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Columbus and the Age of Discovery. Activity Guide.WGBH-TV, Boston, Mass.Xerox Corp., Rochester, N.Y.92

37p.

WGBH, Columbus and the Age of Discovery, Box 2222-CG,South Easton, MA 02375 ($4).Guides Classroom Use Teaching Guides (ForTeacher) (052)

MF01/PCO2 Plus Postage.Controversial Issues (Course Content); *InstructionalMaterials; Learning Activities; Political Issues;Secondary Education; Sccial Studies; *TeachingGuides; Television; *World History

IDENTIFIERS *Columbus (Christopher); *Columbus Quincentenary

ABSTRACTThis seven part teacher's guide is designed to

accompany the Public Broadcasting System (PBS) television series,"Columbus and the Age of Discovery," and also may be used withoutviewing the programs. The guide features seven units that reflect thethemes of the television series. The units are: (1) "Columbus'sWorld"; (2) "An Idea Takes Shape"; (3) "The Crossing"; (4) "WorldsFound and Lost"; (5) "The Sword and the Cross"; (6) "The ColumbianExchange"; and (7) "In Search of Columbus". The focus of the units ison activities that are related to the subjects covered in theprograms. The activities are designed to help students understand theworld that produced Christopher Columbus, the cultures that existedin the Western Hemisphere before he arrived, the motivations behindhis voyages, the resulting exchange, and the legacy of his encounter.In addition to the scven units and seven activities, the guide offersextensive reading and resource lists and student handouts thatsupport the activities. The National Council for the Social StudiesPosition Statement on the Columbian Quincentenary also is included.(DB)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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Dear Educator:

Five hundred years ago, Columbus made his historicvoyages to the Americas; his experiences continueto fascinate and to enlighten us. This is why Xerox

is proud to sponsor two major quincentenary programs:the television series Columbus and the Age of Discovery andthe "Seeds of Change" exhibition at the Smithsonian.

By combining the informative and entertainingtelevision series Columbus and the Age of Discovery with thisTeacher's Guide, we hope that you and your students willrelive Columbus's extraordinary encounters in the NewWorld. To further your learning about Columbus and theimpact of his voyages, we invite you to visit the "Seeds ofChange" exhibition, open until May 1993.

As the corporate underwriter of these two noteworthyprograms, it is our hope that you will use this material tostimulate and encourage your students in their quest forknowledge and the pursuit of new discoveries.

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ytcwGiAr- Ordering InformationAdditional copies of thisteacher's guide are availablefor $4 (to cover postage andhandling). Please sendchecks payable to WGBH to

WGBHColumbus and the Ageof DiscoveryBox 2222-CGSouth Easton, MA 02375(617) 963-8666

For information aboutthe student newspapersupplement. see theResources section onpages 28-29.

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Off-Air Taping RightsAll programs in this seriesmay be recorded and shownfor educational use withinseven days directly afterbroadcast. Videocassettes arealso availab'.e. For infor-mation about videocassettes,contact

The WGBH CollectionP.O. Box 2053Princeton, NJ 08543(800) 828-WGBHFax: (609) 452-1602

The WGBH Collection isdistributed for WGBH byFilms for the Humanitiesand Sciences.

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Columbus wrote this letter to Luis de Santangel, keeper of the privypurse to the Spanish crown, on the return from his first voyage.

Copyright © 1992 WGBH Educational Foundation 3

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Contents2 Using This Guide 18 Activity:The Faces of Columbus

3 Stormy Waters 19 Activity:Test Your Columbus IQOr, Can a Series about ColumbusBe "Politically Correct"?

20 Activity: Mesoamerican Cultures

(And Does It Need to Be?) 21 Activity: Columbus's Letter

4 Unit 1: Columbus's World 22 Activity: Reading Pictures

6 Unit 2: An Idea Takes Shape 23 Activity: Judging Columbus

8 Unit 3:The Crossing 94 Activity:Through the Looking Glass

10 Unit 4:Worlds Found and Lost 26 Suggested Readings

17 Unit 5:The Sword and the Cross 28 Resources

14 Unit 6:The Columbian Exchange 30 NCSS Position Statement

16 Unit 7: In Search of Columbus 32 Answers to Test Your ColumbLs IQ

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Using This GuideThe Columbus Quincentenary has been met by a host of conflicting voices.The issues raised bythe controversy will not be easily resolved. Educators can take this opportunity to let students hearall the voices and discover for themselves the many perspectives on this issue.

About the SeriesAs you can read in the article on thefacing page, the producer of Columbusand the Age of Discovery has beenlistening to these voices for the pastten years. The seven-part series thatresulted from his exploration of thetopic premiered in October 1991 andwill be rebroadcast this fall.

However, before the full seriessails again, PBS will broadcast a three-hour special, Columbus' MagnificentVoyage, on Sunday, October 11, at8:00 P.M. This recut, renarratedprogram will take the broad scope ofthe seven-part series and focus moreclosely on Columbus, the worldaround him, and the incredible voyagethat led to the bringing together oftwo very old and very differentworlds.

Following the broadcast of thisthree-hour special, the original seven-part series will be rebroadcast begin-ning Thursday, October 15 at 8:00P.M. on many public television sta-tions. Call your local public televisionstation to confirm the broadcast datesand times in your area. Both theseven-part series and the three-hour

special have seven-day off-air tapingrights: you can tape the programs anduse them in the classroom withinseven days after broadcast. For infor-mation about videocassettes, see theinside front cover.

About the GuideThis teacher's guide is designed towork with the three-hour special, theseven-part series, and on its own. Theguide is broken up into seven unitsreflecting the themes of the series.Each unit includes a synopsis of theaccompanying program with discus-sion questions. The three-hour specialwill focus mostly on material from thefirst four programs.

The focus of the seven units ison activities. These activities arerelated to the subjects covered in theprograms, but do not require viewingthem. If you are viewing the three-hour special, you can still use any ofthe activities in the seven units,depending on what subject areas youare studying. Some of these activitiesare supported by reproducible studenthandouts found on pages 18 through25. In general, the activities are

designed to help your students under-stand the world that producedColumbus, the cultures that existed inthe Western Hemisphere before hearrived, the motivations behind hisvoyages, the resulting exchange, andthe legacy of the encounter.

In addition to the seven activity-based units, this guide offers extensivereading and resource lists to guide youand your students as you dive intosometimes murky water. We haveincluded both traditional and alternativebooks and organizations. We have alsoreproduced the ColumbianQuincentenary Position Statement fromthe National Council for the SocialStudies (NCSS), which offers guidelinesfor studying Columbus and theQuincentenary.

As the NCSS states, Columbus'svoyage is too significant to be ignoredor to be treated trivially. The world weknow today would not have come tobe without the chain of events set inmotion by that initial contact. Andunderstanding and dealing with ourcommon future as a global societybegins with understanding what hashappened in the past.

Stormy WatersOr, Can a Series about Coulmbus Be "Politically Correct"

(And Does It Need to Be?)by Executive Producer Zvi Dor-Ner

Columbus and the Age of Discovery ispart of the 500th anniversary ofColumbus's arrival on these shores.This anniversary is under immensepolitical scrutiny.

This is a relatively new phenom-enon. In 1984, when the U.S. Con-gress appointed a commission toprepare for what was seen then as acelebration, it was given a long,awkward name that also declared itspolitics. It was and still is calledthe Christopher ColumbusQuincentenary Jubilee Commission.

Eight years later, nobody inpublic life is sure whether the eventdeserves jubilation, and the press isdeeply engaged in defining what isand what isn't "politically correct"about Columbus. Clearly, after 500years, Columbus is sailing again butthis time into stormy political waters.

Columbus and the Age of Discoverywas inspired by con-7oversy. In 1982I read about a United Nations debateon a proposal from the Spanishdelegation to name the next decade inhonor of Christopher Columbus.

A host of objections was raisedeven then. There was a disagreementbetween the Spanish and the Italiansabout the division of national honorsfor Columbus's deeds. The Scandina-vians suggested that if anyone shouldbe celebrated for discovering America,it should be Eric the Red.

Delegates from African countriesthought the idea of honoring a rankcolonialist outrageous. And delegatesfrom Caribbean nations repeated a by-now familiar line: How could Colum-bus have discovered America? Thepeople in the Caribbean knew wherethey were it was Columbus whowas lost.

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Executive Producer Zvi Dor-Ner

In the maritime tradition of keeping aweather eye, here are the feelingsabout Columbus we see coming overthe horizon.

The most common attitude inNorth America is still jubilation andadmiration. In this view, Columbusis transformed into the archetypalAmerican a successful entrepreneurand a magnificent salesman, whose witand knowledge overcame ignoranceand inertia.

Auother view is that often heldby Hispanic Americans. For them,Columbus's arrival here was thebeginning of a monumental encounterthat benefited both the Americas andEurope. They point with pride to theintroduction of Christianity, forexample, and the creation of la raza, a

new people. For them, this is an eventworthy of commemoration, if not anoutright jubilee.

A very different view is held byNative Americans in both North andSouth America. They hold thatColumbus started an invasion thatdestroyed much of their culture andsubjugated their people.

This opinion is shared by AfricanAmericans, whose forebears werebrought initially to the Caribbean,then to North and South America, asslaves. For them, the Quincentenaryis an occasion to mourn the freedomthat was lost when their ancestorswere captured and forced to work onthe plantations of the :.meticas. Theywant their suffering remembered.

Columbus and the Age of Discoveryhas never intendeu to choose amongthese attitudes. We do not endorseone at the expense of another. Theseries tells its stories in many voicesand from many points of view, asbefits a history that has affected somany in many different ways.

As we produced the series, ourfascination with Columbus increased.He was a man of obsessive energyand drive, a marvelous sailor and arotten administrator, a man whoaccidentally brought vast continentsinto painful conflict and a fragileunity. It is ironic that Columbus willbe both blamed and admired, glorifiedand vilified, for deeds he neitherintended nor understood.

At the same time, we feel greatempathy for the Native Americansand African Americans. They paidthe heaviest price in this chapter ofhistory. And we are awed by theforces unleashed by the encounterbetween the continents the ex-change of disease, for example, whoseimpact on history we are just begin-ning to understand.

All of these attitudes are repre-sented in the series. The story ofChristopher Columbus is formidableand larger-than-life, a story of adven-ture and misadventure which in someway has touched the lives of everyonein the world.

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Columbus's WorldThe series begins with Columbus's youth in the bustling commercial center of Genoa.The firstepisode traces the life line of European trade, showing how Asian goods and technologybecame essential to Europe's wealth, and how the rise of Islamic power threatened to cut Europe'saccess to the East.The contributions of Arab mapmakers, European mariners, and travelers likeMarco Polo toward refining the medieval conception of the world is examined, and the programposes the tantalizing question of why it was the Europeans not the Arabs or the Chinesewho used this information to initiate the Age of Discovery.

Centers of CommerceDespite the fact that half theglobe was still unknown tothem, Europeans, Africans,Arabs, and Asians partici-pated in far-flung networksof trade. Students may wantto discuss the topograpkkalfeatures that contributed tothe roles of these cities in thefifteenth-century economy.

GenoaA mercantile empire withbases in Spain, North Africa,the Acgean, 2nd the BlackSea, Genoa's networksstretched from Portugal,England, and Flanders toPersia, India, and China.

CairoThe most advanced cityof its time, unparalleled inwealth, splendor, andscholarship. Europeanmer-chants came here tobuy goods from WestAfrica and the East.

This late.fifteenth-centurymanuscript illuminationdepicts various aspects ofbanking in the late MiddleAges: counting and ledger-keeping, the repayment qfdebt, and the delivery ofmoney or gold for deposit.

Timbuktu Constantinople (Istanbul)One of the richest commer- The gateway betweencial cities in Africa, and a Europe and Asia. Its fall tocenter ofMoslem learning, the advancing TurkishIvory, slaves, and gold from Empire in 1453 forcedthe south were traded for salt, European merchantscloth, and copper froni the to seek sea routes to Africanorth. Unable to find the city and the East.until 1824, the Portuguesehad to tap into trade networksdownstream. 4

7

MalaccaThe greatest trading centerin the East. Philippine gold,Chinese silks and porcelain.and Moluccan spices wereexchanged at this Malaysianport. No Europeans wereallowed to trade here,

Activities1 To help students grasp the problemof envisioning a world that is onlypartly explored, have them take on therole of medieval mapmakers. Dividestudents into teams, based on thedirections from which they come toschool. Appoint one student in eachteam as mapmaker. Have that studentinterview another team about theroutes they take to school, and draw amap based on their answers.

