1. Academic Controversy in the History Classroom
This workshop is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Region Program, coordinated by Waynesburg University.
Historical Question:
Was Christopher Columbus a villain or hero?
Author: June Cavanaugh
Class/Grade Level: 6th Grade Social Studies
CT Social Studies Standards:
6th Grade 1.3 – Significant events and themes in world history/international studies.
5. Explain how a civilization/ nation’s arts, architecture, music and literature reflect its culture and
history.
6. Analyze how specific individuals and their ideas and beliefs influenced world history.
Overview:
The meaning of Christopher Columbus’s voyage to America is highly contested. Some believe Columbus
showed incredible strength and courage. They believe he was a great explorer and traveler. On the other hand,
Columbus’s voyage and later voyages to America directly resulted in the extermination of the indigenous
people through ill-treatment and disease. Similarly, these voyages aided the enormous growth of the
transatlantic slave trade.
Document Summary:
1. Document 1 shows the coat of arms given to Columbus from the Spanish royals. This coat of arms
symbolizes Columbus’s need for a reward. This document shows how Columbus often acted based on greed.
On the other hand the document shows Columbus’s hard work. It shows the Spanish royals believed he was a
hero for his work.
2. Document 2 is a collection of agreements between Columbus and the Spanish royals. This excerpt from the
Book of Privileges contains information about Columbus’s fourth voyage to the New World. The documents
confirmed Columbus’s rights to titles and profits. This documents shows Columbus is a hero and again how he
is rewarded for bravery, determination and his many trips (4) to the New World. However, again it shows
Columbus’s greed for money.
3. Document 3 is an illustration of Santiago converting the indigenous people of America to Christianity.
Christopher Columbus and the conquistadores that followed him converted the people of America to
Christianity using this symbol. This picture is a symbol of the Europe’s attempt to civilize the people of
America. European’s believed they were doing the people of America a favor. They believed they were making
them “better.” Conversely, they destroyed the culture of the people.

2. 4. Like Document 3, Document 4 symbolizes the destruction of culture. Document 4 is a picture of a church in
Cuzco which was constructed on top of the remains of an Incan temple. The obvious combination of Christian,
Muslim and Incan cultures are evident in this photograph. However, like with Document 3, it can be argued that
the introduction of Christianity civilized the people of America.
5. Document 5, is an excerpt from Christopher Columbus’s journal in 1492. This excerpt, dated Saturday
October 13th, describes Columbus’s first impression when he met the people of America. The excerpt shows
Columbus is curious about the new people and their land. He is also impressed with their “wonderful manner”
and generosity. However, he also is intrigued by the jewelry they are wearing and hopeful that they have more
gold.
6. Document 6, is also an excerpt from Columbus’s journal. This excerpt from Friday October 19th, describes
the beauty of America. It also shows Columbus is interested in the new species of animals and plants. Although
it is obvious from this excerpt Columbus is a great explorer with an interest in discovery it is also obvious he is
still very intrigued by the resources of America. Towards the end of the entry Columbus states, “I shall
penetrate so far as to reach the village and see or speak with the king, who, as they tell us, governs all these
islands, and goes dressed, with a great deal of gold about him.” This statement shows, that Columbus is greedy
and hopes the Indians have gold to offer him.
Procedure (80 minutes):
1. Introduction of lesson, objectives, overview of SAC procedure (15 minutes)
2. SAC group assignments (30 minutes)
a. Assign groups of four and assign arguments to each team of two.
b. In each group, teams read and examine the Document Packet
c. Each student completes the Preparation part of the Capture Sheet (#2), and works with their
partner to prepare their argument using supporting evidence.
d. Students should summarize your argument in #3.
3. Position Presentation (10 minutes)
a. Team 1 presents their position using supporting evidence recorded and summarized on the
Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 2 records Team
1’s argument in #4.
b. Team 2 restates Team 1’s position to their satisfaction.
c. Team 2 asks clarifying questions and records Team 1’s answers.
d. Team 2 presents their position using supporting evidence recorded and summarized on the
Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 1 records Team
2’s argument in #4.
e. Team 1 restates Team 2’s position to their satisfaction.
f. Team 1 asks clarifying questions and records Team 2’s answers.
4. Consensus Building (10 minutes)
a. Team 1 and 2 put their roles aside.
b. Teams discuss ideas that have been presented, and figure out where they can agree or where they
have differences about the historical question
Closure:
Thumbs Up / Thumbs down: Pose a question that can be answered thumbs up/down/ sideways, ask for
explanation of the decisions.
What Columbus a hero or villain? Take a class poll

3. Assessment:
Verbal/Linguistic: Write a paragraph explaining your point of view. Be sure to include specific
supporting details using the six primary sources.
Differentiation:
1. Grouping based on readiness (higher students with lower students)
2. Assessment - for visual learners: create a costume for Columbus depicting him as a villain or hero.

