®

SIOP Lesson Plan Template 4

Key: SW = Students will TW = Teachers will SWBAT = Students will be able to ... HOTS = Higher Order Thinking
Skills
SIOP ® LESSON TITLE: The Columbian
Exchange Brings Smallpox

CONTENT STANDARD(S):

SS.G.5.9-12. Analyze how human societies plan for

and respond to the consequences of human-made
and naturally occurring catastrophes and how these
events impact trade, politics, and migration. TEACHER: Karla Atilano
GRADE: 12th
CCSS.ELA-LITERACY.SL.11-12.1 Initiate and
participate effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grades 11-12 topics, texts, and
issues, building on others' ideas and
expressing their own clearly and
persuasively.

KEY VOCABULARY: VISUALS / RESOURCES / SUPPLEMENTARY MATERIALS:

● Smallpox ● Columbian Exchange Video

● Plague
● The Columbian Exchange https://www.youtube.com/watch?
● Interdependence v=HQPA5oNpfM4&t=124s

HOTS: ● Columbian Exchange guiding notes worksheet

● Colombian Exchange Goods Map
● Identify the pros and cons of the ● Colombian Exchange Favorite Meal
Colombian Exchange worksheet/graphic organizer
 ● Evaluate a primary source to judge if ● Primary source: Smallpox and the Aztecs
the Colombian Exchange was worth it ● Primary Source Discussion Prompts

CONNECTIONS TO PRIOR KNOWLEDGE / BUILDING BACKGROUND:

For students to fully benefit from the lesson, some time will be dedicated to have students build
background or refresh prior knowledge on immigration and the Columbian Exchange. To introduce
these concepts to students, TW will start with the following question written on the board: “In what
ways are humans and countries globally tied?” As a group discussion, students share their answers and
the TW write the list of the answers that students provide for all to see. Through the discussion
students reveal that there exists a global interdependence in order for countries to survive socially,
politically, and economically. Within students’ answers it should include disease. If a student does not
provide this answer, TW ask guiding questions such as “What has caused large numbers of populations
to swipe out throughout history?” or “How have humans been able to maintain longer lives?”
Ultimately the topic of disease/plagues should come up and this will launch the beginning of the unit.
Teacher says, “We’re going to be covering a unit on the history of plagues to see the impacts that it
has left on the world economically, socially, and politically. To start, who can tell me what the
Columbian Exchange is?” TW allow any volunteers to answer and then will play a video for the class to
watch.

CONTENT MEANINGFUL REVIEW / ASSESSMENT:

OBJECTIVE(S): ACTIVITIES:
● Formative: Columbian Exchange Guiding notes
● SWBAT ● Teacher plays worksheet will serve as a review to ensure that
identify the Columbian students are informed on this topic
consequences Exchange
that were video
brought to the https://www.y
world from the outube.com/w ● Formative: Students share with each other their
Columbian atch? favorite meal and explain why or why not they
Exchange v=zvxXJax5fP could eat their favorite meal had the Colombian
A (adjust
 playback
speed to .75
and turn on
English
subtitles)

● In groups, SW
complete the Exchange not happened
Colombian
Exchange
Favorite Meal
worksheet
using the
Exchange
Goods Map to
find where
certain
ingredients
come from
LANGUAGE MEANINGFUL REVIEW / ASSESSMENT:
OBJECTIVE(S): ACTIVITIES:
● Review: TW go over key vocab with students prior
● SWBAT ● TW hand out to starting.
interpret a the Primary ● Formative: TW take notes on specific students to
primary source Source: gather informal information to add to students’
to orally Smallpox and portfolio on oral language development.
express how the Aztecs
smallpox along with the
weakened the discussion
Aztec empire. prompts. A SW
read aloud the
text and TW
ask the
discussion
prompts aloud
for students to
answer.
Teacher acts
as a guide
asking
questions that
invokes
students to
justify their
answers using
the text.