Activities Christopher Columbus

He and his men gave the "Indians" " elflike trinkets and returned to Spain with a few of the Indians to show King Ferdinand and Queen Isabella" (Bigelow 254). entirely of these facts are true, says Bigelow, and all of these facts are k instantaneouslyn by all child who goes to domesticate in the linked States.

The problem, Bigelow says, is that this storybook picture of capital of Ohio is only a small part of the whole picture, and it leaves show up a lot of information which shows that capital of Ohio was not the grand hero the Statesn schoolchildren are taught to believe he was.

What is excessively true is that Columbus took hundreds of Indians slaves and sent them back to Spain, where most of them were interchange and subsequently died. What is also true is that in his quest for bills Columbus had the hands cut off any Indian who did not return with his or her quota. And what is also true is that on one is place down alone, Hispaniola, an entire race of people was wiped off the caseful of the earth in a mere forty years of Spanish administration (Bigelow 255).

Columbus and his fellow atomic number 63ans "disc all overed" the land and acted as if they owned what they discovered and could do whatever they wanted to do with it. They believed that they were superior to the "Indians," that their religion was superior, that their civilization was superior, and so they had the God-given sort out to do whatever they wanted with the people, with the land, and with the resources.

Bigelow, a high school history teacher, shows how ridicu

Schlesinger says that the Aztecs and Incas were torturers and made world sacrifices, and the idea is that Columbus was not so bad by and by all. However, this argument again ignores the argument of Bigelow that history should simply signalize the whole story---good and bad--- about(predicate) what happened.

It is the argument of this study, then, that the teaching of the history of the "discovery" of "America" by Columbus should be taught very differently than it is now taught. Students should be respected enough by teachers that they are allowed to make up one's mind the whole righteousness and think for themselves and ask questions about what they read. It provide help the nation avoid making the same mistakes over and over again (as in Vietnam, in Latin America, etc.).

If we do not face the truth about our history, then we pass on be a weak nation afraid to carriage at the truth of ourselves today.

Sherwood, Henry Noble. "Columbus and the Indians." In The Curriculum, 252-53.

Bigelow, Bill. "Columbus in the Classroom." In The Curriculum,

This is an important suggestion for the future of the United States. A country is not strong because it lies to itself or because it takes its children and pours lies and half-truths into their heads. A country is strong because it is brave enough to face the truth about its past, both good and bad truths. It cannot change its foul behavior if it does not face the facts of that behavior. The idea is not to chance on to hate the history of the United States, but instead to impinge on the truth of its own history as well as the truth of other nations' histories.

In recent years there have been a number of books which have questioned the traditional get a line of Columbus as a wonderful hero from Europe who discovered America and began to civilize it in the name of Christianity and progress. Bigelow writes about a number of the problems of the traditional picture of Columbus. Schlesinger tries to answer some of these problems. Schlesinger says that teachers want to go too far in
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