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Lesson Overview:

 

This lesson is comprised of different journal entries from Christopher Columbus’ personal journal. The excerpts from the journal show evidence of Columbus’ true self and how he treated the Native Americans when he discovered the island. Students will get in groups to discuss these excerpts and how they differ from what they already learned about Columbus. This lesson will show students that there is more to Columbus than the embellished things that they have previously learned about him. They will also learn that despite all of the good that he did, there were things that do not constitute him as a ‘hero’. Students will create a comparison/contrasting chart in groups to show what they are told in class versus what they learned from the excerpt that they were given and share the charts with the class.

Rethinking Columbus

Lesson 2:

Preparation:

  1. Picture of Christopher Columbus http://evresourcesite.wikispaces.com/Christopher+Columbus

 

  1. Picture of Excerpt from the Journal

https://primary-sources-8.wikispaces.com/Steven

 

  1. Four excerpts from the Journal http://www.fordham.edu/halsall/source/columbus1.asp

 

Thursday, 11 October.

I saw some with scars of wounds upon their bodies, and demanded by signs the of them; they answered me in the same way, that there came people from the other islands in the neighborhood who endeavored to make prisoners of them, and they defended themselves.

 

Thursday, 11 October

It appears to me, that the people are ingenious, and would be good servants and I am of opinion that they would very readily become Christians, as they appear to have no religion.

 

Sunday, 14 October

I do not, however, see the necessity of fortifying the place, as the people here are simple in war-like matters, as your Highnesses will see by those seven which I have ordered to be taken and carried to Spain in order to learn our language and return, unless your Highnesses should choose to have them all transported to Castile, or held captive in the island. I could conquer the whole of them with fifty men, and govern them as I pleased.

 

Monday, 15 October.

About sunset we anchored near the cape which terminates the island towards the west to enquire for gold, for the natives we had taken from San Salvador told me that the people here wore golden bracelets upon their arms and legs. I believed pretty confidently that they had invented this story in order to find means to escape from us, still I determined to pass none of these islands without taking possession, because being once taken, it would answer for all times.

 

  1. Video “Columbus Day Truth” http://www.youtube.com/watch?v=B6jF29HHzlA

 

  1. Paper

 

  1. Pencil

 

Instruction:

  1. The teacher will introduce the Christopher Columbus lesson as many schools do, straight from their history book, depicting him as a hero.

  2. He/she will then introduce the picture of Columbus so that students can get an idea of whom they are learning about (See LINK above).

  3. The students will then look at pictures of Columbus’ journal to see how he wrote and how detailed he was during the entire expedition (See LINK above).

  4. The teacher will then divide the students into groups. Each group will be given an excerpt from the journal to read and discuss with their group (See LINK above).

  5. The teacher will show the YouTube video of “Columbus Day Truth” (See LINK above) and have them take notes during the video to add to their charts later on in the lesson.

  6. Students will be able to ask the teacher questions throughout their interpretation of the excerpt.

  7. The teacher will instruct the students to create a chart with their group comparing and contrasting what they learned from their book and what they learned from the excerpts and the video.

  8. After students finish, the teacher can have each group stand up and present to the class in order according to the date that their excerpt was written.

  9. After the groups present, the teacher will prompt a discussion of what the children think about what all they learned. They will be able to ask questions and have them answered to the best of the teacher’s ability.

  10. The teacher should stress to the children that not everything that they learn is the whole truth and if they are questioning it, they should research the topic further.

 

Standards:

8.1.3.B: Identify fact, opinion, multiple points of view, and primary sources as related to historical events.

8.1.3.C: Conduct teacher guided inquiry on assigned topics using specified historical sources. (Reference RWSL Standard 1.8.3 Research)

8.3.3.A: Identify and describe the social, political, cultural, and economic contributions of individuals and groups in United States history.

8.3.3.B: Identify and describe historical documents, artifacts, and places critical to United States history.

8.3.3.D: Identify and describe how conflict and cooperation among groups and organizations have impacted the history and development of the US.

  • Ethnicity and race

  • Working conditions

  • Immigration

  • Military conflict

  • Economic stability

8.4.3.C: Compare and contrast selected world cultures.

8.4.3.D: Identify conflict and cooperation among groups and organizations from around the world.

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