Have students present their mapsto the class. How accurate is eachmap? What landmarks does it include?What landmarks does it omit, andwhy? What problerns did themapmakers face in integrating differ-ent accounts? To what extent are themaps purely geographical documents,and to what extent do they reflect themapmaker's values?

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OcaUtt+The "T-0" snap, published as late as 1472,was bawd on the notion that Jerusalem lay at thebuersection qf the T.

2 To trace the evolution of ourconception of the world, divide theclass into teams. Ask each team tostudy a particular map of the world.Examples of different types of mapsinclude the medieval T-0 map, mapsby Ptolemy and Martin Behaini, thestandard Mercator projection, theRobertson projection, the new Petersprojection, and maps that reflect

population size or some other charac-teristic besides political boundaries.Have each team display its map anddiscuss its features. Then have the classcompare the various maps. What is thepurpose of each map? What worldview does each represent? Which mapdo they think is most accurate? Howhave social, technological, and histori-cal changes affected the way werepresent the world on paper?

3 Explore the role of the artist inshaping our perceptions of history.Photocopy and distribute The Facesof Columbus on page 18 and discussthe different portraits. What kind ofperson does Columbus seem to be ineach picture? What means does theartist use to convey a particularimpression? If the picture shows morethan one person, how does it depictthe relationships between them? Whatdo you think each artist was trying toaccomplish by depicting Columbus?What does each portrait tell us aboutthe artist's attitude toward Columbus?To what extent is the artist's rolesimilar to that of the historian? Whydoes each age "repaint" Columbus?

4 To give students a grasp of theinterplay between Asian, Arab,African, European, and Americancultures in Columbus's time, dividestudents into five groups representingeach of these world civilizations. Askeach group to research the principalevents and developments in thatculture from 1450 to 1550. Have eachteam present its findings in the form ofa timeline. Pos the timelines acrossthe blackboard and have studentsdiscuss how each culture's historyinteracted with the others.

5 Help students appreciate thehistorical setting for Columbus'svoyages as well as their lasting impact.The National Council for the SocialStudies published a position statementabout the Columbian Quincentenaryin October 1991 (included on pages30-31). Copy the seven statementsthat the NCSS has highlighted asimportant to a basic understanding ofthis period, and have students choose

5

one to support or refute in an essay.Then have students discuss theirarguments with the class. Why dothey think the NCSS chose theseseven statements? Has the NCSS'sfocus added to their understanding ofthe period compared with what theylearned about Columbus when theywere younger? Would they add anyother statements? What do they thinkis most important for people to knowabout Columbus and this period?

Discussion Questions1 Fifteenth-century Genoa was anambitious mercantile city that thrivedon sea trade. What values might theyoung Columbus have absorbed inthis environment?

Genoa as it appeared in the fifteenth century.

2 China and the Arab world had boththe means and the opportunity to sailacross the ocean to the Americas (justas the Mayan Empire had the naviga-tional know-how to sail east). Whatmotives did the Europeans have thatthe Chinese and the Arabs did not?

3 Europe gained access to enormouswealth as a result of Columbus'svoyages. What did this new wealthallow Europe to do? How did itchange Europe's role in the world?

4 Technology pioneered by theChinese played a critical role inEurope's evolution. How did thecompass, gunpowder, paper, andprinting contribute to Columbus'senterprise? To what extent didColumbus owe his success to theachievements of other cultures?

An IdeaTakes ShapeThis episode traces the development of Columbus's dream.The program recounts the reconstruc-tion by the Spanish Navy of the Nina, the Pinta, and the Santa Maria. It follows Columbus toPortugal, where he spent years honing his skills as a sailor and mapmaker and gathering evidenceto support his growing conviction that he could reach the Orient by sailing west.The episodedetails his long battle to win first Portuguese, then Spanish sponsorship for such an expedition,and depicts the Spanish monarchs' struggle to centralize their power through the reconquista, theInquisition, and the expulsion of the Jews.

A3,000 B.C.A Japanese fishingexpedition is blown offcourse and lands ir Ecuador.Evidence: Pottery fragmentsunearthed there are remark-ably similar to pots madeon the Japanese island ofKyushu.

458 A.D.The Buddhist monkHui-Shen sailed fromChina on an evangelicalmission. He returned 40years later and describedin detail his travels in afabulous land that couldpossibly have been the westcoast of the United Statesand Mexico. Evidence:Traces of Buddhist thoughtand Chinese art are foundin many Central and SouthAmerican cultures.

In building the replica vessels, traditional methodswere used as much as possible.

Who's on First?Christopher Columbus was not the first outsider to reach the

Americas. Indeed, some historians and archaeologists speculate thatpeoples from around the world may have arrived in the Americas

as far back as 3,000 B.c.

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132-35 A.D.Jews fleeing Romanpersecution may havesailed to the Americas.Evidence: Hebrew inscrip-tions similar to those onancient coins are found ina Tennessee burial mound.

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1000 A.D.Leif Ericsson establisheda colony in North Americabut abandoned it in theface of Native Americanresistance. Evidence:Archaeological remains ofa Viking settlement havebeen unearthed in New-foundland; the venture wasrecorded in oral histories.

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Activities1 Have students test their knowledgeabout Columbus by distributing thequiz on page 19, Test Your Colum-bus IQ. Then have students correcttheir quizzes as they watch the series(or distribute the answers on page 32).

Co lumbus's first voyage is shown in red. Thesmall arrows represent the major wind currents,whik the large arrows indicate ocean currents.

2 To help students learn about thewind patterns and ocean currents thathelped Columbus sail west, have themform groups to study specific latitudesin the Northern and Southern Hemi-spheres. Have students tape arrows ona globe to show wind currents in theirgroup's region. Ask them to describeany patterns that they notice. How didwind currents such as trade winds andmonsoons affect patterns of explora-tion, trade, and settlement?

Students can follow up byresearching ocean currents. Havethem tape arrows on the globe toindicate these currents, and thendiscuss how ocean and wind currentsaffect the weather in their region.

3 Students can learn about fifteenth-century trade networks by studyingindividual European, Asian, or Africancities. Assign each student a city andhave him or her research the goodsthat were traded there, where theycame from, and where they went.Then have students use chalk tosketch out a map on the floor oroutdoors on blacktop and locate theircity on it. (To make a giant map,sketch a grid over a small outline mapand then make a large grid on thefloor. Copy the map onto the largegrid square by square.) Use props torepresent important fifteenth-centurycommodities such as spices, gold,

slaves, cloth, figs, salt, copper, silk, andporcelain. Have them exchange goodsalong overland and sea trade routes.Ask what would happen if any ofthese routes were cut off.

4 If the Americas had not existed,Columbus would have starved longbefore he ever reached Asia. The landmass of Asia was not nearly as large ashe thought, and the circumference ofthe globe was not nearly as small.Students familiar with geometry canattempt to correct Columbus'scalculation by using the same methodthe ancient Greeks used.

In the third century B.C., thephilosopher Eratosthenes was the firstperson to calculate the circumferenceof the earth. The only information heused was that at noon on a given daythe sun cast no shadow from a stickplaced in the earth at the city ofSyene, while at the same time on thesame day in Alexandria, 500 milesaway, the sun's rays struck the stick ata 7° angle. (See diagram.) Ask studentshow he could deduce from this thatthe earth was round. (The two stickswere not parallel, so the surface of theearth must be curved.) See if they canfigure out how he calculated thecircumference of the earth. (Accord-ing to basic geometry, if two parallelstraight lines are transected by a thirdline, the alternate interior angles areequal angle B equals angle A . If theshadow length in Alexandria is 7°,Syene must therefore be 7° away onthe circumference of the Earth. Sevendegrees is about I /50 of 360°. If thedistance between Alexandria andSyene is 500 miles, 500 miles x =25,000 miles.)

Parallel Stin Ikays

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Discussion Questions1 What aspeas of Columbus'spersonality contributed to his success?Which characteristics got him intotrouble?

2 Why did Portugal refuse to sponsorColumbus's expedition? Why didSpain consent? What motivatessocieties to sponsor explorations andbuild empires?

3 On what grounds did Ferdinandand Isabella refuse Columbus'sproposal the first time? the second?Based on the evidence they had, whatdecision would you have made intheir place, and why?

Thisffieenth-century gold coin depicts Ferdinandand Isabella.

4 What were the motives for expel-ling the Jews and later the Moors fromSpain? How might the decision tosponsor Columbus's expedition havereinforced these goals?

5 At the time of Columbus's journey,Eui ope was a collection of fragmentedani shifting kingdoms. How did hisenterprise contribute to the formationof the modern nation-state?

3The Crossing

Fhis episode follows a modern crew's reenactment of Columbus's first voyage, on replicas ofhis three ships.The program documents the assembly of Columbus's fleet and crew, anddemonstrates the navigational instruments and techniques used by European mariners. It contraststhe knowledge and technology available to modern sailors with the well-honed skills andpracticed eye of fifteenth-century navigators.The episode also explores the pivotal role of MartinAlonso Pinzón, who brought an experienced crew, navigational expertise, and some saysecret information to the enterprise. Drawing on Columbus's own log of the journey, the programcaptures the bravery, doubts, determination, and frustration of sailing into the unknown.

Borrowed Tools

Many of the navigationalMstrantersu and innovationsthat made the Europeanexplorations of Columbus'sera possible were the productsof ancient or non-Europeancultures.

astrolabeA metal disk used to deter-mine lafitude, it was inventedby Greek astronomers 2001),

years ago.

quadrantThe forerunner of themodern sextant, it was basedon an Arab instrument calledthe kamal.

Thr modern MP OH thereplica vessels get a taste of

fifteenth-century manuallabor.

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compassThe use of a magnetizedneedle to show directionwas pioneered by theChinese around 1000Arab navigators broughtthe invention to Europein the late l 300s.

lateen sailThis triangular sail, devel-oped by the Arabs. allowedships to sail into the wind.thus ensuring that explorerscould return home.

sternpost rudderEuropeans adopted thisChinese invention afternoticing that Arab boats.modeled on the Chinese,were far more maneuver-able than European craftswith rudders mountedon the side.

BIM COPY AVAILABIE

Activities1 Students can get a critical perspec-tive on Columbus's motives byplanning their own fifteenth-centuryexpedition. Ask them to decide thepurpose of their expedition trade,exploration, proselytizing, conquest,

Because many of the ship's provisions were carriedin wooden casks, the cooper, or barrelmaker, wasa valued crew member.

diplomacy and select their crewaccordingly. What skills would beneeded for any voyage? What skillswould be needed specifically for theirexpedition's purposes? Then askstudents to review Columbus's crewlist. (Columbus brought 87 men,including caulkers, coopers, carpen-ters, surgeons, an interpreter whoknew Hebrew and Arabic, and anassayer.) Who did Columbus includethat ti,,y may have overlooked?(They might forget about caulkers tomend the wooden boats' constantleaks, coopers to repair batteredsupply barrels, or an assayer to valuegold.) What positions did Columbusomit, aacl why? (There were nocooks, soldiers, or missionaries.) Whatdoes the composition of the crew sayabout the journey's purpose?

2 To get a feel for daily life on boarda sailing vessel, have students readfictional accounts of sea voyages, suchas Two Years Before the Mast, MobyDick, Billy Budd, The Middle Passage,Mutiny on the Bounty, or The Rime ofthe Ancient Mariner. Others may

choose to read nonfiction accounts ofmore recent journeys, such as ThorHeyerdahl's Kon-Tiki. Ask them toprepare brief oral reports and have theclass compare different accounts. Whydo sailors pit themse l. es against thesea? What common themes tend toarise in the literature of sailing (such asauthority and justice, superstition andreligion, boredom and suffering, oralienation)? Why is a sea voyage such arich setting for a novel?

3 Students can deepen their under-standing of Columbus and his times byfinding out more about the women inhis life and the role they played in hisenterprise. Working in pairs orgroups, students can research womensuch as his first wife, Felipa Moniz,who brought him contacts with thenobility; his mother-in-law, whohelpcd him obtain navigational charts;his mistress, Marquise de Moya, whoarranged his meeting with the Queen;his common-law wife, Beatrice, whosupported him financially; and QueenIsabella and Beatrice de Bobadilla,who helped sponsor his expeditions.Have students prepare a display withportraits of the women and descrip-tions of their contributions. What dowe know about these women? Whatdon't we know? What would weknow about them if they hadn'tplayed a role in Columbus's life? Whatcan we learn from them about the roleof women in Spanish and Portugueseculture, and in the heroic endeavorsusually attributed to men?

