“Christopher Columbus” is a content song in the form of a dialogue between the songwriter and Columbus. Two minutes into the song the music shifts to a melodic hip-hop vocal style. The song
covers the factual basics, but also introduces students to historical controversy (impact of Columbus on Native-Americans) and higher order academic content (Colombian Exchange).

  

Mr. Christopher Columbus
I got a couple questions to ask you
He said, “Please just call me Chris” and I continued with my list
Is it true you were born in Genoa Italy in 1451?
“Yes, did you read my biography, written by my son?” [1]
No but I’ve read all about you and all it wasn’t good.
He said “Let me start by saying that I think I’ve been misunderstood.” [2]
He said, “I bet you didn’t know I was the oldest of 5 kids in a wool weaving trading family.
I bet you didn’t know at a very early age I had a love for the sea.”
He said, “I knew the earth was round, I estimated 3,000 miles.” [3]
I said, “is that why you thought you would land in Japan?”
He said, “Yes Cipangu, sweet Cipangu.” [4]

In 1492 Columbus sailed the ocean blue. You may ask yourself,
what else did he do? Chris it must be nice to have the “Exchange” [5]
in your name, I had nothing to lose and a lot to gain
I unified two worlds for one. Well what is unification and
is it unity when one is left with nothing, nothing?
“That’s not true, those Indians got a lot I gave them tobacco, alcohol and
guns from my own private stock.”
Chris, “what did you receive besides the tropical disease?” [6]
“Watch it girl cause you’re way out of line.
I only took what was theirs and what was rightfully mine.
Tomatoes, potatoes, land and slaves. [7]
But I wish Queen Isabella wasn’t so Christian in those days”. [8]

Footnotes

[1] Compared to other important historical figures, we do not have much
factual information about Christopher Columbus. Without any surviving portraits,
no one knows what he looked like. One of the only primary sources about
Columbus was a biography written by his son, raising questions of possible bias.
[2] Columbus is a controversial historical figure. People tend to either love
him or hate him. Critics focus on his treatment of Native-Americans and
his obsession with gold. They say he was not the first to land in the
New World but was preceded by Vikings and perhaps others. Columbus’
defenders say that he should not be judged by the moral standards of the
21st Century. His attitude toward Native-Americans reflected the views
of most people at the time. He was a bold and courageous explorer who
unified two worlds. Even if others came to America earlier, they did not
have the impact of Columbus.
In 1992, the question of how to mark the 500th Anniversary of his first voyage
aroused strong feelings on both sides. There were anti-Columbus protests as well as
parades in his honor. The debate made it to the cover of major American magazines.
This learning song presents information on both sides with the hope that students
will make up their own minds.
[3] It is believed that as a young man, Columbus logged maritime
experience sailing north to Iceland and south around the west coast of Africa.
He sailed with experienced Portuguese seamen. Portugal was one of the
leading naval powers in the late 1400’s. By all accounts he was an enthusiastic
student and a skilled sailor.
Like most educated people at the time, Columbus believed that the world
was round. However, he underestimated its size. He thought that the distance
from Europe to Asia was about 3,000 miles when it is actually four times that
distance. Additionally, Columbus had no idea that the huge land mass of the
Americas was blocking the way.
[4] Cipangu was the European name for Japan in the late 1400’s. Explorers
hoped to find gold, silk and spices in East Asia (present day Japan and China)
and the East Indies (present day Indonesia, Malaysia and other islands in the
South Pacific). Gold was a form of currency also used for jewelry and
decorative purposes. As today, silk made luxurious clothing. Spices were valued
to flavor food. They also helped mask spoilage in an era long before
refrigeration.
[5] The Colombian Exchange refers to the transfer of Native-American crops
to Europe and the introduction of European commodities in the Americas.
Both continents gave and received. The Columbian Exchange was named
after Columbus because he was the first of many explorers responsible for this process of cultural exchange. He did not have any awareness of this contribution. The idea is
a creation of modern historians.
Typically we associate potatoes with Ireland (potato famine) and
tomatoes with Italy (pasta sauce). But potatoes, tomatoes, corn and beans
were all unknown in Europe before contact with the Americas. Tobacco
was another American import, and it dramatically changed the everyday
lives of most Europeans.
Items that went from the Americas to Europe were: tomato, corn, potato,
green beans, peanuts, pineapple, turkey, cotton and tobacco. Commodities that
went from Europe to the Americas included: soybeans, sugar, grapes, grapefruits,
oranges, carrots, apples, tea and horses. Europeans also introduced metal, guns
and alcohol to the Americas. The Colombian Exchange affected millions of
people’s lives in both Europe and the Americas.
[6] Columbus contracted Reiter’s Syndrome, a rare tropical disease, on one of his
three voyages to America. He was ill for a number of years and died at the age of
54, probably from Reiter’s Syndrome.
[7] Believing erroneously until his death that he had discovered a shortcut to the
East Indies, Columbus called the Native inhabitants “Indians.” The effect of
European contact with the Taino and other Native groups was devastating.
On his first journey Columbus enslaved Taino Indians encountered in
Hispaniola (the island presently made up of Haiti and the Dominican Republic).
He forced Indians to return with him to Spain as slaves. It is estimated that
before Columbus’ first voyage there were 8 million Taino on Hispaniola.
Only 50 years after his arrival, there were virtually none. This genocide
was mainly the result of deadly infectious diseases brought by
the Europeans for which the Natives had no natural immunities.

1) Prior Knowledge about Columbus
      Before playing the song ask students to list everything they know about Columbus. Work from their individual lists to brainstorm a body of prior knowledge for the entire class.
      After playing the song, give students an opportunity to read the lyrical footnotes (aloud or quietly). Repeat the brainstorm activity. Students will have a sense of accomplishment seeing their expanded list.
      Most children know the classic rhyme, “In 1492 Columbus sailed the ocean blue.” Ask them why they remember such specific information as the date of his voyage when other historical dates are forgotten. When they realize that it is the rhythm and rhyme scheme that helps them to remember, make the case for a close listening to this and other learning songs.

2) Colombian Exchange in the Cupboard
      First, explain the Colombian Exchange. Students should read footnote 5. For homework, ask students to see how many items in their home cupboard were a part of the Colombian Exchange. Did they find more items that went from Europe to America or the other way around?

3) Interviewing Columbus
      Before playing “Christopher Columbus” explain that the song is organized around questions posed for Columbus by the songwriter. After listening to the song and reading the lyrical footnotes, ask each student to come up with one question that they would ask Columbus if they had the opportunity.

4) Columbus Day?
      Given what they have learned about the impact of Columbus on Native-Americans, do students believe that there should be a holiday in his honor? This will be a good subject for class discussion or an essay. Footnote 2 will be a helpful point of reference.

 

This song is available on Musical Media for Education's Volume 2 and Teaching Guide.