Discovering Christopher Columbus—Upper Elementary 9–12

Lesson 1: What are we celebrating on Columbus Day?

Materials: Flip chart, markers, Discovering Christopher Columbus: How History is Invented by Kathy Pelta, and another

appropriate Columbus Day book

Exercise 1: Brainstorming Exercise

1. Ask students: What is the past? (events that happened, like first voyage of Columbus) Explain that we can’t know everything about the past. Take as much time as needed for concept to be clear.

2. Then ask: What is history? ( story told about the past, like what happened when Columbus arrived) 3. Explain that these stories can be different. It is never too early to introduce the idea that history has more than

one story. To help students understand the difference between the concepts of the “past” and “history.” 4. Say: We need to ask good questions about each story we read. And we need to read more than one story to

get truer history. 5. Make sure students can differentiate between “past” and “history” by creating class definitions for each.

Exercise 2: Reading Discovering Christopher Columbus: How History is Invented and Secondary Sources

1. Say: We learn about the past in school, in books, in movies, and from family. We have to test what we learn by using evidence to show that it is accurate.

2. Explain that it’s the job of people called historians to learn about events of the past and put the story together. This story changes each time a new fact is discovered, or when an old “fact” turns out not to be true.

3. Teach sources. Say: Historians call the information that has been written or told by people who were at an event Primary Sources. Then there are other stories that were written about the event later, or by people who weren’t there, and those are called Secondary Sources.

4. Give examples of both primary and secondary sources. Have students identify primary” or “secondary” sources until you are sure students know the difference. Ask students to give their own definition for each.

5. Read the introduction to Discovering Christopher Columbus: How History is Invented by Kathy Pelta and discuss what it says about an historian’s job. Ask students to point to evidence in the text itself to back up their answers. [Note: Pelta’s book was published in 1991 and contains excellent information. However, there has been recent new scholarship about Columbus. Make sure to search for updates on things like Columbus’ burial, etc.]

6. Ask: Do you think this is a Primary Source or a Secondary Source? Exercise 3: K-W-L Exercise

1. Create a blank KWL chart on a large flip chart or whiteboard. Ask students what they Know about Christopher Columbus and record their answers in the left hand column. Repeat for what they Want to learn about Columbus and record. Explain that you will record what they Learn in the right-hand column of the chart.

2. Then say: Let’s read a few books about Christopher Columbus and see if they back up what we think we know.

3. Decide whether you want to read the books aloud or have students come up and read to the class a few pages at a time. Then read Chapter 1 of Discovering Christopher Columbus: How History is Invented by Kathy Pelta. Have students check to see if the facts match what is written on the KWL chart. Add new facts to KWL chart.

4. Read second book you have selected. Ask: Are the facts in this book the same as in the first book. If not, discuss what facts are new and/or different.

5. Review primary and secondary sources and ask: Are these books written by Christopher Columbus? (no) So will they be Primary or Secondary Sources? (Secondary)

6. Remind students that history is a story about the past and these two books tell two different stories. Elicit more responses for “Want to know” and “Learned” sections and add to K-W-L chart.

Extension: Have students create posters that illustrate what an historian’s job is. Make sure they include the basic questions an historian might ask inferred from their reading.

Direct Aims:

1. To provide students with opportunities to determine meaning of words by creating definitions, and recording them as a group.

2. To help students gain experience in recalling, analyzing and verbalizing information. 3. To introduce students to the concept of Primary and Secondary sources. 4. To introduce students to a basic but balanced view of Columbus Day.

Lesson 2: What Do We Learn about Columbus through his Ship’s Log?

Materials: KWL chart, markers, Appendix 1

Introduction: Showing K-W-L chart, ask students to recall some information they learned about Columbus the day

before. Ask: How did you get this information? (from books we read) Were the historians who wrote the books

there when Columbus landed? (no) Who can remember if these books are Primary Sources or Secondary Sources?

(secondary) [Note: For older students, use information from Pelta’s Chapter 9 “You the Historian” to prepare students

to ask questions about sources]

Exercise 1: Reading Columbus Sources

1. Say: Now we’re going to read parts of a story from a long time ago, written by someone who knew Columbus, came to America at the same time as Columbus, and had a copy of Columbus’ log book.

2. Ask: Would this be a Primary Source or a Secondary Source? (primary) 3. Then: Here is part of Columbus’ log book that described the events of each day of his voyage. It was copied

down by a priest named Bartolomé de las Casas. [Appendix 1] 4. Read either Primary or Adapted Excerpt to students and discuss questions following it. Repeat for next 3 excerpts. 5. Add any pertinent facts to the K-W-L chart. Direct Aims

1. To introduce students to Columbus’ adventures in his own words. 2. To give students experience in listening closely, analyzing and interpreting events.

Appendix 1: (Lesson 2, Exercise 1) page 1 of 2 Document 1 (from Las Casas’ Diario)

Primary Excerpt

Two hours after midnight land appeared, some two leagues [about 3 nautical miles] away. They took in all sail…and lay close-hauled waiting for day. ..This was Friday, on which they reached a small island of the Lucayos called in the Indian language Guanahani. [thought to be Watling Island in the Bahamas] Immediately some naked people [Taíno people] appeared and the Admiral went ashore on the armed boat, as did Martin Alonso Pinzon and Vicente Yanez his brother, captain of the Nina. The Admiral raised the royal standard and the captains carried two banners with the green cross which were flown by the admiral on all his ships. On each side of the cross was a crown surmounting the letters F and Y (for Ferdinand and Isabella) On landing they saw very green trees and much water and fruit of various kinds. The Admiral called the two captains and the others who had landed and Rodrigo Escobedo, recorder of the whole fleet, and Rodrigo Sanchez de Segovia, and demanded that they should bear faithful witness that he had taken possession of the island—which he did—for his sovereigns and masters the King and Queen. ..Soon many people of the island came up to them.

Adapted Excerpt

Very early one morning, Columbus’ ship stopped near an island. Some people, called the Taíno, came out to see it. Columbus and some of his men got in a small boat and claimed the land for the King and Queen of Spain. They saw many green trees, water and different kinds of fruit. Soon, many people came out to see them.

Possible Discussion Questions:

1. What does it mean to “take possession” of the land for the King and Queen?

2. Why did Columbus do this? Do you think this was the right thing to do?

3. What words did Columbus use to describe the land? Does it sound like a good place to live?

4. Why is this a primary source?

Document 2 (Las Casas Quoting Columbus)

In order to win their friendship, since I knew they were a people to be converted and won to our holy faith by love and friendship rather than by force, I gave them some red caps and glass beads which they hung round their necks, also many other trifles. These things pleased them greatly and they became marvelously friendly to us. They afterwards swam out to the ship’s boats in which we were sitting, bringing us parrots and balls of cotton thread and spears and many other things, which they exchanged with us for such objects as glass beads, hawks and bells. In fact, they very willingly traded everything they had. But they seemed to me a people very short of everything. They all go naked as their mothers bore them, including the women, although I saw only one very young girl.

To make friends, I gave them beads to hang around their necks, which they liked. Later, they swam out to our boats and brought us parrots, balls of cotton thread, spears and other things. They traded them for glass beads and brass bells. They traded everything they had. But I think they need many things. They have no clothes.

Possible Discussion Questions:

1. Did the Taíno people own many things? How do you know?

2. Do you think they needed a lot of things to live on the island?

3. Did Columbus think they were poor because they didn’t have clothes? Do you think so?

4. Did they have the same kind of things that Columbus’ people had?

5. What does it mean to “trade”? What were some of the items they exchanged?

Document 3 (Las Casas Quoting Columbus)

All the men I saw were young. I did not see one over the age of thirty. They were very well built with fine bodies and handsome faces. Their hair is coarse, almost like that of a horse’s tail and short; they wear it down over their eyebrows except for a few strands at the back, which they wear long and never cut…Some of them paint themselves black, others white or any color they can find. Some paint their faces, some their whole bodies, some only the eyes, some only the nose.

I saw some young handsome men. They had thick, short hair. They had bangs in the front and a few long strands of hair in the back. They painted themselves black, white or other colors. Some painted their whole bodies, some just their faces. Some painted around their eyes. Some just painted their noses.

Possible Discussion Questions:

1. Do Columbus’ words help you see what the Taíno men looked like?

2. Why do you think they painted themselves?

3. What do you think Columbus and his men thought when he saw the painted men?

Appendix 1: (Lesson 2, Exercise 1) page 2 of 2

Document 4 (Las Casas Quoting Columbus)

They do not carry arms or know them. For when I showed them swords, they took them by the edge and cut themselves out of ignorance. They have no iron. Their spears are made of cane. Some instead of an iron tip have a fish’s tooth and others have points of different kinds…I saw some who had wound scars on their bodies and I asked them by signs how they got these and they indicated to me that people came from other islands near by who tried to capture them and they defended themselves. I supposed and still suppose that they come from the mainland to capture them for slaves. They should be good servants and very intelligent, for I have observed that they soon repeat everything that is said to them, and I believe that they would easily be made Christians, for they appeared to me to have no religion. God willing, when I make my departure I will bring half a dozen of them back to their Majesties, so that they can learn to speak.

They do not have or know about weapons. When I showed them a sword, they cut themselves on the sharp edge. They do not have iron, but make spears out of the hard stem of sugar cane plants. Instead of using an iron point, they use fish teeth or other sharp things. I saw that some people had scars from wounds. When I asked through sign language how they got them, they said people came from other islands and tried to take them, but they fought back. They should be good servants because they seem very smart, and repeat back whatever I say to them. They don’t have any religion, so I think they should become good Christians. When I leave here, I will bring back six of them to the King and Queen so they can learn how to speak.

