• Printer Friendly Version
• Send to a Friend
• Add to My ePortfolio

Course, Subject

Global History and Geography, Social Studies (NYS K-12 Framework Common Core)

Duration

Two class periods

Objectives

Students will

• Demonstrate understanding of basic facts about Christopher Columbus and different theories regarding his background.
• Discuss the different experts and resources involved in trying to solve the mystery of Columbus' background.
• Write their own opinion about Columbus' background, focusing on three pieces of evidence.

Materials

• Computer with Internet access
• Resources on Columbus

Procedure

1. Discuss basic facts about Christopher Columbus. Talk about what is known and what is unknown about his life. (His country of origin and background are unknown. What is known are facts about his life surrounding the voyage to the New World, as well as facts about his marriage, his brothers, his son. ) Which country funded his voyages to the New World? (Spain ) According to most history books, what is Columbus' background? (He was the son of a poor weaver from the Italian town of Genoa. )
2. Next, talk about some of the theories regarding Christopher Columbus' background. For each theory, discuss why Columbus might have hid this information. For example
   • He was a Catalan mercenary who had fought against the Spanish. If his secret was revealed, the Spanish monarchs may not have financed his voyage.
   • He was Jewish, and changed his identity to escape the Spanish Inquisition.
   • His parents were not married, and he hid his past to escape the stigma of illegitimacy.
   • He was, as he claimed, the son of a Genoese weaver, and hid his modest childhood because he was ashamed.
3. Ask students to name the types of experts that the historian Charles Merrill consulted while trying to solve the mystery of Columbus' background. For each expert, talk about the materials or resources analyzed. For example:
   • DNA expert (bones of Columbus, his son Hernando, and his brother Diego)
   • Forensic anthropologist (bones of Columbus, his son, and his brother)
   • Handwriting expert (Columbus' personal letters and journals)
   • Forensic linguist or linguistics engineer (Columbus' personal letters and journals)
   • Psychological profiler (history and known facts about Columbus' life)
   • Specialist in Portuguese history (facts about Columbus' marriage)
4. Have students name any historic materials that Merrill consulted in his research, such asTell students that their assignment is to write an essay offering their own opinion about Columbus' background. They should use at least three statements from experts or pieces of evidence to support their opinion. Encourage them to use additional resources to supplement what they learned in the video. 
   • Columbus' personal writings
   • Columbus' son's biography of his father's life
   • Historical records in Genoa and Catalona
   • Facts about the Colom family of Barcelona
5. Tell students that their assignment is to write an essay offering their own opinion about Columbus' background. They should use at least three statements from experts or pieces of evidence to support their opinion. Encourage them to use additional resources to supplement what they learned in the video.
6. Have students share their completed essays with the class.
7. Discuss the essays as a class. Which theory was most popular? What additional evidence would help support or oppose this theory?

Evaluation

Use the following three-point rubric to evaluate students' work during this lesson.

• Three points: Students demonstrated a strong understanding of the facts, mysteries, and theories about Christopher Columbus' background; wrote a clear, engaging essay supported by at least three experts or pieces of evidence.
• Two points: Students demonstrated a satisfactory understanding of the facts, mysteries, and theories about Christopher Columbus' background; wrote a competent essay supported by three experts or pieces of evidence.
• One point: Students demonstrated a weak understanding of the facts, mysteries, and theories about Christopher Columbus' background; wrote an incomplete or inaccurate essay supported by less than three experts or pieces of evidence.

Resource

Access this resource at:

Culture Clash: New World Meets Old

Vocabulary

DNA
Definition: The molecule that carries genetic information in all living things; the chemical basis of heredity (deoxyribonucleic acid).
Context: By comparing Columbus' DNA with his brother Diego's, Lorente can find out if they had different mothers.

forensic
Definition: Relating to or dealing with the application of scientific knowledge to legal problems.
Context: Professor Miguel Botella is an expert in forensic anthropology. His expertise enables him to find secrets within bones.

hominid
Definition: One in the scientific family of bipedal, primate mammals including modern humans and early humanlike ancestors.
Context: Many scientists believe that the earliest hominids, or members of the human family, lived in Africa.

ice age
Definition: A period in Earth's history when ice sheets covered vast regions of land.
Context: Earth's last ice age ended about 12,000 years ago.

linguist
Definition: One who studies human speech and language.
Context: Forensic linguists will try to unlock the code hidden within Columbus' writings to reveal his mother tongue.

mercenary
Definition: A soldier paid to fight for a country other than his or her own
Context: Charles Merrill believes that Columbus was a Catalan mercenary who once fought against Spain.

Mesoamerica
Definition: The region in present-day Mexico and most of Central America where civilizations flourished before European contact.
Context: The Maya lived in the hot, dense rain forests of southern Mesoamerica.

Spanish Inquisition
Definition: From 1478 to 1834 a Roman Catholic judicial institution intended to root out religious heresy, often through the use of torture and public execution.
Context: There is evidence that suggests Columbus was a Jew who secretly changed his identity to escape the Spanish Inquisition.

Content Provider

Discovery Education

Discovery Education offers a breadth and depth of digital media content that is immersive, engaging and brings the world into the classroom to give every student a chance to experience fascinating people, places, and events. All content is aligned to state standards, can be aligned to custom curriculum, and supports classroom instruction regardless of the technology platform.

Whether looking for a digital media library service, an implementation to help you transition your classroom to a 21st century environment or to move completely to replace textbooks with digital resources, Discovery Education offers a continuum of solutions to meet your district's specific needs. In addition, we offer real-time assessment services and a variety of professional development to ensure effective implementation in the classroom. You know your needs. We know our services. Together we can create an effective solution.

And, add the vast number of additional classroom instruction opportunities available such as virtual experiences, compelling Discovery talent, free lesson plans and materials, and a variety of contests and challenges and with Discovery Education teachers are truly able to give students opportunities to soar beyond the traditional textbook for endless possibilities.

Credits: Joy Brewster, curriculum writer, editor, and consultant

Related Academic Standards

New York State

SS.5.3.a.1 Students will investigate explorers from different European countries and map the areas of the Western Hemisphere where they explored including Christopher Columbus, John Cabot, Jacques Cartier, Pedro Cabral, and Vasco Nunez de Balboa.

SS.SSP.5.1.2 Recognize and effectively select different forms of evidence used to make meaning in social studies (including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs).

SS.SSP.6.1.2 Identify, effectively select, and analyze different forms of evidence used to make meaning in social studies (including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs).

SS.I.2.1A Students know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education, and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations.

SS.I.2.1B Students know some important historical events and developments of past civilizations.