groups post their findings on a shared wall, adding a separate reply for each resource, and then read other groups’ posts to learn about additional exchanged items.
Teacher MovesEnsure groups have selected a mix of plants, animals, and diseases and are using the provided resources to research origin and impact. Monitor group posts for accuracy and completeness, prompting students to clearly explain whether each resource’s effects were positive, negative, or mixed.
Students individually respond on a class wall to the question of whether, from the Native American point of view, the Columbian Exchange was “even,” explaining whether its effects were equally positive or negative for Native Americans and Europeans.
Teacher MovesGuide students to consider both benefits and harms, noting that while Native Americans gained some useful animals and crops, they also faced significant disadvantages, especially devastating Old World diseases. Use student responses to discuss why many historians see the exchange as uneven in its impact on Native Americans.
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