T.E.K.S.

EXPECTATION(S): The
Student is expected to...:

BIG UNDERSTANDING; Support

Knowledge and Skill Goal(s):

(B) trace the spatial diffusion of (c) Knowledge and skills (1) History. The
phenomena such as the Columbian Exchange
student understands how geography and
or the diffusion of American popular processes of spatial exchange (diffusion)
culture and describe the effects on influenced events in the past and helped
regions of contact;
to shape the present.

T.E.K.S. OBJECTIVE(S): The Student will...:

1. Understand the causes of European expansion and the effects of that expansion on
European and non-European societies (The Columbian Exchange).
2. Categorize the effects of the Columbian Exchange originating in the Old World and
the New World.
3. Develop a graphic organizer on the Columbian Exchange of technology, plants,
animals and diseases.
4. Identify key concepts and vocabulary words related to the Columbian Exchange.

ASSIGNMENT EVIDENCE:
1. Write-in three (3) column graphic
organizer table of the Columbian
Exchange:
a. 1st Column; The Old World
products.
b. 2nd Column; Crosscontribution(s) (e.g.,
Fruits, Vegetables,
Animals, Diseases, etc.).
c. 3rd Column; New World
products.
2. Key Concept and Vocabulary:
a. Spatial Diffusion.
b. Columbian Exchange.
c. Old World.
d. New World.
3. When you take the multi-question
assessment test at the end of the
term you will have to recognize
an example of the process of
spatial exchange.

ASSESSMENT EVIDENCE [MODIFIED]:

A. {Picture/image-paste three (3)
column graphic organizer table of
the Columbian Exchange:
a. 1st Column; The Old World
products.
b. 2nd Column; Crosscontribution(s) (e.g.,
Fruits, Vegetables,
Animals, Diseases, etc.).
c. 3rd Column; New World
products.}
B. {Recognize, recall and assign
concept and vocabulary terms to:
a. Spatial Diffusion.
b. Columbian Exchange.
c. Old World.
d. New World.}
C. {When you take the multi-question
(50:50) assessment test at the
end of the term you will have to
recognize an example of the
process of spatial exchange.}

SEQUENCE OF ACTIVITIES;
Instructional Strategies:
A. Have students list with image
pictures what they have eaten.
B. Explain Columbian Exchange
concepts and vocabulary words.
C. Use realia to explain and show
products of the Columbian
Exchange.
D. Hand out a List of Old World and
New World products of diffusion.
E. Divide students into small
lottery-assigned groups and have
them decide whether foods they
have eaten originated in either
the Old World or New World.
F. Pass out copies of the Columbian
Exchange cut & paste three (3)
column graphic organizer.
G. Review concepts associated with
the Columbian Exchange and
products/ideas from the Old
World and New World.
[ALTERNATIVE/EXTENSIONS:
>Access to saved files to research all
areas of interest.
>Have students plot what they have eaten
onto a world map to visualize where these
products came from.
>Have students create journal entries
(name of plant, latin description, place
of origin and significance) of products
listed on the List of Old World and New
World handout.]

OPENING
HOOK:
INSTRUCTIONAL ACTIVITIES
AND
ASSESSMENT (GRADING CRITERIA) OF
ACTIVITIES:

Have students list what they have eaten in the past few days.

(Demonstration,
examples,
hands-on
experiences, role play,
Have a few tangible lectures,
products (Realia)
of spatial
diffusion.
From Old World to
active learning experience, art, music,
reading,
Frommodeling,
New Worlddiscussion,
to
listening, viewing, ect.)

