The Columbian Exchange
- Grade Level:
- Fourth Grade
- American Indian History and Culture, Colonial History, Hispanic or Latino American History and Culture, History
- One 1 hr. 15 minute lesson or may be broken by activity.
- Group Size:
- Up to 24
OverviewStudents will synthize the quote and picture to determine symbolizism and understanding of Spanish exploration. Students will understand the importance of the Columbian Exchange and the role that it had on colonization of the New World by reading about the Columbian Exchange and dramatizing the point in history by exploring different the point of view.
The students will understand the importance of the Columbian Exchange and how the movement of people, animals, plants, cultures and disease effected the Eastern and Western hemisphere. Students will also understand how the arrival of Europeans changed Native American's lives.
Teacher should know that although Columbus was an Italian explorer it was under Spain's rulers, King Ferdinand and Queen Isabella, that his journey west was funded.
Although gold and silver was not found in Florida other precious commodities were. Spices, dyes and control of the land proved to be just as valuable. The territory of Florida and in particular, St Augustine became very important to the Spanish to protect their trade route back to Spain.
When the Native Americans became ill, Africans were brought to St. Augustine to help
complete the Castillo.
Activity 1 (15 minutes): Teacher to show the following quote. Either write on the board or show this picture. Students should write a journal response to the quote. Ask what does the quote mean to them? Show the picture of Columbus landing in the New World. Ask students to infer the meaning of the picture. Why was the flag important? Why is he on his knees? What does their hats being off symbolize?
Activity 2 (25 minutes): Have students read the Columbian Exchange Reading Activity. It is suggested that students read with a partner. Students should answer the questions with their partner and complete the Columbian Exchange graphic organizer.
Activity 3 (30 minutes): Have students break up into pairs. Students should create and perform a skit based on their knowledge of the Columbian Exchange. They must write it from the perspective of either a Conquistador, Colonial American, Native American, or African Slave. Students should articulately and accurately describe the interactions among Native Americans, Colonists, and Africans as Europeans battle for control of North America. How did the new imports or exports impact their cultures?
Teachers may use the skit as an assessment of the student's understanding of how the
Columbian Exchanged impacted the trade between the Native American, European Explorers, and colonists.
The Castillo exists because of the need to protect the the Spanish trade route from the New World back to Spain.The affects of colonization were felt by the Native Americans, such as the Timucua that inhabited Florida.
Common Core Standards:
W1 Write opinion pieces on topics or texts,supporting a point of view with reasons.
Key Ideas and Details:
RI 1 Quoting accurately from text when explaining what the text says and when drawing inferences from text.
RI 2 Determine main idea from text and how it is supported by key details.
Craft and Structure:
RI 4 Determine the meaning of general academic and domain-specific words and phrases in the text.
Integration of Knowledge and Ideas:
RI 7 Interpret information presented visually, orally or quantitatively and explain how the information contributes to an
understanding of the text.
Social Studies NGSSS
SS.4.A.1.1 Use primary and secondary sources to identify significant individuals and events throughout Florida history.
SS.4.A.1.2 Synthesize information related to Florida history through print and electronic media.
SS.4.A.3.2 Identify the significance of St. Augustine as the oldest permanent European settlement in the United States.
SS.5.A.1.1 Use primary and secondary sources to understand history
SS.5.A.2.2 Identify Native American tribes from different geographic regions.
SS.5.A.2.3 Compare cultural aspects of Native American tribes from different geographic regions of North America.
SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the
SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch and Spanish for control of North
VocabularyColumbian Exchange, epidemic, devastation, exchange, economy, import, export
Last updated: January 8, 2018