1. History and Memory Unit 2

2. Learning Objectives Identify different ways individuals and groups remember and represent the past. Identify different ways individuals and groups remember and represent the past. Discuss some of the causes that prompt professional historians to reinterpret and to ask new questions of the past. Discuss some of the causes that prompt professional historians to reinterpret and to ask new questions of the past. Analyze why commemorating the past is publicly debated. Analyze why commemorating the past is publicly debated. Identify ways individuals and groups challenge the collective memories of other individuals and groups. Identify ways individuals and groups challenge the collective memories of other individuals and groups.

3. In-class Activity On a blank sheet of notebook paper, list at least three specific examples of how you know what happened in the past. On a blank sheet of notebook paper, list at least three specific examples of how you know what happened in the past. Of your choices, indicate which are examples of memory, and which are examples of history ? (by either writing “M” or “H” before each choice) Of your choices, indicate which are examples of memory, and which are examples of history ? (by either writing “M” or “H” before each choice)

4. Columbus – Then and Now Textook views of Columbus Textook views of Columbus Encylopedia view Encylopedia view Why are views different? Why are views different? Columbus statues Columbus statues How is he portrayed? How is he portrayed? How does his portrayal reflect the time and people when it was created? How does his portrayal reflect the time and people when it was created? How might a statue of Columbus commissioned today look? How might a statue of Columbus commissioned today look?

5. While watching the video: Keep a record of the kinds of examples used to show the many ways the humans create community memory and use history. Keep a record of the kinds of examples used to show the many ways the humans create community memory and use history. Note the reasons why historians disagree about the topics raised in the video. Note the reasons why historians disagree about the topics raised in the video. -- follow the following directions…. -- follow the following directions….

6. Before viewing the video: Timeline of the Changes in Interpretations of Columbus Record the following on your own paper– record information as you view the video. 1882: Knights of Columbus 1882: Knights of Columbus 1893: Columbian Exhibition 1893: Columbian Exhibition 1942: Samuel Eliot Morrison 1942: Samuel Eliot Morrison 1973: Alfred Crosby, The Columbian Exchange: Biological and Cultural Consequences of 1492 1973: Alfred Crosby, The Columbian Exchange: Biological and Cultural Consequences of 1492 1992: Quincentennial Celebrations (500 years) 1992: Quincentennial Celebrations (500 years) Look at the next two slides before the start of the video Look at the next two slides before the start of the video

7. After the video: Discuss among your group why you think the case studies in this episode were selected for a world history series. The examples used in the video to explore the concepts of memory and history are… Discuss among your group why you think the case studies in this episode were selected for a world history series. The examples used in the video to explore the concepts of memory and history are…

8. Examples from video: Changing interpretations of Christopher Columbus Changing interpretations of Christopher Columbus Increasing understanding of Mayan glyphs Increasing understanding of Mayan glyphs Continuity of Luba memory boards and scarification Continuity of Luba memory boards and scarification Controversial exhibits and museums in the USA and Korea Controversial exhibits and museums in the USA and Korea A contested autobiography written by a Mayan activist in Guatemala A contested autobiography written by a Mayan activist in Guatemala