4 To help students appreciate howmany different peoples lived in theWestern hemisphere before Colum-bus, photocopy and distributeMesoamerican Cultures on page20. Alone or in pairs, have studentsfollow the instructions on the sheet.You could also assign students differ-ent cultures to research, instead ofletting them choose, to make sure allthe cultures are Lovered. Then havestudents share their findings with theclass. Overall, how did these groupsrelate to each other? What kind ofrelationship did each group establishwith the Europeans? What were theconsequences for them? What, aspectsof these cultures still remain?

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Discussion Questions1 What were some of the challengesColumbus faced in preparing for hisvoyage west? What challenges did themodern crew fiice in retracing hiscourse? Compare the two.

2 Compare Columbus's and Pinzdn'scontributions to the enterprise. Towhat extent was Columbus's enter-prise an individual achievement? Towhat extent should the credit beshared, and with whom? Why doesour culture so often attribute achieve-ments to individual "heroes"?

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Afortin Alonso Pinzon was instrumental inhelping to enlist the crewftr the first voyage byadding credibility to the enterpnse.

3 Though sailors today have bettermaps and instruments, most have lostthe ojo marinero the mariner's eyethat can detect minute differences inwind and ocean currents. In whatways can technology bring us closer tonature? In what ways does it take usfurther away? What are other ex-amples of lost knowledge?

4 What element of the unknowntoday do you see as analogous to thebarrier posed by the Ocean Sea in1492? If someone were assembling anexpedition to cross this frontier,would you join? Why or why not?What factors might make a personmore willing to join today than 500years ago, or vice versa?

4Worlds Found and Lost

This episode retraces Columbus's travels through the Bahamas from the location of his firstlandfall (still the subject of controversy) to the establishment of the first Spanish settlementat La Navidad and the perilous return home. Archaeologists sift through relics of the Spanishpresence: trading beads, crosses serving as landmarks, abandoned gold mines, evidence of thespread of deadly diseases among the native population. Columbus's log reveals his deep-seatedambivalence toward the inhabitants of this unknown land, and his obsession with obtaining gold.

A World in WordsAlthough the Arawak-speaking people disappearedfrom the earth within a fewgenerations of their encounterwith Columbus, some oftheir language lives on. Hereare some Arawak words thathave been incorporated intothe English language.

barbecuean Arawak method of

cooking

hurricanefrom Yuracan, an Arawakgod, who shook thebranches of trees

iguanathe Arawak word for lizard

canoefrom "canoa," a boat madefrom a single piece of timber

tobaccofrom "taboca," the Y-shapedpipe in which the plant wassmoked

hammockthe swinging bed thatbecame essential equipmentfor European sailors

10

The beach at San Salvador

is believed by many to be

the site of the.first encounter.

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Activities1 Columbus's own words reveal a lotabout his motivations as well as thoseof his benefactors. Photocopy anddistribute Columbus's Letter onpage 21. Although he addressed theletter to a high court official, heobviously hoped Ferdinand andIsabella would see it. What does thisletter tell us about the man and his

An idealized view of Columbus's reception byFerdinand and Isabella.

values? What does it reveal about whatFerdinand and Isabella wanted him toaccomplish? What does he exaggerate,and why? What is his attitude towardthe people he encountered? To whatextent are Columbus's views andvalues contradictory? How accurate adocument is a letter that was intendedas a report to a benefactor?

2 Students can explore the role ofperspective in history and journal-ism by staging a mock pressconference. Designate one student torepresent Columbus; have the rest ofthe students draw slips of paperassigning them to a newspaper from aparticular city (such as the TenochtitlanTimes, the Lisbon Leader, the IncaInkwell, or the Palos Post). Have the"reporters" interview Columbus,asking questions that reflect theinterests of their readers, and writestories based on his answers. Post thearticles and compare the results.

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3 History is said to be written by thewinners, but sometimes it isn't writtenat all. Students can explore the differ-ent ways pictures depict history bydiscussing the Reading Pictureshandout on page 22. What are thedifferent perspectives represented bythe two pictures? What does eachpicture imply about the goals ofEuropeans in Mexico? Is one moreaccurate? How do you decide?

4 Students can explore and comparearguments used for and against Indianand African slavery during thefifteenth and nineteenth centuries byparticipating in two round-tablediscussions. Prepare slips of paper toassign each student to a historicalfigure, such as Isabella, Columbus, LasCasas, SepUlveda, Montesinos, andCortes; male and female Indian slavesand slave owners should also berepresented. Hand these slips out tohalf the class. Then prepare a secondbatch of slips with the names of pro-and anti-slavery activists from thenineteenth century. These couldinclude William Lloyd Garrison,Abraham Lincoln, Harriet Tubman,Daniel Webster, Henry Clay, So-journer Truth, Frederick Douglass,and the Grimke sisters, as well asslaves, slave owners, and white andAfrican slave traders. Distribute theseslips to the remaining half of the class.

Ask each student to becomefamiliar with the position held by theperson whose name they drew, and torepresent him or her in a debate. Haveeach group debate the moral, eco-nomic, and political arguments used tojustify slavery during their period.Then have the class as a whole com-pare the two centuries. How did thefifteenth-century Spanish and thenineteenth-century Americans defineequality? How dirt their religiousvalues shape their attitudes towardslavery? How did the arguments forand against slavery differ acrosshistorical periods, and why?

11 14

Discussion Questions1 Why did Columbus continue tobelieve he had reached the Indies?What evidence supported his belief?What evidence contradicted it?

2 How do written sources andarchaeological evidence complementeach other in re-creating Columbus'sjourney? What can each reveal thatthe other cannot? Why?

3 What right did Columbus have totake possession of the lands he arrivedin? Were his actions consistent withhis declared mission? What would youhave done in his place?

An illustration from the Basel edition ofColumbus's letter to Luis de Santangel.

4 Archaeologicai and documentaryevidence show that Leif Ericssonsettled in the Americas centuriesbefore Columbus. Why is Columbus'sarrival considered more important bymost people?

5 How does the language historiansuse words like "New World" and"discovery" shape our perspectiveon events? What are some otherwords we might use to tell the storyfrom a different perspective?

5The Sword and the Cross

As the program opens, Columbus is leading 17 ships and 1,200 colonists to settle on Hispaniola.The ill-fated second journey is a microcosm of the conquest, including the desperate search forgold, the recourse to brutality, and the enslavement of native peoples.The writings of Bartolomede Las Casas, the "defender of the Indians," frame the conflict between the Church, sworn toprotect its converts, and the conquistadors, who seek only to exploit them.The episode alsodiscusses the role of another invader European diseases in the defeat of native populations,and in their conversion to Christianity. Finally, the synthesis of the two races and the creation ofnew forms of religious expression are explored, as part of the evolving legacy of Columbus.

American Civilizations

From the time the first waveof Asian immigrants crossedthe Bering Strait as much as40,000 years ago, theAmericas have been home toa rich variety of nations,communities, cultures, andlanguages. In some parts ofNorth America, bands of

.tewer than 50 people roamedto gather food; in others,cities of up to 30,000inhabitants flourished. InCentral and South America,a number of great empiresrose and fell. Here's asampling of pre-Coluinbiancultures.

Bering Strait

Anasazi (700-1300 A )

The engineering skill ofthese ancestor% of the Pueblois apparent in the multistot)apartments they constructedin the cliffs of Arizona andColorado.

Aztec (1325conquest)Originally mercenaries, theAztecs conquered much ofwhat is now Mexico.exacting tribute ti-om thecities and towns surroundingtheir capital, Tenochtitlan.

BEV COPY AVAILABLE

en/6.

In this Kemmeltneyerpaint* of the.tirsiencounter, Columbus isaccompanied by both soldiersand priests.

Moundbuilders(1000 u.c.-conquest)Successive, related civiliza-tions built ceremonialmounds huge enough tonval the Pyramids of Egyptthroughout the MississippiRiver valley and alongmany of its tributaries.

Maya (300-)0(i Am.)The intellectuai foundationsof Smith and CentralAmenc iii civilizations werelaid by Mayan astronomers,arch.tects. philosophers, andmathematicians.

15

Ohnec (1500-500 u.c.)The "mother culture" ofCentral America arose 150years before the reign ofTutankhamen in Egypt.Olmec ideas, art, andcustoms spread throughoutCentral America.

Inca (140o-conquest)With an empire larger thanthe Ming or Ottomanempires. the Inca usedthousands of miles of pavedhighways and suspensionbridges to maintaincmmminications throughoutmuch of South America.

Activities1 Students can explore the collisionbetween Native American andEuropean cultures by comparing theimages of women in their religions.

While the Virgin of Guadalupe, patron saint ofMexico, is always depicted with Christianimagery, much of her cult of devotion draws onpre-Christian elements. Out of this amalgamof belicf, she has emerged as the patroness of a

new race.

Have students research goddesses inthe Maya, Inca, and Aztec religions, aswell as the Virgin Mary and femalesaints. Examples might include Ixchel,the ancient Mayan moon goddess;Coatlicue, the terrifying Aztec goddessof love and sin; or the Coi-n Mothersof the Inca. To what exter t did theworship of female goddess=n reflectwomen's power or status in thesecultures? In what ways did theyreinforce stereotyped roles forwomen? How did the imposition ofChristianity affect cultural stereotypesof women?

2 Have students study three differentpatterns of colonization by dividinginto three groups to look at theSpanish, English, and French settle-ments at Isabela, Plymouth, andQuebec. What kinds of settlers cameand why? What was the foundation ofthe economy? What relationship did

the colonists have with the mothercountry? How did the Native Ameri-cans approach the settlers, and howdid the settlers respond? After eachgroup presents its results, have studentsdiscuss the similarities and differencesamong the three. How did religious,social, or economic factors shapeNative AmericanEuropean relations?

3 To explore the legacy of colonial-ism in Latin America, students cancompare the ethnic and linguisticcomposition of different countries inCentral and South America and theCaribbean. First, to get a sense ofstudents', preconceptions, have themdescribe the area. What kind of peoplelive there? How are the Caribbean.Central American, and South Ameri-can countries similar? How are theydifferent? Then, working individuallyor in pairs, students can study thepopulation of a particular country(such as Brazil, Argentina, Haiti,Cuba, or Guatemala). What propor-tion of the population is Indian?mestizo? of African origin? of Euro-pean background? What is the domi-nant language and religion?

After presenting their findings inbrief oral reports, have students displaythem graphically on a map for discus-sion. What do these countries have incommon? What are some of thedifferences between them? How didthe legacy of conquest and colonialismevolve differently in different coun-tries? How do students' findings differfrom their preconceptions?

4 Although some native cultures werewiped out as a result of Europeanexploration and conquest, manysurvived and continue to fight forpolitical and cultural autonomy.Students can explore current issuesaffecting Native Americans by creatinga bulletin board display of newspaperclippings, magazine articles, positionpapers, and leaflets. Issues may includeNative American efforts to preventenvironmentally damaging develop-inent projects, to protect traditionallands, to seek the enforcement of legaltreaties, to protest racist imagery insports and in the media, and to forcethe reburial of Native American

6

skeletons displayed in museums.Students can also write to NativeAmerican rights organizations (seeResources) for information about theirattitudes toward the Quincentenary,and post the results.

Discussion Questions1 What factors enabled the greatlyoutnumbered Spanish to conquer thenative population so easily?

2 What was the relationship betweenChristianity and the conquest?

3 What arguments were used tooppose the enslavement of the nativepopulation? What assumptions arethese arguments based on? Whatarguments would you make today thatthe Spaniards did not consider?

4 The exploration and colonization ofthe Americas by the Europeans led tothe collision of American, African, andEuropean cultures. What survives andwhat is lost in this synthesis of cul-tures? Who benefits from the changes?

5 The Aztecs were a warlike peoplewho practiced brutal rituals againsttheir neighbors and enemies. Re-cently, increased emphasis has beenplaced on the brutality of the Span-iards against the native peoples theyencountered. Do we judge thebrutality of the Europeans moreharshly than that of the Aztecs? Whatdo our attitudes reveal about how weview the two cultures?

A Tlaxcalan codex shows native archersencountering something no Indian had seen bcfore

warriors on horseback.

