Students will be able to define the Colombian exchange and to explain its impact on diets around the world.

Arizona State Foreign & Native Language Standards

Standard 1, Communication:
Standard 2, Communication:
Standard 4, Culture:
Standard 5, Connections:
Standard 7, Communities:

Strand 2, World History
Concept 5: Encounters and Exchange
Strand 4, Geography
Concept 2: Places and Regions
Strand 5, Economics
Concept 1: Foundations of Economics

The Columbian Exchange (also sometimes known as The Grand Exchange) has been one of the most significant events in the history of world ecology, agriculture, and culture. The term is used to describe the enormous widespread exchange of plants, animals, foods, human populations (including slaves), communicable diseases, and ideas between the Eastern and Western hemispheres that occurred after 1492. Many new and different goods were exchanged between the two hemispheres of the Earth, and it began a new revolution in the Americas and in Europe. In 1492, Christopher Columbus' first voyage launched an era of large-scale contact between the Old and the New World that resulted in this ecological revolution: hence the name "Columbian" Exchange.

The Columbian Exchange greatly affected almost every society on earth, bringing destructive diseases that depopulated many cultures, and also circulating a wide variety of new crops and livestock that, in the long term, increased rather than diminished the world human population. Maize (corn) and potatoes became very important crops in Eurasia by the 1700s. Peanuts and manioc (cassava) flourished in tropical southeast Asian and west African soils that otherwise would not produce large yields or support large populations. (Source: Wikipedia, free online encyclopedia.)

Prep Time:

The activities that follow were presented over the duration of one semester. A general overview of the Columbian Exchange was introduced, then related activities were pursued. The rationale for this was to initiate a spiral effect: as students’ Spanish vocabulary and language skills expanded, activities, language and related readings could become more complex.

Most activities required two class periods: one period to introduce key ideas, vocabulary and a brief reading (usually followed by homework), and a second period to discuss main ideas, review homework or allow time for student presentations related to the activity.

Materials Needed:

handouts, video, colored pencils, maps

Activity 1:

Students will view the video “The Columbian Exchange.” Source: Columbus and the Age of Discovery: The Columbian Exchange (video). WGBH Educational Foundation and Zvi Dor-Ner, Boston, 1991. After viewing the video, students work in pairs to make a T-chart, classifying Old World (Asia, Africa, Europe) and New World (the Americas: North, Central and South America) plants and animals. Here’s the scrambled word list:

PART TWO: TIMELINE STUDY

Objective:
Arizona State Standards
- SOCIAL STUDIES 4.2.1.1. Use timelines (B.C.E.,B.C.,A.D.,C.E.) to interpret historical data
- MATH 4.1.3.4. Estimate and measure for distance
Vocabulary:
Lessons & Materials:
- Lesson 1: Katherine Dungan’s work in progress. She shared a wonderful PowerPoint presentation defining the abbreviations B.C., A.D., B.C.E., and C.E. (**Powerpoint coming soon**)
- Lesson 2: Refer to INTRIGUE OF THE PAST<, DISCOVERING ARCHAEOLOGY IN ARIZONA binder, Lesson Plan 1, Arizona Life ways, Extensions, appendix page 1-3. Students will create a timeline that spans from 10,000b.c. to present day. This timeline will be used throughout the year to record important events in Arizona.
- Lesson 3: The Sonoran Desert Conservation Plan has eight “Cultural Resources Fact Sheets” that include a timeline that spans from 10,000 B.C. to 1912 A.D. and explain eight different periods of time beginning with the paleoindian period and ending with the statehood period.

PART THREE: STRATIGRAPHY

Objectives:
Arizona State Standards
- SOCIAL STUDIES 4.2.1.4. Describe how archaeological research adds to our understanding of the past
- SCIENCE 4.1.3.1. Analyze data
- SCIENCE 4.1.3.2. Formulate conclusions
- SCIENCE 4.1.4.1. communicate verbally or in writing the results of an inquiry
Vocabulary:
Lessons & Materials:
- Lesson 1: Katherine presents a lesson on stratigraphy and taphonomy, “Trash! How Garbage becomes Archaeology (University of Mars Part II). The instructor will also need recipes, and a worksheet. Katherine also has created a PowerPoint. There is a culminating activity where students are given a “trashcan worksheet,” and they must show the stratigraphy of their trash created from following the tasks of making their recipe.
- Lesson 2: Refer to INTRIGUE OF THE PAST, DISCOVERING ARCHAEOLOGY IN ARIZONA, LESSON 5 “CHRONOLOGY: THE TIME OF MY LIFE, pages 22-25. A different approach to creating these chronologies would allow students to take their sheets home and get input from their family in case the student has trouble remembering special moments.
- Lesson 3: The Arizona State Museum has a series of kits that introduce the different periods of time in Tucson where students can look at artifacts and answer questions. We are hoping that an IGERT student might be able to check those kits out to enable students understanding of stratigraphy.

