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Topic: Worldwide exchange of flora, fauna, and pathogens 

World History

 Standard 26.  Understands how the transoceanic interlinking of all major regions of the world between 1450 and 1600 led to global transformations
  Level II (Grade 5-6)
   Benchmark 5.Understands the cultural and biological exchange between the Americas and Afro-Eurasia in the late 15th and 16th centuries (e.g., the exchange of animals between the Americas and Afro-Eurasia; how the exchange of plants between the Americas and other countries affected societies and commerce; the roots of "cowboy" culture in the Americas)
    Knowledge/skill statements
     1.Understands the cultural exchange between the Americas and Afro Eurasia in the late 15th and 16th centuries
     2.Understands the biological exchange between the Americas and Afro Eurasia in the late 15th and 16th centuries
     3.Understands the exchange of animals between the Americas and Afro Eurasia
     4.Understands how the exchange of plants between the Americas and other countries affected societies and commerce
     5.Understands the roots of "cowboy" culture in the Americas
  Level III (Grade 7-8)
   Benchmark 4.Understands the impact of the exchange of flora, fauna, and pathogens on the Americas and the global population (e.g., the spread of disease throughout the world, and how new disease microorganisms in the Americas devastated indigenous populations; population decline in parts of the Americas within the context of global population trends and growth in Europe and East Asia in the 16th and 17th centuries, origins and routes of flora and fauna exchanged across the globe)
    Knowledge/skill statements
     1.Understands the impact of the exchange of flora, fauna, and pathogens on the Americas
     2.Understands the impact of the exchange of flora, fauna, and pathogens on the global population
     3.Understands the spread of disease throughout the world
     4.Understands how new disease microorganisms in the Americas devastated indigenous populations
     5.Understands population decline in parts of the Americas within the context of global population trends and growth in Europe and East Asia in the 16th and 17th centuries
     6.Knows the origins and routes of flora and fauna exchanged across the globe
   Benchmark 6.Knows which crops in Spanish and Portuguese regions of the Americas were domestic and which were commercial, and knows what resources commercial crops demanded
    Knowledge/skill statements
     1.Knows which crops in Spanish and Portuguese regions of the Americas were domestic
     2.Knows which crops in Spanish and Portuguese regions were commercial
     3.Knows what resources commercial crops in Spanish and Portuguese regions of the Americas demanded
  Level IV (Grade 9-12)
   Benchmark 4.Understands the consequences of the spread of disease globally and regionally (e.g., which diseases spread through colonization and exploration in the 16th and 17th centuries, how they were spread, and the effects of these diseases on individual societies, world trade, political expansion, and political control; fundamental plantation systems brought to the New World and how these may be connected to the spread of disease on the continents)
    Knowledge/skill statements
     1.Understands the consequences of the spread of disease globally
     2.Understands the consequences of the spread of disease regionally
     3.Knows which diseases spread through colonization and exploration in the 16th and 17th centuries
     4.Understands how diseases were spread through exploration and colonization
     5.Understands the effects of these diseases spread though exploration and colonization on individual societies, world trade, political expansion, and political control
     6.Understands fundamental plantation systems brought to the New World and how these may be connected to the spread of disease on the continents
   Benchmark 5.Understands the effects that knowledge of the peoples, geography, and natural environments of the Americas had on European religious and intellectual life (e.g., through such ideas as the romanticized "noble savage," systems of human classification, natural history, and cartography)
    Knowledge/skill statements
     1.Understands the effects that knowledge of the peoples of the Americas had on European religious and intellectual life
     2.Understands the effects that knowledge of the geography of the Americas had on European religious and intellectual life
     3.Understands the effects that knowledge of the natural environments of the Americas had on European religious and intellectual life
     4.Understands the effects of the romanticized idea of the "noble savage" on European religious and intellectual life
   Benchmark 10.Knows the routes of exchange of specific flora and fauna (e.g., corn, cassava, sugar; horses, cattle, pigs) throughout the world between the 15th and 18th centuries, and the impact of these exchanges on the world economy
    Knowledge/skill statements
     1.Knows the routes of exchange of corn throughout the world between the 15th and 18th centuries
     2.Knows the routes of exchange of cassava throughout the world between the 15th and 18th centuries
     3.Knows the routes of exchange of sugar throughout the world between the 15th and 18th centuries
     4.Knows the routes of exchange of horses throughout the world between the 15th and 18th centuries
     5.Knows the routes of exchange of cattle throughout the world between the 15th and 18th centuries
     6.Knows the routes of exchange of pigs throughout the world between the 15th and 18th centuries
     7.Understands the impact of exchanges of flora and fauna on the world economy