Lesson Title: Cultural Diffusion and the Columbian Exchange:
Patterns of Trade from the Medieval Period to 1750 C.E.
Name: Emily Powell, Margo Schiavone, and Jo Anne Wilson
Discipline: Visual Arts, Special Education, et al. (Powell);
Visual Arts, Social Studies (Schiavone); Social Studies, American Studies
(Wilson)
School: Randolph Academy, Montgomery County, MD (Powell);
Briggs Chaney Middle School, Montgomery County, MD (Schiavone); Walkersville
Middle School, Frederick County, MD (Wilson)
Grade Level/Content Focus: World Studies (7), American
Studies (8), Art History (9-12)
Time Required for Lesson: One week
Why This Unit? (Lesson Abstract):
World history textbooks for middle and high school students generally
lack discussion of long-distance trade, or an overview of trade routes
in the Eastern Hemisphere before the fifteenth century. Instead, trade
is discussed as a subsidiary of lessons on regional civilizations, especially
in chapters about the rise of towns and trade in Europe during the high
middle ages. Students learn about the importance of European merchant
classes, but the extensive merchant activity across Afroeurasia is often
neglected. Textbooks from the collegiate market used for Advanced Placement
World History all include hemispheric trade, but few primary source selections.
This unit provides both an overview and a close-up picture of locations,
goods, and participants in trade in Afroeurasia. It allows students to
compare primary source accounts of trade goods, merchants, types of markets,
and effects of trade with more general secondary source information on
trading societies. It also guides them in linking their understanding
of how particular regions fit into the networks of Afroeurasia as a whole.
Students will practice differentiating among various types of historical
sources as well as moving from one geographic and historical scale to
another—that is, from local to regional to hemispheric.
This unit is centered on the period from 1000 to 1250 C.E., but it encompasses
related developments in the preceding and subsequent centuries.
Standards and Benchmarks:
Art Standards:
• To understand how factors of time and place give meaning
or function to a work of art
• To understand the historical and cultural contexts of a variety
of art objects
• To know a variety of historical and cultural contexts regarding
characteristics and purposes of works of art
• To know the function and meaning of specific art objects within
varied cultures, times, and places
• To demonstrate an ability to perceive, interpret, and respond
to ideas, experiences, and the environment
• To demonstrate an understanding of visual art as a basic aspect
of history and human experience
• To demonstrate the ability to identify, analyze, and apply
criteria for making visual aesthetic judgments
World and American Studies Standards:
EXPLORATION:
• Construct and interpret graphs, charts, databases, and thematic
maps using map elements including a title, symbols, cardinal and intermediate
directions, compass rose, border, longitude and latitude, legends/key
and scale (SS.AS1.10.01)
• Explain interrelationships among physical and human characteristics
that shape the identity of places (SS.AS1.10.02)
• Analyze geographic characteristics that influence the location
of human activities in world regions (SS.AS1.10.03)
• Analyze characteristics that are used to organize people into
cultures (SS.AS1.10.06)
--Describe the physical geography of North America and identify the
common characteristics of geographic regions (SS.AS1.10.06.a)
--Analyze effects of supply and demand on the production, consumption,
and distribution of goods and services (SS.AS1.10.06.c)
• Interpret, evaluate, and organize primary and secondary sources
of information, including pictures, graphics, maps, atlases, artifacts,
timelines, political cartoons, videotapes, journals, and government
documents (SS.AS1.10.07)
COLONIZATION:
• Analyze population growth and settlement patterns and analyze
how people and institutions experience scarcity (SS.AS1.20.02)
• Describe how and why people migrate and analyze consequences
of the migration (SS.AS1.20.03)
• Evaluate ways and reasons why humans modify their natural environment
to meet their wants and the consequences of the modification (SS.AS1.20.04)
--Identify reasons for French, Spanish, and English colonization of
North America (SS.AS1.20.04.a)
--Analyze the role of opportunity cost as it relates to specialization,
interdependence, and the need for trade using regional case studies
(SS.AS1.20.04.b)
• Analyze how North America developed into a pluralistic society
consisting of diverse cultures, customs, and traditions (SS.AS1.20.05)
Essential Objectives:
Art Objectives:
• To identify curved, diagonal, horizontal, and/or vertical
lines which are depicted in a visual image
• To distinguish between various elements of art which are depicted
in a visual image
• To distinguish between various principles of design which
are depicted in a visual image
• To identify textures/patterns which are presented within a
visual image
• To identify cues within a visual image (based on the presentation
of people, objects, furnishings shown in the image) which make reference
to or indicate a particular time period in history
• To recognize evidence of cultural diffusion by identifying
objects of trade noted within a given visual image
World and American Studies Objectives:
• To define and explain the causes and effects of the Columbian
Exchange
• To define and write an example of cultural diffusion
• To complete (using a chart and world map) a map showing the
exchange of goods that resulted from the Columbian Exchange
• To identify the artifact and its place of origin found in a
given painting
• To look at a visual image and interpret cues that represent
cultural diffusion
• To analyze and give a written description of the positive effect
of cultural exchange or diffusion between the Islamic world and the
Christian world of Christopher Columbus
• To write a paragraph justifying, defending, or supporting a
prediction about the Columbian Exchange
Specific Objectives:
Upon completing this unit, the students will be able to:
• describe the impact of trade on selected societies in Africa,
Asia, and Europe during the period from 800 to 1500 C.E., and describe
how regional trade relates to long-distance trade across Afroeurasia;
• compare primary source accounts of trade goods, customs, and
socioeconomic effects of trade with secondary sources on trading societies;
• analyze the connection between specific marketplaces and the
trading zones of Afroeurasia as a whole; and
• analyze how selected technologies, ideas, and goods were disseminated
among various regions of Afroeurasia.
