a. Compare the images of Columbus in the articles. How is he depicted and why does his looks differ?

b. Test yourself and find out more about Columbus in different images in this quiz.

2

Where did Columbus come from? What places are presented as Columbus’ place of birth?

This query can be used to discuss historical truth claims. What different historical evidence is used to ensure his origin? What evidence is credible? What theories about Columbus origin do the students find most trustworthy?

3

Why is it important where Columbus came from? (give different reasons for the controversy surrounding his origins)

To encourage media critical thinking, it is important to note that information dissemination has a purpose. Here you can discuss with the class if perhaps nationalism lies behind the desire to make Columbus Polish? Or is it a lack of information that makes it free to speculate about Columbus origin? It is also worthwhile to discuss with students how uncertainty has a historical reason stemming from flaws in the source material, but perhaps above all insecurity due to the fact that many in retrospect and today want to make Columbus their collective symbol.

From what countries do the texts you have read come from? Does this have an impact on how the history of Columbus is portrayed?

As a teacher, it is useful to make the students pay attention to how the choice of historical sources and presentations of history can be influenced by national and cultural interests. A potential follow-up question, to the question stated above, might be whether they think Columbus and colonialism would have been described differently if the texts had other origins – e.g. a Spanish text on Columbus coming from Poland?

5

Is there a true story of Columbus? What makes a historical account true?

Obviously, different versions of Columbus as a person and his deeds are written. Important is to discuss what we can prove, what are trustworthy interpretations and what must be considered to be fiction. Here you can direct the students attention towards historical thinking by pointing towards question like: What sources are used - primary or secondary? What bias can be found in the accounts? If you compare, corroborate, different sources what evidence seem most trustworthy?

6

Did he know?

Ferdinand and Isabella are reputed to have said to Columbus after his trip that it seems that you accomplished everything you promised us, as if you already knew it before you told us. An eyewitness claimed that Columbus sailed as if he "sailed along a well-known route".

Discuss with a classmate the following:

a. Did Columbus already know that there was a route across the Atlantic Ocean?

b. What speaks for and what speaks against the notion that Columbus already knew that there was land beyond the sea?

c. If he already knew, should we then rewrite history?

By discussing this series of questions with the students you can stimulate historical empathy. How did Columbus think and feel then and there? Did his confidence come from the fact that he already knew from other quarters that there was land beyond the Atlantic? This issue can also be used to discuss the history of “forgotten” and not famous people. Columbus was obviously not the first. The Indians were there when he got there and maybe had other, lesser-known sailors, been there before. What does this say about historiography? Columbus has been honored, but for what? Did he “discover” the people and countries, or was it that he succeeded in crossing the Atlantic?