New World
Post
essential
questions on the white-board.
Dispense handouts on the
SEQUENCE
OF ACTIVITIES;
Old
World
area
of study. Strategies:
Print handouts laying out the performance requirements,
Instructional
deadlines, checklists, rubrics and reference materials.
Chickens
Llamas
1. Have students list what they
have eaten.
2. Explain Columbian Exchange
concepts and vocabulary words.
3. Use realia to explain and show
products of the Columbian
Exchange.
ENDING, SUMMARY/REFLECTION:
4. Hand out a List of Old World and
New World products of diffusion.
5. Divide students into small
1. Review
of the Columbian
A. {[MODIFIED]
Review of the
lottery-assigned groups and have
Exchange
concepts
and products.
Columbian
Exchange
concepts and
them decide whether foods they
2. Haveproducts.}
students list between 5-10
have eaten originated in either
Old
World and New
World
B. {[MODIFIED]
Have
students
the Old World or New World.
contributions.
list /draw 5 Old World and New
6. Pass out copies of the Columbian
3. Students
explain/write down
World to
contributions.}
Exchange write-in three (3)
the
significanceStudents
of the to
C. {[MODIFIED]
column graphic organizer.
RESOURCES:
Columbian
Exchange
in history.
recognize and place
in order
7. Review concepts associated with
image representations of the
the Columbian Exchange and
Class text book.
Columbian Exchange.}
products/ideas from the Old
Library book(s).
World and New World.
Lectures.
o {[MODIFIED] Reviews and lecture
[ALTERNATIVE/EXTENSIONS:
notes}
>Access to saved files to research all
areas of interest.
Purdue Owl MLA Formatting.
>Have students plot what they have eaten
Academic websites
other than
MATERIALS:
onto a world map to visualize where these
Wikipedia.
products came from.
1. Handout: List of Old World and
>Have students create journal entries
Microsoft Office Word.
New World products/ideas.
(name of plant, latin description, place
of origin and significance) of products
2. Handout: Write-in three (3)
listed on the List of Old World and New
column graphic organizer on the
World handout.]
Columbian
Exchange.
GROUPING PATTERNS; Student
Performance:
3. Handout: concepts and
Students have previously graphed information,
identified
key vocabulary
Vocabulary
words.
SEARCH
PHRASES
AND
WEBSITE(S):
TECHNOLOGY:
words and concepts, and looked up internet
information either alone or
4. Realia
heterogeneous
lottery-assigned
groups.Exchange.
>>Columbian
>Have in
students
use the internet
to find
out more information on the Columbian
Exchange.

>>Seeds of change.
>>Cultural diffusion.
>>spatial diffusion.
Merchants of the Great Exchange:
http://www.marinersmuseum.org/sites/default/files/fla
sh/merchants.swf
Youtube: https://www.youtube.com/watch?v=4RTBPPC28FI

Use the table and your knowledge of social studies to answer the following
question.
The table above lists exchanges between which areas?
F Europe, Asia, and Africa
G Africa, Australia, and the Americas
H Europe, Africa, and the Americas
J Australia, Antarctica, and Africa
TAKS 04/2009 #18, PG. 16

The Columbian Exchange was the process of food, animals and diseases being
exchanged between Europe and the Americas (diffusion). Europe gained
foodstuffs such as potatoes, which became a staple crop for poorer
populations in places such as Ireland, and tomatoes. This allowed for an
increase in population in some parts of Europe. Although a few Indians were
taken to Europe as a show and tell exhibit, they were not made forced
laborers. Indentured servants from Europe did come to the Americas to work;
however, this was not part of the Columbian Exchange. There were some
animals such as the guinea pigs and a form of syphilis that went from the
Americas to Europe; however, the most significant exchange was the diseases
such as flu, smallpox and the plague that was transmitted from Europe to
the Americas. The Columbian Exchange did not lead to a reemergence of the
Black Death in Europe and although some foodstuffs were transported to the
Americas, the native population did not need them anyways. The diseases
greatly reduce the population of Indians.

T.E.K.S. EXPECTATION(S): The

Student is expected to...:

BIG UNDERSTANDING; Support

Knowledge and Skill Goal(s):

(B) trace the spatial diffusion of (c) Knowledge and skills (1) History. The
phenomena such as the Columbian Exchange
student understands how geography and
or the diffusion of American popular processes of spatial exchange (diffusion)
culture and describe the effects on influenced events in the past and helped
regions of contact;
to shape the present.

T.E.K.S. OBJECTIVE(S): The Student will...:

1. Understand and identify examples of the process of spatial exchange [diffusion], a
term that is often used by historians to refer to the process by which cultural
traits, such as technology, are spread between two or more cultures across space.
2. Analyze patterns and characteristics of movement of cultural diffusion.
3. Develop a graphic organizer on cultural diffusion of products, new
ideas/technologies, cultural traits and diseases between the Old World and New
World.
4. Identify key concepts and vocabulary words related to cultural diffusion.

