Jordyn Brown Upchurch

Columbian Exchange
October 15, 2015
9th Grade World History
Stage 1 Desired Results
National Standards:
2.) Time, Continuity, and Change-Studying the past makes it possible for us to understand
the human story across time.
CCRS Standards:
WHST.9-10.4) Production and Distribution of Writing: Produce clear and coherent writing in
which the development, organization, and style are appropriate to task, purpose, and
audience.
RH.9-10.3) Analyze in detail a series of events described in a text; determine whether
earlier events caused later ones or simply preceded them.
ACOS standards (lesson goals):
2.) Describe the role of mercantilism and imperialism in European exploration and
colonization in the sixteenth century, including the Columbian Exchange.
Describing the impact of the Commercial Revolution on European society
Identifying major ocean currents, wind patterns, landforms, and climates affecting
European exploration
Example: marking ocean currents and wind patterns on a map

Understandings (Students will understand):

The colonization of the Americas introduced new citizens into the Eastern & Western
hemispheres.
This global exchange of goods permanently changed Europe, Asia, Africa, and the
Americas.
Essential Knowledge (Students will know):

Columbian Exchange
Capitalism
Mercantilism
Joint-Stock Company
Favorable Balance of Trade

Essential Skills (Students will be able to):

Students will be able to work collectively in groups to achieve specific goals and
collaborate successfully.
Students will be able to present their work to the teacher and peers in an accurate
and organized manner.
Students will be able to identify factors that led to the development of global trade.
Students will be able to describe the effects of the new economic system and policies
on European & American society.
Secondary Education Lesson Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

Jordyn Brown Upchurch

Columbian Exchange
October 15, 2015
9th Grade World History
Essential Question(s):
In what ways did the Eastern Hemisphere and the Western Hemisphere of our world
differ prior to 1492?
How do exploration and interactions between different groups of people lead to
change?
How do exploration and interactions in the past impact our lives in the present?
Stage 2 Assessment Evidence
Assessment Evidence:
Formative assessments:
The teacher will formatively assess students during the bell ringer and the preview of
relevant previously learned information. These assessments will be done to inform
the teacher of what level the students are on before the body of the lesson begins.
The students will also be formatively assessed during the intro activity, after the
video has been shown. If the students do not seem to have understood the concepts
explained in the video, the teacher will discuss and remediate those before moving
onto the body of the lesson.

Summative assessments:
The teacher will give the students a summative assessment in the form of completing
the recipe/ingredient assignment and answering their questions as part of the group.
The work will be divided amongst the students and each will be responsible for their
portion of the work which is turned in from the group.

Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
Notebook paper & pen or pencil (provided by the students)
Sticky Note
Map
Video
Bell ringer:

Description of activity:
Written on the board when the students come in will be, Which do you think had the greatest
effect on history? Horses, -Smallpox, -Potatoes
The students will write their answer on a sticky note and bring it to the board.
After everyone has brought their answer, the teacher will discuss each possible answer and
explain why horses & smallpox are incorrect, and why potatoes are correct. (Potatoes because
they are still an important part of the modern diet and used all over the world. They also
increased the life expectancy of Europeans and provided nutrients needed in their diet)

Approx. time required:

o 5 minutes

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004

Jordyn Brown Upchurch

Columbian Exchange
October 15, 2015
9th Grade World History
Review of relevant, previously learned information (should be an activity):

Description of activity:
Students will take part in a discussion with the teacher. The teacher will remind students of
previous lessons in which they learned about the African slave trade as well as a lesson where
they learned about the transfer of diseases.
Students will be asked to guess what other goods they think were transported.
Discussion questions will include: Why might having colonies in the Americas be profitable?
Why might creating colonies and investing in these colonies be risky?

Approx. time required:

o 5 minutes

Introductory Activity (should be an activity):

Description of activity:
https://www.youtube.com/watch?v=b4pnutYN97U
This video will be shown: Mercantilism-Definition-History Illustrated
After the video has been shown, the teacher will review with the student the terms Big 3,
Mother Country, Mercantilism, raw materials, and manufactured goods.
The teacher will also at this point emphasize capitalism (what it is-when the ownership of
wealth transferred to private companies (similar to corporations) Introduce the topic of joint
stock companies and explain why these investors were essential (it was a high risk situation;
if there was loss-the loss was small, if there was success-it was shared among all investors)
At this point the teacher will emphasize mercantilism and explain how it goes hand in hand
with colonization. (Pause the video at the end in order to use the image for explanations)
(Explain that mercantilism is all about power of the mother country and preventing the
colonies from trading with each other or other countries, also explain that there are 2 ways for
a mother country to become powerful: 1)Get as much silver and gold as possible 2) Est. a
favorable balance of trade (selling more goods than the country buys))
Approx. time required:
o 10 minutes

Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:
o A map of the Columbian Exchange will be projected onto the board. (This will assist
with the lesson as well as additional support for learning map skills).
o Each student will be handed a card with an item that was exchanged during the
Columbian Exchange and then each student will be called on to tell the class where
their item originated from.
o The students will then be put into groups of 2-4 depending on class size.
o The students will then be asked to take out a pencil and paper with their partner.
o They will write down their favorite dinner (including side dish and dessert) and break it
down into some simple ingredients.
o The students will then together write down how their meal would have been different
without the Exchange, would it have even been possible?
They are also responsible for answering: What are the positives and the
negatives of the Columbian Exchange? Why was the Columbian Exchange so
important?
o The students will share their answers with the class and then turn in their
dinner/ingredient list and the answers to the questions.

Approx. time required:

o 25 minutes

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004

Jordyn Brown Upchurch

Columbian Exchange
October 15, 2015
9th Grade World History
Preview of the next lesson:

Description of activity:
The students will be reminded that tomorrow is a review day for their test on Friday.
The teacher will tell the students that Zonk will be played and to come to class
prepared for their review.

Approx. time required:

o 5 minutes

Related out of class assignment:

The students will be asked to create a letter for homework.
The students will imagine that they are a crew member on Columbus voyage. They will
pretend as if they are writing to a loved one back home and describe what they have seen
in the New World (plants, animals, people, etc.) They will use their knowledge from the
video, classroom activities, and previous lessons.
Optional description of co-teaching strategy used in this lesson. If co-teaching
was part of this lesson, describe: co-teaching model used, how and why this
particular strategy was employed, role (lead teacher/secondary teacher), and
details of the implementation of the co-teaching model.
This lesson will be co-taught using the one-teach one-observe method. This strategy was
employed so that the lead teacher would be able to teach the lesson and gain valuable
feedback from the secondary teacher. This will be implemented by the secondary teacher
observing the lesson being led by the lead teacher and providing the feedback at the end of
the lesson.

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004