Columbus and the Age of Discovery

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Logo, Columbus and the Age of Discovery
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Created to help mark the 500th anniversary of Columbus's 1492 voyage to America, this site is a "text-retrieval system," offering more than 1,110 scholarly and popular articles, drawn from journals, magazines, institutions, speeches, reviews, newspapers, student papers, and "other [secondary] sources relating to various encounter themes."

The search functions are cumbersome—the articles are both indexed by portions of the author's last name and arranged by underdeveloped category designations.

Thinking Historically: The Flat Earth

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Students studying maps in the classroom. NHEC
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As part of The National Research Council's How People Learn series, Bob Bain (now a professor of History Education at the University of Michigan's School of Education) described a classroom in which legitimate historical questions were at the center. Through this particular investigation, Bain's students learned about 15th-century Europe, Columbus's voyage, and the nature of history and historical accounts.

What Do Students Think They Know?

Rather than presenting a story of Columbus's journey to his students, Bain first elicited student ideas about the voyage and its context. "What do you know about Columbus sailing the ocean blue in 1492? What do you know about the people of Europe on the eve of Columbus's voyages?" After hearing students recall the standard flat-earth story about Columbus, Bain asked them how they knew what they supposedly knew. What evidence did they have for their Columbus stories?

Using Frameworks and Organizers

How do you know what you know was the unifying problem across Bain's entire curriculum and this question forced students to confront the uncertain status of historical accounts. Students initially saw no difference between "history"and "the past" and believed there was a one-to-one correspondence between what happened in the past and the history book sitting on their desks.

Bain explained to his students that the past is never fully retrievable and our histories are accounts of that past rather than its mirrors. To make this distinction concrete for students, Bain used an organizer from the outset of his course, "history-as-event" and "history-as-account," (H(ev) and H(ac)). Columbus's voyage is history-as-event; the story we tell about it is history-as-account. This distinction, which students learned and used as touchstone, introduced the necessity of questioning and comparing different accounts of the past.

At the unit level, examining historical accounts meant posing questions about historical stories. Students believed they knew Columbus's story, but could not summon evidence to support it. Successive sets of documents helped them create a more accurate and complete story about Columbus and his time.

First Bain gave students a set of short accounts consistent with their ideas—in other words he set them up. Then he challenged those ideas with a picture of a classical statue of Atlas holding a round globe and an explanation written by Carl Sagan about how Eratosthenes determined the world's circumference in the 3rd century BCE. Given these sources, students wondered why Columbus got credit for the round earth idea.

The next round of accounts, selections from Daniel Boorstin and Stephen Jay Gould, helped students sharpen the historical problem that subsequently guided their study of 15th-century European exploration. Was there a great interruption in European geographic knowledge? Did people in 1492 generally believe in the flat earth? What historical accounts explain European exploration of the Americas? How have those accounts changed over time?

History-Specific Strategies

Bain used history-specific instructional strategies to support and assist students in analyzing and synthesizing historical accounts. Students confronted questions like, When was this written? What other sources support or contest this source? See this example of small, carefully structured, reading and discussion groups.

Learning History: Content and Skills

Through Bain's instruction, students learned that the "flat-earth" story was disseminated by 19th-century writers. Students learned that historical accounts change over time, and that it is the historian's task to sift through evidence and construct a legitimate story warranted by that evidence. At the same time, they learned important content about Columbus's voyage and the context of 15th-century Europe.

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Atlas Farnese, How Students Learn: History, in the Classroom, eds. M.S.
In the Classroom

Seek out significant historical problems and questions to frame curricular units. Historians and other content experts can be helpful in identifying these.

Make historical reading and thinking strategies explicit. Use frameworks and organizers that allow students repeated practice with these strategies.

Surface student beliefs about what they think they know and challenge these beliefs when incorrect with concrete documentary evidence.

Plan instruction so students can distinguish between history and various accounts of it.

Sample Application

The original article includes several sources that Bain used in this unit.

The first source below represents the popularity of the "flat earth"story in the 19th century. The second shows that knowledge of the round earth preceded Columbus and his voyage. And the third addresses one question generated by these two: Was there a great interruption in European geographic knowledge?