ASSIGNMENT EVIDENCE:

ASSESSMENT EVIDENCE [MODIFIED]:

1. Write-in four (4) box graphic organizer

on the cultural diffusion of:
a. Center Oval: Cultural Diffusion.
b. 1st Box [upper left]: Spread of New
Products.
c. 2nd Box [upper right]: Spread of New
Ideas/Technologies.
d. 4th Box [lower right]: Spread of
Diseases.
2. Key Concept and Vocabulary:
a. Cultural Diffusion.
b. Migration of human populations,
America the Worlds 'Melting pot.'
c. Elements of Cultural Diffusion
(products, ideas/technologies,
cultural traits and diseases.
3. Partner Project: Find and research at
least two (2) different things on the
internet that have been culturally
diffused either into our culture, or
from out culture into another's
culture.
a. Type at least 1 page, no more than 2
pages, about the different things you
and your partner found and researched
(One Inch Margins, Times New Roman 12
pt. font, MLA style, double-spaced and
paragraph indented, DOES NOT INCLUDE
REFERENCE PAGE)
4. When you take the multi-question
assessment test at the end of the term
you will have to recognize an example
of the process of spatial exchange.

A. {Picture/image-paste onto a four (4) box

graphic organizer on the cultural diffusion
of:
a. Center Oval: Cultural Diffusion.
b. 1st Box [upper left]: Spread of New
Products.
c. 2nd Box [upper right]: Spread of New
Ideas/Technologies.
d. 4th Box [lower right]: Spread of Diseases.
B. {Recognize, recall and assign concept and
vocabulary terms to:
a. Cultural Diffusion.
b. Migration of human populations, America
the Worlds 'Melting pot.'.
c. Elements of Cultural Diffusion (products,
ideas/technologies, cultural traits and
diseases.
C. {Partner Project: Find and research at
least two (2) different things on the
internet that have been culturally diffused
either into our culture, or from out
culture into another's culture.
a. Type at least 1 paragraph or print out
images these two (2) different things you
and your partner found and researched (One
Inch Margins, Times New Roman 12 pt. font,
MLA style, double-spaced and paragraph
indented, DOES NOT INCLUDE REFERENCE
PAGE).}
D. {When you take the multi-question (50:50)
assessment test at the end of the term you
will have to recognize an example of the
process of spatial exchange.}

HOOK:
INSTRUCTIONAL ACTIVITIES OPENING
AND ASSESSMENT
(GRADING CRITERIA) OF
ACTIVITIES:

How many have eaten a fortune cookie?

Who has played

baseball? examples, hands-on experiences, role play,
(Demonstration,
lectures,
Have
a few tangible
productsart,
(Realia)
of spatial
diffusion.
active
learning
experience,
music,
modeling,
discussion, reading,
listening, viewing, ect.)

Post essential
on the white-board.SEQUENCE
DispenseOF
handouts
on the
ACTIVITIES;
SEQUENCE questions
OF ACTIVITIES;
area of
study. PrintStrategies:
handouts laying out the
performance Strategies:
requirements,
Instructional
Instructional
deadlines, checklists, rubrics and reference materials.
1. Have students answer if they have eaten
any foreign food or have played a
sport.
2. Explain cultural diffusion concepts and
vocabulary words.
3. Use realia to explain and show products
or introduce ideas of cultural
diffusion.
4. Hand out a List of Products/ideas of
cultural diffusion.
5. Divide students into small lotteryassigned groups and Find and research
at least two (2) different things on
the internet that have been culturally
diffused either into our culture, or
from out culture into another's
culture. Students will then type on
Microsoft Office Word what they found.
6. Pass out copies of the graphic
organizer on cultural diffusion.
7. Review concepts associated with
cultural diffusion and products/ideas
from between cultures, international
and intranational.

A. Have students list with image pictures

any foreign food they have eaten or
have played a sport.
B. Explain cultural diffusion concepts and
vocabulary words.
C. Use realia to explain and show products
or introduce ideas of cultural
diffusion.
D. Hand out a picture List of Old World
and New World products of diffusion.
E. Divide students into small lotteryassigned groups and Find and research
at least two (2) different things on
the internet that have been culturally
diffused either into our culture, or
from out culture into another's
culture. Students will then type on
Microsoft Office Word what they found.
F. Pass out copies of cultural diffusion
cut & paste graphic organizer.
G. Review concepts associated with
cultural diffusion and products/ideas
from between cultures, international
and intranational.

