Unit Plan Template s2

LessonLesson PlanPlan

Lesson Author First and Last Name Amy Johnson (Edits by Jonathan Brinkerhoff and Susan Bowdoin)

Lesson Overview

Lesson Plan Title Columbus and the Native Peoples of the Americas: Differing Points of View

Open /Essential How might Columbus and other Spanish explorers see things differently from Question the native peoples of the Americas?

Students will analyze primary sources to uncover clues to differences in how Lesson Summary Spanish explorers and native peoples of the Americas perceived first contact.

Subject Area(s) Social Studies Grade Level 5 Students will describe the two points of view (Spanish and Native American) Student Objectives and support their assertion with evidence from the primary sources. Historical Thinking and Reading Skills aligned to the Common Core: 1. Students will read and comprehend. (ELA CCSS RI.5.3, RI.5.10) 2. Students will understand the documents in historical context. Standards and (ELA CCSS RI.5.6, RI.5.7,) Benchmarks 3. Students will recognize point of view. (ELA CCSS RI.5.6) 4. Students will draw inferences from primary sources. (ELA CCSS RI.5.1)

Assessment

Student Assessment Students will complete an Open Mind activity illustrating both points of view (include rubric) and identify evidence from the primary sources that supports their assertion.

Procedure Step-by-step Intro: Students begin by coloring one of the four images. (Teacher Note: This Procedure is not an art lesson. In this case coloring is used as a tool to engage students in Please include looking closely at the paintings, not as an end in itself. ) After coloring, they  Teaching group up at the rocking chair. Holding up one of the images, engage students instructions with questions such as: written as a numbered list of 1. What did you notice in the art when you were coloring it? steps to be  What people did you see? taken in order to  What objects did you see teach the lesson  How would you describe what's happening?  Examples of guiding or 2. Based on what you noticed, what might you infer from this facilitation image? questions 3. If the people in the picture could speak to us, what might they throughout the say? lesson How and when to 4. What questions does this picture raise in your mind? use the resources and materials used Repeat with the remaining images. Then review the four images again together, in the lesson engaging students with questions such as the following: 1. Do you think these different characters might have different impressions of this encounter? 2. Do you think the artists who created these images had a particular point of view about this interaction? 3. If so, what do you think it is? How can you tell?

Transition: The artists who created these pieces were not in the Americas when Columbus and the other conquistadores first arrived here. We’re going to look at two documents created by people who were there: Christopher Columbus, who you already know about, and Bartolome de Las Casas, who was a priest who first went to the “New World” in 1502.

Document Close Reading and Analysis: Hand out Christopher Columbus document. Read this document several times with students, the first time focusing on the overall meaning of the text. Reread sections and guide students into using context to make sense of unusual vocabulary. With the second and subsequent rereads, engage students with questions (suggested questions are listed below.) Remind students to return to the text to justify or provide evidence for their answers! 1. What type of document is this? (Letter) 2. Who wrote the letter? (Christopher Columbus) 3. When was the letter written? (1493) 4. Who is letter written to? (Luis de Santangel. Luis de Santángel (or Santander) was finance minister to Ferdinand II who made the case to Isabella I in favor of Christopher Columbus' voyage in 1492.) 5. Who do you think Christopher Columbus is talking about when he says they? (Native Americans) 6. Based on the sentence, what do you think the word trifles means? 7. The word idolatry is a bit tricky. What word do you see inside it that you know? (Idol). What does the word idol mean? (Someone important or talented we look up to.) In the past, religious figures such as Jesus were called idols. Do you think this fits your definition of the word? Why or why not? Based on your understanding of the word idolatry, what do you think Columbus was saying about the Native Americans? 8. Based on the sentence, what do you think the word slow means? (Unintelligent) 9. What do you think Columbus means when he says he seized several Indians by force? (Kidnapped) 10. Why did Columbus kidnap them? 11. What is something the document tells you about life at the time it was written that is different from now? 12. After reading this, what questions do you have?