1. Columbus was one of the comparatively few people who at that time believed the earth to be round. The general belief was that it was flat, and that if one should sail too far west on the ocean, he would come to the edge of the world, and fall off. (Eggleston, 1904, p.12)

2. Scholars believe the sculpture, Atlas Farnese (above, left), was made sometime after 150 A.D. Named for the collection of which it is now a part, it was found in Rome in 1575. The globe's representation of the vernal equinox helped scholars date the sculpture.

3. Dramatic to be sure, but entirely fictitious. There never was a period of "flat earth darkness" among scholars (regardless of how many uneducated people may have conceptualized our planet both then and now). Greek knowledge of sphericity never faded, and all major medieval scholars accepted the earth's roundness as an established fact of cosmology . . . Virtually all major medieval scholars affirmed the earth's roundness . . . (Gould, 1995, p. 42)

For more information

M. Suzanne Donovan and John D. Bransford, eds., How Students Learn: History in the Classroom, (Washington, D.C.: The National Academies Press, 2005).

Allan Collins, John Seely Brown, and Ann Holum, "Cognitive Apprenticeship: Making Thinking Visible," American Educator. (Winter 1991).

Bibliography

Robert B. Bain, "'They Thought the World Was Flat?' Applying the Principles of How People Learn in Teaching High School History," In How Students Learn: History, in the Classroom, eds. M.S. Donovan and J.D. Bransford (Washington, D.C.: The National Academies Press, 2005).

Jennifer Orr on Questioning Columbus

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Coat of arms, Christopher Columbus, Library of Congress
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History is complicated and in our attempts to simplify it for young children we often change it, sometimes drastically. The story of Christopher Columbus is one example. For generations we have passed down myths about this man. We have taught children that he alone believed the world was round, when, in truth, many if not most people of his time understood that the world is round. We have taught that he discovered a new world. How could he discover it if people were already living there? We have also taught that he died not realizing what he had 'discovered.'

Elementary school teachers have a unique challenge: they teach all subjects rather than focus on one. Not surprisingly, it is difficult to be experts in everything.

One way to address this challenge is to allow students to recognize the questions. We don't have to have all the answers. In fact, when it comes to history it is not possible to know all the answers. Historians continue to study a wide range of primary sources and to disagree with previous assertions and with each other. It is important that students be allowed to wrestle with this uncertainty rather than to blindly accept what we state as fact. Even the youngest children can understand that adults are still learning, and can enjoy learning along with us.

If you are interested in tackling the complexities of Christopher Columbus, there are some great places to start. James Loewen's book, Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong, is a good one and helpful for subjects far beyond Columbus. The Library of Congress has an exhibit entitled 1492: An Ongoing Voyage that includes interesting information on Columbus's coat of arms. An examination and discussion of his coat of arms can encompass quite a bit of information about the man and his achievements. The Gilder Lehrman Institute of American History's June 2007 History Now includes an article detailing the benefits and difficulties faced by both Columbus and his men and those people already living in the New World. If you are interested in the geography of Columbus's journeys or his logs, one individual has created a site which includes maps and information about the logs, navigation, the ships, and the crew.

One thing children can understand about Columbus and what he achieved was that he did so by "standing on the shoulders of giants" (a phrase from Isaac Newton). Columbus learned from those who came before him, about navigation, geography, and other cultures. Learning from others and building on that knowledge are strategies we should be helping our students develop. That is a worthy lesson to take from Columbus.

For more information

Try our quiz on Christoper Columbus's portraits!

Lewis and Clark: Maps of Exploration 1507-1814

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Logo, Lewis & Clark, The Maps of Exploration
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This 1995 exhibition presents approximately 70 maps designed to help "understand [Thomas] Jefferson's views of the West and the nature of the quest to the Pacific," and to "show the evolution of cartographic knowledge of North America up to the time that [Meriwether] Lewis and [William] Clark set out."

Arranged into five sections, it treats the period from the arrival of Columbus in North America to Lewis and Clark's 1803 voyage.

Well-written background essays describe relevant monographs and journals, explain the role of technology in mapmaking, and elucidate the social and intellectual contexts of Western exploration.

