Perspectives on the Landing of Columbus
Amy Sheets
Mason Intermediate School
Fall 2010
The landing of Columbus Oct. 11th 1492
Currier & Ives : a catalogue raisonné / compiled
by Gale Research. Detroit, MI : Gale Research,
c1983, no. 3700. 25 September 2010.
<http://hdl.loc.gov/loc.pnp/cph.3b50617>
Students will observe various artistic portrayals of Columbus’ landing in San Salvador.
After exploring visual images and reading I, Columbus : My Journal :1492-1493 by Peter
Roop & Connie Roop from the perspective of Columbus or Spanish culture, students will
read the book Encounter by Jane Yolen. Then students will create an original multimedia
portrayal of their personal take on the landing of Christopher Columbus.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
Recommended time frame
Grade level
Curriculum fit
Materials
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Students will:
 Make critical conclusions about images portraying
Columbus’ landing in San Salvador.
 Create an original multimedia portrayal of their
personal take on the landing of Christopher
Columbus.
One week
5th grade
Early American History
Copies of images and/or links to display on Smartboard,
Analyzing Photographs and Prints Handout, Encounter
by Jane Yolen, I, Columbus : My Journal :1492-1493
by Peter Roop & Connie Roop, Ccpies of Columbus/
Taino Handout, art materials for final project
(watercolor, magazines, chalk, paper, etc.), loose-leaf
paper, copies of rubric
Ohio Academic Content Standards
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Social Studies:
Teaching with Primary Sources
Amy Sheets, Mason Intermediate
History
3. Explain why European countries explored and
colonized North America.
4. Describe the lasting effects of Spanish, French and
English colonization in North America including
cultural patterns evident today such as language, food,
traditions and architecture.
Skills and Methods
4. Read information critically in order to identify:
a. The author;
b. The author's perspective;
c. The purpose.
5. Compare points of agreement and disagreement
among sources.
6. Draw inferences from relevant information.
Procedures
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Day One:
 Use Analyzing Photographs and Prints Handout,
have students explore images of Columbus provided
in source table. It is suggested to start with one of
the images as a whole group to model the Analyzing
Photographs and Prints Handout process. Then
display additional images and have students work in
partners to make observations about additional
images.
Day Two:
 Continue exploring images using Analyzing
Photographs and Prints Handout.
Day Three:
 Read Encounter by Jane Yolen aloud. While
reading, students will make inferences on what it
shows about native Taino culture.
 Read I, Columbus : My Journal :1492-1493 by
Peter Roop & Connie Roop.
 Fill in Venn diagram page to record thinking on
differences between Taino and Spanish
perspective.
Day Four:
 Tell students they will now be creating an
original multimedia portrayal of their personal
take on the landing of Christopher Columbus.
 Use Evaluation Handout (last handout page) to
go over options for final project with students.
 Allow students to begin working on their
Teaching with Primary Sources
Amy Sheets, Mason Intermediate
project.
Day Five:
 Students should finish final project.
 Collect and assess using this rubric.
Evaluation
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Collect Analyzing Photographs and Prints Handout and
Venn diagram pages. Use this rubric to evaluate final
project.
Extension
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Students can research the biographies of other Hispanic
explorers, including: Ponce de Leon, Hernando Cortes,
Francisco Pizarro, Hernando Coronado, or Ferdinand
DeSoto. Challenge their critical thinking by asking them
to examine or draw conclusions about the motives for
each explorer.
• Students can plan an expedition: Whose route would
they follow? Why? What supplies would they need?
How long would their expedition take? What obstacles
would they expect to encounter?
• Students can write a diary or personal narrative as a
member of one of the Columbus expedition.
• Students can write a letter to the government
encouraging funding for the expedition.
• Students can consider how their life might be different
if Columbus had not made his discoveries and propose
an alternative history.
Teaching with Primary Sources
Amy Sheets, Mason Intermediate
Primary Resources from the Library of Congress
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Image
Description
Citation
URL
First landing of
Columbus on the
shores of the New
World: At San
Salvador, W.I., Oct.
12th 1492
Currier & Ives: a
catalogue
raisonné/compiled by
Gale Research. Detroit,
MI: Gale Research,
c1983, no. 2138. 25
September 2010.
<http://loc.gov/picture
s/resource/pga.00710/
>
Currier & Ives : a
catalogue raisonné /
compiled by Gale
Research. Detroit, MI :
Gale Research, c1876,
no. 3699. 25 September
2010.
<http://hdl.loc.gov/loc.
pnp/cph.3c05062>
Copyright Deposit,
Southern District of
N.Y.: Jul. 29, 1869 No.
317. 25 September
2010.
<http://hdl.loc.gov/loc.
pnp/pga.02516>
Currier & Ives : a
catalogue raisonné /
compiled by Gale
Research. Detroit, MI :
Gale Research, c1983,
no. 3700. 25 September
2010.
<http://hdl.loc.gov/loc.
pnp/cph.3b50617>
c. 1910-1926. Library of
Congress Prints and
Photographs Division
Washington, D.C.
20540 USA. National
Photo Company
Collection. 25
September 2010.
<www.loc.gov/pictures
/item/npc2008012921/
>
http://loc.gov/picture
s/resource/pga.00710
/
The landing of
Columbus at San
Salvador, October 12,
1492
Landing of Columbus
The landing of
Columbus Oct. 11th
1492
"Landing of
Columbus" painting at
Capitol, Washington,
D.C.
http://hdl.loc.gov/loc.
pnp/cph.3c05062
http://hdl.loc.gov/loc.
pnp/pga.02516
http://hdl.loc.gov/loc.
pnp/cph.3b50617
www.loc.gov/pictures
/item/npc2008012921
Teaching with Primary Sources
Amy Sheets, Mason Intermediate
Landing of Columbus
The first landing of
Columbus in the new
world / J.J. Barralet,
del. ; Geo. S. Lang
sculp.