Possible Discussion Questions:

1. Do the Taíno have the same kind of weapons as the Spanish?

2. How do you know they can still protect themselves?

3. What does Columbus mean when he says they will make good servants?

4. Besides servants, what does Columbus also say they should become?

5. Where does Columbus say he will bring some of them?

6. What do you think Columbus’ intentions are, after reading this last entry?

Lesson 3: Why is it important to read more than one story about a past event?

Materials: Copy of Morning Girl by Michael Dorris, Appendix 2

Introduction:

Write “Multiple Perspectives” on the board.

Say: So we’ve heard the story of Columbus’ landing from historians, and we’ve also heard it from someone who was there. But to better understand history, it’s important to use multiple perspectives. Explain term until students understand it using many examples.

Then ask: Since history is a story, or stories, told about events in the past, whose story do we hear the most—the winner’s story or the loser’s story? (winner)

Continue: In the most common story of Columbus and his voyages, the stories we most hear are from the

European perspective. In this class, we’re also going to look at a Native American perspective of this event.

Exercise 1: Two Sides of the Same Story

Step One: Project the following graphic.

1. Ask pairs of student to remember a past event that they both witnessed. Have one student tell the story. Then the other. Discuss how their stories are alike and different, i.e. what each chose to emphasize and/or omit. Explain how the story of past events, history, changes in exactly the same way.

2. Continue using examples until students understand. Step Two: Project the following graphic.

3. Show students the event—Columbus lands. Begin to tell Columbus’ side of the story. (takes land for Spain, trades with natives, makes natives work for him)Then tell the Taíno side of the story. (this is our land, we will welcome these strange people, we will help them) Ask: How is this story different from the Columbus story. 4. Then explain that for all events in history there is more than one story. It is important to emphasize that sometimes, we know more than one story of an historical event, but sometimes we don’t.

Past Event

Your Story

What Happened?

Your Friends Story

What happened?

Columbus lands.

Columbus Story

This land is now Spanish.

Taíno Story

This is our land.

5. As you work through teaching Columbus, keep pointing out the various perspectives. Emphasize that even some Spanish, like Las Casas, told a different story than Columbus’ version. 6. Tell students you want them to always ask two questions when they are studying any historical information—Is there another side to the story? and Whose story is not being told?

Exercise 2: Reading a Different Perspective

1. Explain to students that the Taíno did not write anything down about their encounters with Columbus. But another American Indian named Michael Dorris wrote a book about a family living on the island on which Columbus landed, called Morning Girl, and what they might have thought about meeting Columbus and his people. This part of the story is told by one of the main characters, a young girl named Morning Girl.

2. Review parts of the book—front cover, back cover, title page, etc. 3. Read from Morning Girl, pp. 67-72, Appendix 2: (proposed questions in italics) 4. After finishing, elicit information about Taíno for K-W-L Chart. 5. Say: Sometimes, when an author uses accurate historical information, we can get a pretty good idea of how

things might have happened. But we can never know for sure. Historians work pretty much the same way when they write stories about the past.

Extensions:

Write a story of Columbus and his men landing on the island from Morning Girl’s point of view.

Discuss how the story from the Taíno point of view is alike or different from the point of view of Columbus.

Imagine what you would feel if people you had never seen before came to your town and told you they were taking it for themselves. What you would do?

During this unit, please assign Morning Girl as a Book Group selection, or homework, or read the entire book aloud to the class. While fictionalized, book presents an (informed) look at daily life, social structure and belief system of a typical Caribbean culture of late 15th century. It’s great to use in conjunction with class research project.

Direct Aims

1. To give students a Native American perspective on Columbus’ “discovery” of the Taíno. 2. To give students experience in listening closely, analyzing and interpreting fiction.

3. To help students compare and contrast important points presented by two texts on the same topic.

Appendix 2: (Lesson 3, Exercise 2) Page 1 of 2

Excerpt from Morning Girl by Michael Dorris

“I looked at the place where I was, to remember it. The island was all green and brown, the

flowers red and yellow, the sky a deep and brilliant blue…Dawn made a glare on the ocean, so I

splashed through the shallow surf and dived without looking. I felt the hair lift from around my

head, felt a school of tiny fish glide against my leg as I swam underwater. Then, far in the

distance, I heard an unfamiliar and frightening sound. It was like the panting of some giant animal,

a steady, slow rhythm, dangerous and hungry. And it was coming closer.

I forgot I was still beneath the surface until I needed air. But when I broke into the sunlight, the

water sparkling all around me, the noise turned out to be nothing! Only a canoe! The breathing was

the dip of many paddles! It was only people coming to visit, and since I could see they hadn’t

painted themselves to appear fierce, they must be friendly or lost.

I swam closer to get a better look and had to stop myself from laughing. The strangers had

wrapped every part of their bodies with colorful leaves and cotton. Some had decorated their faces

with fur (What do you think she meant by that?) and wore shiny rocks on their heads. (What

were they?) Compared to us, they were very round. Their canoe was short and square, and in spite

of all their dipping and pulling, it moved so slowly. What a backward, distant island they must have

come from. But really, to laugh at guests, no matter how odd, would be impolite, especially since I

was the first to meet them. If I was foolish, they would think they had arrived at a foolish place...I

kicked toward the canoe and called out the simplest thing.

“Hello!”

One of the people heard me, and he was so startled that he stood up, made his eyes small, as

fearful as I had been a moment earlier. Then he spotted me, and I waved like I’d seen adults do

when visitors arrive, my fingers spread to show that my hand was empty.

The man stared at me as though he’d never seen a girl before, then shouted something to his

relatives. They all stopped paddling and looked in my direction.

“Hello,” I tried again. “Welcome to home. My name is Morning Girl. My mother is She Wins the

Race. My father is Speaks to Birds. My brother is Star Boy. We will feed you and introduce you to

everyone.”

All the fat people in the canoe began pointing at me and talking at once. In their excitement they

almost turned themselves over, and I allowed my body to sink below the waves for a moment in

order to hide my smile. One must always treat guests with respect…even when they are as

brainless as gulls.

When I came up they were still watching, the way babies do: wide eyed and with their mouths

uncovered. They had much to learn about how to behave. (How do you behave when you see

someone that looks different from you?)

Appendix 2: (Lesson 3, Exercise 2) Page 2 of 2

“Bring your canoe to the beach,” I shouted, saying each word slowly so that they might understand

and calm themselves. “I will go to the village and bring back Mother and Father for you to talk to.”

Finally one of them spoke to me, but I couldn’t understand anything he said. Maybe he was talking

in Carib or some other impossible language. But I was sure that we would find ways to get along

together. It never took that much time, and acting out your thoughts with your hands could be

funny. You had to guess at everything and you made mistakes, but by midday I was certain we

would all be seated in a circle, eating steamed fish and giving each other presents. It would be a

special day, a memorable day, a day full and new. (Do you think Morning Girl was afraid of

these new guests? Do you think the people on the island had guests before? What makes you

think so?)

I was close enough to shore now for my feet to touch bottom, and quickly I made my way to dry

land. The air was warm against my shoulders, and there was a slight breeze that disturbed the

palm fronds on the ground. I squeezed my hair, ran my hands over my arms and legs to push off the

water, and then stamped on the sand.

“Leave your canoe right here,” I suggested in my most pleasant voice. “It will not wash away

because the tide is going out. I’ll be back soon with the right people.”

The strangers were drifting in the surf, arguing among themselves, not even paying attention to me

any longer. They seemed very worried, very confused, very unsure what to do next. It was clear

they hadn’t traveled much before.

I hurried up the path to our house…as I dodged through the trees, I hoped I hadn’t done anything to

make the visitors leave before I got back, before we learned their names. If they were gone, Star

Boy would claim that they were just a story, just like my last dream before daylight. But I didn’t

think that was true. I knew they were real. (Do you think Columbus and his men really were

confused, or didn’t know what to do next? Why do you think Morning Girl thought they hadn’t

traveled much before? Let’s remember back from Columbus’ logs—what DID happen next when

he landed on the island?)

Lesson 4: Who were the Taíno? Are they still around today?

Materials: Appendix 3—Taíno Fact Sheet; Appendix 4—Taíno of Puerto Rico; Taíno websites [“Caribbean Tribal

Websites” section—Suggested Resources]

Exercise 1: Investigating the People Columbus “Discovered”

1. Prepare a K-W-L chart about the Taíno and elicit student responses for the chart. 2. Use “Taíno Fact Sheet” [Appendix 3] and read it with the students. 3. Have students identify details about housing, clothing, etc. learned. 4. Have them compare and contrast the way Taíno people lived in Columbus’ time with the way we live today. 5. Help them to decide whether there are more things that are alike (similarities) or not alike (differences).

6. Record what students have Learned about the Taíno on K-W-L chart.

Exercise 2: Investigating the Places Columbus “Discovered”

1. Assign “The Taíno of Puerto Rico” [Appendix 4] to have students become familiar with the people Columbus met on many islands.

2. Pre-teach the vocabulary on worksheet to have students get a sense of place and the people. 3. Have students complete the worksheet, discussing their answers to questions. 4. Review “cacique” and point out the name of each cacique in parentheses under the community name on the map. 5. Conclude by summarizing that many native people were living in the Caribbean when Columbus arrived. 6. Add new information to the KWL chart. 7. Create same exercise substituting two reproducible maps for Hispaniola from Appendix 1. Exercise 3: Taíno Research Project 1. Divide class into groups. 2. Using “Taino Fact Sheet” [Appendix 3] and websites listed (and other available resources), assign each group a

research topic. 3. Topics can include—Caribbean Environment, Physical Appearance and Clothing, Homes and Furnishings, Farming

and Food, Male and Female Roles, Games and Art, Tools and Weapons, Fishing and Hunting, Beliefs, Social Structure, History and the Taíno Today. a) Recommended website: http://www.hartford-hwp.com/archives/41/325.html b) Taíno Presence Today

4. Puerto Rico http://www.taino-tribe.org/jatiboni.html 5. New Jersey http://www.hartford-hwp.com/Taino/jatibonuco.html 6. Florida http://www.hartford-hwp.com/Tekesta/ 7. Allow a class period for students to research 8. Add to the K-W-L chart. Extension: Have groups create presentations of their findings and report to the class

Direct Aims:

1. To provide students with information about this Caribbean culture. 2. To help students realize they are still here today, despite misconceptions to the contrary.