Vocabulary/Concepts:
Afroeurasia |
cultural diffusion |
perspective |
Columbian Exchange |
trade |
textile |
trade routes |
migration |
cross culturalism |
voyage |
astrolabe |
monks |
Sufi orders |
missionaries |
Islam |
Christianity |
Judaism |
universal religions |
scholars |
arts |
literature |
philosophy |
sciences |
architecture |
natural sciences |
regions |
origins |
Renaissance |
global convergence |
texture |
line |
diagonal |
horizontal |
vertical |
perspective |
curved line |
dimension |
dark |
light |
contrast |
rhythm |
emphasis |
primary colors |
neutral colors |
velvet |
satin |
linen |
cotton |
silk |
carpets |
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Materials/Resources:
Texts:
Armento, B., J. Klor de Alva, G. Nash, F. Ng, C. Salter, L. Wilson,
and K. Wixkson. Across the
Ages. Boston: Houghton Mifflin, 2003.
Garcia, Jesus. Creating America: A History of the United States.
Houghton Mifflin College
Division, 2000.
Hume, Helen D. Art History and Appreciation Activities Kit: Ready
to Use Lessons, Slides, and Projects for Secondary Students.
West Nyack, NY: The Center for Applied Research in Education, 1992.
Hume, Helen D. The Art Teacher’s Book of Lists. Paramus,
NJ: Prentice Hall, 1998.
Web Resources:
World History for Us All
• a project of San Diego State University, in collaboration
with the National Center for
History in the Schools (UCLA)
• http://worldhistoryforusall.sdsu.edu
Other Resources:
Student Worksheets/Transparencies:
• Columbian Exchange Vocabulary
• Elements of Art
• Principles of Design
• Early Northern Renaissance Genre Painting of a Goldsmith’s
Shop
• A Merchant’s List: Import and Export in Iraq (Ninth
Century)
• Map of Trade Routes
• From Ibn Battuta, The Rihlah (Travels in East Africa, Fourteenth
Century C.E.)
• Hindi-Arabic Numerals and Paper’s Journeys Across Afroeurasia
Lesson Components:
Motivation/Warm-Up:
• Ask students to describe in words or in a picture what they
think of when they hear “Columbian Exchange.”
• Hand out the Columbian Exchange Vocabulary worksheet and ask
the students to check the words that they know, to star the words that
they will learn from the PowerPoint lesson, and to put a question mark
next to the words they still need to have defined.
Modeling/Discussion:
• Give PowerPoint lesson.
• Display and discuss the Elements of Art worksheet and the Principles
of Design worksheet.
• Display the Early Northern Renaissance Genre Painting of a Goldsmith’s
Shop and model how to interpret a painting using the vocabulary given.
• Ask the students to identify objects in the painting that show
evidence of trade beyond Europe. How would they prove their hypotheses?
Guided Practice:
• Hand out A Merchant’s List: Import and Export in Iraq
(Ninth Century) worksheet.
• Divide the students into groups by region and have each group
identify which products originated in their region.
• Hand out the Map of Trade Routes worksheet.
• Ask each group to shade their particular region in one different
color.
• Jigsaw the students into groups so that each student can complete
the shading of the entire map.
Independent Practice/Discussion:
• Distribute either From Ibn Battuta, The Rihlah (Travels in East
Africa, Fourteenth Century C.E.) worksheet, or the Hidi-Arabic Numerals
and Paper’s Journeys Across Afroeurasia worksheet.
• Ask students to read the handouts and then write a paragraph
that relates the reading to the painting.
Assessment:
Students will have a choice of completing any of the following four
assessments:
- You are an apprentice to a master Renaissance painter. You have
been commissioned to paint/draw a picture of a prosperous Mediterranean
merchant. Your painting/drawing must have a minimum of three to five
trade items and three symbols embedded in it.
- In order to prepare for your Columbian voyage west, pretend that
you are a merchant from the Ottoman Empire explaining what goods you
are willing to trade with him in return for the goods that you need
to complete the exchange. (Be specific! You must include at least
three products indigenous to the “Near East” and at least
three products indigenous to the “Far East” in your letter.
- You are the servant of a prosperous merchant on your first journey
to the Middle East. Prepare a “triptick” that includes:
a detailed map from Point A to Point B; a description of the cities
visited from Point A to Point B; and a picture of the products that
were traded in each city.
- Imagine that you are a mathematician. You have received an invitation
to teach at Prince Henry’s School of Navigation in Portugal.
When preparing your lecture, include the history of numbers and how
they applied to navigational rules.
Closure/Summary:
• Briefly explain how the painting, the project, and the PowerPoint
presentation tie into the Columbian Exchange.
Lesson Extensions:
- Utilize the provided worksheets which integrate art concepts with
language arts, science, and social studies. These activities serve as
follow-up/extension activities to reinforce the use of art across content
areas.
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