The Columbian ExchangeOpening with Columbus's third voyage his first glimpse of mainland America this episodeexplores the intermingling of peoples, cultures, animals, and foods that followed in Columbus'swake. It documents the impact of the horse on Native American culture, the role of the potato inspurring Irish immigration to the United States, the relationship between sugar and slavery,and the contribution of corn and cassava to the African diet. In doing so, it encourages viewersto consider the ways in which the Columbian encounter continues to transform our lives.

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Foods for ThoughtIt's hard to imagine Italian cuisine without

tomatoes, African soups without cassava meal, oran American restaurant without hamburgers.

Here are some foods that.four continentscontributed to our diet.

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Activities1 To help them grasp some of thefactors that encourage people tomigrate from one place to another,have students draw a three-generationfamily tree, showing where theirparents, maternal and paternal grand-parents, and great-grandparents wereborn. Have them interview theirfamilies to discover what led them tomove from one country or region toanother (or to stay put). Students canuse maps to mark the routes theirfamilies took to your community.

Students can build on thisexercise by interviewing more recentimmigrants in your community.Students can write up each person'sstory ar...! discuss the forces that drewdifferent groups of people to theseshores at different times, the receptionthat greeted them, and how they metthe challenges they faced here.

Cattle ranchers have extended the SouthAmerican grasslands far beyond their originalrange, often by burning rain forests, as in thisAmazon Basin scene.

2 Students can investigate the envi-ronmental consequences of thecolonization of the Americas bypreparing reports, posters, dioramas,or other displays showing the impactof economic development on theenvironment. Divide the class intosmall groups and have each choose atopic such as the fur trade, mining,cattle ranching, or plantations growingsugar, tobacco, coffee, or cotton. Askeach group to make a presentationshowing how producing each com-modity affected the soil, water,habitats, or population distribution ina particular area. What factors contrib-uted to environmental problems?How were these problems dealt with?What alternative solutions might havebeen possible?

3 Students can explore the impact ofslavery on the history and culture ofthe United States by preparing amultimedia display. Activities mightinclude preparing exhibits on theMiddle Passage; the daily life of urban,domestic, or plantation slaves; theeconomics and envirok,mental impactof slave-based agriculture; the dynam-ics of slave trading; and the impact ofthe slave trade on African civilizations.Some students might prepare and posta series of one-page reports describingslavery in other cultures: the ancientGreeks, West Africans, medievalEgyptians, Aztecs, and Native Ameri-cans of the Northwest. Others mightcollect and display visual imagesdepicting the slave experience, orperform dramatic readings from oralhistories of former slaves. They mightre-enact the religious, legal, andpolitical debates over slavery, orperform or tape songs of resistance.

4 Students can explore the culturalheritage of the United States bytracing the roots of American music.Working individually or in groups,students can choose a particular kindof American music jazz, rock,blues, gospel, folk, country, rap, Latin,or American classical composersand prepare a presentation on itsorigins and evolution. What culturescontributed to each musical style?What makes each style uniquelyAmerican?

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American jazz musician Louis Armstrong(1900-71).

15 18

Discussion Questions1 What are five ways that theColumbian exchange of crops,products, and people is reflected inyour daily life?

A

From planting through harvest through processingin the hellish environment of the sugarhouse,sugarcane exacted a frightful toll in human lives.

2 How did the transfer of food cropsaffect the relative demographicstrengths of Europe, Africa, and theAmericas? What impact did popula-tion change have on the economy ineach case?

3 Why was slavery so closely con-nected with crops such as sugar,tobacco, and cotton? How did theeconomic conditions of life in theAmericas shape the institution ofslavery? How did the nature of slaveryin the Americas shape the ideology ofracism?

4 In what ways d;d contact withEurope transform the natural environ-ment of the Americas? To what extentcan today's environmental problemsbe traced to the encounter betweenthe two cultures?

5 Do you agree with the idea that theUnited States is a "melting pot" inwhich different ethnic groups areboiled into a common stock? How farcan citizens of the United States go inretaining an ethnic identity and still be"American"? What does it mean to bean American?

In Search of ColumbusThis episode follows Columbus on his fourth and final journey yet another search for theelusive sea route to Asia and examines the legacy he left to history. It discusses the realization bythe Europeans of the existence of a new world. It describes how the discovery of silver in theAmericas led to a new global economy, establishing Spain for a brief time as the center ofEuropean power. Interviews present a variety of perspectives on Columbus's enterprise eventhe controversy over his burial place underscores the ambiguity and uncertainty that surroundthe man and his deeds.

CommemoratingColumbusT he holiday that the UnitedStates designates as Colum-bus Day is not celebrated inmost 1...rinn Americancountries In those ccuntnes,October 12 is known as Diade la Roza, and commemo-rates the heritage of Euro-pean and Amentan peoplesand then synthesis into anew culture As the Colum-bus Quincentenary approach-es. activists have proposedrenaming the holiday

Day of Indian DignityCelebrate Fmo years ofresistance and the survival ofNative American cultures

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Day of MourningReflect on the humantragedies that followed inColumbus's wake.

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Unity DayCommemorate the creationof one world and thesynthesis of global culturesand races achieved sinceColumbus

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Day of the EcosphereHonor the natural environ-ment that evolved from the3oinnig of the two hemi-spheres. and pledge topreserve it.

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No holidayAbolish any form ofcommemoration; there isnothing to celebrate.

9 BEST COPY AVAILABLE

Activities1 Photocopy and distribute the

Judging Columbus handout on page23. How do the various assessments ofColumbus reflect the era and national-ity of the writer? Is any one assessmentcorrect? How can you decide?

2 Explore this year's celebration ofthe Columbus Quincentenary bycreating a bulletin board display ofcolumns, clippings, and politicalcartoons related to Columbus'svoyage. Students can add to thecollection by writing to the embassiesof various countries and to representa-tives of political or ethnic organiza-tions (see Resources) to ask how theyplan to observe Columbus Day 1992.

Follow up by discussing thealternative holidays listed on the facingpage. Have students vote on whatthey think is the appropriate way toobserve October 12. Or have groupsmake greeting cards for a new Octo-ber 12 holiday.

3 Help students gain a new perspec-tive on the legacy of Columbus.Photocopy and distribute the article,Through the Looking Glass, onpages 24-25. In this article, a fictitious"European Rights" activist looks atthe legacy of the Aztec conquest ofEurope 500 years before. Does thisarticle help students better appreciatethe Native American perspective onthe Quincentenary? Is this articlemore or less effective than a straight-forward editorial as a way of empha-sizing this perspective? Why?

4 To help students look critically atthe way history is taught, divide theminto groups and have each group readand critique a children's book aboutColumbus. Examples might includeColumbus by Ingri and Edgar ParinD'Aulaire; Where Do You Think You'reGoing, Christopher Columbus? by JeanFritz; Christopher Columbus by LinoMonchieri; or Christopher Columbus:Admiral of the Ocean Sea by Mary PopeOsborne. Students might also critiqueelementary or junior high schooltextbooks. How is Columbus por-trayed? How are the indigenous

populations portrayed? Which charac-ters are given names? Which charac-ters act, and which react? Whosethoughts and feelings are readers askedto empathize with? What do thepictures show? What don't they show?From whose point of view is the storytold? Do you agree or disagree withthe interpretation? Why? To followup, the class could write a play aboutthe first encounter and perform it foryounger students.

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Remnants from the Columbian World Exposition1893: a pairing of the Father of his Country withits Genoese Godfather.

5 Have students explore how our ideaof heroism shapes and is shaped by ourinterpretation of history. Ask eachstudent to name a man or womanwho is considered by some to be ahero, and to read a variety of accountsthat give different perspectives on thatindividual. Have the student thenwrite an essay stating whether thatperson deserves to be considered ahero, and why. To whom is thisperson a hero? To what extent can thisperson claim sole credit for his or heraccomplishments? What standardsshould we use in proclaiming some-one a hero? How might these stan-dards change over time?

6 What were the consequences ofColumbus's journey, and how do theyaffect us today? To answer thesequestions, have students make a largechart on the blackboard, with columnsfor Europe, America, and Africa. Havestudents brainstorm a list of conse-quences of Columbus's expedition.List each consequence at the left of thechart, and ask students to decidewhether it had a positive or negativeimpact on each of the three conti-nents. At the end, ask them to discusshow the pluses and minuses add up.

1720

Discussion Questions1 Why was the continent whereColumbus landed named afterAmerigo Vespucci? Who deservesmore credit, the person who makes adiscovery or the person who grasps itssignificance?

2 Why is Columbus Day celebratedso differently in North America thanin Latin America?

3 In your opinion, was Columbus ahero? a villain? something in between?Is it fair to apply contemporarystandards in judging his behavior?Why or why not?

4 Why do American history text-books usually start with Columbus? Ifyou were writing a textbook, wherewould you start?

5 Suppose you were to plan anexpedition seeking life on otherplanets. What lessons would you learnfrom Columbus's voyages?

The space shuttle Columbia sails on yet anotherhuman quest .1i)r knowledge, profit, and glory.

DIST COPY NAME

Unit 1: Columbus's World

Student Activity

The Faces of ColumbusOver the past 500 years, scores of artists have portrayed Columbus. Look at the selection ofportraits below.What does each artist's depiction of Cc lumbus say about the artist and the era?What kind of person does Columbus seem to be in each picture?What is the relationshipbetween Columbus and the other people in the picture? From what you know about Columbus,is this a realistic depiction? What does each portrait tell us about the artist's attitude towardColumbus? Why do you think so many artists have chosen him as a subject?

of

enter Engraving by Theodor de Bry, 1595

clockwise fiom opThe Inspiration of Columbus, byJosé Maria Obregon, 1856

In this formal domestic scene, Columbus is shown with hismistress Beatrice dc Harana and Ins sons Diego and Ferdinand.

Drawing by Handelsman;© 1992 The New Yorker Magazine, Inc

The Last Moments of Christopher Columbus, Luigi Sciallero,

late 19th century

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"We';e thaucht and thought, but we're at a loss aboutwhat to call oursehrs. Ideas?"

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Unit 2: An Idea Takes Shape

Student Activity

Test Your Columbus IQWhat many of us know about Christopher Columbus is at best romanticized, at worst inaccurateand incomplete.The circumstances that led to his voyages across the Atlantic, and the conse-quences of the meetings of two worlds, offer a wealth of fascinating facts.Test your Columbus IQwith the quiz below.

1 Many scholars believed the worldwas round before Columbus setsail. True or false?

2 Christopher Columbus wasa Genoeseb Castilianc Portuguesed French

3 October 12 isa Columbus's birthdayb the day Columbus set sail from

Spainc the day Columbus landed at San

Salvadord the day Columbus returned to

Spain

4 As Columbus sailed through theCaribbean and along the coast ofSouth America, he gave placesnames that reflected his religiousfaith and his loyalty to his Spanishpatrons. Match the location withthe appropriate description:

1 Santa Maria was wrecked hereon December 25, 1492

2 Columbus's first landfall3 on his third voyage, Columbus

saw three hills on this island4 Dominicans and Haitians call it

home5 patron of those fighting to

expand Christendom6 Columbus sighted this island on

the Sabbath

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DominicaTrinidadSanta Maria de GuadalupeSan SalvadorNavidadHispaniola

5 Many words from the nativelanguages of the Caribbean andSouth America have assimilatedinto English. Which one of thefollowing familiar words did notoriginate in the Caribbean or SouthAmerica?a barbecueb canoec calypsod hurricanee tobaccof tomato

6 Who won the race to reach theOrient from Europe by sea?a Christopher Columbusb Vasco da Gamac Marco Polod Ferdinand Magellan

7 Who controlled the larger empire?a Charles Vb Montezuma II

19 22

8 By transporting plants and animalsbetween the Old World and theNew World, Columbus changedforever the destinies of the peopleof North and South America,Africa, and Europe. Match up thecommodity with its description.

1 native to South America; helpedfuel the Industrial Revolution

/ Caribbean in origin; now a stapleof African diet

3 unknown to Indians before thesixteenth century

4 unknown to Europeans beforethe fifteenth century

5 grown by Aztecs; adopted byItalians

6 caused more human migrationthan any other crop

a tomatob sugar canec potatod horsese cassavaf tobacco

9 Shortly after Columbus's firstvoyage, the lands he had claimedwere divided between Spain andPortugal. Who made this division?a Pope Alexander VIb the Spanish monarchc the Portuguese monarchd Christopher Columbus

10 During the height of colonization,approximately how many Africanswere brought to the Caribbeaneach year to work on plantations?a 1,200b 5,000c 7,500d 13,000

Unit 3: The Crossing

Student Activity

Mesoamerican CulturesThis map illustrates the major Mesoamerican and Caribbean tribes that existed in the late fifteenthcentury. At that time in the Americas, there were millions of Native Americans, speaking thou-sands of distinct languages. How many names are you familiar with? Choose five cultures youknow little or nothing about and see what you can find out. What was their culture like? Whatwas their relationship to neighboring tribes and to the Europeans? If you couldn't find out any-thing about certain groups, why do you think that is? If so many groups existed, why do youthink the Europeans felt they could claim the lands for Spain?