Appendix 3: (Lesson 4, Exercise 1) Page 1 of 4

Taíno Fact Sheet

Who are the Taíno?

Taíno [tie-EE-no] Indians are part of the Arawak Indian group.

The Arawak originally came from South America.

The Taíno language belonged to the Arawak language family.

Spanish writers wrote "Taíno" to describe the people in the Caribbean.

In the Arawak language, it means “men of good.”

Most often, the Spanish simply described the people as Indians.

The Taíno lived on islands in the Caribbean Sea called the Greater Antilles [an-TILL-eez].

Cuba, Jamaica, Haiti, the Dominican Republic, and Puerto Rico make up the Greater Antilles.

They lived in diverse rainforests and the weather was tropical.

What They Looked Like

Columbus said they had copper or olive skin and thick, black hair, short in front and long in back.

Some Taíno women wore short cotton skirts, but most people wore no clothes at all.

They liked to bathe often.

They were rarely taller than five feet, six inches.

They painted their bodies with earth dyes and wore shells and metals as jewelry.

Men and women chiefs often wore gold in the ears and nose, or as pendants around the neck.

Some had tattoos.

From all early descriptions, the Taíno were healthy and well-fed.

Bohíos [bo-EE-ohs] Hamac Dujo [DO-hoh]

Villages (Yucayeques [you-kuh-YEH-kays])

Taíno lived in small, clean villages of houses built in valleys, along rivers and on ocean coastlines.

Taíno settlements ranged from single families to groups of 3,000 people.

Each large village had a ballpark.

Their houses, called bohíos [bo-EE-ohs], were made from Royal Palm and other trees.

They made both round and rectangular houses.

Their chiefs, caciques [kah-SEE-kays], lived in rectangular huts, in the center of the village facing the ball court.

Both types were made with wooden frames, straw roofs, earthen floors, and a little furniture.

These buildings were strong enough to resist hurricanes.

They wove cotton hammocks and used them to sleep in.

They wove cotton mats, small sails and fiber ropes called bejucos [beh-WHO-kos].

Appendix 3: (Lesson 4, Exercise 1) Page 2 of 4

They also made baskets, farming tools, and pottery.

Most Taíno owned wooden stools with four legs and carved backs, cotton hammocks for sleeping, clay and wooden

bowls for mixing and serving food, calabashes or gourds for drinking water and bailing out boats, and their most

prized possessions--large dugout canoes--for transportation, fishing, and water sports.

They sat in wooden seats called dujos [DO-hohs].

Food

Cassava or yucca roots

The Taino grew crops like corn, yucca, beans, squash, sweet potatoes, chili peppers, tobacco and cotton.

Yucca was their main crop.

They also grew fruits like guava, papaya and pineapple.

They knew how to rotate crops so the earth remained fertile.

The also made cassava bread out of yucca, a poisonous root they learned to make safe to eat.

They gathered fruits and nuts.

They also hunted and fished.

They caught little mammals or lizards with sticks, and birds with stones.

Columbus wrote they had flocks of tame ducks, or “yaguasa” [yah-GWAH-suh], which the people roasted and ate.

They fished for manatees, turtles, and shellfish.

Activities

Batey [BAA-tay] Canoa [kah-NO-uh] Tambor [tahm-BORE]

They were great fisherman and boat navigators and they traded among the islands.

They visited one another constantly, going from island to island.

They traveled long distances by canoe from March to August, guided by the North Star and the Milky Way.

They played a game like soccer in the ballparks, called bateyes [baa-TAY-yeas].

They had feasts, and danced and sang using flutes and drums called tambores [tahm-BORES].

When the first crops appeared, like yucca, beans or corn, the people held ceremonies of thanksgiving.

They built canoes that could carry more than one hundred people.

They used certain trees to dye cotton.

They used trees and plants to make boats, spears, digging tools, chairs, bowls, baskets, woven mats and large

fishing nets.

Appendix 3: (Lesson 4, Exercise 1) Page 3 of 4

Government

The Taíno had a well-organized government.

The highest class was the chief called a cacique [kah-SEE-kay].

Each cacique ruled his or her own territory called a cacicazgo [kah-see-KAHZ-go].

The next class, the nitaíno [knee-tie-EEN—no], was the sub-chiefs, priests, and medicine people.

The nitaínos made all objects of wood, stone, gold, shell, bone and pottery.

The lowest class, the naboria [nah-BORE-eyuh], was the worker class.

The naborias lived in round huts, called bohios.

In Puerto Rico, for example, at the time of Columbus there were 17 cacicazgos on the island; in Hispaniola, there

were 5 major caciazgos.

Beliefs

The Taíno believed the world and everything in it was alive with power.

The souls of animals and people were alive with power.

Mountains, caves, rivers, trees and the sea were all alive with power.

They believed that the earth was between the deep waters and the heavens.

They thought an imaginary circular hole, the fifth direction, connected earth from the sea bottom to heaven.

They may have called the ceiba tree the “World Tree.”

The World Tree had roots in the deep sea and branches that kept heaven in place.

The ceiba tree is still regarded as sacred in Mesoamerica, South America, and the Caribbean.

The Taíno respected their ancestors.

They buried the dead under their houses.

Leaders and high officials had different kinds of funerals.

The Taíno people thought generosity and kindness were the most important things. It was important to them to try

and feed all their people.

Taíno culture was passed on in ceremonial dances (“areitos”) [uh-RAY-toes], drumbeats and oral stories.

They also played a ceremonial ball game of 10 to 30 players per team with a rubber ball.

They believed that winning this game brought a good harvest and strong, healthy children.

Taíno Contributions to Culture

Barbacoa

Taíno designs were copied by the Europeans, including bohío (straw hut) and hamaca (hammock)

The musical instrument, the maracas, is Taíno.

Many words are from Taíno—yucca, iguana, manati, güiro, hamaca, barbacoa, casaba, canoa, and huracan.

Appendix 3: (Lesson 4, Exercise 1) Page 4 of 4

Population Decline

High Estimates of Taíno of Hispaniola

in 1492 8,000,000

by 1508 100,000

by 1518 20,000

by 1535 none

Low Estimates of Taíno of Hispaniola

in 1492 300,000

by 1508 60,000

by 1514 14,000

by 1548 500

Both estimates show that within the first 50 years of the Spanish conquest, most Indians had died or disappeared.

Sources Many Drawings from http://ponce.inter.edu/tibes/ingles/informat.html/ Great Taíno Project Directions

designed for 5th -6th grade http://www.powershow.com/view/24c741-

NjkwM/Discovering_the_Taino_powerpoint_ppt_presentation

Appendix 4: (Lesson 4, Exercise 2) Page 1 of 6

The Taíno of Puerto Rico

When Columbus “arrived” in 1492, it may have been a “new world” to him, but thousands, perhaps millions of people were already living in the Caribbean Islands. Use the following maps to illustrate the fact that native people lived all

over what is today Puerto Rico in 1493, one year after Columbus landed.

Vocabulary: Taíno [tie-YEE-no]—native people Columbus encountered when he arrived

cacique/cacica [kah-SEE-kay / kah-SEE-kuh] —Taíno term for a male/female leader

cacicazgo [kah-see-KAHS-go] —Taíno word meaning “lands ruled by a cacique” or “chiefdom”

Borikén [bore-ee-KEN] —Taíno word for “Puerto Rico”

Bohío [bō-EE-ō] —Taíno name for Hispaniola

Kubakán [koo-buh-KAHN] —Taíno name for Cuba

A. Here is a map of “Puerto Rico Today” below. [Note: larger maps follow lesson] Ask students what they know about Puerto Rico.

Answer the following questions:

Where is Puerto Rico?

Is it part of the United States?

When Columbus landed, were there people already living there?

B. Here is a map of “Boriquén” (Puerto Rico) in 1493

Answer the following questions:

What do you see?

In the map title, what does “Boriquén” means?

Who do you think changed the name to Puerto Rico?

Can you count how many native Taíno communities there are on the map?

Appendix 4: (Lesson 4, Exercise 2) Page 2 of 6

Puerto Rico Today

Appendix 4: (Lesson 4, Exercise 2) Page 3 of 6

Borikén (Puerto Rico) 1493

A Map of the 17 Taíno Tribes and their Principal Chiefs in the Year 1493

"The Jatibonicu Tribal Homeland is the Heart of the Motherland Borikén"

From http://www.taino-tribe.org/jatiboni.html

Appendix 4: (Lesson 4, Exercise 2) Page 4 of 6

Haiti/Dominican Republic (Hispaniola) Today

Appendix 4: (Lesson 4, Exercise 2) Page 5 of 6

Cacicazgos of Hispaniola 1493 Map 1

Appendix 4: (Lesson 4, Exercise 2) Page 6 of 6

Cacicazgos and Spanish Settlements of Hispaniola 1493 Map 2

Names of caciques: Guacanagarí [wah-kah-nah-gar-EE], Guanionex [wah-knee-own-ESH], Maiobanex [my-oh-bah-NESH], Caonabó [kah-owe-nah-BOW],

Guatiguana [wah-tee-GWAH-nuh], Catabanama [kah-tah-bah-NAH-muh], Cayacoa [kī-ah-KO-uh], Samana [sah-MAH-nuh]

Lesson 5: Did Columbus really “discover” America?

