The Columbian Exchange. http://www.historynow.org/06_2007/historian2.html
The Middle Passage. http://www.pbs.org/wgbh/aia/part1/1p277.html
1. Assign a reading on the Columbian Exchange, using a resource such as the Web site listed above.
2. Prompt student discussion with the following questions:
What items were exchanged?
What impact did colonial rule have on the labor force? (Possible responses: Natives died; slaves were imported.)
What impact did colonization have on culture?
3. Instruct students to map the triangular trade pattern that embraced the Atlantic Ocean. On each leg of the triangle, have them list the items traded. Discuss the relationship between “mother country” and “colony.” Based on the information on the map, have students decide what can be determined.
4. Have students explore resources on the Web, such as the Web site listed above, and printed materials to develop a project on the Middle Passage. Allow students sufficient time to read resources extensively. Projects may be electronic such as using presentation software or a Web site, or in a more conventional format, such as creating a poster or report.
5. Put students into groups of four or five, and direct students within each group to present their projects to each other. Small groups can work well for students to ask questions of each other and share discoveries.
6. Evaluate student projects in terms of the following factors:
Accurate and complete content, incorporating the following:
Explanation of the triangular trade, including the Middle Passage as a part of the triangular trade
Details of the ordeal, including plight of the slaves from capture to sale in the west
Effective presentation and good writing skills, including the following:
Attractive format and appearance
Correct mechanics: grammar, spelling, and punctuation
Session 5: Review of Explorers
Teacher-made flash cards of the major sixteenth-century explorers (For each explorer, create four cards, each card containing one of the following: name, country for which he sailed, where he went, what he discovered. Make as many sets of four cards as needed so that each student may receive one card.)
1. Conduct a review of the explorers, using flash cards. Hand each student one card. Have students find their “matches” and gather together in groups of four to make complete four-card sets.
2. Once all four-card sets are formed, have groups share information about their explorer based on their flash cards.
NOTE: An alternate procedure for this activity is to place a card with each explorer’s name on the board. Then, hand each student a card (with either country, where, or what), and have students place their cards, one at a time, under the appropriate name. Once all cards have been placed, review them with the class to check whether all of them are in the correct places.
Session 6: Assessment
Attachment A: Sample Assessment Items
1. Distribute copies of Attachment A, and have students complete the assessment.