The Columbian Exchange Reading Answer
IELTS Academic Reading PassageA Millions of years ago, continental drift carried the Old World and New World apart, splitting North and South America from Eurasia and Africa. That separation lasted so long that it fostered divergent evolution; for instance, the development of rattlesnakes on one side of the Atlantic and of vipers on the other. After 1492, human voyagers in part reversed this tendency. Their artificial re-establishment of connections through the commingling of Old and New World plants, animals, and bacteria, commonly known as the Columbian Exchange, is one of the more spectacular and significant ecological events of the past millennium.
B When Europeans first touched the shores of the Americas, Old World crops such as wheat, barley, rice, and turnips had not travelled west across the Atlantic, and New World crops such as maize, white potatoes, sweet potatoes, and manioc had not travelled east to Europe. In the Americas, there were no horses, cattle, sheep, or goats, all animals of Old World origin. Except for the llama, alpaca, dog, a few fowl, and guinea pig, the New World had no equivalents to the domesticated animals associated with the Old World, nor did it have the pathogens associated with the Old World’s dense populations of humans and such associated creatures as chickens, cattle, black rats, and Aedes aegypti mosquitoes. Among these germs were those that carried smallpox, measles, chickenpox, influenza, malaria, and yellow fever.
C As might be expected, the Europeans who settled on the east coast of the United States cultivated crops like wheat and apples, which they had brought with them. European weeds, which the colonists did not cultivate, and, in fact, preferred to uproot, also fared well in the New World. John Josselyn, an Englishman and amateur naturalist who visited New England twice in the seventeenth century, left us a list, “Of Such Plants as Have Sprung Up since the English Planted and Kept Cattle in New England,” which included couch grass, dandelion, shepherd’s purse, groundsel, sow thistle, and chickweed.
One of these, a plantain (Plantago major), was named “Englishman’s Foot” by the Amerindians of New England and Virginia who believed that it would grow only where the English “have trodden, and was never known before the English came into this country”. Thus, as they intentionally sowed Old World crop seeds, the European settlers were unintentionally contaminating American fields with weed seeds. More importantly, they were stripping and burning forests, exposing the native minor flora to direct sunlight, and the hooves and teeth of Old World livestock. The native flora could not tolerate the stress. The imported weeds could, because they had lived with large numbers of grazing animals for thousands of years.
D Cattle and horses were brought ashore in the early 1600s and found hospitable climate and terrain in North America. Horses arrived in Virginia as early as 1620 and in Massachusetts in 1629. Many wandered free with little more evidence of their connection to humanity than collars with a hook at the bottom to catch on fences as they tried to leap over them to get at crops. Fences were not for keeping livestock in, but for keeping livestock out.
E Native American resistance to the Europeans was ineffective. Indigenous peoples suffered from white brutality, alcoholism, the killing and driving off of game, and the expropriation of farmland, but all these together are insufficient to explain the degree of their defeat. The crucial factor was not people, plants, or animals, but germs. Smallpox was the worst and the most spectacular of the infectious diseases mowing down the Native Americans. The first recorded pandemic of that disease in British North America detonated among the Algonquin of Massachusetts in the early 1630s. William Bradford of Plymouth Plantation wrote that the victims “fell down so generally of this disease as they were in the end not able to help one another, no, not to make a fire nor fetch a little water to drink, nor any to bury the dead”. The missionaries and the traders who ventured into the American interior told the same appalling story about smallpox and the indigenes. In 1738 alone, the epidemic destroyed half the Cherokee; in 1759 nearly half the Catawbas; in the first years of the next century, two thirds of the Omahas and perhaps half the entire population between the Missouri River and New Mexico; in 1837-38 nearly every last one of the Mandans and perhaps half the people of the high plains.
F The export of America’s native animals has not revolutionised Old World agriculture or ecosystems as the introduction of European animals to the New World did. America’s grey squirrels and muskrats and a few others have established themselves east of the Atlantic and west of the Pacific, but that has not made much of a difference. Some of America’s domesticated animals are raised in the Old World, but turkeys have not displaced chickens and geese, and guinea pigs have proved useful in laboratories, but have not usurped rabbits in the butcher shops.
G The New World’s great contribution to the Old is in crop plants. Maize, white potatoes, sweet potatoes, various squashes, chiles, and manioc have become essentials in the diets of hundreds of millions of Europeans, Africans, and Asians. Their influence on Old World peoples, like that of wheat and rice on New World peoples, goes far to explain the global population explosion of the past three centuries. The Columbian Exchange has been an indispensable factor in that demographic explosion.
H All this had nothing to do with superiority or inferiority of biosystems in any absolute sense. It has to do with environmental contrasts. Amerindians were accustomed to living in one particular kind of environment, Europeans and Africans in another. When the Old World peoples came to America, they brought with them all their plants, animals, and germs, creating a kind of environment to which they were already adapted, and so they increased in number. Amerindians had not adapted to European germs, and so initially their numbers plunged. That decline has reversed in our time as Amerindian populations have adapted to the Old World’s environmental influence, but the demographic triumph of the invaders, which was the most spectacular feature of the Old World’s invasion of the New, still stands.
