Christopher Columbus on Trial!

"When my students and I recently conducted a mock trial of Columbus and the Europeans, who were charged with the theft of lands as well as enslavement, torture, and murder of countless Native Americans, some of my colleagues questioned whether or not my students were capable of understanding, or equipped to deal with the brutal facts of European conquest."

by Lisa Mayer

I teach fourth grade in a school surrounded by project housing and all that it implies. More than 90% of the students in this school receive free lunch, 95% are Hispanic or Black. The majority of the students in my classroom are boys and many are being raised by a single guardian and older siblings. I learned early in the year that most of my students have endured hardships ranging from hunger and homelessness to serious abuse; some have witnessed homicides and brutal beatings, many have lost parents, siblings or friends to violent deaths. My students speak of violence, gangs, drugs, and abuse as first hand witnesses, not as children exposed to outrageous media or video games.

This is a bleak and incomplete picture of the people with whom I spend my day, however, it is a picture worth keeping in mind when one considers simplifying curriculum because it is being taught to ‘children.’ When my students and I recently conducted a mock trial of Columbus and the Europeans, who were charged with the theft of lands as well as enslavement, torture, and murder of countless Native Americans, some of my colleagues questioned whether or not my students were capable of understanding, or equipped to deal with the brutal facts of European conquest. My peers thought the trial would simply turn into a fight and questioned how I planned to control the classroom, much less ensure that substantial social studies learning occurred during this activity. Knowing the lived realities of my students has taught me that doubting whether or not children are emotionally capable of dealing with controversial topics in any curricular area is not only an underestimation of their cognitive skills, it is simple ignorance of all that they already understand.

The trial of Columbus was a single period on a Wednesday morning, and yet, by many standards it was a profound moment in the classroom. Based on previous class discussions, assessments and student requests, I selected students to act as prosecution and defense lawyers, Native American witnesses, jurors, court reporters, Columbus himself, a European soldier, a European against the treatment of the Native Americans and of course, a judge.

While the roles varied, each student was an active participant and was required to take notes, listen, and speak during the trial as well as write reflections on the event. Lawyers had opening and closing statements and, along with fellow classmates, questioned each witness. The jurors took notes during the questioning and while they deliberated a verdict at the close of the trial, court reporters interviewed the nervous witnesses and defendants. The trial concluded with a class discussion and a unanimous determination that the Europeans and Columbus were guilty and should be sentenced to jail time, understanding their crimes, and perhaps most importantly, therapy.

It is worth pointing out that this type of activity could not have been accomplished without a great deal of preparation; the trial was a product of a unit of study, not a theatrical whim. I relied heavily on the text Rethinking Columbus (Bigelow, Bill and Bob Peterson, eds. Rethinking Columbus: The Next 500 Years. Rethinking Schools, Ltd., 1991) for information and students engaged in a range of activities including whole class discussion and small group research to ensure that they entered the trial equipped with knowledge. Students were also given detailed descriptions and expectations of their roles in the trial along with study material prior to the actual event. I also consulted the Critical Inquiry Project group (see description below) to ensure that the planning and implementation of the unit extended into enduring understandings so that students weren’t simply peppered with facts and then expected to perform.

While the trial at first glance may appear a simple role play, in fact, the students were required not only to demonstrate a deep understanding of the historical encounter of Europeans and Native Americans, but were also required to engage in the highest level of critical thinking in accordance with Bloom’s taxonomy. Students had to evaluate the causes of European actions and the trial included a tense discussion of racism, superiority, and the process of assimilation. Students spoke about the ‘loss of culture’ the Native Americans suffered, the differences between Native American and European religion and acknowledged the horrific human actions that took place when these two cultures collided. The students’ display of comprehension not only transcends the ‘heroes and holidays’ level of social studies curriculum, it also encompasses several state standards including increasing skills in public speaking, listening, note-taking, active engagement and interpretation of texts.

The trial of Columbus in room 4-301 was a success because it was based on understanding the realities of history and is one activity embedded in a larger attempt to engage students. The trial was also guided by an underlying structure of respect in the classroom; my students were able to argue as a means of learning because they are expected to respect each other on a daily basis and in every activity in which we engage. Students were confrontational, competitive, and even aggressive during the trial, but they exhibited these traits in a productive manner because they were empowered by solid understandings and motivated by their peers to excel in this public display of learning. Perhaps most importantly, the trial accomplished what my discussions with colleagues could not, it proved that students are not only capable of comprehending intense curriculum, they are capable of creating it.

Lisa Mayer is a participant in the Social Justice Critical Inquiry Project (CIP) at NYU. CIP supports new teachers to stay true to their social justice vision for education through reading, dialogue, critical reflection and sharing. A large focus is placed on developing culturally relevant curriculum while developing the skills to negotiate the demands that make that difficult such as scripted programs, high stakes testing and varying levels of administrative support. For more information about the project, contact bree@nyu.edu.