Procedures
Day One
1. Display Hook/Anticipatory Set - Open class with a discussion on
student's base knowledge starting with the question, "What do you
know about Columbus and Indians?" Place a t-chart on the board
and write down student comments. Compare and contrast the two
groups and student responses.
2. Play the clip from the History Channel, "Columbus - Man or Myth".
Compare and contrast the clip with the information on the t-chart.
3. Discuss why we do not have many primary sources for Natives of the Americas (oral history, lack of writing).
Show political cartoon with Native American, businessman and Mexican immigrants. Discuss the native versus
immigrant perspective. The student should should be in the intial stages of developing a pluralistic view.
4. Read aloud several pages from the book Encounter and explain its historical accuracies versus its historical
inaccuracies. Also explain why it is a secondary source. Discuss the book with the students. Talk about the
Taino (aka Native American) perspective of the Spanish and how it might have changed as the story continues.
5. Provide students with primary and secondary visuals of the Travels of Marco Polo, Ptolemy's Map of the World,
Paolo dal Pozzo Toscanelli exploratory map, map showing the four voyages of Columbus and Columbus' sketch
of la Hispaniola. Discuss the perspective Columbus and his men had at the start of the journey and how it may
have changed when they arrived in the "New World".
6. Close with the question: How has your view of Christopher Columbus changed after this lesson? Explain.
Day Two
1. Digitally project a variety of images of Columbus and the native people on the white board as the students
enter the classroom.
2. Review previous day's lesson with probing class discussion. Some questions to pose may be:
What attitudes does Columbus have about the people he encounters?
What attitudes do the indigenous people (aka Taino) have about the visitors (intruders)?
What does it seem like Columbus/The Taino care about and what does each group want? Provide
evidence/examples.
Based on the accounts provided, what if anything can you tell about the kind of people the Spanish were? The
Taino?
What does each group value, how do they treat other people?
2. Play clip from 1492 Conquest of Paradise. This clip depicts the effects the Europeans had on the original
inhabitants, and Columbus' struggle to achieve his goals of obtaining gold, glory and the promotion of
Christianity.
3. Introduce Extension activity: The student will create a nine panel cartoon based on the encounter between
Columbus and the Taino people. Pass out project assignment sheet which includes a rubric. Thoroughly
review the expectations of the assignment and address any student questions, comments or concerns
regarding the assignment.
**********************************************************************************************************************************
The nine panel cartoon assignment will be part of a unit on pre and post Columbian history, in relationship to U.S. History. A minimum of two class days covering other parts of the unit will occur between assigning the nine panel cartoon and the students' presentation in class. During that time the student will continue participating in other lesson modules from the unit. The additional days will be utilized by the student to develop and complete the assignment. Furthermore, students may ask clarifying questions and receive feedback regarding the status of their progress at work. Passes to the media center and the use of classroom computer stations will also be made available for further student research for the project.
**********************************************************************************************************************************
Day Three
1. The student will present their nine panel cartoon to the class and teacher. They will present highlights based
on the rubric provided during the introduction of the assignment. The presentation will last no more than three
minutes. The presentation must include information about the native people and Columbus, their
interaction/dialogue and a conclusion.
2. Upon completion of all presentations, the nine panel cartoons will be placed on display in the classroom.
**********************************************************************************************************************************
1. Display Hook/Anticipatory Set - Open class with a discussion on
student's base knowledge starting with the question, "What do you
know about Columbus and Indians?" Place a t-chart on the board
and write down student comments. Compare and contrast the two
groups and student responses.
2. Play the clip from the History Channel, "Columbus - Man or Myth".
Compare and contrast the clip with the information on the t-chart.
3. Discuss why we do not have many primary sources for Natives of the Americas (oral history, lack of writing).
Show political cartoon with Native American, businessman and Mexican immigrants. Discuss the native versus
immigrant perspective. The student should should be in the intial stages of developing a pluralistic view.
4. Read aloud several pages from the book Encounter and explain its historical accuracies versus its historical
inaccuracies. Also explain why it is a secondary source. Discuss the book with the students. Talk about the
Taino (aka Native American) perspective of the Spanish and how it might have changed as the story continues.