PART FOUR: MAPPING

Objectives:
Arizona State Standards:
- MATH 4.1.3.4.Estimate and measure distances
- MATH 4.4.3.1.name coordinates of a point plotted in the first quadrant
- SCIENCE 4.1.2.4.measure using appropriate tools
- SOCIAL STUDIES 4.4.1.2.interpret maps using title, compass rose, symbols, legend and scale
- SOCIAL STUDIES 4.4.1.3.construct maps using symbols
Vocabulary:
Materials & Lessons:
- Lesson 1: “Map Basics” Students will create a map of their home and then of the classroom.
  - Students can review the vocabulary from “Map Basics” here
- Lesson 2: Students will practice using an x-y coordinate system to map. The mapping exercises that follow come from ARCHAEOLOGY: WINDOW OF THE PAST, pages H-25, 93-98
  - The website “Billy Bug” will help students to find the correct coordinates. (A related website instructs using all four quadrants.
- Lesson 3: Introduce Katherine’s lesson “Maps and Mapping in Archaeology (University of Mars Part III).” Students will be given a worksheet to record artifacts. Students will set up a legend, scale, and compass rose on their map.

PART FIVE: CULMINATING ACTIVITY: Mock Dig (Section is Underconstruction)

Objectives:
Arizona State Standards:
- MATH 4.1.3.3. Estimate length using metric units
- MATH 4.1.3.4. Measure for distance
- MATH 4.4.4.3. Select an appropriate tool to use in a measurement situation
- SOCIAL STUDIES 4.4.1.3. Constuct maps using symbols to represent human and physical features
- SOCIAL STUDIES 4.2.1.4. Describe how archaeological research adds to our understanding of the past
- SCIENCE 4.1.2.4. Measure using appropriate tools and unit of measure
- SCIENCE 4.1.2.5. Record data in an organized format
- SCIENCE 4.1.3.1. Analze data obtained in an scientific investigation
- SCIENCE 4.1.3.2. Formulate conclusions
- SCIENCE 4.1.3.5. Develop new questions and predictions based upon data collected
- SCIENCE 4.1.4.1. Communicate verbally/writing results of an inquiry
- SCIENCE 4.1.4.2. Choose a graphic representation for the collected data
- SCIENCE 4.1.4.3. Communicate with other groups to compare results of a common investigation
Vocabulary:
Materials & Lessons:
- Lesson 1: Denise’s Mock Excavation Activity (a work in progress)
- Materials:
  - 10 clear plastic ‘shoe boxes’ for burying artifacts. Each box will contain remains from a different excavation unit of the archaeological site. A group of 2-3 students will be responsible for identifying the artifacts in their ‘shoe box’ and reporting this information to the whole class.
  - a site map: see attached map. This is a site map (drawn to scale on grid paper) which includes the location of features from the site (house foundations, pithouses, etc). This map is for the teacher to use as background info and is not meant to be shared with students until they have completed the Activity. The map will have each grid square numbered and these numbers will be associated with particular ‘shoe boxes.’
  - blank grid paper for students to use for mapping site materials
  - a handout for students to use to write down everything that they find in their ‘shoe box’
  - a summary handout for students to use to write down everything that is found from all 10 of the ‘shoe boxes’
  - prehistoric materials for boxes:
    - pithouse floor: stone tools (flakes and groundstone), bones (wild animals like bunny and deer), ceramics, seeds (tepary, corn, squash)
    - hearth: burned seeds/ceramics
    - trash mound; broken up items of all sorts of artifacts
    - roasting pit: fire cracked rocks, agave knives, agave tips
    - post holes: rocks and sherds for ‘righting’ posts
    - ramada: stone tools, ceramics, bones
  - historic materials for boxes (assume house is late 19th century): bottles, plates, bones (domesticated animals), bricks, marbles, newspaper, basalt rocks (foundation stones), coins, (maybe put things that are kitchen items in one box, bedroom items in another, etc)
  - modern materials (found on the surface; random materials from the late 20th & early 21st centuries)
  - Items in each of the shoe boxes
  - Box 1: materials from pithouse and pithouse posthole
  - Box 2: materials from pithouse hearth
  - Box 3: materials from pithouse doorway
  - Box 4: materials from historic period trash (privy)
  - Box 5: materials from pithouse floor
  - Box 6: mixed materials from pithouse floor and historic house
  - Box 7: mixed materials from pithouse floor, historic house, and ramada posthole
  - Box 8: materials from prehistoric rock pile/roasting pit
  - Box 9: materials from prehistoric trash
  - Box 10: materials mostly from historic house, with some from prehistoric pithouse
  - Box 11: materials from historic house
  - Box 12: materials from historic house
  - Box 13: empty box
  - Box 14: materials from historic house
  - Box 15: materials from historic house and prehistoric ramada posthole
  - Box 16: materials from historic house porch and porch posthole
Need to Teach:
- metric system
- graphing

REFERENCES (for all parts of this Unit)

Part Five is based on “Session Five: Uncovering the Past or What’s Hidden in the Midden?” pages 43-67 of INVESTIGATING ARTIFACTS Making Masks, Creating Myths, Exploring Middens.
"Section b: Doing Archaeology" pages B1-B-20 in ARCHAEOLOGY:WINDOW ON THE PAST