I use the Crops that Grew the World article the second day that we study the Columbian Exchange. I frame the lesson using the argument made in the article by Alfred Crosby that the most important change brought about by the European conquests was not political, but biological.
To kickoff our lesson, I use the maps below and ask students about what foods they eat now or foods that they love that would not have been possible without the Columbian Exchange. I sometimes make it a little bit more localized and ask about foods that are popular in DC that would not be possible without the Columbian Exchange.
We then do a three close reads of the article and use the Columbian Exchange maps as another point of analysis to corroborate the exchanges the text is identifying. Students then make arguments using evidence from the text evaluating the extent of the biological effects of the Columbian Exchange.
- What questions do you have for Tyrone about his approach to teaching the Columbian Exchange?
- How do you kick off this unit?
- What are your favorite OER Project activities to use when teaching the Columbian Exchange?
Share your questions and thoughts in the comments below. We look forward to a great “exchange” of ideas!
Click here to access OER Project lesson plans on the Columbian Exchange.
