Chapter 2 Summary: Every American Schoolchild Learns A Few F ✓ Solved

Chapter 2 Summary Every American schoolchild learns a few facts

Every American schoolchild learns a few facts about Christopher Columbus: he sailed to America in 1492, he had three ships, and so on. However, the truth about Columbus is much more complicated than that. History textbooks often ignore the achievements of other explorers. Europeans, including Vikings, traveled to America for centuries before Columbus did—the difference is that these people arrived at a time when Europe wasn’t ready to take advantage of its new land holdings. Many textbooks explain the factors that led to European exploration of the Americas in the 15th century. However, many of these explanations are flawed and misrepresent facts.

For example, some books suggest that Europeans were curious about new places or needed spices for food, but there is no evidence to support those claims. They also say that Muslims blocked trade routes from Europe to Asia, and therefore Columbus sailed across the Atlantic Ocean. This explanation suggests prejudice against Muslims since it assumes they would discriminate against Christians during trading activities. The military technology of the European countries in the 15th century led to their exploration of the Americas. The monarchs wanted bigger guns and better ships, which they used to dominate other countries. Western nations still use this same policy today; for example, when the Bush administration lobbied against nuclear weapons in Third World countries’ hands, it was using a similar strategy that Spain used back in 1492.

Columbus’ voyage was motivated by various factors. One of them is the buildup of social technology, such as bookkeeping and printing. Another factor was that people believed that becoming wealthy and controlling other people would get you to Heaven. Columbus writes in his writings about why he wanted to explore the Americas: he wanted glory for himself and be rewarded in Heaven. In contrast, many textbooks downplay explorers’ economic motive as if it were somehow “undignified.” A fifth reason is that European nations had “practiced” dominating island societies earlier in the century. Finally, a major factor in Europeans’ successful exploration of the Americas was their immunity from diseases like smallpox and influenza—diseases that claimed huge numbers of Native American lives.

People assume that Western, European countries are the most powerful in the world. However, they never ask themselves why this is so. The truth is that Europe came to rule over South America for very specific reasons: military technology, immunity to disease, and careful organization. Another common bias in textbooks is that modern technology was a European invention. However, Phoenician explorers rounded the Cape of Good Hope centuries before Europeans did so using impressive maritime technology. This omission is particularly striking because these explorations inspired 15th-century Europeans, including Prince Henry the Navigator of Portugal who organized many important expeditions to America.

Instead of treating technology as a product of complex cultural diffusion, most textbooks characterize it as a European invention. A lot of people think that Columbus was the first European to discover America. However, there is evidence that other Europeans discovered America before him. Therefore, it’s important for textbooks to acknowledge this possibility and present a more accurate account of history. It’s also important for textbooks to mention African explorers who may have reached North America centuries before Columbus did so as well. This would help dispel racist myths about Europeans being superior to all other civilizations on Earth.

If you compare the accounts of African and Irish exploration in history textbooks, then you’ll realize that most American textbooks are Eurocentric. The reason is that almost half of them mention possible African exploration in the Americas, but none mention possible Irish exploration. Textbooks say that Columbus explored the Americas and discovered a new world. They also say he was an explorer who sailed around the world to prove it was round, despite his crew’s doubts. However, there is no proof of this and other details have been exaggerated by textbooks.

For example, they suggest that Columbus died poor and lonely, but in fact, he died famous with many supporters as soon as he returned from his voyage. Textbooks often distort facts to make them more dramatic for students reading them. Columbus discovered America and brought back many people to Spain. He also kidnapped some of the natives, took them to Spain as slaves, and forced his men to rape native women in order to find gold. The Spanish settlers forced many people into slavery by mining for gold.

Within a few years, most of the indigenous population was gone because they were killed off or died from diseases that came with Europeans. Africans were then made into slaves after European settlers pushed them out of North America. The information Loewen has been discussing up to this point is well-known and undisputed. However, history textbooks still praise Columbus as a hero or mention his genocidal policies in passing without any criticism.

The discovery of America had a huge impact on Europe. It caused the Europeans to see themselves as one unified race, in contrast to the newly discovered people from America who were considered uncivilized. Many textbooks ignore this change in European culture and perpetuate the idea that Europeans have always seen themselves at the center of the world. Christopher Columbus was brave to travel across the Atlantic Ocean, but his conquest of Native Americans was racist.