[ALTERNATIVE/EXTENSIONS:
>Access to saved files to research all
areas of interest.
>Have students plot examples of cultural
diffusion they have researched or
experienced onto a world map to visualize
where these products/ideas came from.
>Have students research and find an
interesting product/idea and explain why
they would like to experience this example
of cultural diffusion.

[ALTERNATIVE/EXTENSIONS:
>Access to saved files to research all
areas of interest.
>Have students plot picture examples of
cultural diffusion they have researched or
experienced onto a world map to visualize
where these products came from.
> Have students research and find an
interesting product/idea and explain why
they would like to experience this example
of cultural diffusion.]

TECHNOLOGY:

SEARCH PHRASES AND WEBSITE(S):

>Have students use the internet to find

out more information on cultural
diffusion.

>>Columbian Exchange.
>>Seeds of change.
>>Cultural diffusion.
>>spatial diffusion.
Cultural Diffusion of the 20th and 21st Century:
http://modernculturaldiffusion.weebly.com/
Youtube: https://www.youtube.com/watch?v=OrixSTWc7Ag

ENDING,

SUMMARY/REFLECTION:

1. Review
of cultural
A. {[MODIFIED]
1) diffusion
Review of
concepts.
cultural diffusion concepts.}
2. Have
students answer
whatstudents
B. {[MODIFIED]
2) Have
foreign
food they have what
eatenforeign
list/draw/explain
recently
if have
they eaten
play arecently
food or
they
sport.
or if they play a sport.}
3. Students
to explain/write
down
C. {[MODIFIED]
3) Students
to
RESOURCES:
the significance
of
cultural
recognize and place in order
The map shows the spread of which
diffusion
history.
image in
representations
of
Class text book.
cultural diffusion.}
Library book(s).
Lectures.
o {[MODIFIED] Reviews and lecture
notes}
Purdue Owl MLA Formatting.
Academic websites
other than
MATERIALS:
Wikipedia.
1. Handout: List of Products/ideas
Microsoft Office Word.
of cultural diffusion in
America.
2. Handout: Write-in four (4) box
graphic
organizer on cultural
GROUPING PATTERNS; Student
Performance:
diffusion in America.
Students have previously graphed information,
identified
keyand
vocabulary
3. Handout:
concepts
words and concepts, and looked up internetVocabulary
information
either alone or
words.
in heterogeneous lottery-assigned groups.
4. Realia

Which of the following does this menu best reflect?

A Successful agricultural trade agreements with other countries
B Strict U.S. regulations on food preparation
C Diverse ethnic contributions to U.S. culture
D Lowered nutritional standards for public schools
STAAR U.S. Hist. 05/2015 #59, Pg. 38

The processes of spatial exchange [diffusion] is often used by historians

to refer to the process by which cultural traits, such as technology, or
spread between two or more cultures across space. Cultural diffusion is the
spreading of a cultural trait, material object, idea, or behaviour pattern,
from one society
to another.
Ideas, products,
religion, and
technology are
examples of
things that have
been diffused.
Diffusion can
also be viewed
as a cultural
exchange between
societies. If
you are not from
a Chinese
background and
you have eaten Chinese food, you have experienced the diffusion of Chinese
food, since the style of Chinese food began in China and eventually made
its way to California. The Silk Road was actually a series of several land
and sea routes (originally called the Silk Routes) that connected various
trading post between China and the Roman Empire. Along these roads
merchandise, such as spices and silks were sent from Asia to the Middle
East and Europe. In addition to merchandise, the Silk Road was important
for its role in cultural diffusion. Along these routes Buddhist merchants
and missionaries traveled and spread Buddhism from India to China. The Silk
Road was clearly established by 500 BC and continued until 1500 A.D.
Cultural diffusion can have both positive and negative effects on both
cultures. For example, when French explorers met new tribes in North
America, they brought many new foods back to Europe but left smallpox with
the natives.