4. DOCUMENT PACKET
Document 1
As a reward for his successful voyage of discovery, the Spanish
sovereigns granted Columbus the right to a coat of arms, an honor
for his hard work.
Source: Columbus' Coat of Arms
In Christopher Columbus, His Book of Privileges, 1502
Facsimile. London, 1893. Harisse Collection, Rare Book and Special Collections Division

5. Document 2
The Book of Privileges is a collection of agreements between Columbus and the Spanish
monarchy before his 4th and final voyage to America. The set of documents includes the 1497
confirmation of the rights to titles and profits granted to the Columbus by the 1492 Contract of
Santa Fé.
Source: Book of Privileges
In [Christopher Columbus]
[Códice Diplomatico Columbo-Americano]
Vellum. [Seville, ca. 1502].
Manuscript Division

6. Document 3
According to legend, Santiago (St. James) converted Spain to Christianity and after his death his
remains were moved to Santiago de Compostela. A later addition to the legend has Santiago riding a
white steed and carrying a white banner, appearing in a radiant cloud above Christian troops battling
Muslim forces. The notion of Santiago symbolizing Christian triumph over non-Christians was part of
the mental world that the conquistadores brought with them to America.
Christopher Columbus and the conquistadores that followed him converted the people of America to
Christianity using the symbol of Santiago. This illustration shows such a scene.
Source: Conquista. Milagro del Santiago
Photoreproduction from Guaman Poma de Ayala, Nueva Coronica y Buen Gobierno [facsimile of early 17th century manuscript
(Paris, 1936)].
General Collections

8. Document 4
This church in Cuzco was constructed on top of the remains of an Incan temple.
The obvious combination of Christian, Muslim, and Incan cultures are all evident in
this photograph.
Source: Iglesia de Santo Domingo, Cuzco, Peru
Photoreproduction from original photograph.
Prints and Photographs Division

9. Document 5
This document is from the journal of Columbus in his voyage of 1492.
Saturday, 13 October. "At daybreak great multitudes of men came to the shore, all
young and of fine shapes, very handsome; their hair not curled but straight and
coarse like horse-hair, and all with foreheads and heads much broader than any
people I had hitherto seen; their eyes were large and very beautiful; they were not
black, but the color of the inhabitants of the Canaries, which is a very natural
circumstance, they being in the same latitude with the island of Ferro in the
Canaries. They were straight-limbed without exception, and not with prominent
bellies but handsomely shaped. They came to the ship in canoes, made of a single
trunk of a tree, wrought in a wonderful manner considering the country; some of
them large enough to contain forty or forty-five men, others of different sizes down
to those fitted to hold but a single person. They rowed with an oar like a baker's
peel, and wonderfully swift. If they happen to upset, they all jump into the sea, and
swim till they have righted their canoe and emptied it with the calabashes they carry
with them. They came loaded with balls of cotton, parrots, javelins, and other things
too numerous to mention; these they exchanged for whatever we chose to give
them. I was very attentive to them, and strove to learn if they had any gold. Seeing
some of them with little bits of this metal hanging at their noses, I gathered from
them by signs that by going southward or steering round the island in that direction,
there would be found a king who possessed large vessels of gold, and in great
quantities….”
Vocabulary
Multitudes: huge in number
Hitherto: up until now
Inhabitants: people
Calabashes: gourds
Strive: do your best
Source: Christopher Columbus: Extracts from Journal
http://www.fordham.edu/halsall/source/columbus1.asp

10. Document 6
This document is from the journal of Columbus in his voyage of 1492.
Friday, 19 October. “…This is so beautiful a place, as well as the neighboring
regions, that I know not in which course to proceed first; my eyes are never tired
with viewing such delightful verdure, and of a species so new and dissimilar to that
of our country, and I have no doubt there are trees and herbs here which would be
of great value in Spain… Upon our arrival here we experienced the most sweet and
delightful odor from the flowers or trees of the island. Tomorrow morning before
we depart, I intend to land and see what can be found in the neighborhood. Here is
no village, but farther within the island is one, where our Indians inform us we shall
find the king, and that he has much gold. I shall penetrate so far as to reach the
village and see or speak with the king, who, as they tell us, governs all these islands,
and goes dressed, with a great deal of gold about him. I do not, however, give much
credit to these accounts, as I understand the natives but imperfectly, and perceive
them to be so poor that a trifling quantity of gold appears to them a great
amount….”
Vocabulary
Verdure: The lush greenness
Penetrate: make a way into
Trifling: small
Source: Christopher Columbus: Extracts from Journal
http://www.fordham.edu/halsall/source/columbus1.asp
Some of the language and phrasing in these documents have been
modified from the originals.

11. CAPTURE SHEET
Historical Question: Don’t forget the rules of a successful
academic controversy!
Was Christopher Columbus a 1. Practice active listening.
2. Challenge ideas, not each other
villain or hero? 3. Try your best to understand the other
positions
Preparation: 4. Share the floor: each person in a pair
1. Highlight your assigned position. MUST have an opportunity to speak
5. No disagreeing until consensus-
Yes: Christopher Columbus was a villain building as a group of four
No: Christopher Columbus was a hero
2. Read through each document searching for support for your side’s argument. Use the
documents to fill in the chart (Hint: Not all documents support your side, find those that do):
Document What is the main idea of this document? What details support your position?
#
3. Work with your partner to summarize your arguments for your position using the supporting
documents you found above:

12. Position Presentation:
4. You and your partner will present your position to your opposing group members. When you
are done, you will then listen to your opponents’ position.
While you are listening to your opponents’ presentation, write down the main details that they
present here:
Clarifying questions I have for the opposing partners:
How they answered the questions:
Consensus Building:
5. Put your assigned roles aside. Where does your group stand on the question? Where does
your group agree? Where does your group disagree? Your consensus answer does not have
to be strictly yes, or no.
We agree:
We disagree:
Our final consensus: