Discusses the problems of Sephardic Jews, before and after their expulsion from Spain in 1492. Explains that, although some converted to Christianity, they remained targets of discrimination in Spain. Explores the Sephardic influence upon other Jewish communities across the Mediterranean. Describes the Sephardic role in Columbus' voyages. (SG)

Discusses Columbus's motivation for his explorations. Argues that his ideas of geography and navigation were not novel but based on ancient and medieval sources. Claims that Columbus was motivated by a belief that his destiny was to carry Christianity to pagans, thereby ushering in the end of the world and final judgment. (DK)

Studies of U.S. history in middle school usually focus on the British point of view of the growth and development of the United States. This curriculum project aims to foster a bi-national perspective to compare and contrast issues reflecting the influences of Spain and Mexico on the indigenous cultures of both countries, with a specific focus on…

Presents a lesson plan on the early settlement of California by Spanish and Mexican colonists. Discusses the physical and cultural changes in the region from Spanish colonial days to modern times. Includes two primary source readings, two maps, and diagrams of a colonial ranch site, now on the National Register of Historic Places. (CFR)

Asserts that, by the time English Pilgrims landed in Massachusetts in 1620, as many as 2,000 American Indians had already made the passage to Western Europe. Maintains that, although most of the Native Americans who traveled to Europe went as slaves, those who went after 1500 traveled for other reasons. (CFR)

Presents three documents related to the Columbus Quincentenary and indigenous populations. Includes the Declaration of Quito (Ecuador) of July 21, 1990; the final text of the Declaration of Xelaju (Guatemala); and the document "After the 500 Years: Indigenous and Peoples' Unity Proposals for Political Action." (CFR)

Contends that the Columbian Quincentenary, like similar bicentennials and other commemorations, was promoted and sponsored by governments. Discusses the efforts of various public and private Spanish agencies that organized Quincentenary activities. Contends that many Native American groups were left out of the activities. (CFR)