The site, which offers both European and American perspectives, also furnishes eight related links and a 31-title bibliography.

Particularly useful for understanding the evolution of geographic knowledge about North America and for tracing the history of cartography during this period.

Resources for Columbus Day

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Design drawing for stained glass window of Christopher Columbus, LoC
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How do you prepare for Columbus Day (October 10)? Is it a day off for your students, just another school day, or a teachable moment? You may be tempted to leave the holiday alone in the classroom. It can bring up issues related to colonization and colonialism, global contact, the definition of heroism, and the purpose of holidays—and that's just scratching the surface.

But it also presents an opportunity to discuss and explore these issues, and to ask what we know about history. How do we know about Columbus's voyages? About the man himself? About the lands and peoples he encountered? What primary sources passed this information down to the present day, and who created them? What information and viewpoints are missing? How have views of Columbus and his voyage changed over time? What materials record those changing views? When was Columbus Day first celebrated as a holiday?

Detail, spotlight page

We've gathered all of our resources on Columbus, Columbus Day, and his voyages in one Columbus Day Spotlight page to help you and your students answer these questions and more. Take a look at Learning Resources for primary and secondary sources, Teaching Resources for strategies from other teachers, and Quizzes to test your knowledge!

(And remember, the 9/11 and Constitution Day spotlights are still available. We'll continue to add new resources to all of our spotlights throughout the year, so bookmark them and check back frequently. Keep your eye out for new spotlights on Veterans Day and Thanksgiving next month!)

Amy Trenkle's Columbus in the Capital

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Students at DC Columbus memorial
Students at DC Columbus memorial
Students at DC Columbus memorial
Students at DC Columbus memorial
Students at DC Columbus memorial
Students at DC Columbus memorial
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Columbus in Context

When I first started teaching a little more than 10 years ago, very few of my students knew why they were getting Columbus Day off. Now, I find a lot more know why they have the day off and have a pretty strong opinion as to whether or not it should be celebrated as a national holiday. I've enjoyed watching my students be able to express their opinions better and better throughout the years.

While my U.S. History state standards do not cover Columbus's voyages and exploration, I find it is a lesson worth teaching, and very timely with the holiday. As my students have grown in their knowledge and understanding of Columbus, I have had to change my lesson to contain more depth. One way I like to do that is by integrating a local monument into our discussion.

Preparing for the Site Visit

I start the lesson out by reading several chapters from Joy Hakim's A History of US, Book 1. The chapters talk about Columbus's character, his experiences, and effect on the "New World." While most of my students cite that Columbus shouldn't have a holiday because he didn't "find" anything new—that there were inhabitants living there already—they are unaware of the details of his encounters with Native Americans. They also do not know about the Columbian Exchange or Columbus's use of scientific knowledge to aid his survival.

After our reading, complete with guiding questions, I ask the students why we have memorials. Most say that it is to remember a person or an event. Here in DC, student examples range from the Washington Monument to the Lincoln Memorial to the Vietnam Wall. I tell them that we are going to go see a memorial to Christopher Columbus. I ask them what a 'symbol' is and work with the definition until there is an understanding among the students. We talk about how memorials and monuments convey their message through words and symbols. I tell the students that we are going to be looking at this memorial for symbols.

While the Columbus Memorial is only a few blocks from our school, and many of my students pass it twice a day, most do not know about it. Those that do, usually do because they had a sibling in my class in previous years.

After a quick reminder on memorial etiquette and general good behavior expectations, I have the students get their jackets, take a handout that I provide, and a pen or pencil. . . .and we're off!

On-site with Christopher Columbus

The five-block walk to Union Station is quick, and as we come up to it, I can hear many of my students say that they know this memorial, but they never knew what it was about or who it was to.

I tell the students they have between 10 and 15 minutes to look at the memorial and to answer the questions on their paper. They may work individually or in small groups. I remind them to look for symbols.