Materials: Globe or large world map; Appendix 5—“World of Christopher Columbus” map; scissors; Dictionaries

Introduction: Explain that Columbus knew the world was round, and thought he might be able to sail west to get to

India—but he didn’t know that North America and South America were there. When he reached land, he thought he had

reached the Indies. It is believed that’s why he named the island people ‘Indians’.

Exercise 1: Map work—Identifying Places

1. With globe or a large world map, elicit the names of the continents along with the cardinal directions. 2. Ask them to show you Europe and Spain and discuss that this is where Columbus lived. 3. Have them show you India and the countries of Indonesia, Malaysia and the Philippines and say these countries are

called the “East Indies.” Explain that people of Columbus’ time traded with these people and that they were looking for a shorter route to get there.

4. Distribute Appendix 5 “The World of Christopher Columbus” map and have students write in the names of the continents, countries and areas indicated in the Word Bank, as well as the cardinal directions around the compass rose. Have them check their work against a globe or world map, and keep their completed maps for the next exercise.

Exercise 2: Map Work—Finding a Shorter Route

1. Say: Columbus was sure he could find a shorter water route to the East Indies or India. We’re going to see if his idea was correct. Distribute scissors and ask students to cut out the graphic scale at the bottom of the page. Explain that this scale will help them obtain a general idea of the mileage for each of the routes.

2. Help students measure the distance on the map through water from Spain to India going south and east (make sure they measure from the ends of the scale and not the ends of the box.) Write down the distance. Then measure from Spain to India going south and west. Then ask: Which water route is shorter? (south/east route) Was Columbus successful in finding a route to the East Indies or India? (no) Explain the West Indies are usually considered part of North America. Point out that Columbus never set foot on the land that now is the United States of America.

Exercise 3: Define “Discovery”

1. Ask students what it means to “discover” something. Accept all definitions. 2. Say: In your opinion, did Columbus discover North America? Did he discover the United States of America?

Why or why not? 3. Read a dictionary definition (Macmillan—“the process of learning something that was not known before, or of

finding someone or something that was missing or hidden.”) 4. Then ask: Does that change your opinion? Why or why not? Continue discussing the concept of discovery by

asking if the Taíno thought they were discovered or not. 5. Add any pertinent information to the K-W-L chart. 6. Help students write two sentences in which they take the point of view of Columbus and the Taíno. Suggested

prompts: “To Columbus, he did discover the West Indies because…. To the Taíno the land was not discovered because…”

Direct Aims:

1. To provide students with physical and geographic orientations and the rationale for his first voyage. 2. To encourage students to explore the ramifications of a word such as “discover.”

Appendix 5: (Lesson 5, Exercises 1 and 2) “The World of Christopher Columbus” Name ____________________

Word Bank:

North America South America Asia Europe Australia

Antarctica Africa Spain India East Indies West Indies

Lesson 6: What did Columbus do when he arrived in the West Indies?

Materials: Appendix 6—“Background on Doctrine of Discovery”; Appendix 7—“Columbus Primary Sources”

Introduction: Explain most historians will say Columbus received support from King Ferdinand and Queen Isabella to

find a shorter route to the East Indies so Spain could develop new trade routes for spices and foods. Add that Columbus

also wanted to bring Catholicism to non-believers. Say: Let’s look at some primary sources for more information.

Exercise 1: What Columbus Did in His Own Words

Background: Teachers should read “Background on the Doctrine of Discovery” [Appendix 6] to become familiar with it.

Understanding the doctrine gives a window into minds of Columbus/other explorers. It is basis on which they justified

their subjugation of native people all across the world. More information http://www.doctrineofdiscovery.org/

1. Distribute Appendix 7, page 1 of “Columbus Primary Sources.” Read the journal entries and ask students to paraphrase what Columbus said. [You may also have students read sources and questions on their own.]

2. Answer and discuss the following questions together. Encourage them to use evidence from the excerpts.

Why was Columbus going to the Indies?

Who gave him permission?

What is he looking for?

What is Columbus bringing the king and queen when he goes back to Spain?

What orders does Columbus give to the native people?

What does Columbus say he will do if the Indians don’t follow his rules and orders?

3. Help students draw conclusions and make predictions by asking the following questions: Why do you think Columbus feels he can make the Indian people slaves? What do you think the Taíno people will do?

Exercise 2: Getting to Know Bartolomé de las Casas

Background: Ask students if they remember the name Bartolomé de las Casas from other primary sources. He was a

Spanish man whose father sailed with Columbus on his second voyage. He was a settler on Hispaniola who eventually

owned a plantation, had Taíno slaves, and made lots of money. He became a historian and documented what he saw

and heard. Over the years, he had a change of heart, became a priest and began to call for better treatment of the

Taíno. He wrote tirelessly to the King and Queen of Spain and Pope about abuses of the Taíno by the Spanish.

1. Distribute Appendix 7, page 2 of “Columbus Primary Sources.” Say: Let’s read some of what Las Casas wrote in a book called An Account, Much Abbreviated, of the Destruction of the Indies.

2. Read excerpt together or on their own, paraphrase, and discuss the following questions.

According to Las Casas, what did Columbus do?

What happened to the Taíno?

How does Las Casas feel about all this?

How do you know?

3. Encourage students to compare/contrast by asking: How is Las Casas’ report different from Columbus’ report? 4. You might discuss how Las Casas probably exaggerated his account in order to get people’s attention. What he

reported was true, but like good advertisers, he beefed up his report for impact. Emphasize, however, that events like Las Casas reported were in fact true.

5. Add any pertinent information to the K-W-L chart. Direct Aims:

1. To utilize primary sources to investigate some of Columbus’ actions during his first voyage. 2. To introduce students to Bartolome de Las Casas. 3. To provide older students with the concepts behind the Doctrine of Discovery, which motivated Columbus’ actions.

Appendix 6: (Lesson 6, Background)

Doctrine of Discovery: International Law of Colonialism Professor Robert Miller

The following ten points outline the philosophy underlying European conquest of the Americas. It is important to

incorporate these points in teaching about the relationship between Europeans and native populations from Columbus

landing through Manifest Destiny, especially Lewis and Clark expedition, right up to today. Indian people still live under

conditions set up under the guise of the Doctrine of Discovery.

1. First discovery. The first European country to discover lands unknown to other Europeans claimed property and

sovereign rights over the lands and native peoples. First discovery, however, was usually considered to have created

only incomplete title.

2. Actual occupancy and current possession. To turn first discovery into recognized title, a European country had to

actually occupy and possess newly found lands. This was usually done by building forts or settlements. Physical

possession had to be accomplished within reasonable amount of time after first discovery to create a complete title.

3. Preemption/European title. Discovering European countries also claimed the power of preemption, that is, the

sole right to buy the land from Indigenous peoples. This is a valuable property right similar to an exclusive option to

purchase land. The government that owned the preemption right prevented/preempted any other European

government or individual from buying land from native owners. The United States still claims this power over Indian

lands today. 25 U.S.C. section 177 (2006).

4. Indian or Native title. After first discovery, Euro-American legal systems claimed that Indigenous Peoples and

nations had lost their full property rights and full ownership of their lands. Europeans claimed that Indigenous nations

only retained the rights to occupy and use their lands. Nevertheless, these rights could last forever if they never

consented to sell to the European country that claimed the preemption power. If Indigenous nations did choose to sell,

they were only supposed to deal with the government that held the preemption right. Thus, “Indian title” in the United

States, and ‘Maori title’ in New Zealand, and Indigenous titles elsewhere allegedly defined limited ownership rights.

5. Tribal limited sovereign and commercial rights. After a first discovery, Europeans considered that Indigenous

Nations and Peoples had lost some aspects of their inherent sovereign powers and their rights to international free

trade and diplomatic relations. Thereafter, they were only supposed to deal with the European government that had

first discovered them.

6. Contiguity. Under Discovery, Europeans claimed a significant amount of land contiguous to and surrounding their

actual discoveries and settlements in the New World. Contiguity became very important when different European

countries had settlements somewhat close together. In that situation, each country claimed to hold rights over the

unoccupied lands between their settlements to a point half way between the actual settlements. Moreover, contiguity

held that the discovery of the mouth of a river gave the discovering country a claim over all the lands drained by that

river; even if that was thousands of miles of territory. For example, refer to the boundaries of the Louisiana Territory

and Oregon country as defined by the United States.

7. Terra nullius. This phrase literally means a land or earth that is null or void or empty. This element stated that if

lands were not possessed or occupied by any person or nation, or even if they were occupied but were not being used

in a fashion that European legal and property systems approved, then the lands were considered to be “empty” and

available for Discovery claims. Europeans were very liberal in applying this element and often considered lands that

were actually owned, occupied, and being used by Indigenous Peoples to be “vacant” and available for Discovery

claims if they were not being “used” according to Euro-American laws and cultural mores.

8. Christianity. Religion was a significant aspect of the Doctrine of Discovery. Under Discovery, non-Christian peoples

were not deemed to have the same rights to land, sovereignty, and self-determination as Christians.

9. Civilization. The European ideals of civilization were important parts of Discovery and of ideas of superiority.

Europeans thought that God had directed them to bring civilized ways and education and religion to Indigenous Peoples

and to exercise paternalism and guardianship powers over them.

10. Conquest. This element claimed that Europeans could acquire Indian title by military victories in “just” and

“necessary” wars. In addition, conquest was also used as a term of art to describe the property rights Europeans

claimed to have gained automatically over Indigenous Nations just by showing up and making a “first discovery.”

