Smith,+Mary+Elizabeth


 * 2.4.6 COLLABORATIVE CURRICULUM UNIT:** Exploration/Colonization

Librarian’s Name ______Smith /Greenberg________________________________________

Teacher’s Name ____________________________ Class/Grade Studies/7___

Content Area/Unit Title ____________Exploration/Colonization________________________________________________

Essential Question/Focusing Questions: What are the effects of colonization on culture?

At the end of the unit, students will demonstrate the relationship between the “Five Themes of Geography”, in particular number four, Movement, and the effects of the “Columbian Exchange” on culture.

Students will be able to explain that the exchange of goods and ideas between peoples as a result of colonization can have an impact on the various aspects of culture.

To demonstrate their new understandings and skills, students will produce a PowerPoint document on the exchange of various items between cultures, or an advertisement persuading the reader to purchase a given new product, or a time line of the introduction of new ideas or products adapted by one region from another region.


 * 1) of Lessons in Unit __________________ Lesson Time/Periods _2 ______________________________________________

Lesson Dates __* NB* This is one lesson within a larger unit.____________________________________________________

Planning the Lessons:

CT= Will review with students prior knowledge of “Five Themes of Geography” with a focus on #4- Movement.
 * Inquiry Process**
 * Learning / Teaching Activities**
 * CT = Classroom Teacher**
 * L = Librarian**
 * Information Literacy, Critical Thinking, Literacy, and Technology Skills**
 * Scaffolding**
 * Resources**
 * CONNECT**
 * Scaffolding**
 * Resources**
 * CONNECT**
 * Resources**
 * CONNECT**
 * CONNECT**
 * CONNECT**

CT= Will Read an excerpt from picture book //It’s disgusting and I ate it.//



Solheim, James //It’s Disgusting and I Ate It.//

CT=Will encourage students to verbalize their ideas of what some aspects of culture are and focusing on trade, consider what items were included in the “Columbian Exchange”. Using a graphic organizer to organize and categorize information and ideas.
 * WONDER**
 * WONDER**
 * WONDER**

Using smart board or projector and Inspiration software.

L= Assists and guides students in the use of a variety of resources to obtain information about items traded deleted between the Americas and Europe as a result of exploration and colonization. Global Studies/Geography A 1-2 B 3 E
 * Inquiry Process**
 * Learning / Teaching Activities**
 * CT = Classroom Teacher**
 * L = Librarian**
 * Information Literacy, Critical Thinking, Literacy, and Technology Skills**
 * Scaffolding**
 * Resources**
 * INVESTIGATE**
 * Scaffolding**
 * Resources**
 * INVESTIGATE**
 * Resources**
 * INVESTIGATE**
 * INVESTIGATE**
 * INVESTIGATE**

Atlases Encyclopedias Dictionaries Library resources from Dewey 641 Web based resources. CT & L Guide students in preparing brief report of items of foods associated with “The Columbian Exchange” ELA 1
 * CONSTRUCT**
 * CONSTRUCT**
 * CONSTRUCT**



Students will present 2 recipes, one from the Americas, one from Europe, using ingredients indigenous to the other region. ELA 1, 4
 * EXPRESS**
 * EXPRESS**
 * EXPRESS**

Personal interview. Materials from Dewey #s 394, 641’s, 900’s Students will be asked to offer their ideas regarding the notion of human interaction through colonization, or more currently, means such as trade or immigration-emigration, effecting culture. They will be asked to think to some instances in the modern era.
 * REFLECT**
 * REFLECT**
 * REFLECT**





New York State Standards Geog./Soc. Stud. Text Atlases Encyclopedias History Books Dictionaries
 * RESOURCES FOR TEACHER AND LIBRARIAN**
 * RESOURCES FOR TEACHER AND LIBRARIAN**
 * RESOURCES FOR TEACHER AND LIBRARIAN**