The landing of
Columbus 1492.
Columbus taking
possession of the new
country
Landing of Columbus.
Peter, George. 18601943, Detroit Publishing
Co. 1901.
Detroit Publishing
Company Photograph
Collection
Reproduction. LC-D41133
25 September 2010.
<http://hdl.loc.gov/loc.
pnp/det.4a25836>
Barralet, J.J. c1876.
LC-DIG-pga-01974.
Library of Congress
Prints and Photographs
Division Washington,
D.C. Popular Graphic
Arts Collection. 25
September 2010.
<http://hdl.loc.gov/loc.
pnp/pga.01974>
c1893 Jan. 26.
LC-DIG-pga-00347.
Library of Congress
Prints and Photographs
Division Washington,
D.C. Popular Graphic
Arts Collection. 25
September 2010.
<http://hdl.loc.gov/loc.
pnp/pga.00347>
L. Prang & Co.,
Boston: Prang
Educational Co., 1893.
LC-DIG-pga-02388.
Library of Congress
Prints and Photographs
Division Washington,
D.C.
Popular Graphic Arts
Collection. 25
September 2010.
<http://hdl.loc.gov/loc.
pnp/cph.3b49587>
http://hdl.loc.gov/loc.
pnp/det.4a25836
http://hdl.loc.gov/loc.
pnp/pga.01974
http://hdl.loc.gov/loc.
pnp/pga.00347
http://hdl.loc.gov/loc.
pnp/cph.3b49587
Teaching with Primary Sources
Amy Sheets, Mason Intermediate
Rubric
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Final Project : Columbus Lands in North America Rubric
Student Name__________________________#______
CATEGORY
4
3
2
1
Several required
elements were
missing.
Required
Elements
All requirements are All required
met and exceede
elements are
(shows a unique
included.
perspective with
relation to
information covered
in class).
All but 1 of the
required elements
are included.
Graphics Originality
The image reflects a
exceptional degree
of student creativity
in their creation
and/or display.
The image reflects
student creativity in
their creation and/or
display.
The image is made The image does not
by the student, but is show creativity or
based on the
originality.
designs or ideas of
others.
Use of Class
Time
Used time well
during each class
period. Focused on
getting the project
done. Never
distracted others.
Used time well
during each class
period. Usually
focused on getting
the project done and
never distracted
others.
Used some of the
time well during
each class period.
There was some
focus on getting the
project done but
occasionally
distracted others.
Did not use class
time to focus on the
project OR often
distracted others.
Attractiveness
The image is
exceptionally
attractive in terms of
design, layout, and
neatness.
The image is
attractive in terms of
design, layout and
neatness.
The image is
acceptably attractive
though it may be a
bit messy.
The image is
distractingly messy
or very poorly
designed. It is not
attractive.
Written Piece
The written piece is The written piece is
clear and adds a
clear and adds to the
significant amount to visual image.
the visual image.
The written piece is
somewhat clear and
adds to the visual
image.
The written piece is
unclear or
unconnected to the
visual image.
Mechanics
Capitalization and
punctuation are
correct throughout
the written piece .
There are 2 errors in There are more than
capitalization or
2 errors in
punctuation.
capitalization or
punctuation.
There is 1 error in
capitalization or
punctuation.
TOTAL______/ 24
Teaching with Primary Sources
Amy Sheets, Mason Intermediate
Handouts
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Images for Analyzing with Analyzing Photographs and Prints Handout
Note—Feel free to select the amount/ images most appropriate for your classroom.
Teaching with Primary Sources
Amy Sheets, Mason Intermediate
Teaching with Primary Sources
Amy Sheets, Mason Intermediate
Teaching with Primary Sources
Amy Sheets, Mason Intermediate
Teaching with Primary Sources
Amy Sheets, Mason Intermediate
OPTIONAL-Political Cartoons accessible at
http://www.cartoonstock.com/directory/a/american_indians.asp
Teaching with Primary Sources
Amy Sheets, Mason Intermediate
Name __________________________________________
Just the Facts
Encounter
Columbus’ Journal
1.
1.
1.
2.
2.
2.
3.
3.
3.
Answer the following questions in a complete sentence. Use evidence from the text
to support your thinking.
1. How did the majority of the Natives feel about the first contact experience they had
with the Europeans?
2. How did Columbus and his crew feel about their first encounter with the Taino people?
Point of View
Advantages of the voyage
Disadvantages of the voyage
The Taino People
Christopher Columbus
Teaching with Primary Sources
Amy Sheets, Mason Intermediate
Columbus Lands
in North America
Final Project
For the past week, we have been looking at images which portray the famous landing
of Columbus in San Salvador. We have also read two texts (Encounter by Jane Yolen and I,
Columbus : My Journal :1492-1493 by Peter Roop & Connie Roop) which give us additional
information about this historic event. Now it is time to consider your perspective on this
event. It is up to you to decide how you would portray this event.
You will be creating an original work of art to visually show Columbus’ landing.
This may be watercolor, collage, chalk, colored pencil, or another medium if you provide
the resources. You should do your best to neatly and artistically portray your point of view
of his landing.
You will also be creating a piece of writing which would explain your image. You
may decide if it is from the point of view of an individual in your image or from a historian
trying to interpret your image.