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Unit 4: Worlds Found and Lost

Student Activity

Columbus's LetterOn February 15,1493, Columbus wrote a condensed account of his first voyage to a high officialof the Kingdom of Aragon.The letter was published all over Europe.The excerpts below tell ofColumbus's first impressions of the new land.What conclusions can you draw about Columbus'smotivations and those of his benefactors? Where do you think he is exaggerating, and for whatpurpose? What do you think he hopes to gain through this letter? What do you find most surpris-ing about his attitude?

Sir: ... There I found very many islands, filledwith innumerable people, and 1 have takenpossession of them all for their Highnesses, doneby proclamation and with the royal standardurOrled, and no opposition was offered to me....

Espanola is a marvel.... The harbors of the seahere are such as cannot be believed to exist unlessthey have been seen, and so with the rivers, manyand great, and ofgood water, the majority ofwhich contain gold....

The people of this island and of all the otherislands which I have found and of which 1 haveinformation, all go naked, men and women, astheir mothers bore them._ They refuse nothingthat they possess, if it be asked of them; on thecontrary, they invite any one to share it anddisplay as much love as if they would give theirhearts.... I gave them a thousand handsomethings ... in order that they might conceiveaffection for us and, more than that, mightbecome Christians and be inclined to the love andservice of Your Highnesses and of the wholeCastilian nation, and strive to collect and give usof the things which they have in abundance andwhich are necessary to us....

1 have taken possession of all for theirHighnesses, and all are more richly endowed than1 know how or am able to say, and hold all fortheir Highnesses, so that they may dispose ofthem as they do of the kingdoms of Castile andas absolutely. But especially, in Espanola, in thesituation most convenient and in the best position

for the mines ofgold and for all trade as well withthe mainland here as with that there, belonging tothe Grand Khan, where will be great trade andprofit....

In conclusion, ... their Highnesses can see that 1will give them as much gold as they may need, iftheir Highnesses will render me very slightassistance; moreover, spice and cotton, as much astheir Highnesses shall command; and mastic, asmuch as they shall order to be shipped and which,up to now, has been found only in Greece ...and aloe wood, as much as they shall order to beshipped, and slaves, as many as they shall orderto be shipped and who will be from the idola-tors....

Since Our Redeemer has given the victory to ourmost illustrious King and Queen, ... for this allChristendom ought to feel delight and make greatfeasts and give solemn thanks to the HolyTrinity, with many solemn prayers for the greatexaltation which they shall have in the turning ofso many peoples to our holy faith, and afterwardsfor the temporal benefits, because not only Spainbut all Christendom will have hence refreshmentand gain.

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77te cryptic signature of Christopher Columbus.

(Excerpted from The Journal of-Christopher Columbus, translated by Cecil Jane.New York: Clarkson N. Potter, Inc., 1960, pp. 191-201.)

21

Unit 4:Worlds Found and Lost

Student Activity

Reading PicturesThese two pictures represent two very different perspectives.The top illustration is froman Aztec codex or book. It depicts their treatment at the hands of the Europeans.The bottomrepresents the European perspective.What do the two pictures imply is the Europeans' goalin Mexico? How do you decide which one is correct? Is it possible that both are true in theminds of the artists and their cultures?

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Unit 7: In Search of Columbus:

Student Activity

judging ColumbusMany things have been said about Columbus in the 500 years since his first voyage. RecentlyColumbus has received more bad press than good. How can we view history constructively, sothat we learn from it? How do we understand the actions of historical figures within the contextof their own time? Is it appropriate for us to judge the past by our own moral code? Answer thesequestions on a separate sheet of paper: 1. How do the various assessments of Columbus reflect theera and nationality of the writer? Is any one assessment correct? 2. How would you describe thelegacy of Columbus in your own words?

"The greatest event since the creation of theworld (excluding the incarnation and death of Him who

created it) is the discovery of the Indies."Francisco Lopez de Goinara

Historia .qeneral de las Indias, 1552

"The discovery of America, and that of a passageto the East Indies by the Cape of Good Hope, are the two

greatest and most important events recorded in thehistory of mankind."

Adam smithThe Wealth of Nations, 1776

"He might have been an unselfish promoterof geographical science; he proved a rabid seeker for gold and

a viceroyalty. He might have won converts to the fold ofChrist by the kindness of his spirit; he gained the

execrations of the good angels. He might, like Las Casas, haverebuked the fiendishness of his contemporaries; he set them

an example of perverted belief."_Justin Winsor

Columbus biographer. 1891

"He had his faults and defects, but they were largely thedefects of the qualities that made him great his

indomitable will, his superb faith in God and in his ownmission as the Christ-bearer to land, *o;vond the

seas, his stubborn persistence despite :ieglect, poverty, anddiscouragement. But there Wa no flaw, no Cark side

to the most outstanding and essential of all his qualitieshis seamanship."

Samuel Eliot MonsonChristopher Columbus, Mariner, 1942

"Here was a man greedy in large ways and in smallways to the point where he took for himself the reward for

first sighting land from the Pinta lookout. Cruel in pettythings, as when he set a dying monkey with two paws cut off

to fight a wild pig; cruel on a continental scale, as whenhe set in motion what de Las Casas called 'the beginning of the

bloody trail of conquest across the Americas."Hans Komng

Cslutnbus: His Enterpnse, 1976

"Columbus is above all the figure with whom theModern Age the age by which we may delineate these past

five hundred years properly begins, and in tris characteras in his exploits we are given an extraordinary insight

into the patterns that shaped the age at its start and still for themost part shape it today."

Kirkpatrick SaleThe Conquest of Paradise, 1991

"He represents the worst of his era.We should honor those who rise above their times."

Jack WeatherthrdIndian Givers, 1988

"What are Ithej positive aspects of the Columbuslegacy? If you're talking about the horse, yeah, we like the

horse. Indians raised the use of the horse to a highmilitary art. Was that a good result of that invasion? Yes. Is it

something we would have traded for the many Indian peopleswho are no longer here because of that invasion? No."

Suzan Shown HarjoDirector, Morning Star Foundation, 1991

"

23 ^G

Unit 7: In Search of Columbus

Student Activity

Through the Looking GlassTo fully appreciate the implications of historical events, students of history are often advised toview events from different perspectives. But how can you really put yourself in someoneelse's shoes and understand how they feel? The article below offers one method turn the tables!The writer of this article asked the question:What would the world be like today if the Aztecshad crossed the Atlantic and conquered Europe instead of the other way around?

1,111at would the world be like today lithe .ferocious Coribs depicted in this picture

had actually «mquered the Spaniards?

An open letterfrom European Rights ActivistWanblee Johnson

Five hundred years ago Callicoatl sailed across theocean in three Aztec boats and found a newcontinent, a new Eastern Hemisphere, an event being

commemorated this year with great fanfare and celebration.Every child knows the story: how Callicoatl convincedMontezuma II to support his journey, how the Aztec sailorsnearly despaired on the journey, how they "discovered" astrange white-skinned race in the "New World."

But that is only part of the story. On this anniversary,the record must be set straight. Callicoatl did not "discover"this continent; he invaded it. It was already inhabited bymany nations. Over the past five centuries, we. the nativepeoples of Europe, have seen our natural resources and

spirituality stolen, and our relatives enslaved and sacrificed.That is hardly a history worth celebrating.

In the Pre-Callicoatlian era, the Greeks, the Romans,the Egyptians, the Moors, and other indigenous peoples ofthe Eastern Hemisphere ruled great empires. They contrib-uted much to the world, as is attested to by the greattemples and pyramids they left behind. They had detailedknowledge of astronomy, law, agriculture, and religion.True, there were wars among them, and persecution ofthose who did not follow the state religion. But they wereno more oppressive than the empires of Montezuma Il orthe Inca Tiipac Yupanki in the "Old World" 500 ycars ago.And, as in the Western Hemisphere, there were many tribalpeoples still living in harmony with nature.

Other explorers sailed to these shores, even some whoclaimed to have arrived before Callicoatl: the Arawak, theBeothuk, and the Lenni-Lenape. But it was the Aztec flag

27

of Anahuak and the Inca flag of Tawantinsuyo that werefirst firmly planted in our lands. Soon thereafter, this landwas named Omequauh after another Aztec-sponsoredexplorer. The Aztecs and Incas conquered and divided upSouth and Central Omequauh the lands we call Africa,Iberia, and the islands of the Mediterranean Sea. Later, theDakota and the Ojibewa fought over and divided NorthOmequauh, my home continent, which we call "Europe."

Some great European leaders forged alliances of knightsto resist the settlers, but our freedom fighters were neverunified enough to prevail. Some of our peoples the Irish,Icelanders, Corsicans, Sardinians, and others were wipedout, their cultures lost to history.

you may know us as "Native Omequauhns," but weprefer to be called the "Original Europeans." Weare not one people but many. We speak many

tongues, which you may call "dialects" but we prefer toequate with your languages. We worship under differentreligions that were outlawed until recently, and are ridi-culed to this day as mere superstitions. The religion of myancestors was known as "Christianity," and some of usstill pray to a single god and his son.

Though we are commonly called "tribes," we havehistorically existed as nations, with our own borders, prov-inces, and capitals. The capital of my ancestors, London,was as great in its time as Cuzco or Tenochtitlan, until itwas sacked by the invaders. My people, the York band ofthe English tribe, were once citizens of Yorkshire province(or county) in the English Nation (or England). Many ofour peoples are not called by their original names, but bynames that others have given them. The Krauts, for in-stance, are more properly called Germans, or Deutsche intheir own language; the Frogs should be called French, orFrancais in their own language.0 ur ancestral land rights have been steadily whittled

away. My English people, for instance, arescattered over 50 small reservations throughout

the island of Britain, and on the continental mainland whereone-third of us were forcibly relocated a century ago. Mostof the agreements we signed to guarantee our access tonatural resources on the lands we used to own were broken,and some lands were stolen outright. Today, some descen-dants of the settlers don't understand why we continue toexercise these rights. Some even tell us to go back to wherewe came from!

My people were forced into dependency after thewarriors (whom we called the "Long Arrows") slaughteredthe sheep our main livelihood. Our children were sentto schools run by the Bureau of Caucasian Affairs (BCA),where they were forced to learn only Dakota, and beaten ifthey spoke English. They were given Dakota names toreplace their own. Through the generations, many of ourpeople began to look, dress, walk, and talk like the settlers.Some Europeans became so obedient to authority that we

25

called them "conches" white on the outside, red on theinside.

Only about 25 years ago did our peoples start to reclaimtheir European heritage. On my reservation, young peoplestarted learning the English language. We also began tocommunicate with native peoples in South and CentralOmequauh, some of whom actually form a majority in theircountries. Though they speak different colonial languages(Nahuatl and Quechua), our concerns are similar.

Reclaiming our cultures means learning from ourelders, and reading the great works of Chaucer and otherancient prophets. It means challenging stereotypes, such asthe view that all of our people wear suits of armor. It meansreinforcing our traditional governments, to counter theBCA councils which sold off so much of our land. Aboveall, it means countering the despair on our reservationsthe poverty, consumption of beer and chicha, and low self-esteem among native youth.

The rebirth of our European cultures has also stimu-lated interest on the part of mainstream society.Nowadays, some children playing "Warriors and

Knights" actually want to be the knights. But we also findnon-Europeans romanticizing our cultures, and trying tousurp them in the same way they usurped our land. Somedress up like our holy priests and conduct the sacred cat-echism ceremony for the benefit of their own curiosity. Wedon't appreciate seeing ethnic Dakota wearing powderedwigs, or putting on ballroom dances. We roll our eyeswhenever one of these "wannabes" says his great-grand-mother was a Swedish princess.

There was a time when our only response was passiveacceptance. But no more. Tbe European Wars are beingrekindled, as more nations defend the lands where ourancestors are buried. Many remember the armed confronta-tions at the Long Fjord Norwegian Reservation twodecades ago, or at the Lake Balaton Hungarian Reservationtwo years ago. If our sovereignty is not recognized, theseskirmishes are likely to continue.

In the face of overwhelming odds the near-extinc-tion of our population, and the theft of our religions andlands we have survived. When you talk about "celebrat-ing" the arrival of Callicoatl, it sends a chill up our spines.Even Callicoatl's name, in the Nahuatl language, means"Serpent from the West." If you don't recognize that ourpeople were already here when he arrived, you will neverbe able to recognize that we are here, in front of you, today.

(Zoltan Grossman, "Through the Looking Glass: An Open Letter fromEuropean Rights Activist Wanblee Johnson," Report on the Americas.December 1991. Volume XXV, Number 3, p. 38. R.eprinted by permissionof the North Amencan Congress on Latin America (NACLA). 475Riverside Drive, #454, New York. NY. 10115.)

BiographiesColon, Fernando. The Life of AdmiralChristopher Columbus by ',is Son,Fernando. Translated and annotated byBenjamin Keen. New Brunswick:Rutgers University Press, 1959.

Granzotto, Gianni. Christopher Colum-bus: The Dream and the Obsession. NewYork: Doubleday and Co., 1985.

Irving, Washington. The Life andVoyages of Christopher Columbus.Boston: Twayne Publishers, 1981.

Koning, Hans. Columbus: His Enter-prise. New York: Monthly ReviewPress, 1976.

Morison, Samuel E. Admiral of theOcean Sea: A Life of Christopher Colum-bus. Boston: Little, Brown and Co.,1946.

Taviani, Paolo Emilio. Columbus: TheGreat Adventure. His Life, His Times,His Voyages. New York: Crown/Orion, 1991.

GeneralBedini, Silvio A. (ed.). The ChristopherColumbus Encyclopedia (vol. 1 and 2).New York: Simon and Schuster,1992.

Christopher Columbus and Conquest ofMexico. Primary Source Portfoliosfrom Jackdaw Publications. (For moreinformation, contact Jackdaw Publica-tions, P.O. Box A03, Amawalk, NY10501, (914) 962-6911.)

Columbian Quincentenary Edition ofMagazine of History. Organization ofAmerican Historians, Spring 1991.(To order, contact OAH, 112 NorthBryan Street, Bloomington, IN47408-4199, (812) 855-7311.)

ested ReadingsColumbus, Christopher. The Journal ofChristopher Columbus. Translated byCecil Jane. New York: BonanzaBooks, 1989.

Crosby, Alfred W. The ColumbianVoyages, the Columbian Exchange, andTheir Historians. American HistoricalAssociation, 1987. (For information,write AHA, 400 A Street SE, Wash-ington, DC 20003.)

Dor-Ner, Zvi. Columbus and the Age ofDiscovery,. New York: William Mor-row and Co., 1991.

The Log of Christopher Columbus.Translated by Robert H. Fuson.Camden, Me.: International MarinePublishing Co., 1987.

Meltzer, Milton. Columbus and theWorld Around Him. New York:Franklin Watts, Inc., 1990.

Columbus ControversyBigelow, Bill. "Discovering Colum-bus: Rereading the Past." LanguageArts (October 1989): 635-43.

"Exploding the Columbus Myth."Indigenous Thought Newsletter (January/February 1991). (For ordering infor-mation, see the Resources section.)

Gray, Paul. "The Trouble WithColumbus." Time (October 7,1991):52-56.

Las Casas, Bartolome de. The Devasta-tion of the Indies: A Brief Account.Translated by Henna Briffault. NewYork: Seabury Press, 1974.

In Defense of the Indians.Translated, edited, and annotated byStafford Poole. Dekalb: NorthernIllinois University Press, 1974.

29

Lunenfeld, Marvin (ed.). 1492:Discovery', Invasion, Encounter. Souncsand Interpretations. Lexington, Mass.:D.C. Heath, 1991.

Rethinking Columbus: An Educator'sGuide to the 500th Year Anniversary.Milwaukee: Rethinking Schools,1991. (See Resources section forordering information.)

Sale, Kirkpatrick. The Conquest ofParadise: Christopher Columbus and theColumbian Legacy. New York: Knopf,1990.

Vargas Llosa, Mario. "Questions ofConquest: What Columbus Wrought,and What He Did Not." Harper's(December 1990): 45-53.

Viadero, Debra. "What Happened in1492?" Teacher Magazine (January1992): 10-11.

"When Worlds Collide." NewsweekSpecial Issue (Fall/Winter 1991).

Willis, Scott. "Rough Sailing forColumbus." ASCD Update (October1991): 1,6.

Zinn, Howard. "Columbus, theIndians and Human Progress." In APeople's History of the United States.New York: Harper Colophon Books,1980.

ExplorationBoorstin, Daniel. The Discoverers. NewYork: Random House, 1983.

Cortes, Hernán. Letters.from Mexico.Edited and translated by A. R.Pagden. New York: GrossmanPublishers, 1971.

Diaz del Castillo, Bernal. Cortez andthe Conquest of Mexico by the Spaniard in1521. Edited by B. G. Herzon.Hamden: Linnett Books, 1988.

Jackson, Donald Dale. "Who theHeck Did 'Discover' the NewWorld?" Smithsonian (September1991): 76-85.

Larson, Robert. "Was America theWonderful Land of Fusang?" AmericanHeritage (April 1966): 42-45,106-9.

McDonald, Lucille S. The Arab MarcoPolo, Ibn Battuta. Nashville: T. Nelson,1975.

Morison, Samuel E. The EuropeanDiscovery of America: The SouthernVoyages A.D. 1492-1616. New York:Oxford University Press, 1974.

Nebenzahl, Kenneth. Atlas of Colum-bus and the Great Discoveries. NewYork: Rand McNally, 1990.

Polo, Marco. The Travels of Marco Polo.New York: Dorsett Press, 1987.

Wilson, Samuel M. "Columbus'sCompetition." Natural History (Janu-ary 1992): 27-29.

Europe and the AmericasBrown, James A. "America BeforeColumbus." In Indians in AmericanHistory: An Introduction (Frederick E.Hoxie, ed.). Arlington Heights, II.:Harlan Davidson, 1988.

Cardini, Franco. Europe 1492: Portraitof a Continent Five Hundred Years Ago.New York: Facts on File, 1989.

Clendinnen, Inga. Aztecs: An Interpre-tation. New York: Cambridge Univer-sity Press, 1991.

Fiedel, Stuart J. Prehistory of theAmericas. New York: CambridgeUniversity Press, 1987.

Foote, Timothy. "Where ColumbusWas Coming From." Smithsonian(December 1991): 28-41.

Josephy, Alvin (ed.). America in 1492:The World of the Indian Peoples before theArrival of Columbus. New York: AlfredA. Knopf, 1991.

Kennedy, Paul. "The Rise of theWestern World." In The Rise and Fallof the Great Powers. New York:Random House, 1987.

Rouse, Irving. The Tainos: Rise andDecline of the People Who GreetedColumbus. New Haven: Yale Univer-sity Press, 1992.

Salmoral, Manuel Lucena. America1492: Portrait of a Continent 500 YearsAgo. New York: Facts on File, 1990.

Native American Perspectives"The First Nations 1492-1992." TheNACLA Report on the Americas(December 1991). (See Resourcessection for ordering information.)

Huaman Poma de Ayala, Felipe. Letterto a King: A Picture-History of the IncaCivilization. Edited and translated byChristopher Dilke. Boston: Allen andUnwin, 1978.

Leon-Portilla, Miguel (ed.). TheBroken Spears: The Aztec Account of theConquest of Mexico. Boston: BeaconPress, 1992.

Menchia, Rigoberta. I, RigobertaMenclui: An Indian Woman in Guate-mala. New York: Routledge,Chapman, and Hall, 1985.

Thornton, Russell. American IndianHolocaust and Survival. Norman: TheUniversity of Oklahoma Press, 1987.

Wachtel, Nathan. The Vision of theVanquished: The Spar..sh Conquest ofPerri through Indian Eyes. Hassocks,England: Harvester Press, 1977.

Exchange"The Conquest of Nature, 1492-1992." The NACLA Report on theAmericas (September 1991). (Forordering information, see Resources.

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30

Crosby, Alfred W. The ColumbianExchange: Biological and CulturalConsequences of 1492. Westport,Conn.: Greenwood Press, 1972.

McNeill, W:lliam H. Plagues andPeoples. Garden City, NY: AnchorPress, 1976.

Sokolov, Raymond. "Columbus'sBiggest Discovery." Natural History(August 1987): 66-67.

Viola, Herman J., and CarolynMargolis. Seeds of Change: AQuincentennial Commemoration. Wash-ington, D.C.: Smithsonian InstitutePress, 1991.

Weatherford, Jack. Indian Givers: Howthe Indians of the Americas Transformedthe World. New York: Crown Pub-lishers, 1988.

Wolf, Eric R. Europe and the PeopleWithout History. Berkeley: Universityof California Press, 1982.

LegacyBingham, Marjorie W., and Susan H.Gross. Women in Latin America: FromPre-Columbian Times to the TwentiethCentury. St. Louis Park, MN:Glenhurst Publications, 1985.

Elliott, J.H. "The World AfterColumbus." The New York Review ofBooks (October 10,1991): 10-14.

Galeano, Eduardo. Memory of Fire.New York: Pantheon Books, 1987.

"Inventing America, 1492-1992." TheNACLA Report on the Americas(February 1991). (For orderinginformation, see Resources section.)

Nash, Gary B. Red, White, and Black:The People of Early America.Englewood Cliffs, N.J.: Prentice-Hall,1982.

Wills, Garry. "1492 vs. 1892 vs.1992." Time (October 7,1991): 61.

Alternative ViewpointsThe following is a sample of the manyorganizations that publish informationoffering different perspectives on theQuincentenary.

Alliance for Cultural DemocracyP.O. Box 7591Minneapolis, MN 55407ACI) is a national network that worksfor grassroots empowerment anddembcratic participation throughcultural activity. ACI) publishes thequarterly newspaper huracan, featuringinformation about quincentennialactivities.

CALC Clergy & Laity ConcernedP.O. Box 1987Decatur, GA 30031(404) 377-1983Publishes CALC Report (Vol. XV,No. 3 was entitled "What ReallyHappened in 1492?") and also distrib-utes a packet of Columbus-relatedmaterials from diverse viewpoints for$5. CALC is also developing a cur-riculum around the "Rediscoveringthe History of the Americas" theme.Contact the 1992 Curriculum Work-ing Group at the above address.

Canadian Alliance in Solidarity WithNative PeoplesP.O. Box 574, Station PToronto, Ontario M5S 2T1CanadaThe group's Resource Reading List1990 (available for $19.95) describesfilms, periodicals, books, curricula,and other resource materials related toNative Americans.

Indigenous Thoughtc/o Jan Elliott6802 SW 13th StreetGainesville, FL 32608(904) 378-3246This monthly newsletter focuses onquincentennial issues from a NativeAmerican perspective.

ResourcesMinneapolis Library AssociationATTN: Chris Dodge4645 Columbus Avenue SouthMinneapolis, MN 55407(612) 541-8572Call or write for information about aresolution passed by the AmericanLibrary Association urging school andcommunity librarians to present bothNative American and Europeanperspectives on the Quincentenary.

National Council of Churches475 Riverside Drive, #572New York, NY 10115Distributes Respond* Faithfully to theQuincentenary: A Study/Action Packet.This 60-page action packet raisesquestions about the impact of Europe-ans since 1492 on the indigenouspeoples of the Americas.

Native American MinistryUnited Methodist ChurchP.O. Box 75050Milwaukee, WI 53215(414) 384-1500Distributes an annotated bibliographyon Native Peoples of North America,including sections on children,women, law, and spirituality.

71te coming of the hoDe raised Plains Indian culture totts apogee. In rho crayon-and-pencil drawing circa1887, a 1:11,1n1 brave ff 1101111 in.full dress, mounting

a horse dtyked Out in equally splendid battle attire.

31

1992 Alliancec/o Richard HillAmerican Indian Art InstituteP.O. Box 2007Santa Fe, NM 87504orc/o Suzan Shown HarjoMorning Star Foundation403 10th Street SEWashington, DC 20003The 1992 Alliance coordinates theefforts of Native American organiza-tions, foundations, and the media toprovide opportunities for discussion ofthemes and topics of Indian concernduring the Quincentenary.

