• Document: Understanding the Columbian Exchange Through Old World and New World Foods
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Understanding the Columbian Exchange Through Old World and New World Foods Purpose Background Students will explore New World and Prior to the rise of agriculture, people were hunters and gatherers. After Old World food origins to understand the domestication of plants and animals, people were able to cultivate their how the Columbian Exchange own food. Still, the only food available was what they grew or what they could altered people’s lives worldwide. catch; they couldn’t just go to the grocery store and buy whatever was on the shelf. In 1492, when Christopher Columbus came to America, he saw plants Time: 1–2 hours and animals that he had never seen before. He took them back to Europe with Grade Level: Middle, Secondary him. Columbus’s trips were the beginning of an exciting time in the history of food. People would be able to taste different foods; foods with flavors, shapes, Materials and textures they had never experienced before! Activity 1 The Columbian Exchange refers to the transfer of animals, plants, ‰‰ polleverywhere.com ideas, diseases, and more that occurred during the two centuries following ‰‰ Projector/computer combo Columbus’s arrival in the Americas. Global trade and cultural exchanges significantly altered the lives of people around the world, starting with one of Activity 2 their most basic needs—food. ‰‰ World Fabric Map, 1 per group It is estimated that nearly two-thirds of the foods consumed today of 3–4 students (available for originated in the New World (the Americas). Prior to the Columbian purchase at utah.agclassroom.org; Exchange, these foods were unkown to Europeans. Foods that originated in search keywords fabric map) Europe, Africa, or Asia are Old World foods. For example, mountainous ‰‰ Where in the World Food Cards Central Asia is the center of origin of apples, making them an Old World (attached), 1 set of laminated food. Central Asia is where the first wild apples grew and where apples were cards per group of 3–4 students first domesticated by people. Today the wild ancestors of domestic apples still Activity 3 grow in Central Asia, and this is where the greatest genetic diversity in apples ‰‰ Projector/computer combo can be found. ‰‰ PowerPoint “Food, Land, and People all over the world are constantly producing, processing, People and World Civilizations” manufacturing, and transporting food. People all over the world are eating, (online at utah.agclassroom.org; gardening, hunting, shopping for food, and preparing food to be eaten. search keyword civilizations) Everyone must eat to survive, but people in different regions of the world eat very differently from each other. Consider how and why geographic location Activity 4 affects what people eat. What plants and animals live in the area? What kinds ‰‰ Projector/computer combo of transportation are available to the area? Can planes, ships, or trucks deliver ‰‰ Computers for students food that was grown in another part of the world? ‰‰ PowerPoint, VoiceThread, or Consider the foods you’ve eaten this week. Where did they originally posterboard come from? Where are they grown today? What percentage of what you ‰‰ “Food Origin Research Project” consumed came from the New World? Would people from other parts of the rubric world eat the things you eat or reject them because they are new and look different? Activity Procedures Activity 1: Would You Eat This? An Introduction 1. Create a poll using polleverywhere.com. Students may respond using computers, cell phones, or any mobile digital device. Ask the simple question: “What is an Old World food?” a. A food with an origin in Asia, Africa, or Europe. b. A food that would be consumed by Neanderthals. c. A food with an origin in the Americas. 2. At the beginning of class, review students’ answers and share the background information concerning the Columbian

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