The Columbian Exchange: The Clash of Cultures

Christopher Leahey, cleahey@nscsd.org

North Syracuse Junior High School

Introduction: Throughout history, advances in technology, economic forces, and individual actors can produce conflict and change. In 1492, Christopher Columbus successfully sailed across the Atlantic Ocean and reached land in America. Sponsored by King Ferdinand and Queen Isabella of Spain, Columbus’ mission was to find a shorter trade route to India. What Columbus did not know was that he had stumbled upon a foreign land Native Americans inhabited for more than 10,000 years. The result was a period of conflict, cultural exchange, and expanding trade.

Task: The task is for you to become an expert in three areas: (1) The context of the Columbian exchange, (2) The economic and social forces that shaped the interactions, and (3) The long-term outcomes of Columbus’ trip to the New World. You will demonstrate your expertise by creating a short podcast of approximately 3-5 minutes.

(1) The reason why Columbus sailed across the Atlantic Ocean (problem)

(2) A description of how Columbus treated his crew.

(3) The ways in which Columbus treated Native Americans.

(4) An evaluation of the positive and negative aspects of Christopher Columbus’s impact on the New World.

(5) Devise three alternative solutions that deal with the problem of exploration motivated by economic greed.

(6) An explanation of what you believe to be the best solution.

Process: You will need to use the resources listed below to guide you through the six-step process.

Step 1: What was the problem and whose problem was it?

Problem Sheet

Step 2: Gather Evidence

Identify three sources of evidence to support the existence and extent of your problem.

Evidence Sheet

Step 3: Determine Causes

Determining Causes Sheet

Step 4: Evaluate Existing Policies

Evaluate Existing Policies Sheet

Step 5: Develop Solutions

Solutions Worksheet

Step 6: Select the Best Policy Solution

Policy Solution Sheet

Resources:

Columbian Exchange Summary

Columbian Exchange Overview

Smallpox Basics (CDC)

Columbus Video and Biography

Selections from Columbus’s Journal

Aztec Account of the Conquest of North America

Map drawn and used by Columbus

Evaluation:

	4	3	2	1
Historical Context	Well-Explained	Limited Explanation	Undeveloped	Missing
Analysis of Causes	Effective	Limited	Weak	No Analysis
Evaluation of Existing Policy	Significant amount of relevant information , excellent evaluation	Some factual information, some analysis	Lacking information, minimal evaluation	Incomplete or Missing significant amount of relevant Information
Development and Choice of Policy	Well-organized, well-written and presented	Clearly-organized, written, and presented	Weak organization and writing. Weak presentation	Disorganized and poorly written. Poorly presented.
Total Points Earned

NYSED Learning Standards:

Standard 2: World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Common Core Learning Standards:

RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

RH.9-10.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

RH.9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

RH.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.