North American Congress on LatinAmerica (NACLA)475 Riverside DriveRoom 454New York, NY 10115(212) 870-3146NACLA is devoting four issues of itsReport on the Americas magazine tospecial reports on the conquest, land,indigenous peoples, and Africanpeoples of the Americas.

Rethinking Schools1001 East Keefe AvenueMilwaukee, WI 53212(414) 964-9646Publishes a bimonthly newspaper,Rethinking Schools. The special editionRethinking Columbus is a 96-pagemagazine featuring articles, poems,and resources for teaching aboutColumbus and contemporary NativeAmerican issues. Single copies are $4plus $2 postage. Bulk rates available.

Re-View 1492-1992P.O. Box 801New York, NY 10009This bilingual (English/Spanish)newsletter includes articles andresources from around the world.

Two Visions of the ConquestSPICE/Latin America ProjectLittlefield Center, Room 14300 Lasuen StreetStanford UniversityStanford, CA 94305-5013

Student Newspaper SupplementA 16-page Columbus newspaper supplement for grades 5-8 is also available. The supplementincludes articles and activities about Europe and the Americas; navigation and geography; theencounter and exchange between Europe and the Americas and its legacy; and a special sectionon historical perspectives. The newspaper supplement is being distributed by the Newspaper-in-Education (NIE) departments of many newspapers nationwide. At press time, the followingnewspapers planned to print the supplement. Please contact your NIE coordinator directly.

(415) 723-1114 AL Huntsville Times Lee Ann Yeager ...,15/532-4497

This one-week unit for grades 9-12 CA San Diego Union/Tribune Marlyne Kwasek 619/293-2114

compares the Spanish and Aztec views CA San Jose Mercury News Cheryl Dingman 408/920-5000

of the Spanish conquest of the AztecsCO Denver PostCO Pueblo Chieftain

Jill ScottJacquie Huffaker

303/820-1335719/544-3520 x311

in Mexico. Package includes slides of CT Advocate & Greenwich Time John Wentzel 203/964-2387the Aztec and Spanish paintings of CT Connecticut Post Wendy Weisman 203/330-6219

events during the conquest and CT Bristol Press Marilyn Bresson 203/584-0501

eyewitness accounts from both CT Danbury News-Times Barbara Levitt 203/731-3404

perspectives.CT Evening SentinelCT Hartford Courant

Pauline KeefeMarcey Munoz

203/734-2546203/241-3790

CT Meriden Record Journal Sandra Blodgett 203/235-1661 x7326View from the Shore American CT New Britain Herald Lori Groves 203/225-4601

Indian Perspectives on the CT New London Day Elaine Stattler 203/442-2200

Quincentenary FL Bradenton Herald NIE Dept. 813/748-0411

Northeast Indian Quarterly FL Daytona News-JournalFL Florida Today

NIE DeptLinda Ingram

904/252-1511407/242-3891

400 Caldwell Hall FL Fort Myers News-Press Lisa Madden 813/335-0415Cornell University FL Ft. Lauderdale Sun Sentinel !Deborah Meissner 305/425-1183

Ithaca, NY 14853 FL Jacksonville Florida Times-Union Caroline Charbonnet 904/359-4447

A special issue of the Northeast Indian FL Miami Herald Carolyn Lavan 305/376-3246

Quarterly, Viewfrom the Shore offersFL Northwest Florida Daily NewsFL Palm Beach Post

Carol DeBoltSara Hoffner

904/863-1111407/837-4170

numerous articles from a Native FL l'anama City News-Herald Judy Hancock 904/783-7621American perspective, as well as an FL Pensacola News Journal NIE Dept 904/435-8638

extensive resource list. FL St. Augustine Record NIE Dept 904/829-6562FL St. Petersburg Times Eddie Moran 813/893-8138

Quincentenary Organizations FL Tampa TribuneIL Chicago Sun-Times

Rene GunterKen Scott

813/272-7764312/321-3161

Christopher Columbus IL Pioneer Press Leanne Mitchell 708/251-4300Quincentenary Jubilee Commission IL Times Courier Betty Boyer 217/345-70851801 F Street NW IN Fort Wayne Newspapers Nancy White /19/461-8832

Washington, DC 20006 IN Gary Post-Tribune Alicia McGill /19/881-3039KS Topeka Capital Journal Carolyn Terhune 913/295-1111MA Boston Globe Gwen Wharton 617/929-2640

National Hispanic Quincentennial ME Bangor Daily News Donna Fransen 207/990-8218Commission ME Bath Brunswick Times Record Paula Conielio 207/729-3311

810 First Street NE, 3rd Floor ME Central Maine Morning Sentinel Clayton La Verdiere /07/873-3341

Washington, DC 20002-4205 ME Dept. of Education NIE Office Becky Hayes Boober /07/289-5982ME Journal Tribune Fran DeFrancesco 207/282-1535

National Italian-American FoundationME Kennebec JournalME Lewiston Sun Journal

Linda CoteLarry Bard

207 /623-3811207/784-5411

ATTN: Maria Scarapicchia ME Portland Press Herald Jim Gold /07/780-9000666 Ilth Street NW #800 MN Duluth News-Tribune Jan Chronister 800/456-8080

Washington, DC 20001-4596 MO St. Louis Dispatch Leslee Small 800/365-0820

Contact the National Italian-Ameri- NC Charlotte ObserverNY Newsday

Ginny SwinsonPatricia Houk

800/532-5350516/454-2184

can Foundation for a list of commis- OR Corvallis Gazette-Times Bonnie Winans 503/753-2641sions organizing quincentenary OR East Oregonian Amy Bedford 503/276-2211activities in their respective states. OR Observer Bob Moody 503/963-3161

PA Dept. of Education James Wetzler 717/783-1832

Spain '92 Foundation PA Gettysburg TimesPA Lancaster Newspapers

Marilyn MaitlandSherrye Dee Garrett

717/334-1131717/291-871)1

1821 Jefferson Place NW PA New Casde News Jill Haines 412/654-6651Washington, DC 20036 PA Philadelphia Inquirer Debbie Carroll 215/854-5656

l'A Pottsville Republican Kay Haffey 717/622-3456

Quinto Centenario/Quincentennial PA Times Publishing Company Carol Bowersox 814 /487-1820

Organization of American States SD Rapid City JournalTN Knoxville News-Sentinel

Naomi DempcyDiana Morgan

605/394-8387615/521-1766

1889 F Street NW TX San Antonio Light Joe Carroll Rust 512/271-2723Washington, DC 20006 WA Spokesman Rev/Spokane Chronicle ..Christine Bubb 800/338-8801 x5071

WV Charleston Gazette/Daily Mail Megan Widdecombe 304/348-7906WV West Virginia Press Assoc. Gloria Flowers 304/342-1101

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National Council for the Social Studies Position Statement

The Columbian QuincentenaryAn Educational Opportunity

Nint..teen ninety-two is the 500thanniversary of Columbus's first voyageto the Americas. The voyage ofColumbus is a much too significantevent in human history for thenation's schools and colleges to ignoreor to treat romantically or trivially.The most fitting and enduring way inwhich educators can participate incommemorating the Quincentenary isto examine seriously the availablescholarship to enhance our knowledgeabout 1492 and, in turn, to enhancethe knowledge of our students.Specifically, educators should

help students comprehend thecontemporary relevance of 1492, and

provide students with basic, accu-rate knowledge about Columbus'svoyages, their historical setting, andunfolding effects.

Sixty years after Columbus's firstlandfall in the Americas, FranciscoLopez de Gomara wrote: "Thegreatest event since the creation of theworld (excluding the incarnation anddeath of Him who created it) is thediscovery of the Indies." In the yearthe thirteen English colonies declaredtheir independence from Britain,Adam Smith observed: "The discov-ery of America, and that of a passageto the East Indies by the Cape ofGood Hope, are the two greatest andmost important events recorded in thehistory of mankind."

Although these two famousassessments of the significance of 1492in human history may be overstate-ments, it is certainly true that theworld as we know it would not havecome to be were it not for the chainof events set in motion by Europeancontact with the Americas.

The Contemporary Relevanceof 1492One of the most significant and visiblefeatures of the contemporary UnitedStates is its multiethnic and culturallypluralistic character. Scholars describethe United States as one of history'sfirst universal or world nations itspeople are a microcosm of humanitywith biological, cultural, and social tiesto all other parts of the earth. Theorigin of these critical features of ourdemographic and our civic life lies inthe initial encounters and migrationsof peoples and cultures of the Ameri-cas, Europe, and Africa.

Another significant feature of theUnited States is the fact that the nationand its citizens are an integral part of aglobal society created by forces thatbegan to unfold in 1492. Geographi-cally, the Eastern and Western Hemi-spheres were joined after millennia ofvirtual isolation from one another.Economically, the growth of themodern global economy was substan-tially stimulated by the bullion tradelinking Latin America, Europe, andAsia; the slave trade connecting Africa,Europe, and the Americas; and the furtrade joining North America, westernEurope, and Russia. Politically, thecontemporary worldwide interna-tional system was born in the exten-sion of intra-European conflict intothe Western Hemisphere, the estab-lishment of European colonies in theAmericas, and the accompanyingintrusion of Europeans into thepolitical affairs of Native Americans,and the Native Americans' influenceon the political and military affairs ofEuropean states. Ecologically, themassive transcontinental exchange ofplants, animals, microorganisms, andnatural resources initiated by theSpanish and Portuguese voyagesmodified the global ecological systemforever.

.30 33

Basic Knowledge about theHistorical Setting and Effectsof Columbus's VoyagesEducators should ensure that goodcontemporary scholarship and reliabletraditional sources be used in teachingstudents about Columbus's voyages,their historical settings, and unfoldingeffects. Scholarship highlights someimportant facets of history that are indanger of being disregarded, obscured,or ignored in the public hyperbolethat is likely to surround theQuincentenary. Particular attentionshould be given to the following:

Columbus did not discovera new world and, thus,initiate American history.

Neither did the Vikings nor did theseafaring Africans, Chinese, PacificIslanders, or other people who mayhave preceded the Vikings. The landthat Columbus encountered was not anew world. Rather, it was a world ofpeoples with rich and complexhistories dating back at least 1,500years or possibly earlier. On thatfateful morning of October 12, 1492,Columbus did not discover a newworld. He put, rather, as manyhistorians have accurately observed,two old worlds into permanentcontact.

The real America Columbusencountered in 1492 was adifferent place from the

precontact America often por-trayed in folklore, textbooks, andthe mass media.

The America of 1492 was not awilderness inhabited by primitivepeoples whose history was fundamen-tally different from that of the peoplesof the Eastern Hemisphere. Many ofthe same phenomena characterized,rather, the history of the peoples ofboth the Western and the Eastern

Hemispheres, including: highlydeveloped agricultural systems, centersof dense populations, complex civili-zations, large-scale empires, extensivenetworks of long-distance trade andcultural diffusion, complex patterns ofinterstate conflict and cooperation,sophisticated systems of religious andscientific belief, extensive linguisticdiversity, and regional variations inlevels of societal complexity.

Africa was very much a partof the social, economic, andpolitical system of the

Eastern Hemisphere in 1492.The Atlantic slave trade, which

initially linked western Africa toMediterranean Europe and theAtlantic islands, soon extended to theAmericas. Until the end of the eight-eenth century, the number of Africanswho crossed the Atlantic to theAmericas exceeded the number ofEuropeans. The labor, experiences,and cultures of the African-Americanpeople, throughout enslavement aswell as after emancipation, have beensignificant in shaping the economic,political, and social history of theUnited States.

The encounters of NativeAmericans, Africans, andEuropeans following 1492

are not stories of vigorous whiteactors confronting passive redand black spectators and victims.

Moreover, these were not inter-nally homogeneous groups butrepresented a diversity of peoples withvaried cultural traditions, economicstructures, and political systems. Allparties pursued their interests as theyperceived them sometimes inde-pendently of the interests of others,sometimes in collaboration withothers, and sometimes in conflict withothers. All borrowed from andinfluenced the others and, in turn,were influenced by them. The internaldiversity of the Native Americans, theAfricans, and the Europeans contrib-uted to the development of modernAmerican pluralistic culture andcontemporary world civilization.