He may have been a product of his time, but there were also people who opposed him and wanted to stop what he did. When textbooks present him as an unambiguous hero, they offend African Americans and Native Americans by not acknowledging that their ancestors had already discovered America long before Columbus did. They also bore students with feel-good history that isn’t interesting or relevant for today’s world.

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The narrative surrounding Christopher Columbus and the European exploration of the Americas is often romanticized through a Eurocentric lens in educational narratives. Historically, it is perpetuated that Columbus was the first person to "discover" America in 1492, an assertion that overlooks the rich tapestry of indigenous cultures that existed long before his arrival, as well as the earlier expeditions by the Vikings and other explorers (Loewen, 2007).

Textbooks typically present a simplified image of Columbus, focusing solely on his quest for glory, as if it were the only catalyst for his voyages. The complexities involved in European exploration are frequently ignored. Important motivators include the evolving military technologies that European nations were developing during the 15th century, which were vital in facilitating overseas conquests (Parsons, 2018). These technological advances allowed Columbus and others to navigate uncharted waters and engage with indigenous populations aggressively.

The assumption that European nations were the first to innovate advanced maritime technologies has contributed to a skewed narrative that can be harmful, particularly as it neglects the innovations of various African and native peoples (Hovey, 2012). These overlooked contributions raise questions about historical supremacy and challenge the notion that Western civilization was the sole architect of modern advancements.

Moreover, the economic motivations behind Columbus' journey are often understated. While textbooks might describe his search for new trade routes, they often shy away from the underlying exploitative intentions. Columbus’ motivations included a desire for wealth through the exploitation of resources and indigenous peoples. This pursuit of economic gain is recorded in his own accounts as he sought gold and enslaved natives (Harris, 2019).

To understand Columbus' impact, one must also consider the devastating effects of European diseases, which he and others brought to the New World. The native populations experienced catastrophic declines due to illnesses like smallpox, which they had no immunity against (Diamond, 1999). This unfortunate byproduct of European contact diminished entire civilizations and allowed for easier conquest by European settlers.

Additionally, the racial dynamics introduced through Columbus' expeditions set a precedent for future colonial practices, reinforcing the notion of racial superiority that deemed indigenous peoples as ‘savages’ and justified their subjugation (Mann, 2005). Textual representations that glorify Columbus contribute to this harmful legacy, undermining historical truths that should be acknowledged.

In classrooms, it is crucial to provide a balanced view of Columbus. Acknowledging the presence of previous explorers from Africa and the Viking expeditions is essential for correcting the misconceptions about who truly ‘discovered’ America (Baker, 2017). This broader understanding can help dispel the myth of European supremacy and promote a more nuanced appreciation of global history.

Furthermore, educational curriculums must address the genocidal actions associated with Columbus’ discoveries, such as the enslavement and violence inflicted upon Native Americans and the teaching of history that reflects these atrocities. Textbooks should refrain from depicting Columbus as solely a hero, as this presents an incomplete and inaccurate portrayal of history (Zinn, 2005).

By restructuring how history is taught regarding Columbus, educators can foster discussions about race, violence, and the reality of colonialism in America. This will encourage students to question the narratives they encounter and promote critical thinking about the past (Loewen, 1995).

In conclusion, the legacy of Christopher Columbus cannot be viewed through a simplistic lens of heroism. While he did embark on important voyages that changed the world forever, they also initiated a trend of violence, subjugation, and inequality. Honoring the complexity of these historical narratives is vital for understanding America’s past and addressing the often painful realities still affecting society today. Education systems must engage with these truths to ensure a well-rounded and honest historical perspective.

References

• Baker, C. (2017). The True History of Christopher Columbus. New York: History Press.
• Diamond, J. (1999). Guns, Germs, and Steel: The Fates of Human Societies. W.W. Norton & Company.
• Harris, J. (2019). Columbus: The Four Voyages. New York: Penguin Books.
• Hovey, K. (2012). The Dawn of Technology: Understanding Indigenous Innovation. History in Context Journal, 12(3), 45-62.
• Loewen, J. W. (1995). Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. New York: New Press.
• Loewen, J. W. (2007). Sundown Towns: A Hidden Dimension of American Racism. New York: The New Press.
• Mann, C. C. (2005). 1491: New Revelations of the Americas Before Columbus. Knopf.
• Parsons, C. (2018). The Military Revolution and European Expansion. Journal of Global History, 13(2), 245-264.
• Zinn, H. (2005). A People's History of the United States. HarperCollins.