Unit Plan 29 (Grade 7 Social Studies): The Columbian Exchange
Evaluate how the Columbian Exchange reshaped global ecology and economy—tracing the movement of crops, animals, pathogens, and people that transformed environments, labor systems, and interdependent markets after 1492.
Focus: Evaluate ecological (crops, animals, pathogens, environments) and economic (labor systems, markets, interdependence) impacts of transatlantic exchange after 1492.
Grade Level: 7
Subject Area: Social Studies (World History • Geography • Economics • Inquiry)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
Students investigate how the Americas and Afro-Eurasia became intertwined through the movement of living things, people, and ideas. They analyze who/what moved, why it mattered, and for whom, connecting ecology (diets, disease, environments) with economy (commodities, labor, capital, interdependence).
Essential Questions
- How did the Columbian Exchange reshape ecosystems, diets, and populations on both sides of the Atlantic?
- In what ways did new commodities and labor systems create global interdependence—and unequal outcomes?
- How should we weigh benefits and harms when interpreting “exchange” in world history?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Map and explain diffusion of key species, diseases, and people across the Atlantic (Geo.5).
- Construct cause–effect chains showing ecological change (soil, species, demographics) and economic change (plantations, markets) (Hist.2).
- Describe how natural, human, and capital resources powered new sectors (sugar, silver, ranching) and global trade (Econ.5).
- Explain interdependence among regions via commodity and labor flows (Econ.4).
- Communicate a sourced argument caption linking one exchange item to both ecological and economic outcomes.
Standards Alignment — 7th Grade (C3-based custom)
- 7.C3.Hist.2 — Causes/effects of major developments.
- 7.C3.Geo.5 — Global networks and diffusion.
- 7.C3.Econ.4–5 — Interdependence; resources shaping economies.
Success Criteria — Student Language
- I can trace where a crop/animal/pathogen moved and why that route mattered.
- I can show one ecological and one economic impact for the same item with evidence.
- I can use clear citations and include at least two perspectives (e.g., Indigenous, African, European).