As a result of forces emanat-ing from 1492, NativeAmericans suffered cata-

strophic mortality rates.By far the greatest contributors to

this devastation were diseases broughtby the explorers and those who cameafter. The microorganisms associatedwith diseases such as smallpox,measles, whooping cough, chickenpox, and influenza had not evolved inthe Americas; hence, the indigenouspeoples had no immunity to thesediseases when the Europeans andAfricans arrived. These diseases werecrucial allies in the European conquestof the Native American. The ensuingwars between rival European nationsthat were played out in this hemi-sphere, the four centuries of Indianand European conflicts, as well as thenow well-documented instances ofgenocidal and displacement policies ofthe colonial and postcolonial govern-ments further contributed to the mostextensive depopulation of a group ofpeoples in the history of humankind.Despite this traumatic history ofdestruction and deprivation, NativeAmerican peoples have endured andare experiencing a cultural resurgenceas we observe the 500th anniversary ofthe encounter.

Columbus's voyageswere not just a Europeanphenomenon but, rather,

were a facet of Europe's millen-nia-long history of interactionwith Asia and Africa.

The "discovery" of America wasan unintended outcome of IberianEurope's search for an all-sea route tothe "Indies" a ,.earch stimulated inlarge part by the disruption of Euro-pean-Asian trade routes occasioned bythe collapse of the Mongol Empire.Technology critical to Columbus'svoyages such as the compass, thesternpost rudder, gunpowder, andpaper originated in China. The lateensail, along with much of the geo-graphical knowledge on whichColumbus relied, originated with orwas transmitted by the Arabs.

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Although most examina-tions of the United Stateshistorical connections to the

Eastern Hemisphere tend to focuson northwestern Europe, Spainand Portugal also had extensiveeffects on the Americas.

From the Columbian voyagesthrough exploration, conquest,religious conversion, settlement, andthe development of Latin Americanmestizo cultures, Spain and Portugalhad a continuing influence on life inthe American connints.

The Enduring Legacy of 1492Certain events in human historychange forever our conception of whowe are and how we see the world.Such events not only change our mapsof the world, they alter our mentallandscapes as well. The event of 500years ago, when a small group ofEuropeans and, soon after, Africans,encountered Native Americans is ofthis magnitude. Educators contributeto the commemoration of theQuincentenary in intellectuallysignificant and educationally appropri-ate ways when they assist students inbecoming knowledgeable about thisevent and about its critical role inshaping contemporary America as auniversal nation within an interdepen-dent world.

Signatories to the National Council for theSocial Studies Columbian QuincentenaryPosition Statement:American Anthropological AssociationAmerican Association of School AdministratorsAmerican Association of School LibrariansAmencan Council for Teachers of Foreign LanguagesAmerican Historical AssociationAmerican Indian Heritage FoundationAssociation for Childhood Education InternationalAssociation for Supervision and Curriculum

DevelopmentAssociation of American GeozraphersCouncil of the Great City SchoolsInternational Education Consortium

Collaborative for Humanities and Arts TeachingInternational Reading AssociationNational Association for Bilingual EducationNational Association for Elementary School PrincipalsNational Association of Secondary School PrincipalsNational Catholic Education AssociationNational Council for Geographic EducationNational Council of Teacliers of EnglishNational Council of Teachers of MathematicsNational Education AssociationNational History DayNational Middle School AssociationNational Science Teachers AssociationOrganization of American HistoriansWilliam J. Saunders, Executive Director of National

Alliance of Black School EducatorsSocial Studies Development CenterSociety for History EducationWorld History Association

1 True. In fact, ancient Greeks andArabs had calculated that, at theequator, one degree covered about60 nautical miles.

2 a Columbus was born in 1451 inGenoa. He moved to Lisbon,Portugal, in 1478. He died inValladolid, Spain, in 1506.

3 c Five weeks after leaving LaGornera in the Canary Islands,Columbus and the fleet reachedland on October 12, 1492.

4 1-e Navidad is the Spanish wordfor Christmas.2-d Columbus named the islandSan Salvador Holy Saviour ingratitude for a safe voyage.3-b Trinidad was named for theHoly Trinity.4-f Hispaniola is a derivation of LaEspariola Spain.5-c Columbus asked the Virgin ofGuadalupe for help during a stormon his return trip to Spain. After hissafe arrival, he visited her shrine inJune 1493 to give thanks and toprepare for his second voyage,which would carry Christianity tothe New World.6-a Domingo is the Spanish wordfor Sunday.

5 c In Greek mythology, Calypsowas a sea nymph. Barbecue, canoe,hurricane, and tobacco are allderived from Caribbean languages;tomato, from Aztec.

6 b Vasco da Gama sailed aroundAfrica to India in 1499. MarcoPolo, 15 years old, made thejourney from Venice to Peking onfoot. Columbus never reached theOrient. In 1520, Ferdinand

TestYour Columbus IQ, page 19

Answers

Magellan found the western straitthat led to the Pacific and the SpiceIslands.

7 Emperor Montezuma II's empire often million Aztecs was larger thanCharles V's Spanish empire.

8 1 c By providing cheap, readilygrown, nutritious food, the potatoenabled the European populationto soar. Ireland experienced a five-

Hernando Cones's map of Tenochtitlem, capital of theAztec empire, appeared in 1524.

fold population increase in just onecentury. During the potato famineof the nineteenth century, hundredsof people died of starvation weekly;still others left Ireland to seek abetter life in America.

2e Slave traders took cassava, aroot, to Africa within a few years ofColumbus's voyage. Corn, chilipeppers, pumpkins, and sweet

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potatoes are other native Americancrops that now feed hundreds ofmillions of people in Africa.

3d Horses had evolved in America,but became extinct during the IceAge. In the early 1500s, HernandoCortes and his men came ashore onthe Canbbean coast of Mexico with16 horses many of them de-scended from the horses Columbusbrought to the Caribbean.

4f The Arawak Indians of Cubagrew and smoked tobacco, a cropthat eventually attained worldwidepopularity. Today, tobacco isCuba's most profitable crop.

5a In addition to the tomato, othercrops grown by native peoples inNorth and South America includecocoa, pineapples, beans, andpeanuts. These crops are morevaluable than all the gold theAmericas ever produced.

6b Africans were brought to theCaribbean a few years after Colum-bus brought sugar cane toHispaniola. The native populationhad all but disappeared and thecolony's only hope for economicsurvival was sugar cane grown byenslaved Africans.

9 a The Pope made the division, onthe condition that the people livingthere be Christianized.

10 d 13,000. It is estimated that eachton of sugar produced on theplantations devoured one Africanlife.

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Photo Creditspl: Zvi Dor-Ner for WGBH; p3: c. RebeccaE. Marvil: p4-5 Bibliotheque Nationale.Pans; Gunter Zamer, World Map, 1492, TheNewberry Library, Chicago: p6: Zvi Dor-Ner for WGBH: Theodor de Bry.SIthibuilding in the Neu, li'orld. by permissionof the Houghton Library, Harvard University;p8: Zvi Dor-Ner for WGBEI: P9: JostAmman and Hans Sachs, The Book of Trades.Dover Publications, Inc.. New York. 1973;Museo Naval. Madrid; p10: c. RussSchleipman; Zvi Dor-Ner for WGBH;;hammock) G.F. de Oviedo. 1547;(barbeque) Theodor de Bry, Crands Voyages,Part I, Frankfurt. 1590, by permission of theHoughton Library, Harvard University;(iguana) G. F. de Oviedo. Cordnica de laIndias, Spain. 1547; (canoe) Benzom. 1581;(tobacco) Andre Thevet, La CostnographieUniverselle. Vol. 2, Paris. 1575. by perauss.,i,of the Houghton Library, Harvard University;pll: Giraudon/Art Resource, CRL10799,Deveria. Reception of Christopher Columbus byFerdinand E. Isabella, Musée Bargom;Christopher Columbus. Later to Sanchez.Basel, 1493. Rare Books & Manuscript

Division. The New York Public Library, Astor.Lenox and Tilden Foundations: p12: FredenckKemmelmeyer, First Landing of ChristopherColumbus, 1800/1805, gilt of Edgar William andBernice Chrysler Garbisch, National Gallery ofArt. Washington; p13: c. I). Donne Bryant;Alfredo Chavero, Lienzo de Tlaxcala. Mexico,1892, courtesy of The Dumbarton Oaks ResearchLibrary and Collection. Harvard University; p14:Christiana Dittman; c. Robert Frerck, Odyssey;Batusta Agnese, Atlas of Portalan Charts, Venice1543-1545, courtesy of the John Carter BrownLibrary at Brown University; C. Merz.Kartoffelpflanzszene, c. 1836, courtesy of Planni-Werke. Munchen; p15: William Clark, Ten riell'sin the Island of Antigua, 1823, Hamilton CollegeLibrary, Bemecke Collection of the LesserAntilles; Michael Ochs Archives; c. Michael K.Nichols. Magnum Photos; p16: Jeff Foxx, LivingMaya, Harry N. Abrams. New York, 1987; c.Jeffrey A. Rycus; p17: L. Glenn Westfall,Smoking Art and the Art of Smoking: NASA; p18:Bryan Edwards, The history, civil and commercial, ofthe British colonies in the West Indies, London, 1801,courtesy of the John Carter Brown Library atBrown University; Theodor de lky, 1595: Scala,

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Art Resource. K47200, Ridolfo delGhirlandaio. ChnstolOro Colombo, MuseoNavale, Pegli; Jose Maria Obregón, TheInspiration of Christopher Columbus. 1856.Museo Nacional de Arte. Mexico City(1NBA), photo by Salvador Lotteroth/JesusSanchez Uribe; Scala. Art Resource, K65371.Luigi Sciallero. I itimi moment di Christotor)Colombo, Gallena d'Arte Modema, Genoa;p22: inset: Library of Congress; AlfredoChavero. Lienzo de Tlaxcala. Mexico, 1892,courtesy of Tozzer Library. HarvardUniversity; Hernando Cortes. Map of theGulf of Mexico and Plan of Mexico City,Nuremberg, 1524. The Newberry Library.Chicago; p24: Honorio Philopono, Navatypis transacta naviRano, Venice. 1621, bypermission of the Houghton Library, HarvardUniversity; front cover background: NASA;inset: Pedro de Medina. Arte de Navegar.1545: inside front and back cover: Archivo dela Corona de Aragón. Barcelona. photo byMAS Amphaciones/Reproducciones.Barcelona; back cover: c. Victor Englebert, c.91 Andrew Holbrooke/Black Star, c. 85Martine Rogers; Stock, Boston.

CreditsThis teacher's guide was produced by theEducational Print and Outreach Department ofthe Special Telecommunications ServicesDivision. WGBH Educational Foundation.

Director of Educational Print and OutreachBeth Kirsch

/ I ,./maiy.4.0..-104ret,

electronic, mechanical, photocopying, recording,or otherwise without written permission ofWGBH Educational Foundation. 125 WesternAvenue, Boston, MA 02134.

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Project Director

Karen Barss

Project CoordinatorPam Benson

Printed in the United States by W. E. Andrews,Bedford, Massachusetts.

Funding for the Columbus and the Age of Discoveryeducational print materials is provided by

XEROXand the Corporation for Public Broadcasting

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WriterCaroline T. Chauncey

Advisory BoardJohn Amoroso, Newton North High SchoolClara Estau. Hispanic Studies Dept.

University of MassachusettsKevin Jennings, Concord AcademyDebbie Quitt, Brookline High School

Design

Cathleen DamploChris Pullman

Grateful acknowledgment is made to thefollowing for permission to reprint previouslypublished material: Columbus and the Age ofDiscovery by Zvi Dor-Ner, with William G.Scheller (William Morrow & Co.). CopyrightC) 1991 WGBH Educational Foundation andZvi Dor-Ner.

Copyright 1992WGBH Educational Foundation

Permission is granted for reproduction of thisprinted matter for educational purposes only. Allother rights reserved. No part of this publicationmay be reproduced, stored in a retrieval system/4 eor transmitted in any form or by any means

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Produced for PBS by WGBH Boston incoproduction with the BBC/England. SEQCand TVE/Spain, RAI/Italy, RTP/Portugal,NHK/Japan. and NDR/Germany.

0:3 Closed captioned for deaf andhard-of-hearing viewers.

For more learning on Columbus and the impactof his voyages, visit the "Seeds of Change"exhibition at the National Museum of NaturalHistory through May 23, 1993. For moreinformation, contact the Director ofQuincentenary Programs, National Museum ofNatural History, Smithsonian Institution.Washington, DC 20560.

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The voyages of Christopher Columbus broughtthree continents and millions of people into permanent,

if sometimes painful, contact.

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Watch the three-hour Columbus specialET COPY AVAILABLE Sunday, October 11, at 8pm on PLS!

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