The question sheet is not difficult, but it does make them look at the memorial. The questions on the sheet are:

  1. What is your first impression of this monument?
  2. Have you seen this monument before? If you have, did you know that it was a monument to Christopher Columbus?
  3. What symbols do you see on this monument that give you clues to what Columbus did in his life? (List them here.)
  4. Are there any words on the monument? If so, what are they?
  5. Do you think anything is missing from this monument? If so, what? If not, what makes it complete?
  6. Does this monument portray Columbus in a positive or a negative way? How do you know?
  7. Do you think this is an appropriate monument? Why or why not? Give evidence (from our reading yesterday and from your own feelings) to support your answer.

I give them a few minutes to look and then I begin to circulate to see what they have come up with, what questions they have, and maybe to point out a symbol or two they may have missed.

What Do You See?

After 10 or 15 minutes, I call them back together at the front of the memorial and I ask them to share what symbols they have found. Some of them include:

  • lions (for the courage to sail into the unknown)
  • the Native American (on one side of Columbus, to represent the New World)
  • the European man (on the other side of Columbus, to represent the Old World)
  • the bow of the ship (for his means of travel)
  • the three flag poles behind the memorial (to represent the three ships he first sailed on)
  • the medallion of King Ferdinand and Queen Isabella on the back (in recognition of who he sailed for and who funded his expeditions)

The students really enjoy being able to share what they found. Some students believe that some of Columbus's crewmates should be added to the memorial because, my students say, he couldn't have done it alone. Some believe that goods from the Columbian Exchange should be integrated into the memorial. Others believe that chains, to represent the start of slavery in the New World, should be added.

Before we go, we always take a group photo.

Responding to the Experience

Upon return to the classroom (my double block is almost up by this time), I ask my students to now write one complete paragraph, taking a definitive stand (no wishy-washy yes and no answers) as to whether or not Columbus should be celebrated with a holiday. Students may not state the day off as a reason for celebrating it. If time permits, I like to have a volunteer for each side of the debate share his/her paragraph. If we have run out of time, then I start my next class with this activity.

It's a great way for my students to think about the holiday, memorials in their community, and to evaluate history. It also provides a great gateway for me to use other memorials and monuments in my teaching as the year continues.

For more information

Maybe you teach earlier grades, or your middle-school or high-school students haven't yet thought to analyze the mythology of Columbus. In her blog entry, 1st-grade teacher Jennifer Orr guides students in engaging with early exploration history.

New to the idea of teaching with monuments and memorials? U.S. history teacher James A. Percoco shows you how he approaches these public memories in this video.

Every picture or sculpture of Columbus looks different. Ever wondered why? No portraits of Columbus taken from life exist today. Take our quiz on images of Columbus, and consider why each artist chose to make Columbus look as they did.

American Myths: Christopher Columbus

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Teaser

In 1492, what did Columbus really do? Who was Columbus? Was he a hero? Did he use force to conquer peoples?

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The story of Christopher Columbus—how much of it is story? Throughout the growth of Columbus into a near-mythological figure, additions and subtractions have been made to and from his life, accompanied by shifts in how he is perceived and memorialized. Decide whether these statements about Columbus (and his holiday) are true or false.

Quiz Answer

1. Columbus set sail to prove that the world was round.

False: Washington Irving's 1828 Life of Christopher Columbus spread the idea that Columbus wanted to prove that the earth was round. About 2,000 years before Columbus’s voyage, however, Aristotle proved the spherical nature of the earth, pointing out the curved shadow it casts on the moon. By Columbus' time, virtually all learned people believed that the earth was not flat.

Columbus did debate with scholars, but the argument he had with them was about something completely different: the size of the globe. And in the end, Columbus was incorrect: he thought the earth was small enough to allow him to sail to India in a relatively short period of time.

Irving's romanticized version, however, made Columbus an enlightened hero overcoming myth and superstition and that is what became enshrined in history.

2. Columbus was the first to discover America in 1492.

False: The first Native Americans likely arrived in North America via a land-bridge across the Bering Sound during the last ice age, roughly 20,000 to 30,000 years ago. The Sandia are the first documented Native American culture, dating from about 15,000 BCE. When Europeans arrived, there were approximately 10 million Native Americans in the area north of present-day Mexico.

