ESSENTIAL QUESTION Is the world better off for

ESSENTIAL QUESTION: Is the world better off for having experience the Columbian Exchange?

Search for spices Grab a book and sheet and work individually to fill out the two sided sheet. PG 446

Old World Vs. New World http: //study. com/academy/lesson/the-old-world-and-new-world. html Columbian Exchange – Term first coined by Alfred Crosby to present the far-reaching impacts of world’s two hemispheres being joined by Christopher Columbus’ travel to the Americas. The exchange involved the movement of peoples, plants, animals, diseases, ideas, technology, and just about everything else, between the “Old” World and the “New. ”

Activity Around the room there are names of different goods posted on paper. For our purposes, “goods” can include animals, plants, cultures, human populations, communicable diseases, technology, and ideas. Your job is to decide whether these goods came from the New World or the Old World. If you think something came from the New World, place a sticky note under that item. Don’t place anything on the goods that you think came from the Old World

Key Domesticated cat- Old World item Donkey- Old World item Honeybee- Old World item Apple- Old World item Cinnamon- Old World item Chicken Pox- Old World item Wheat- Old World item Rubber tree- New World item Cocoa -New World item Turkey- New World item Vanilla- New World item Tomato- New World item

Old World vs. New world http: //anthropology. msu. edu/iss 220 -fs 12/2012/12/06/new-and-old-world/

Columbian Exchange https: //school. bighistoryproject. com/pages/console#units/{44 BBB 47 C-E 5 E 9 -488 E -B 894 -E 7 A 0 AE 7 E 3 B 87} https: //www. youtube. com/watch? v=HQPA 5 o. Npf. M 4&list=PLBDA 2 E 52 FB 1 EF 80 C 9&index=23 Are longer, healthier lives for more humans worth the sacrifice of an impoverished biosphere? And more importantly, how will your conclusions about those questions shape the way you live your life?

INVESTIGATING THE CONSEQUENCES OF THE COLUMBIAN EXCHANGE Article 1 WHEN HUMANS BECAME INHUMANE Article 2 Go to Actively learn and select the article you have been assigned….

Links for Actively Learn 1 ST PERIOD Article 2 https: //read. activelylearn. com/#student/reader/365067/notes Article 1 https: //read. activelylearn. com/#student/reader/365066/notes 3 rd PERIOD Article 2 https: //read. activelylearn. com/#student/reader/365069/notes Article 1 https: //read. activelylearn. com/#student/reader/365068/notes

COLUMBIAN EXCHANGE TIMELINE Directions: In this activity, you’ll create a timeline as another way of examining the Columbian Exchange. Your timeline must include the following information: 1. A title for your timeline. 2. At least eight instances of exchange of goods. 3. For each instance, you must indicate if it’s Old World to New World or New World to Old World. 4. Before each instance of exchange on your timeline, you must include a few sentences about the factors that caused that exchange. 5. After each instance of exchange, the timeline must include a few sentences about the outcomes of that exchange. Use the back of this sheet if necessary

Notes from the Librarian. . . https: //connect. issaquah. wednet. edu/high/liberty/staff/ms_olsons_site/? Redirected =true Here students can find good information on the Columbian Exchange and it will be easier to find and use. Your students may also want to look at the Data Bases. “World History In Context” has some good things (but this is a trial only good until the end of this week). “Facts on File” Modern History will also be helpful, as will the History Study Center.

Let's Debate! Summary: The Columbian Exchange (named after Christopher Columbus) is considered one of the most significant events of world history; linking the Eastern and Western Hemispheres together. It had dramatic and lasting effects on the world socially, economically, and politically. The exchange of animals, food crops, goods, people, and plant life restructured the biology of both regions and altered the history of the world forever. Up for debate: You will be debating whether or not the Columbian Exchange had an overall positive impact on the world and its people from a perspective of a person and/or group that experienced the Columbian Exchange first hand. Research your “role” using your textbook Chapter 14 and 15, and be ready to debate whether or not you see the Columbian Exchange as a positive event in world history.

Questions you might consider in preparing their argument: • Was the route safe to navigate or dangerous? • What goods were sold and traded and who did this benefit? • What ideas and innovations were spread, and how did this benefit people? • What goods, ideas, or diseases spread that were detrimental? • How do those trade routes impact us today in terms of positives and negatives?

DEBATE INTRODUCTION BREAK REBUTTALS CONCLUSION *** Coin toss to determine which side goes first.

Team A has 4 -6 minutes to present their position. Team B has 4 -6 minutes to present their position. Each team has 3 -5 minutes to prepare a 2 -minute rebuttal. Team A has 2 minutes to present their rebuttal. Team B has 2 minutes to present their rebuttal. Each team has 3 -5 minutes to prepare Team A has 1 minute to present their rebuttal. Team B has 1 minute to present their rebuttal. a 1 -minutes closing statement. ***Winner of the debate is determined by using the Debate Rubric.

COLUMBIAN EXCHANGE INFOGRAPHIC Purpose: In this activity, you will demonstrate your knowledge by creating an infographic that explains the Columbian Exchange. This activity will allow you to show all that you’ve learned about the Columbian Exchange. The impact of the Columbian Exchange on the world is immeasurable, and it’s important that you have a grasp of this before moving onto other material. Process: In groups, you’ll create an infographic that demonstrates your knowledge of the Columbian Exchange. Part of this infographic will include information about how the Columbian Exchange relates to our world today