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The Great Exchange

by  The Mariners' Museum

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Imagine a world without vanilla ice cream, tomato sauce for pizza and pastas, or even chocolate! Sadly, this is the world Europeans endured before Christopher Columbus “sailed the ocean blue” in 1492. Join The Mariners’ Museum as we retrace Columbus’ historic voyage and examine the impact the Great Exchange of plants, animals, and diseases had on the Old and New World.

Program Rating

   based on 21 evaluation(s).

About This Program

Cost

By Request: $125.00
By Request Premium: $125.00



Length

45 minutes - 1 hour


Target Audience

Education: Grade(s) 3, 4, 5, 6, 7, 8, 9, 10, 11, 12Public Library: Library Patrons

Minimum participants:

no minimum

Maximum participants:

30


Primary Disciplines

Sciences, Social Studies/History


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Zoom, Google Meet, Cisco WebEx, GoToMeeting, Microsoft Teams, etc...)



Booking Information

Please book at least two weeks in advance.

Sorry, this program is not currently available. To inquire about future availability, please contact The Mariners' Museum

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Provider's Cancellation Policy

Please cancel your program as soon as you know that you must. A week's notice is preferable.

About This Provider

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The Mariners' Museum

Newport News, VA
United States

The Mariners’ Museum is located in Newport News, Virginia, but our educational reach extends far beyond our physical doors. Just as Man has used the sea to journey around the world for thousands of years, The Mariners’ now uses Interactive Videoconferencing to offer programming to schools across the country and around the globe.
The Mariners' Museum, one of the largest and most comprehensive maritime history museums in the world, houses a treasure trove of more than 35,000 items inspired by human experiences with the sea.

Contact:
Harriet Smith
hsmith@marinersmuseum.org
7575917743

Program Details

Format

1. The students will see how Europeans viewed their world prior to Christopher Columbus’ voyage and how that compared after his voyage.
2. The students will learn how the terms “Old World” and “New World” were developed.
3. The students will learn how diseases and cultures were exchanged in the first few decades following Columbus’ first voyage.
4. The students will work in groups to speculate whether a list of common plants and animals originated in the Old or New Worlds.
5. The students will learn the origin of these common plants and animals, as well as how they were used in the both the Old and New Worlds before and after the Great Exchange.
6. The students will learn about the impact of Christopher Columbus’ voyages, including new products introduced to the Old World that only grew in America.

Objectives

1. The students will be able to identify which continents are classified as Old World and New World.
2. The students will be able to identify Christopher Columbus and Amerigo Vespucci and their contributions to the Age of Exploration.
3. The students will be able to describe why Columbus’ voyage had more of an impact than that of the Vikings or other suggested pre-Colombian explorers.
4. The students will be able to identify some of the foods, plants, animals, diseases, and cultural influences exchanged between the Old World and the New World during the colonization of the New World.
5. The students will be able to describe the effects of these exchanges on the inhabitants of the both the Old and New Worlds.

Standards Alignment

National Standards

NS.K-4.5 Economics
? Voluntary exchange occurs only when all participating parties expect to gain. This is true for trade among individuals or organizations within a nation, and usually among individuals or organizations in different nations.
? Exchange is trading goods and services with people for other goods and services or for money.
? The oldest form of exchange is barter the direct trading of goods and services between people.
? People voluntarily exchange goods and services because they expect to be better off after the exchange.

NSS-EC.K-4.6 Economics
? When individuals, regions, and nations specialize in what they can produce at the lowest cost and then trade with others, both production and consumption increase.
? Economic specialization occurs when people concentrate their production on fewer kinds of goods and services than they consume.
? Division of labor occurs when the production of a good is broken down into numerous separate tasks, with different workers performing each task.
? Specialization and division of labor usually increase the productivity of workers.
? Greater specialization leads to increasing interdependence among producers and consumers.

NSS-EC.K-4.7 Economics
? Markets exist when buyers and sellers interact. This interaction determines market prices and thereby allocates scarce goods and services.
? A price is what people pay when they buy a good or service, and what they receive when they sell a good or service.
? A market exists whenever buyers and sellers exchange goods and services.
? Most people produce and consume. As producers they make goods and services; as consumers they use goods and services.