Further Information: Watch Professor Robert Miller, Lewis & Clark Law School, talk about the impact of the Doctrine of

Discovery on YouTube at http://www.youtube.com/watch?v=QBAqizD_7Ls

Appendix 7: (Lesson 6, Exercise 1) Page 1 of 2

What did Columbus do? (Adapted for Elementary Level)

Primary Excerpts Adapted Excerpts

As soon as I arrived in the Indies, on the first Island which I found, I took some of the natives by force in order that they might learn and might give me information of whatever there is in these parts.

When I came to this place, the Indies,* I took some native people by force. I wanted to get information from them. I also wanted them to learn our language. * Columbus thought he was in India

They would make fine servants.... With fifty men we could subjugate them all and make them do whatever we want.

They would become fine servants…We could capture all of them with fifty men. Then we could make then slaves and do whatever we want with them.

They [the Taíno] are artless and generous with what they have…no one would believe but him who had seen it. Of anything they have, if it be asked for, they never say no, but do rather invite the person to accept it, and show as much lovingness as though they would give their hearts … Their Highnesses may see that I shall give them as much gold as they need … and slaves as many as they shall order to be shipped.

King and Queen of Spain, you would not believe how kind, generous, and loving these Indians are! If you ask them for something, they will give it to you. I will give you, your highnesses, as much gold as I can get and as many slaves as I can take on the ship.

They [Indians] should be good servants…I, our Lord being pleased, will take hence… six natives for your Highnesses.

These Indians could be good servants. I will take six of them back to Spain with me for the King and Queen.

I implore you to recognize the Church...[and] in the name of the Pope take the king as lord of this land and obey his mandates. If you do not do it…I will make war everywhere and every way I can…I will take your women and children and make them slaves. … The deaths and injuries that you will receive …will be your own fault and not…his majesty nor…the gentlemen that accompany me.

I want you all to follow my religion and also obey my king's rules. If you don't, I will fight you. I will make the women and children slaves. If you don't follow my orders, it will be your fault.

14 April, 1495. I ordered all persons fourteen years or older to collect three handful quantities of gold every three months for thy Royal Highness. As they bring it, they are given copper tokens to hang around their necks. Those found without tokens shall have one hand cut off as punishment.

On April 14th 1495, I ordered every Indian over fourteen to collect three handfuls of gold every three months. I'm going to give this to the King and Queen of Spain. When the Indians bring it, I give them a copper necklace. Those Indians who don't do this will be punished.

Appendix 7: (Lesson 6, Exercise 2) Page 2 of 2

Bartolomé de las Casas Writings (Adapted for Elementary Level)

Primary Source Adapted Excerpts

Endless testimonies ... prove the mild and pacific

temperament of the natives.... But our work was to

exasperate, ravage, kill, mangle and destroy; small

wonder, then, if they tried to kill one of us now and

then.... The admiral [Columbus], it is true, was blind

as those who came after him, and he was so anxious

to please the King that he committed irreparable

crimes against the Indians...

The Spaniards "thought nothing of knifing Indians by

tens and twenties and of cutting slices off them to

test the sharpness of their blades… they [Indians] dig,

split rocks, move stones, and carry dirt on their backs

to wash it in the rivers, while those who wash gold

stay in the water all the time with their backs bent so

constantly it breaks them; and when water invades

the mines, the most arduous task of all is to dry the

mines by scooping up pansful of water and throwing it

up outside...

Husbands and wives were together only once every

eight or ten months and when they met they were so

exhausted and depressed... they ceased to procreate.

As for the newly born, they died early because their

mothers, overworked and famished, had no milk to

nurse them, and for this reason, while I was in Cuba,

7000 children died in three months. Some mothers

even drowned their babies from sheer desperation....

in this way, husbands died in the mines, wives died at

work, and children died from lack of milk ... and in a

short time this land which was so great, so powerful

and fertile ... was depopulated... My eyes have seen

these acts so foreign to human nature, and now I

tremble as I write...

"There were 60,000 people living on this island…so

that from 1494 to 1508, over three million people had

perished from war, slavery, and the mines. Who in

future generations will believe this? I myself writing it

as a knowledgeable eyewitness can hardly believe it.."

Everyone says the native people are

peaceful and good. But the Spanish were

so bad to them that the Indians sometimes

tried to kill them. Columbus was so

anxious to please the king that he did bad

things too.

The Spanish were not even sorry or

worried about killing so many people…The

Indians worked so hard digging for gold

that many just fell down, too tired to work

more…

Husbands and wives hardly saw each

other…the babies died early because they

had no food…men died in the

mines…Pretty soon there were not very

many Indians left alive…I have seen all

these things with my own eyes and I am

very sad…

Can you believe that over three million

Indians have died in about 15 years…I saw

it and I still can’t believe it…How Horrible!

Lesson 8: What did the Taíno Do?

Materials: Appendix 8—Map “Principal Taíno Villages of Hispaniola; Map “Principal Taíno Villages of Borikén”

Exercise: Taíno Rebellion against Spanish: An Untold Story

Introduction: This story is not often told. History books often give the impression the Spanish just came and conquered with little opposition by native people. Although a peaceful people, the Taíno did not simply sit around and wait for the Spanish to destroy them. Soon after the Spanish came to the Caribbean, they began to fight back. The first Taíno fight happened in 1493, soon after Columbus returned to Spain from his first voyage. The Taíno destroyed La Navidad,

the fort Columbus and his men built on the northern coast of what is now Haiti.

The Taíno leader was Caonabó, cacique of Maguana. The people fought because they were treated badly by the Spanish. Their land was stolen and people treated harshly. The Taíno worried Spanish would stay in their land for good. But they didn’t win their fights often. Some Taíno escaped to the mountains to hide from the Spanish. Others escaped

to other islands. Some of those who escaped continued to fight against the Spanish.

1. Distribute Map 1 [Appendix 8, page 1] “Principal Taíno Villages of Hispaniola (Haiti/Dominican Republic)” to students.

2. Review vocabulary and have students identify the cacique to the appropriate cacicazgo he ruled. 3. Work with the timeline and match it to what students already know about Columbus. 4. Discuss and answer the questions.

Background: The original name of the island of Puerto Rico, given by the Taíno and their Ancestors, was "Borikén," which means "land of the brave people". The Taíno were an agricultural and fishing people with a highly developed

political, social, religious, and cultural beliefs and practices.

In 1493, on his second voyage to the Americas, Columbus claimed Borikén for Queen Isabella and King Ferdinand of Spain. He originally named the island San Juan Bautista. The island's name was later changed to Puerto Rico, which means "rich port." Within sixty years, most of the Taíno population was destroyed through war against the Spanish invaders, through the devastation of slavery in gold mines and plantations, and through diseases that the Europeans

brought to the island. The devastation also included mass suicide among the Taíno who refused to be enslaved.

Almost immediately after the arrival of the Spanish, the Taíno began to fight back. Caciques led fought against the Spanish. Famous legends and historical documents from the Spanish themselves tell stories of this resistance, led by famous caciques such as Urayoán and Agüeybaná II. Even before the arrival of the Spanish conquistadors, Cacique Urayoán had warned his people of the coming devastation. He was one of the first caciques to call his people to

rebellion and to spread the word to other caciques to resist Spanish colonization.

1. Distribute Map 2 “Principal Taíno Villages of Borikén” [Appendix 8] to students. Review vocabulary and map. 2. Work with the timeline and match it to what students already know about Columbus. 3. Discuss and answer the questions. 4. Conclude by discussing why this story of resistance is not told in history books. Use students’ knowledge about

history as a series of stories told from various points of view to frame the discussion. Ask: Is this a case of the “winners” getting to tell the story?

Direct Aims:

1. To underscore how populated and how resistant some Taíno were to Spanish occupation. 2. To introduce students to specific Taíno historical figures. 3. To teach there is more than one story about historical events by asking: What story is not usually told about this

event?

Appendix 8: (Lesson 8, Exercise 1) Page 1 of 2

Taíno Rebellion against Spanish: An Untold Story

Map 1—Principal Taíno Villages of Hispaniola (Haiti/Dominican Republic)

Cacicazgo Cacique Nitaínos

1. Higüey [ee-GWAY] 2. Maguá [mah-GWAH] 3. Maguana [mah-GWAH-nuh] 4. Jaragua (Xaragua) [hä-RAH-gwuh] 5. Marién [mah-ree-EN]

Coyacoa [koy-uh-KO-uh] Guarionex [gwär-ē-ō-NESH] Caonabó [kah-ō-nah-BŌ] Bojekio [bo-HEEK-yo] Guacanagarix [gwah-kah-nuh-gah-RESH]

21 21 21 26 14

1493 Caonabó organizes first guerrilla war against Spanish killing Columbus soldiers at Fort La Navidad

1494 Caonabó against Alonso de Ojeda at Fort Santo Tomás, La Vega—captured/sent as slave to Spain/died during

voyage

1498 Guarionex fight against Bartholomew Columbus

1520–1533 Enriquillo [en-ree-KEY-oh]/Guarocuya [gwah-roe-KOO-yuh]) fought war against Spanish in Santo Domingo.