Hand out the Bartolome de Las Casas document. Read this document several times with students, the first time focusing on the overall meaning of the text. Reread sections and guide students into using context to make sense of unusual vocabulary. With the second and subsequent rereads, engage students with questions (suggested questions are listed below.) Remind students to return to the to the text to justify or provide evidence for their answers! 1. What type of document do you think the picture shows? (Book) 2. What do you notice about it that’s different from the books we usually read? (Handwritten) 3. Who was the author? (Bartolome de Las Casas) 4. When was it written? (1542) 5. When did Columbus discover the Americas? (1492) 6. When you compare these two dates, what does that tell you? (That Bartolome de Las Casas wasn’t with Columbus. He wrote it later.) 7. What questions does the title of the book this paragraph came from raise in your mind? (Why does he call the Americas the Indies? Why does he say it’s the destruction of the Indies?) 8. Who do you think the “quiet lambs” are? (the Native Americans) 9. What blessed qualities might Bartolome de Las Casas be referring to? 10. Why do you think the Spaniards are referred to as “cruel Tigers, Wolves, and Lions, enraged with a sharp and ferocious hunger”? 11. Based on the sentence, what do you think the word wretch means? 12. Based on the sentence, what do you think the word torments means? 13. Why do you think Bartolome de Las Casas wrote this? What evidence in the document supports your position? 14. After reading this, what questions do you have?

Independent Work: Now that we've looked at the pictures and read the documents, I’d like you to think about what they tell you about how these two people saw the interactions between the Europeans and the Natives (point of view). Use the Open Mind sheet to show what you see in the documents. (Teacher provides further instructions regarding use of the Open Mind sheet as needed.)

Small Groups: After students independently read and complete the Open Mind sheet, they share what they saw in pair/triads/small groups. Each group decides on a similarity or a difference they see in the two documents they’d like to share with the whole group.

Whole Group: Whole group shares similarities and differences regarding what these documents show about how these two individuals saw the encounter.

Prerequisite Skills Needed Source Documents: 1. Images: Landing of Columbus; Christopher Columbus arrives in America; The Landing of Columbus; Columbus landing on Hispaniola Credits 2. Excerpts from the Letter of Christopher Columbus to Luis Santangel reporting the Voyage of 1493. 3. Bartolome de Las Casas Tears of the Indians.

To these quiet Lambs, [endowed] with such blessed qualities, came the Spaniards like most cruel Tigers, Wolves, and Lions, enraged with a sharp and ferocious hunger; for these forty years past, minding nothing else but the slaughter of these unfortunate wretches, whom with diverse kinds of torments neither seen nor heard of before, they have so cruelly and inhumanely butchered, that of three millions of people which Hispaniola itself did contain, there are left remaining alive scarce three hundred persons. From A Brief Account of the Destruction of the Indies by Bartolome de Las Casas (1542) They show greater love for all others than for themselves; they give valuable things for trifles, being satisfied even with a very small return, or with nothing….

These people practice no kind of idolatry…. Nor are they slow or unskilled, but of excellent and acute understanding; and the men who have navigated that sea give an account of everything in an admirable manner; but they never saw people clothed, nor these kind of ships. As soon as I reached that sea, I seized by force several Indians on the first island, in order that they might learn from us, and in like manner tell us about those things in these lands of which they themselves had knowledge; and the plan succeeded, for in a short time we understood them and they us, sometimes by gestures and signs, sometimes by words; and it was a great advantage to us.

From Concerning the Islands Recently Discovered in the Indian Sea; letter from Christopher Columbus to Luis de Santangel (1493) John Vanderlyn, Landing of Columbus. Commissioned 1836/1837; placed 1847. Capitol Rotunda, Washington, D.C.

Christopher Columbus arrives in America (1893) The Landing of Columbus 1492 (1893)

Columbus landing on Hispaniola, Dec. 6, 1492; greeted by Arawak Indians Engraving by Theodor DeBry (1528-1598) Discovering Points of View about Contact Name:

Document: A Brief Account of the Document: Concerning the Islands Destruction of the Indies Recently Discovered in the Indian Sea

Author & Date: Author & Date:

Why do you think Las Casa wrote this? Why do you think Columbus wrote this?

With words, phrases, drawings and/or symbols show the points of view these documents reveal about contact between Europeans and Native Americans.

Now, tell why you chose to fill the head the way you did.

1. ______1. ______

2. ______2. ______

3. ______3. ______

4. ______4. ______

5. ______5. ______