Two source analysis activities:

A. Christopher Columbus
B. Queen Elizabeth I (before she was queen)

These complimentary multi-part lessons use film and other sources to provide students with practice in analyzing sources. The underlying issue under consideration here is the nature of knowing.

Each activity involves analysis of three sources. In the Columbus activity, all sources agree. The Elizabeth activity is more ambiguous and raises questions about why we believe some sources and doubt others--what kind of sources are most trustworthy?

These activities teach about the nature of history and are useful preparation for conducting a research project.

A. Christopher Columbus source analysis activity:

This activity revolves around the question: Why did Europeans want to colonize the Americas?

The three sources are:
-A letter from Christopher Columbus to the king and queen of Spain.
-A scene from the film 1492: Conquest of Paradise by Ridley Scott.
-An encyclopedia excerpt.

Procedure:

1. Class discussion. Columbus stumbled on America while searching for Asian spices. Why did Europeans choose to colonize the Americas despite the fact that no spices were found? Students are asked to theorize and make suggestions. Suggestions are written in student journals or on the chalkboard.

2. Teacher presents the letter from Columbus to the king and queen of Spain. Written in approximately 1494, the letter offers suggestions about the colonization of lands in America. While the letter considers several issues, it displays an overwhelming preoccupation with gold. Columbus letter (pdf file)

The letter contains 17 sections of suggestions made by Columbus. Students are asked to place a symbol in front of each section to designate the main content of the section. The symbols and their related content are written on an overhead transparency or chalkboard for the students to see and refer to during the exercise:

N - dealing with Native Americans
T - organizing Towns
G - dealing with Gold
P - setting up Ports
R - promoting Religion

Ask students to mark only the main issue or issues in each section. Because a section mentions priests, the section isn't necessarily about religion. When the students have finished, choose a few students and tally their results on the chalkboard. The issue of gold should end up with the biggest score by a wide margin.

3. Students are given a blank Source Analysis Form and asked to complete it with regard to the letter from Columbus. For now, leave blank the sections that ask what other sources agree with or contradict this source. Source Analysis Form (pdf file)

4. View the scene from the film 1492: Conquest of Paradise in which a Native American asks Columbus why Columbus intends to send more men to the island--more than the leaves on a tree. Columbus offers several lame excuses until the American states that he knows the real reason is gold; then he walks away in disgust. Film available from studentsfriend.com Store

(Ridley Scott is a master of visual imagery. Earlier sequences in the film depicting Columbus's first voyage to America and the first encounter with Americans are wonderful and worth showing to your students. I usually show these preliminary sequences at the beginning this activity to set the stage for what comes later. Unfortunately, this long film eventually bogs down.)

5. Class discussion. Students discuss the scene from the movie. What is the reason given here for European colonization? Is this reason and this source believable? Students complete a Source Analysis Form for the film.

6. Teacher presents the encyclopedia excerpt and distributes a copy to students. Students complete a third Source Analysis Form for the encyclopedia passage, and they should now complete all sections on all three forms. Class discussion: Are students confident they have found the real reason for the early European colonization of the Americas? Why or why not? Encyclopedia excerpt (pdf file)

7. Assign the Christopher Columbus essay question. Discuss the four steps in answering an essay question paying special attention to step 3, finding all requirements in the question. After students have completed this exercise, discuss student responses regarding their level of confidence about the sources. Why are students confident they have found the real reason for colonization? Christopher Columbus essay question (pdf file)

NOTE: According to one source, in 1492 eight million Native Americans were living on Hispaniola, the island where Columbus first landed. In 1535 there were none.

B. Young Bess source analysis activity:

Young Bess is a film about Elizabeth I before she became queen. This activity involves conflicting interpretations of the relationship portrayed in the film between Princess Elizabeth and Admiral Tom Seymour and the characterization of his brother, Lord Protector Ned Seymour.

The three sources are:
-The film Young Bess.
-A review of the film posted on the Amazon.com website
-Two excerpts from an encyclopedia.

Procedure:

1. Copy and distribute to students the handout with the film introduction, cast of characters and film questions. Film handout (pdf file)

2. Students view the film and complete the film questions. Class discussion of the questions follows. Students are asked to consider whether the film is believable. Film available from studentsfriend.com Store

3. Students complete a Source Analysis Form for the film before handing in the film question sheet for grading by teacher (optional, of course). For now, leave blank the sections that ask which other sources agree with or contradict this source. Source Analysis Form (pdf file)

4. Teacher presents the Amazon.com review by nirvana-17 and distributes a copy to students. Do not distribute encyclopedia excerpts yet. Students and teacher discuss the review and complete a Source Analysis Form for the film review. Film review and encyclopedia excerpts (pdf file) Copy them on separate sheets of paper.

5. Class discussion. Where do the two sources agree, and where do they disagree? Which source is more credible? How do we know what to believe regarding the relationship between Elizabeth and Tom and the true character of Ned? Allow students to stew over these questions in confusion for a day or so.

6. Teacher presents the encyclopedia excerpts and distributes a copy to students. Students complete a third Source Analysis Form regarding the encyclopedia passages, completing all sections of the three forms. Class discussion: What can we believe now? What are we unsure about? Do we ever really know what we think we know? How can we be sure?

7. Assign Young Bess essay question. After students complete this assignment, discuss student responses regarding their level of confidence about the sources. Should we ever believe the first thing we hear? What if two sources agree? What if two sources disagree? What if two sources agree and a third disagrees? What if three sources agree? Are some sources (such as encyclopedias and primary sources) more trustworthy than others? When can we be confident, and when should we not be confident in our knowledge? Can we adopt some general guidelines about knowing the truth? Young Bess essay question (pdf file).