1534 King Charles V makes peace allowing Enriquillo and his men to live free in his village in the mountains.

1535 Enriquillo dies.

1. How many principal villages can you count on the map? _____

2. Find “Maguana” on the map. What number is it? ________ How many sub-villages can you find in Jaragua? ________

3. What happened to Caonabó? ___________________________________________________________________________

4. What happened to Guarionex? __________________________________________________________________________

5. Who fought against the Spanish the longest? How did this fight end? __________________________________________

Appendix 8: (Lesson 8, Exercise 1) Page 2 of 2

Taíno Rebellion against Spanish: An Untold Story

Map 2—Name of Principal Taíno Villages of Borikén (San Juan Bautista/Puerto Rico)

1511 Agüeybaná II [ah-gway-bah-NAH] Led fight with his three allies below against Ponce de Leon

Urayoán [oo-rye-oh-AHN] of Yagueca [yah-GWAY-ka]

Guarionex (had escaped from Hispaniola) sent as slave to Spain/ship sank and all prisoners drowned

Orocobix [ō-rō -kō -BISH] of Jatibonico (first cousin of Agüeybaná)

1. How many villages can you count on the map? _____

2. Find “Yagueca” on the map. Is it in the east or west part of Cuba? __________

3. How many Taíno caciques fought together in 1511? _____

4. Where was the home of Guarionex before Borikén? _____

5. What happened to Guarionex? ________________________________________________________________________

6. What was the Taíno original name for Puerto Rico? _______________________________________________________

7. What did the Spanish first name Puerto Rico? ____________________________________________________________

Lesson 9: What is the Columbian Exchange?

Materials: Appendix 9— “Things Exchanged in Columbian Exchange”; Internet Access

Background: Prior to 1492 societies of the so-called Old World and New World grew independently. Exploration and

colonization of the Americas affected the culture of Native Americans and Europeans. The exchange of goods and ideas

continues today and impacts our daily lives. [Note: Although we use terms “Old World” and “New World”, they are

misnomers. North American continent was as old as the Old World. Explain that we use these terms for convenience,

but the effect is that many people think Indian people aren’t as old, and therefore as mature as Europeans.

Exercise 1: Things Exchanged Across Continents

1. Display the table below or pass out individual copies to students. [More ideas for this lesson can be found at source

of this table www.darke.k12.oh.us/curriculum/.../Columbian%20Exchange3.pdf]

Where We Think Things Came From!

New World Old World

Plants

Animals

Diseases

Ideas

Technology

2. Ask students to fill in ideas as a group or individually. Student responses dependent on prior knowledge. Often their responses are not accurate, but what they believe prior to doing research. Discuss/supply correct answers.

Exercise 2: Web Research the Columbian Exchange

1. Assign groups to choose a plant, animal, and disease from Appendix 9—“Things Exchanged in Columbian Exchange. 2. Have groups conduct web research activity, using links provided in Appendix 6 as well as others they find. Prompt

them to enter search terms: animals in Columbian Exchange, plants in Columbian Exchange and so on. 3. Give students the following information to use in a reporting sheet in their research.

Plant/Animal/Disease Researched: _________ __________ __________

Was this item originally from the Old or New World?

Describe the typical uses for this item, if any.

Describe the impact of this item on the world receiving it.

What interesting facts did you learn about this item.

Exercise 3: Expected and Unexpected Consequences

1. Say: Every action has a reaction, a consequence. Some consequences these plants, animals, tools and ideas had when they were brought into a different place were good or positive. Others were bad or negative. Some consequences happened a few years later; some changed the world forever. Let’s see if you can use your powers of logic and reasoning to choose an item from the Columbian Exchange and discuss its consequences.

2. Have students think about the effect or consequence that the item they researched had and decide if the consequence was good or bad. Tell them they must have good reasons or evidence to back up their claims.

3. Create a T-Chart on the board. Ask each student to contribute their item to one of two columns, either positive consequence or negative consequence and give a reason. (Possible responses: corn = good = more people could enjoy it; smallpox =very bad, killed a lot of people)

4. Then ask: Is it possible that some of these items could be both good and bad? How? Discuss and clarify their responses. Show how items might be both good and bad depending on one’s point of view.

Summary:

Spend some time discussing the impact of disease. Many of the diseases introduced by the Spanish were brought over in the pigs, sheep and other animals, or spread through the air, and the Native people had no natural immunities to them.

Additionally, large numbers of Native people became enslaved, working in gold or silver mines and on plantations, and they were reaping less food from their untended crops. Overwork and poor nourishment made them less likely to stave off new European germs.

The Spanish brought smallpox, measles, chickenpox, influenza, typhus, diphtheria, cholera, bubonic plague, scarlet fever, whooping cough and malaria, among other diseases.

Although estimates of Native population on the American continents vary greatly, it is estimated more than 80 to 95 percent of Native people were killed within the first 100-150 years following contact by Columbus and his crew.

Extensions:

Add any pertinent information to the K-W-L chart for either Columbus or the Taíno.

Have students find pictures from Aztec Codices in books or on the Internet that illustrate effect of small pox on the Aztec population and discuss. [See image: http://commons.wikimedia.org/wiki/File:Aztec_smallpox_victims.jpg]

Have students find Plains Indian Wintercounts that also have pictures showing the effect of disease during certain years on those tribes. [See image: http://www.astonisher.com/archives/museum/crazy_horse_wintercount.html]

Summarize how the Eastern Hemisphere and the Western Hemisphere were different before 1492. Exploration and interaction among different groups led to many changes. Some changes were good and others not so good. Ask: How do you decide what is a good change and what is not? Is it possible that a change might be good for one group, but not good for another group? If so, how do we decide whether to make that change or not?

Have students write down their favorite dinner and dessert. Make shopping list of at least ten ingredients needed to prepare the meal, breaking it down to basic ingredients ~ for example, pizza = crust, sauce, topping. If you are having a burger, don’t forget condiments! Then have students write either Old World or New World next to each ingredient. Discuss.

Direct Aims:

1. To illustrate that the consequences of any action might be both good and bad.

2. To underscore how devastating the introduction of new diseases were to native populations.

Appendix 9: (Lesson 9, Exercise 2) Page 1 of 3

Things Exchanged in the Columbian Exchange

www.darke.k12.oh.us/curriculum/.../Columbian%20Exchange3.pdf Plants: Domesticated Plants Avocado: http://www.socalsail.com/cyberfair/avocado/history.html Beans: http://www.mnh.si.edu/archives/garden/history/ Black Pepper: http://www.whfoods.org/genpage.php?tname=foodspice&dbid=74#historyuse Bananas: http://www.vandamme.be/history.html#anchor610871 Beets: http://www.mnh.si.edu/archives/garden/history/ Broccoli: http://www.mnh.si.edu/archives/garden/history/ Carrots: http://www.mnh.si.edu/archives/garden/history/ Chili pepper: http://www.plantcultures.org/plants/chilli_pepper_history.html http://groups.msn.com/FoodiesCorner/chilehistory.msnw Cocoa: http://www.mnh.si.edu/archives/garden/history/ Coffee: http://www.telusplanet.net/public/coffee/history.htm Cotton (varieties/origin varies): http://www.cotton.org/pubs/cottoncounts/story/index.cfm http://www.pcga.org/cotton_history.html Corn/Maize: http://www.mnh.si.edu/archives/garden/history/ http://www.campsilos.org/mod3/students/c_history.shtml Eggplant: http://www.mnh.si.edu/archives/garden/history/ Garlic: http://www.plantcultures.org/plants/garlic_history.html http://homecooking.about.com/od/foodhistory/a/garlichistory.htm Gourd: http://www.mnh.si.edu/archives/garden/history/ Hemp: http://www.plantcultures.org/plants/hemp_history.html Indigo: http://www.plantcultures.org/plants/indigo_history.html Lettuce: http://www.mnh.si.edu/archives/garden/history/ Okra: http://www.mnh.si.edu/archives/garden/history/ Onion: http://www.mnh.si.edu/archives/garden/history/ Peanut: http://www.mnh.si.edu/archives/garden/history/ Peas: http://www.mnh.si.edu/archives/garden/history/ Pineapple: http://www.mnh.si.edu/archives/garden/history/ Potato: http://www.mnh.si.edu/archives/garden/history/ http://whatscookingamerica.net/History/PotatoHistory.htm

Appendix 9: (Lesson 9, Exercise 2) Page 2 of 3

Pumpkin: http://www.mnh.si.edu/archives/garden/history/ Radish: http://www.mnh.si.edu/archives/garden/history/ Rice: http://www.plantcultures.org/plants/rice_history.html http://www.historyforkids.org/learn/food/rice.htm Strawberry: http://www.mnh.si.edu/archives/garden/history/ Sugar Cane: http://en.wikipedia.org/wiki/Sugarcane http://www.plantcultures.org/plants/sugar_cane_history.html Tobacco: http://www.cnn.com/US/9705/tobacco/history/index.html http://www.tobacco.org/History/Tobacco_History.html Tomato: http://www.mnh.si.edu/archives/garden/history/ Vanilla: http://www.nielsenmassey.com/historyofvanilla.htm http://www.kitchenproject.com/vanilla/history.htm Wheat: http://www.mnh.si.edu/archives/garden/history/ Yams: http://www.mnh.si.edu/archives/garden/history/ Animals Alpaca: http://www.gateway-alpacas.com/alpaca.php http://netvet.wustl.edu/species/exotic/alpaca.txt Camel: http://www.marisamontes.com/all_about_camels.htm Domestic Cat: http://www.catsinfo.com/history.html http://www.judithstock.com/Speaking_of_Animals/History_of_Cats/history_of_cats.html Cattle: http://www.ansi.okstate.edu/breeds/ Donkey: http://www.donkeybreedsociety.co.uk/Page.aspx?TagName=AboutDonkeys http://www.lovelongears.com/about_donkeys2.html Chicken: http://www.urbanext.uiuc.edu/eggs/res08-whatis.html Goat: http://www.ansi.okstate.edu/breeds/ http://www.goats4h.com/GoatsHome.html Guinea Pig: http://www.answers.com/topic/guinea-pig?cat=health http://netvet.wustl.edu/species/guinea/guinpig.txt Horse: http://www.ansi.okstate.edu/breeds/ http://mysite.verizon.net/mmaidens/ Llama: http://news.nationalgeographic.com/news/2003/06/0610_030610_llamashepherds.html Pigs/Swine: http://www.ansi.okstate.edu/breeds/ Rabbit: http://www.lvma.org/rabbit.html Raccoon: http://www.raccoons-raccoons.com/ http://animaldiversity.ummz.umich.edu/site/accounts/information/Procyon_lotor.html

