Lesson Demonstration

The Requirement, Explorers Who Abused the Indians (Play)

By Alex Wiese

NCSS Thematic Strand: People, Places, and Culture Grade Level: 7-12 Class Periods Required: One 45-55 minute period Purpose, Background and Context This lesson will introduce students to a slightly different view of Columbus and other 16th century explorers from the traditional American history textbook. In elementary school, students are taught who Christopher Columbus was, how he “discovered” America, that there is a national holiday in his honor, and so forth. However, any learned student of history knows that Columbus was not a hero to everyone. Native Americans especially suffered greatly at the hands of explorers like Columbus, Cortes, and Pizarro. Some estimates place Native American mortality rates as high as 90% in many regions after contact. To really understand the legacy of European explores, students have to investigate their actions, what caused them, and what their effects were. Goals/Objectives/Student Outcomes/Performance Expectations: Students Will:

• Examine the values, and beliefs of people of Columbus and other early explorers of the Americas and how those explorations affected subsequent developments with respect Native Americans and European settlement of the New World (NCSS Standards p. 3)

• Reflect upon their perceptions of famous explorers and demonstrate (by means of

the ticket out the classroom) how their perceptions have changed. Use a primary source to participate in a group discussion on what the document

says about Spanish explorers, as well as Europeans views of Native Americans at the time.

Materials:

The Requirement, which was read to Native populations by Columbus.

Explorers Who Abused The Indians – And Got Away With It, one copy for everyone

Procedures: Procedure 1: 10 minutes Read The Requirement to students in Spanish (or any language the teacher can speak other than English). The point is to confuse students the same way that Columbus, reading the same document, would have confused Native Americans. Ask students if they think it is fair to enslave them and make them convert to a religion they have never heard, all because you read a document to them in another language that they cannot understand. Also illustrate that I have no sympathy for them if they resist because I explained to them, in another language, that if they are hurt in the process it is their fault and not mine. Then, have students read The Requirement for themselves, either by handing it out or placing on the screen and ask the following questions.

Does this seem like adequate justification for enslaving people?

What King and Queen do you think he is referring to?

What Church do you think he was referring to?

Why might Columbus want to enslave Native Americans?

Does this document make you question the lessons you were taught about Christopher Columbus before this class?

Procedure 2: 20 minutes Hand out Explorers Who Abused The Indians – And Got Away With It group reading assignment.

Assign students to individual parts. Place eight chairs (for the number of parts) in line in the front of the room. Have students who have parts in the “talk show” sit in the chairs. The remaining students will act as the audience.

Have the class follow along with their copy, even if they aren’t assigned a part to

read out loud. There are several “commercial breaks” during the reading, take this opportunity to ask the class if there are any questions, comments, or thoughts. Allow students to reflect during the reading without getting off topic.

Procedure 3: 10 minutes Debrief the group reading as a whole class.

Why did the explorers do what they did?

How many people were hurt or killed by these three men? Hundreds? Thousands? Millions? Make sure students understand that disease was the major cause of this but that the explorers believed the disease was God’s punishment for the “heathens” resisting Christian men.

Were the explorers effective in finding gold? All of them? When they did get gold, did they let the natives return to their everyday lives?

Were all the Spanish like this? What about Bartolome de las Casas? What about people back in Spain?

How can you tie the Requirement into this activity we just did? Procedure 4: Remaining time Have students participate in a 3-2-1 activity over today’s lesson. 3.) Three things they learned

2.) Two thins they found interesting

1.) One question they still have

When students are done writing, have them talk quietly with the person next to them about what they wrote down, especially the questions they still have. Can their partner help them answer their question? If not, try to help students. The answers to the 3-2-1 activity will serve as tickets to leave the classroom at the end of the class period. Assessment of outcomes: Students will:

Participate in a group reading activity and class discussion, followed by a 3-2-1 activity. The 3-2-1 will be handed in at the end of class and provide the teacher with a good

idea of what students learned in the process. This information could help construct several test questions at the end of the unit. Extensions and Adaptations:

Include a reading about Columbus from an elementary aged book. Compare and contrast the different interpretations of Columbus’ exploration. Have the class brainstorm other lessons they were taught that might not be as innocent as originally introduced to them.

Have the class examine paintings or renditions of Columbus’ landing. In what ways

are they accurate or inaccurate portrayals of what actually happened?

Explore other examples in American History where white explorers treated Native Americans poorly.

Resources: Loewen, James W. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. New York: Touchstone, 2007. Explorers Who Abused The Indians – And Got Away With It. (handout)

The Requirement

“I implore you to recognize the church as a lady 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 tell you that with the help of god I

will enter powerfully against you all. I will make war everywhere

and every way that I can. I will subject you to the yoke and

obedience to the church and to his majesty. I will take your women

and children and make them slaves. .. The deaths and injuries that

you will receive from here on will be your own fault and not that of

his majesty nor of the gentleman accompanying me.”

The Requirement in Spanish

“Imploro a reconocer que la iglesia como una señora y en el

nombre del Papa toma el rey como señor de esta tierra y obedece

sus mandatos. Si usted no lo hace, le digo que con la ayuda de Dios

yo entraré poderosamente contra ustedes. Haré la guerra por todas

partes y cada manera que puedo. Le sujetaré a la yunta y la

obediencia a la iglesia y a su majestad. Tomaré sus mujeres y a niños

y los haré esclavizan. .. Las muertes y las heridas que usted recibirá

de aquí en no será su propio defecto y que de su majestad ni del

caballero que me acompaña".