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Performance Objectives
Students will be able to:
- Understand the relationship between the movement of people and the
movement of flora and fauna.
- Explain how the introduction of new plants and animals into the New
and Old worlds influenced each regions development.
- Understand how technology makes today's world ‘smaller' than the
pre-Columbian world.
- Evaluate the consequences of the "Columbian Exchange."
Materials
4 handouts - 9 copies of each for 34 students.
Motivation
Discuss Jules Vernes' Around the World in 80 Days. How long would
it take a traveler today to circle the globe? How might it be done?
Development
1. Jigsaw
Divide class into 4 groups, each receiving copies of one of the documents.
Have them form a "teaching plan" to educate the other three groups, in
turn, and prepare to receive a "teacher" from each of the other groups
so that each student can take notes on all four documents.
2. Travel line
Working in original groups students create a "travel line" of New World
sample flora and fauna from the Pleistocene epoch to the present. It should
depict how horses/potatoes/maize/manioc connected the New World to the
Old World. The four documents form the basis of this project. The "travel
line" should be based on accepted map work. Members of the group sign
their work.
Questions for Guidance / Follow up:
A. What evidence exists that there were connections between the
Old World and the New World before modern times?
B. How did the return of the horse to the New World facilitate
submission of the New World Indians to the Spanish and the transplanting
of Old World culture into a new environment?
C. How did the introduction of potatoes into the Old World affect:
population growth; agricultural practices; and, the collection of taxes?
D. Using these examples, evaluate the biological and cultural
consequences of the "Columbian Exchange."
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