Questions 1-8
Reading Passage has eight paragraphs A-H.
Which paragraph contains the following information?
Write the correct letter A-H in boxes 1-8 on your answer sheet.
1. A description of an imported species that is named after the English colonists
2. The reason why both the New World and Old World experienced population growth
3. The formation of new continents explained
4. The reason why the indigenous population declined
5. An overall description of the species lacked in the Old World and New World
6. A description of some animal species being ineffective in affecting the Old World
7. An overall explanation of the success of the Old World species invasion
8. An account of European animals taking roots in the New World
Questions 9-12
Do the following statements agree with the claims of the writer in Reading Passage? In boxes 9-12 on your answer sheet write
TRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN if there is no information on this
9. European settlers built fences to keep their cattle and horses inside.
10. The indigenous people had been brutally killed by the European colonists.
11. America’s domesticated animals, such as turkey, became popular in the Old World.
12. Crop exchange between the two worlds played a major role in world p
Questions 13-14
Answer the questions below using NO MORE THAN THREE WORDS from the passage for each answer.
13. Who reported the same story of European diseases among the indigenes from the American interior? 13…………………
14. What is the still existing feature of the Old World’s invasion of the New? 14…………………
Solution For: The Columbian Exchange Reading Answer
1. C | 8. D |
2. G | 9. FALSE |
3. A | 10. TRUE |
4. E | 11. FALSE |
5. B | 12. TRUE |
6. F | 13. missionaries and traders |
7. H | 14. demographic triumph |
Review and Practice
- Regularly practice with IELTS reading samples and time yourself to get used to the pressure of the exam.
- Review your mistakes to understand where you went wrong and how to avoid similar errors in the future.
Our Books
Master IELTS Speaking Part 1
IELTS Writing Task 1 Book
IELTS Writing Task 2 Book
The Columbian Exchange Reading Answer Explanation
Comin Soon
Practice IELTS Other Modules
IELTS Listening
The IELTS Listening test assesses how well you can understand spoken English in various contexts. It lasts about 30 minutes and is divided into four sections with a total of 40 questions. The listening tasks become increasingly difficult as the test progresses.
IELTS Academic Reading
The IELTS Academic Reading section assesses your ability to understand and interpret a variety of texts in academic settings. It is designed to evaluate a range of reading skills, including skimming for gist, reading for main ideas, reading for detail, understanding inferences, and recognizing a writer's opinions and arguments.
IELTS Speaking
The IELTS Speaking test assesses your ability to communicate in English on everyday topics. It lasts 11-14 minutes and consists of three parts: introduction, cue card, and a discussion based on the cue card topic.
IELTS General Reading
IELTS General Reading tests your ability to understand and interpret various types of texts. Here are some key areas and types of content you can expect to encounter in the reading section, along with tips for effective preparation.
IELTS Academic Writing Task 1
In IELTS Academic Writing Task 1, you are presented with a visual representation of information, such as graphs, charts, tables, or diagrams, and you are required to summarize, compare, or explain the data in your own words.
IELTS General Writing Task 1
In IELTS General Writing Task 1, you are required to write a letter based on a given situation. The letter can be formal, semi-formal, or informal, depending on the prompt. Here’s a breakdown of the key components to include in your letter
IELTS Academic Writing Task 2
In IELTS Academic Writing Task 2, you are required to write an essay in response to a question or topic. Here’s a guide to help you understand the essential elements of this task
IELTS Exam Tips
To succeed in the IELTS exam, practice regularly, familiarize yourself with the test format, improve your vocabulary, develop time management skills, and take mock tests to build confidence.
Grammer for IELTS
Grammar is the foundation of effective communication in English. Understanding tense usage, subject-verb agreement, and sentence structure enhances clarity and coherence in writing and speaking.
Vocabulary for IELTS
Vocabulary plays a crucial role in the IELTS (International English Language Testing System) exam, especially in the Speaking and Writing sections. Here’s an overview of why vocabulary is important and how it impacts your performance
RECENT IELTS SAMPLES QUESTIONS AND ANSWERS
Becoming An Expert Reading Answer
A Expertise is commitment coupled with creativity. Specifically, it is the commitment of...
STUDY CENTRE COURSES Reading Answer
SELF-STUDY TIPS AHowever difficult you find it to arrange your time, it will pay off in the...
The Extrinct Grass In Britain Reading Answer
A The British grass interrupted brome was said to be extinct, just like the Dodo. Called...
Morse Code Reading Answer
A. A new satellite-based system is being implemented to replace Morse code for sending...
Magnetic Therapy Reading Answer
AMagnetic therapy, which is a $5-billion market worldwide, is a form of alternative medicine...
Lack Of Sleep Reading Answer
Section A It is estimated that the average man or woman needs between seven-and-a-half and...