5. Provide students with primary and secondary visuals of the Travels of Marco Polo, Ptolemy's Map of the World,
Paolo dal Pozzo Toscanelli exploratory map, map showing the four voyages of Columbus and Columbus' sketch
of la Hispaniola. Discuss the perspective Columbus and his men had at the start of the journey and how it may
have changed when they arrived in the "New World".
6. Close with the question: How has your view of Christopher Columbus changed after this lesson? Explain.
Day Two
1. Digitally project a variety of images of Columbus and the native people on the white board as the students
enter the classroom.
2. Review previous day's lesson with probing class discussion. Some questions to pose may be:
What attitudes does Columbus have about the people he encounters?
What attitudes do the indigenous people (aka Taino) have about the visitors (intruders)?
What does it seem like Columbus/The Taino care about and what does each group want? Provide
evidence/examples.
Based on the accounts provided, what if anything can you tell about the kind of people the Spanish were? The
Taino?
What does each group value, how do they treat other people?
2. Play clip from 1492 Conquest of Paradise. This clip depicts the effects the Europeans had on the original
inhabitants, and Columbus' struggle to achieve his goals of obtaining gold, glory and the promotion of
Christianity.
3. Introduce Extension activity: The student will create a nine panel cartoon based on the encounter between
Columbus and the Taino people. Pass out project assignment sheet which includes a rubric. Thoroughly
review the expectations of the assignment and address any student questions, comments or concerns
regarding the assignment.
**********************************************************************************************************************************
The nine panel cartoon assignment will be part of a unit on pre and post Columbian history, in relationship to U.S. History. A minimum of two class days covering other parts of the unit will occur between assigning the nine panel cartoon and the students' presentation in class. During that time the student will continue participating in other lesson modules from the unit. The additional days will be utilized by the student to develop and complete the assignment. Furthermore, students may ask clarifying questions and receive feedback regarding the status of their progress at work. Passes to the media center and the use of classroom computer stations will also be made available for further student research for the project.
**********************************************************************************************************************************
Day Three
1. The student will present their nine panel cartoon to the class and teacher. They will present highlights based
on the rubric provided during the introduction of the assignment. The presentation will last no more than three
minutes. The presentation must include information about the native people and Columbus, their
interaction/dialogue and a conclusion.
2. Upon completion of all presentations, the nine panel cartoons will be placed on display in the classroom.
**********************************************************************************************************************************
Materials needed to complete entire history lesson module
* current world map
* globe
* white board/screen
* dry erase markers
* laptop computer with internet connection
* digital media projector
* remote control
* speakers
* media cart
* student computer stations in classroom
* access to Media Center Resources
* pencils
* erasers
* unlined drawing paper
* colored pencils
* tape or adhesive to display final projects
* daily prepared discussion questions
* handout explaining nine panel cartoon assignment including rubric
* copy of political cartoon on immigration
* visuals from the book Travels of Marco Polo
* Ptolemy's Map of the World
* Paolo dal Pozzo Toscanelli exploratory map
* map showing the four voyages of Columbus
* Columbus' sketch of la Hispaniola
* Encounter book by Jane Yolen
* blanket permission slip to view movie clips
* You Tube clip 1492: Conquest of Paradise
* History Channel clip Columbus Man or Myth
* alternative assignment for those NOT permitted to see film/absentees on film day
* globe
* white board/screen
* dry erase markers
* laptop computer with internet connection
* digital media projector
* remote control
* speakers
* media cart
* student computer stations in classroom
* access to Media Center Resources
* pencils
* erasers
* unlined drawing paper
* colored pencils
* tape or adhesive to display final projects
* daily prepared discussion questions
* handout explaining nine panel cartoon assignment including rubric
* copy of political cartoon on immigration
* visuals from the book Travels of Marco Polo
* Ptolemy's Map of the World
* Paolo dal Pozzo Toscanelli exploratory map
* map showing the four voyages of Columbus
* Columbus' sketch of la Hispaniola
* Encounter book by Jane Yolen
* blanket permission slip to view movie clips
* You Tube clip 1492: Conquest of Paradise
* History Channel clip Columbus Man or Myth
* alternative assignment for those NOT permitted to see film/absentees on film day