Appendix 9: (Lesson 9, Exercise 2) Page 3 of 3

Rat: http://www.russelrabbit.com/languages/sus/49.htm http://www.nhc.ed.ac.uk/index.php?page=493.171.192.209 Sheep: http://www.ansi.okstate.edu/breeds/ Turkey: http://news.nationalgeographic.com/news/2001/11/1119_wildturkey.html Diseases What “Old” World had and shared: Bubonic Plague: http://www.learner.org/interactives/renaissance/middleages.html http://atschool.eduweb.co.uk/heathsid/Subjects/History/plague.htm Cholera: http://www.cdc.gov/ncidod/dbmd/diseaseinfo/cholera_g.htm Influenza: http://www.cdc.gov/flu/about/disease.htm Malaria: http://www.cdc.gov/malaria/disease.htm Measles: http://www.cdc.gov/vaccines/vpd-vac/adult-vpd.htm Scarlet Fever: http://www.cdc.gov/ncidod/dbmd/diseaseinfo/scarletfever_g.htm Sleeping Sickness: http://www.cdc.gov/NCIDOD/DPD/parasites/trypanosomiasis/factsht_wa_trypanosomiasis.htm Smallpox: http://www.bt.cdc.gov/agent/smallpox/overview/disease-facts.asp Typhoid: http://www.cdc.gov/NCIDOD/DBMD/DISEASEINFO/typhoidfever_g.htm http://amos.indiana.edu/library/scripts/typhus.html Typhus: http://amos.indiana.edu/library/scripts/typhus.html http://www.nlm.nih.gov/medlineplus/ency/article/001363.htm Tuberculosis: http://www.cdc.gov/tb/pubs/tbfactsheets/tb.htm

Lesson 10: Were there people other than the Taíno on the North American continent before and during Columbus’ voyages?

Materials: Appendix 10—“Early Civilizations” and “Pre-Columbian Civilizations Map”; various research books on “New

World” Civilizations; web access

Introduction:

Tell students we know people were living all over North and South America before Columbus arrived and after. He just didn’t know about them. In fact, long before Europeans came to North and South America there were millions of native people spread across the two continents.

Columbus and the Spanish believed that the other cultures they encountered were primitive because they didn’t have the same beliefs and customs. That world view, called “ethnocentrism”, looks at the world only from one’s own cultural vantage point, that one’s beliefs are superior to those of other groups. Through Papal law, the Spanish (and other conquering nations of that time) were empowered to seize the lands and enslave the people who did not agree to accept Spanish beliefs.

Most people today still don’t know about these early civilizations and assume early peoples were primitive. However, many early cultures have left behind examples of architecture and craftsmanship that were quite accomplished. Early peoples developed agriculture, domesticated animals, perfected new hunting technologies, devised methods with which to cook food and invented portable and permanent types of shelter. Later cultures showed a mastery of engineering techniques, an understanding of astronomy and geometry, skills in manipulating raw materials to produce works of art and the ability to communicate--all without the use of modern technologies.

Most of the cultures described in this activity met untimely demises due to natural cataclysms or assimilation by other cultures. Archaeologists just don’t know what happened to the others. People today can learn from these earlier cultures’ past mistakes, if we only take the time to listen.

Exercise 1: Early Civilizations in the Western Hemisphere

1. Say: We’ve seen that when Columbus and the Spanish “discovered” the West Indies, and in later voyages, the rest of North and South America, they believed the people they encountered were “primitive” because they didn’t have the same beliefs and customs as they did. Yet some of the cultures they were to meet were highly advanced in their societies and technologies, though not in the same ways as the Europeans. In this activity, we’re going to learn about some of the groups the Spanish met--and eventually conquered--and we’re also going to learn about some of the civilizations that were on these continents even before them.

2. Distribute Appendix 10, “Early Civilizations in the Western Hemisphere” and “Pre-Columbian Civilizations Map”.

Explain that the civilizations mentioned are in no way a complete list.

3. Divide class into groups and, from reading the descriptions and doing further research when necessary, have them

determine locations of each of the civilizations on map by writing the appropriate name on map index.

4. Finally, assign one civilization to each group to research further, using library and Internet resources. Choose a

reporting strategy and have students report back to class what they have discovered.

Exercise 2: Historic North American Indian Tribes

1. Ask: Who can tell me the names of some of the Indians, or Native Americans, they’ve heard about? [Solicit names of tribes and be prepared to tell students names of some of tribes that inhabited your state or even town.]

2. Say: There were more than 500 tribes living in what is now the United States when Columbus landed in 1492. 3. Take this opportunity to dispel some common stereotypes about American Indians. A good place to start is at the

Mitchell Museum of the American Indian website at www.mitchellmuseum.org. Click “Education” in left menu, then “Teachers” then “Top Ten Truths” fact sheet.

4. Since these tribes had been living in North America for thousands of years, revisit the idea that they were

discovered by Europeans even though they had always been there.

Extensions:

Have students choose a tribe that was living in area around the school and ask them to research who they were, what they were like, when they lived in the area, where they might have had villages, and how they lived.

You might consider a class day to honor this tribe and invite parents to hear presentations students put together.

Direct Aims:

1. To teach that there were millions of native people all over the so-called “New World.” 2. To introduce students to the fact that there were native people living where they live today.

3. To directly deconstruct stereotypes about native people by giving accurate information.

Appendix 10: (Lesson 10, Exercise 1) Page 1 of 5

Name __________________

Early Civilizations in the Western Hemisphere

Maya Civilization (1000 BCE - 1500 CE)

The ancient Mayas lived on the gulf coast of what is now Mexico, Guatemala, Belize

and Honduras between 1000 BC and AD 1500. They are known for their complex

artwork, many pyramids, knowledge of the stars and development of an accurate

calendar system.

http://archaeology.about.com/od/mayaarchaeology/a/maya_civ.htm

Inca Civilization (1250-1532)

The Inca civilization was the largest in the Americas when the Spanish conquistadors

arrived in the early 1500s and included parts of Colombia, Ecuador, Peru, Bolivia,

Chile and Argentina. Known for their unique writing system of knotted strings (called

the quipu), an extensive road system, and the palace called Machu Picchu, this

empire had a capital city of Cusco in Peru.

http://archaeology.about.com/od/incaarchaeology/a/inca_empire.htm

Aztec Civilization (AD 1430-1521)

The Aztec civilization was at the height of its power and influence when the Spanish

arrived. Warlike and aggressive, the ruling city-states of the Mexica people and other

tribes conquered much of central America. Tenochitlan, their largest city now the

site of Mexico City, had many stone temples, pyramids and palaces and was once was

home to 300,000 people. Their society of nobility, commoners and slaves was built

around a complex religion that was honored in their stone sculptures, art murals,

music and dance. The Aztec were excellent astronomers and mathematicians,

counting by 20s and using zero as a place holder. They used pictographs to

communicate through writing and made paper from bark into books called codices.

They were also excellent farmers, and used irrigation, terrace farming and artificial

islands in the swamps to increase their crops of maize, peppers, squash, tomatoes

and beans.

http://archaeology.about.com/od/aztecarchaeology/a/aztec_sg.htm

Appendix 10: (Lesson 10, Exercise 1) Page 2 of 5

The Spanish and the Maya

In 1517, the Spanish Governor of Cuba sent three ships under the command of

Francisco de Cordoba to explore the Yucatan Peninsula. The Mayans welcomed the

Spanish to land. Cordoba told the Maya they would be protected by the King of Spain

as long as they became Catholics. If they didn’t, the Spanish could make them slaves

and take their lands, according to Spanish law in the requirement of 1513.Soon after,

the Spanish were attacked by the Mayan chief Mochcouoh. Cordoba and twenty

Spanish were killed and only a few of the ship’s crew were able to return to

Cuba.But the Spanish never gave up. It took them more than 170 years of fighting,

with the help of tens of thousands of Mayan warriors from the Xiu clan, but

eventually they did conquer the Maya by 1697.

The Spanish and the Inca

Spanish conquistador Francisco Pizarro had heard about the gold and riches of a

fabulous kingdom in South America for years, and tried three times to find it. Finally,

in 1531, he and 168 men landed on a small island off the coast of Peru and were

invited to meet with the Inca. The Emperor, Atahualpa, had an army of over 10,000

warriors, so he was not worried about the small band of Spanish coming up the

mountains. But Pizarro attacked the warriors, who did not have any weapons, and

captured the Emperor, keeping him prisoner until killing him one year later. Pizarro

and his small army, with their horses, weapons and steel armor, battled the Incan

armies and captured the capital city of Cuzco in 1533, carrying off tons of silver and

gold. When the people of the city of Quito realized they were going to lose their

battle with the Spanish in 1534, they burned their city to the ground. In twenty

years, despite the fearless fighting of the Indians, the Spanish conquered the Incan

Empire and become rich from its gold and silver.

The Spanish and the Aztecs

In 1519, Hernan Cortes set sail from Cuba to set up a trade network with the Indian

people on the Yucatan Peninsula. While he was there, he met and married a Mayan

woman who was able to translate from Spanish to other Native languages. In April,

1519, Cortes founded a settlement of what was to become the city of Veracruz in

Mexico. From there, he began his march to the city of Tenochtitlan, the capital city

of the Aztecs. Along the way, he won the support of about 3,000 warriors from

Appendix 10: (Lesson 10, Exercise 1) Page 3 of 5

Tlaxcalteca, who were enemies of the Aztecs. They marched to Cholua, the second-

largest Aztec city and a sacred, religious site in Aztec religion. The Spanish forces

killed the city leaders and burned the city, even though the emperor Moctezuma II

had been sending Cortez gold and gifts. Cortes and his men marched on. In

November, 1519, they entered the Aztec capital city. The Spanish were treated

royally because Moctezuma believed they were people who had returned from Aztec

legends, but Cortes soon took the emperor captive inside his own palace. For

months, the Spanish took Aztec gold and jewelry and sent it back to Spain. Finally,

the people of the city rose up and chased the Spanish out. In return, the Spanish

blockaded the city for 8 months, refusing to let goods in and also cutting off the

water supply. Also, thousands of Aztecs died of smallpox brought. The forces of

Cortes and the Tlaxcalteca warriors captured the new Emperor as he was trying to

flee the city by canoe on August 13, 1521. The surviving Aztecs were told to leave,

and the city was demolished to make way for what was to become Mexico City.

Spanish soldiers were rewarded with land and workers. Many Indians became slaves

in silver mines. However, Native resistance was strong, and they fought many wars

against the Spanish until the Spanish finally conquered Mexico.

How well did you read? Draw lines from the Civilization to its location

and to the Spaniard who conquered it.

Aztecs Yucatan Peninsula Francisco Pizarro

Inca Mexico Francisco de Cordoba

Maya Peru, Bolivia and Chile Hernan Cortez

Appendix 10: (Lesson 10, Exercise 1) Page 4 of 5

Appendix 10: (Lesson 10, Exercise 1) Answer Key Page 5 of 5

Lesson 11: How should we commemorate Columbus Day?

Materials: Popular books about Columbus

Exercise: Comparing and Contrasting Like an Historian

1. Choose a typical Columbus book readily available in the library or frequently used by schools. 2. Before reading, go over title, front and back covers, date of publication. Explain some books are older and

historians may have discovered facts no longer true or new facts that change the history of what we have learned. 3. Then say: You have learned to be good historians in this unit. You know what a primary and secondary source

is. You also know that past events, what we call “history,” is not just one story. So, when we read this book, I want you to think about these questions: Does the book tell the full story? Why or why not? What differences do you see between when it was written and what you know now?

4. Stress how when students research something, they should always find the newest sources to make sure they have all the facts. Review asking whose stories did we study in this unit and how were they different.

5. Repeat with other books as you wish. Extensions:

Show students 1960s cartoon about Columbus at http://www.youtube.com/watch?v=kuvRFZ4Mxbo. Explain this story was way most adults grew up learning about Columbus. Have students correct any misinformation they see.

Say: Now it’s time to share your ideas. Take out your journals and answer this question: How do you think

we should observe Columbus Day at this school?

Unit Conclusion: Ask and discuss these questions: What makes a great explorer? Did Columbus accomplish what he

set out to? Does he deserve a federal holiday?

Direct Aims:

1. To assess students’ ability to critically review historical information.

2. To help students develop their own points of view and write logically about them.

For Further Research There are many books and lesson plans on the web with good background information to use for your own

plans. Here are some that present a more balanced approach to teaching about Columbus and the Taíno.

General

Bickford, John H. and Maegan Wilton. "Historicizing Christopher Columbus for Elementary and Secondary Students" World

History Connected June 2012 http://worldhistoryconnected.press.illinois.edu/9.2/bickford.html. Excellent discussion for using

primary documents and approaching Columbus from more than one perspective.

Bigelow, Bill and Bob Peterson. Rethinking Columbus: The Next 500 Years. Milwaukee, WI: Rethinking Schools, Ltd., 1998. Classic

resource provides all kinds of information to help educators teach the truth about Columbus Day and Thanksgiving holidays.

Specific Lessons

Grades 1 and Up Teaching Tolerance. “Rethinking Discovery.” http://www.tolerance.org/exchange/rethinking-discovery Morning

Girl looks at the themes of exploration and "discovery" from another perspective. (7+)

Grade 3 Zaleski and Zinnel, “Who Writes History? Developing a Social Imagination with Third Graders.” Social Studies and the

Young Learner 25 (3) (January/February 2013) pp. 23-26 at http://www.socialstudies.org/publications/ssyl/ssyl_online.

Grades 3-5 “Columbus Day: Native American Perspective” http://teacherlink.ed.usu.edu/tlresources/units/byrnes-

celebrations/columbus.html

Additional Alternative Lesson—Grades 3 – 5—Chart Columbus's Voyages [http://www.teachervision.fen.com/columbus-day/lesson-plan/3029.html]

BIBLIOGRAPHY--COLUMBUS AND GENERAL

Bickford, John H. and Maegan Wilton. "Historicizing Christopher Columbus for Elementary and Secondary Students"

World History Connected June 2012 http://worldhistoryconnected.press.illinois.edu/9.2/bickford.html. Excellent

discussion for using primary documents and approaching Columbus from more than one perspective.

Bigelow, Bill and Bob Peterson. Rethinking Columbus: The Next 500 Years. Milwaukee, WI: Rethinking Schools, Ltd.,

1998. Classic teacher’s resource provides background information to help educators teach truth about Columbus Day

and Thanksgiving holidays. (A)

Dorris, Michael. Morning Girl. NY: Hyperion, 1994. In alternating chapters, 12 year-old Taíno Morning Girl and her

younger brother Star Boy re-create life on Bahamian island in 1492 right before their lives change forever. (7+)

Freedman, Russell. Who Was First? Discovering the Americas. New York: Clarion, 2007. Using photographs, legends,

first-hand accounts, looks at ways historians gathered information about pre-Columbian visits to Americas. (9+)

Garcia-Giyco, Osvaldo. Tales of the Taino Gods: How the Caribbean Sea Was Born. Caguas, PR, 2010. ISBN 978-1-4500-

9112-1. (6+)

”Hart, Avery. Who Really Discovered America? Unraveling the Mystery and Solving the Puzzle. VT; Williamson Pub.,

2003. Lively guide teaches how to investigate history while exploring various theories about discovery of America. (9+)

Horwitz, Tony. A Voyage and Strange: Rediscovering the New World. Holt, 2008. “An irresistible blend of history, myth,

and misadventure, it captures the wonder and drama of first contact.

Illinois State Museum, The Living Museum: Peoples of the Past. http://www.museum.state.il.us/publications/

Krensky, Stephen. Who Really Discovered America? New York: Scholastic, Inc., 1987. Overview of settlement and

exploration of North American continent for students. (8+)

Library of Congress. “1492: An Ongoing Voyage” http://www.loc.gov/exhibits/1492/ Exhibition describes both pre/

post contact America. Compelling questions, such as: Who lived in Americas before 1492? Who followed Columbus?

Loewen, James W. Lies My Teacher Told Me About Christopher Columbus .NY: New Press, 1992. Reveals real story of

Columbus’ role by juxtaposing range of high school textbooks with excerpts from primary sources. (A)

McGrew, Mike. Saint Brendan and the Voyage Before Columbus. NJ: Paulist Press, 2005. McGrew weaves together

legends as well as Saint’s own account of his voyage to North America almost century before Columbus. (6+)

MacDonald, Fiona. You Wouldn’t Want to Sail With Christopher Columbus. New York: Franklin Watts, 2004. A great

supplemental resource for the classroom, with humorous illustrations and text. (7+)

Maestro, Betsy and Giulio. Discovery of the Americas: From Prehistory Through the Age of Columbus. NY: Harper,

1992. Good introduction to early civilizations of North America/evidence of first visitors from around the world. (7+)

________________. Exploration and Conquest: The Americas After Columbus: 1500-1620. NY: Harper, 1994. Beginning

with Columbus, book vividly depicts explorers/their exploits, focusing on effects on indigenous civilizations. (7+)

Pelta, Kathy. Discovering Christopher Columbus: How History is Invented. MN: Lerner, 1991. Details of explorer's life,

several more controversial moments, instructing about existing theories/methods of historical research. [8+]

Rohmer, Harriet and Jesus Guerrero Rea. Atariba & Niguayona: A Story from the Taino People of Puerto Rico. CA:

Children’s Book Press, 1988. Unlike heroes of conquest who tried to destroy Taino culture, hero of this story is

successful because he is attentive to the natural voices around him. (6+)

Taíno—various articles from El Museo del Barrio NYC http://stage.elmuseo.org/elm_api/22/287/#398

Weston, Beth. “Columbus Sets Sail” in Cobblestone-Early Explorers, V 32 N7, September 2011 (8+)

Primary Source

Knight, Franklin W., ed. My Account, Much Abbreviated, of the Destruction of the Indies With Related Texts by

Bartolome de las Casas. Indianapolis, IN: Hackett Publishing Company, Inc., 2003. (A)

Videos

“Columbus Controversy: Challenging How History Is Written.” http://www.youtube.com/watch?v=icek-NPezHA

Examines views on Columbus, encounters with Taíno, hero image in US. Two historians discuss different views of

effects of Columbus’ arrival on Taíno and other Native people. [8+]

“Columbus Day Legacy” Bennie Klain—Visionmaker Films at www.visionmaker.org

“Who Really Discovered America?” DVD (2010) History Channel

Caribbean Tribal Websites (**Federally Recognized Tribe)

1. **Jatibonicu Taíno (Puerto Rico) http://www.taino-tribe.org/jatiboni.html (New Jersey) http://www.hartford-

hwp.com/Taino/jatibonicu.html

3. Tekesta Taino of Florida (Bimini) http://www.hartford-hwp.com/Tekesta/ (Bimini = Taíno word for Florida)