NSS-G.K-12.1 Geography
? Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.
? Understand how to use mental maps to organize information about people, places, and environments in a spatial context.
? Understand how to analyze the spatial organization of people, places, and environments on Earth's surface.

NSS-G.K-12.4 Geography
? Understand the characteristics, distribution, and migration of human populations on Earth's surface.
? Understand the characteristics, distribution, and complexity of Earth's cultural mosaics.
? Understand the patterns and networks of economic interdependence on Earth's surface.
? Understand the processes, patterns, and functions of human settlement.
? Understand how the forces of cooperation and conflict among people influence the division and control of Earth's surface.

NSS-USH.5-12.1 ERA 1: THREE WORLDS MEET (BEGINNINGS TO 1620)
? Understands comparative characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450
? Understands how early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples

NSS-USH.5-12.2 ERA 2: COLONIZATION AND SETTLEMENT (1585-1763)
? Understands why the Americas attracted Europeans, why they brought enslaved Africans to their colonies, and how Europeans struggled for control of North America and the Caribbean
? Understands how political, religious, and social institutions emerged in the English colonies
? Understands how the values and institutions of European economic life took root in the colonies, and how slavery reshaped European and African life in the Americas

NSS-WH.5-12.6 ERA 6: THE EMERGENCE OF THE FIRST GLOBAL AGE, 1450-1770
? How the transoceanic interlinking of all major regions of the world from 1450 to 1600 led to global transformations.
? How European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-1750.
? How large territorial empires dominated much of Eurasia between the 16th and 18th centuries.
Economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas,1500-1750.
? Transformations in Asian societies in the era of European expansion.
? Major global trends from 1450 to 1770.

State Standards

Virginia
3.3 The student will study the exploration of the Americas by
a) describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport;
b) identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians.
3.5 The student will develop map skills by
a) positioning and labeling the seven continents and five oceans to create a world map;
b) using the equator and prime meridian to identify the Northern, Southern, Eastern, and Western Hemispheres;
c) locating the countries of Spain, England, and France;
d) locating the regions in the Americas explored by Christopher Columbus (San Salvador in the Bahamas), Juan Ponce de León (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia);
e) locating specific places, using a simple letter-number grid system.
3.8 The student will recognize that because people and regions cannot produce everything they want, they specialize in what they do best and trade for the rest.
WHII.1 The student will improve skills in historical research and geographical analysis by
a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500 A.D. (C.E.);
b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past since 1500 A.D. (C.E.);
c) identifying geographic features important to the study of world history since 1500 A.D. (C.E.);
d) identifying and comparing political boundaries with the locations of civilizations, empires, and kingdoms from 1500 A.D. (C.E.) to the present;
e) analyzing trends in human migration and cultural interaction from 1500 A.D. (C.E.) to the present;
f) analyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems, on events since 1500 A.D. (C.E.).
WHII.2 The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.) by
a) locating major states and empires;
b) describing artistic, literary, and intellectual ideas of the Renaissance;
c) describing the distribution of major religions;
d) analyzing major trade patterns;
e) citing major technological and scientific exchanges in the Eastern Hemisphere.
WHII.4 The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by
a) explaining the roles and economic motivations of explorers and conquistadors;
b) describing the influence of religion;
c) explaining migration, settlement patterns, cultural diffusion, and social classes in the colonized areas;
d) describing the Columbian Exchange, including its impact on native populations;
e) mapping and explaining the triangular trade;
f) describing the impact of precious metal exports from the Americas.
WHII.5 The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by
a) describing the location and development of the Ottoman Empire;
b) describing India, including the Mughal Empire and coastal trade;
c) describing East Asia, including China and the Japanese shogunate;
d) describing Africa and its increasing involvement in global trade;
e) describing the growth of European nations, including the Commercial Revolution and mercantilism.
WG.6 The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and environmental factors.
VUS.2 The student will describe how early European exploration and colonization resulted in cultural interactions among Europeans, Africans, and American Indians.