Has been on my to-do list…

http://www.danielnpaul.com/ChristopherColumbus.html

 

Excerpt

Bill Bigelow taught high school social studies in Portland, Ore. for almost 30 years. He is the curriculum editor of “Rethinking Schools” and the co-director of the Zinn Education Project. This project offers free materials to teach people’s history and an “If We Knew Our History” article series. Bigelow is author or co-editor of numerous books, including “A People’s History” for the Classroom and “The Line Between Us: Teaching About the Border and Mexican Immigration”.

“For years, I opened my 11th-grade U.S. history classes by asking students, “What’s the name of that guy they say discovered America?” A few students might object to the word “discover,” but they all knew the fellow I was talking about, “Christopher Columbus!”, several called out in unison.

“Right. So who did he find when he came here?” I asked. Usually, a few students would say, “Indians,” but I asked them to be specific: “Which nationality? What are their names?”

Silence.

In more than 30 years of teaching U.S. history and guest-teaching in others’ classes, I’ve never had a single student say, “Taínos.” So I ask them to think about that fact. “How do we explain that? We all know the name of the man who came here from Europe, but none of us knows the name of the people who were here first—and there were hundreds of thousands, if not millions, of them. Why haven’t you heard of them?”

 

This ignorance is an artifact of historical silencing—rendering invisible the lives and stories of entire peoples. It’s what educators began addressing in earnest 20 years ago, during plans for the 500th anniversary of Columbus’s arrival in the Americas, which at the time the boasted would be “the most stupendous international celebration in the history of notable celebrations.” Native American and social justice activists, along with educators of conscience, pledged to interrupt the festivities.” The full story Rethinking Columbus: Towards a True People’s History

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17 thoughts on “Has been on my to-do list…

  1. Another excerpt

    Examining the Reputation of Columbus
    An Essay by Jack Weatherford – Baltimore Sun, October 6, 1989

    Christopher Columbus’ reputation has not survived the scrutiny of history, and today we know that he was no more the discoverer of America than Pocahontas was the discoverer of Great Britain. Native Americans had built great civilizations with many millions of people long before Columbus wandered lost into the Caribbean.

    Columbus’ voyage has even less meaning for North Americans than for South Americans because Columbus never set foot on our continent, nor did he open it to European trade. Scandinavian Vikings already had settlements here in the eleventh century, and British fisherman probably fished the shores of Canada for decades before Columbus. The first European explorer to thoroughly document his visit to North America was the Italian explorer Giovanni Caboto, who sailed for England’s King Henry VII and became known by his anglicized name, John Cabot. Caboto arrived in 1497 and claimed North America for the English sovereign while Columbus was still searching for India in the Caribbean. After three voyages to America and more than a decade of study, Columbus still believed that Cuba was a part of Asia, South America was only an island, and the coast of Central America was near the Ganges River.

    Unable to celebrate Columbus’ exploration as a great discovery, some apologists now want to commemorate it as a great “cultural encounter.” Under this interpretation, Columbus becomes a sensitive genius thinking beyond his time in the passionate pursuit of knowledge and understanding. The historical record refutes this, too.

    Contrary to popular legend, Columbus did not prove that the world was round; educated people had known that for centuries. The Egyptian-Greek scientist Erastosthenes, working for Alexandria and Aswan, already had measured the circumference and diameter of the world in the third century B.C. Arab scientists had developed a whole discipline of geography and measurement, and in the tenth century A.D., Al Maqdisi described the earth with 360 degrees of longitude and 180 degrees of latitude. The Monastery of St. Catherine in the Sinai still has an icon — painted 500 years before Columbus — which shows Jesus ruling over a spherical earth. Nevertheless, Americans have embroidered many such legends around Columbus, and he has become part of a secular mythology for schoolchildren. Autumn would hardly be complete in U.S. elementary schools without construction-paper replicas of the three ships that Columbus sailed to America, or without drawings of Queen Isabella pawning her jewels to finance Columbus’ trip.

    This myth of the pawned jewels obscures the true and more sinister story of how Columbus financed his trip. The Spanish monarch invested in his excursion, but only on the condition that Columbus would repay this investment with profit by bringing back gold, spices, and other tribute from Asia. This pressing need to repay his debt underlies the frantic tone of Columbus’ diaries as he raced from one Caribbean island to the next, stealing anything of value.

    After he failed to contact the emperor of China, the traders of India, or the merchants of Japan, Columbus decided to pay for his voyage in the one important commodity he had found in ample supply — human lives. He seized 1,200 Taino Indians from the island of Hispaniola, crammed as many onto his ships as would fit, and sent them to Spain, where they were paraded naked through the streets of Seville and sold as slaves in 1495. Columbus tore children from their parents, husbands from wives. On board Columbus’ slave ships, hundreds died; the sailors tossed the Indian bodies into the Atlantic.

    Because Columbus captured more Indian slaves than he could transport to Spain in his small ships, he put them to work in mines and plantations which he, his family, and followers created throughout the Caribbean. His marauding band hunted Indians for sport and profit — beating, raping, torturing, killing, and then using the Indian bodies as food for their hunting dogs. Within four years of Columbus’ arrival on Hispaniola, his men had killed or exported one-third of the original Indian population of 300,000.

    This was the great cultural encounter initiated by Christopher Columbus. This is the event celebrated each year on Columbus Day. The United States honors only two men with federal holidays bearing their names. In January we commemorate the birth of Martin Luther King, Jr., who struggled to lift the blinders of racial prejudice and to cut the remaining bonds of slavery in America. In October, we honor Christopher Columbus, who opened the Atlantic slave trade and launched one of the greatest waves of genocide known in history.

    The Essay has also been published using this title: Honoring Columbus honors legacy of slave-trading, genocide

    Note

    Jack Weatherford is Professor of Anthropology at Macalaster College in St. Paul, Minnesota. He is author of Indian Givers: How the Indians of the Americas Transformed the World and several other books, and he has appeared on “The Today Show,” “ABC Evening News with Peter Jennings,” “Larry King,” “All Things Considered,” and other TV and radio programs. The essay above is adapted from an article Professor Weatherford wrote in 1989 for the Baltimore Evening Sun. Essay copyright © 2002, Jack Weatherford.

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