In relation to global contact, people from other continents had reached the Americas many times before 1492. If Columbus had not sailed, other Europeans would have soon reached the Americas. Indeed, Europeans may already have been fishing off Newfoundland in the 1480s. In a sense Columbus's voyage was not the first but the last "discovery" of the Americas. It was epoch-making because of the way in which Europe responded. Columbus’s importance is therefore primarily attributable to changing conditions in Europe, not to his having reached a "new" continent.

3. Columbus was motivated by money and economic benefit.

True: Amassing wealth came to be positively valued as the key means of winning esteem on earth and salvation in the hereafter. As Columbus wrote in "My Journal," "Gold is the most excellent; gold constitutes treasure; and he who has it does all he wants in the world, and can even lift souls up to Paradise." Other sources support this view of Columbus’s motivation: in 1495, for instance, after accompanying Columbus on a 1494 expedition into the interior of Haiti, Michele de Cuneo wrote, "After we had rested for several days in our settlement, it seemed to the Lord Admiral that it was time to put into execution his desire to search for gold, which was the main reason he had started out on so great a voyage full of so many dangers." Columbus's motivation was not atypical for his time and position; the Spanish and later the English and French expressed similar goals. But most textbooks downplay the pursuit of wealth as a motive for coming to the Americas when they describe Columbus and later explorers and colonists. Even the Pilgrims left Europe in part for financial gain.

4. Columbus was motivated by religion.

True: Many Europeans believed in a transportable, proselytizing religion that rationalized conquest. Typically, after "discovering" an area and encountering a tribe of American Indians, the Spaniards would read aloud (in Spanish) what came to be called "the Requirement." Here is one version:

"I implore you to recognize the Church as a lady and in the name of the Pope to take the King as lord of this land and obey his mandates. If you do not do it, I tell you that with the help of God I will enter powerfully against you all. I will make war everywhere and every way that I can. I will subject you to the yoke and obedience to the Church and to his majesty. I will take your women and children and make them slaves. . . . The deaths and injuries that you will receive from here on will be your own fault and not that of his majesty nor of the gentlemen that accompany me."

Having thus satisfied their consciences by offering the Native Americans a chance to convert to Christianity, the Spaniards proceeded with their plans for people they had just "discovered."

5. Columbus died a penniless man.

True: Queen Isabella and King Fernando initially agreed to Columbus’s lavish demands if he succeeded on his first voyage. These included stipulations that he would be knighted, appointed Admiral of the Ocean Sea, made the viceroy of any new lands, and awarded ten percent of any new wealth. By 1502, however, Columbus had every reason to fear for the security of his position. He had been charged with maladministration in India and slave trade. After three more expeditions to the Caribbean, he suffered from malaria and arthritis. He continually requested the promised funds from the Spanish court, but after the death of Isabella, his requests were rejected.

6. Columbus Day was first celebrated in 1892 as part of the World’s Columbian Exposition.

False: The first recorded celebration of Columbus Day in the United States took place on October 12, 1792. Organized by the Society of St. Tammany, also known as the Columbian Order, it commemorated the 300th anniversary of Columbus's landing.

The 400th anniversary of the event, however, inspired the first official Columbus Day celebration in the United States. In 1892, President Benjamin Harrison issued a proclamation urging Americans to mark the day. The public responded enthusiastically, organizing school plays, programs, and community festivities across the country.

Over the following decades, the Knights of Columbus, an international Roman Catholic fraternal benefit society, lobbied state legislatures to declare October 12 a legal holiday. Colorado was the first state to do so on April 1, 1907. New York declared Columbus Day a holiday in 1909 and on October 12, 1909, New York Governor Charles Evans Hughes led a parade that included the crews of two Italian ships, several Italian-American societies, and legions of the Knights of Columbus. Since 1971, Columbus Day, designated as the second Monday in October, has been celebrated as a federal holiday. In many locations across the country Americans parade in commemoration of the day.

Sources
  • Rick Beyer, The Greatest Stories Never Told: 100 Tales from History to Astonish, Bewilder, and Stupefy. New York: Harper, 2003, 22.
  • (2) James W. Loewen, Lies My Teacher Told Me: Everything the American History Textbook Got Wrong. New York: Simon & Schuster, 2007, 33-37
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