This book feels especially timely because Columbus has been folded into the ongoing conversations that we are having about race. The other day I overheard a fellow teacher explaining that she understood why we were pulling down the statues of Confederate soldiers, but why pull down statues of Columbus? If you (or your students, or your students’ parents) are wondering the same thing, this is the book for you.
The arrival of Columbus in the Americas led to the Columbian exchange, which caused the genocide of the indigenous people. I know that word genocide is harsh, but I looked it up in the dictionary. It is the correct word for “the deliberate killing of a group of people”. This book uses the scant facts we know about the Taino people (mostly from Columbus since the Taino people are extinct) and the author’s imagination to paint a picture of the beginning of that extinction.
I have loved this book since the first time I read it. Told from the point of view of a Taino boy, (the Taino were the indigenous people who first encountered Columbus), it is a new look at some old history. Definitely, put it on the top shelf! The words are lyrical and there is a rhythm, and a feeling of music, to many of them. David Shannon created absolutely marvelous illustrations that connect you to the long-gone Taino culture. Which brings us to our first teaching point.
- How illustrations enhance the mood or tone of a story – The final illustration is very powerful. It shows the narrator, now an old man. At first you notice his posture and the setting. As you look more closely, you notice that parts of the setting show through him, as if he is transparent, and his feet fade into nothingness. This is definitely a magic-paper worthy illustration! (What! You don’t know about magic paper? Read on!) Put the illustration under the doc camera and ask students to start with what they notice. No inferences yet, please. As they share the things they notice, hold a piece of white paper (cardstock if you have it) about a foot out from the projection and it will be magnified. Ta da! Magic paper! After students have noticed, I would ask them to turn and talk to share their wonders. Again, no inferences yet. Just questions. Finally, I would ask, “Why did the illustrator draw the final illustration this way? What is he trying to say?” Then, using their observations as evidence, and their questions to guide them, they will make some inferences about this. Along the way, you will probably have a very rich conversation about tone and mood!
2. Point of view/perspective – This is a great text to talk about different perspectives. I like to contrast the boy’s view of the explorers with Columbus’ own writings about the Taino people. His journals are readily available online, and at the bottom of this post I’ve put the excerpt that you can use. It is from his first meeting with the Taino, and there are clear comparisons between what he actually said and what the narrator of Encounter says. Some fascinating conversations can be had!
3. Symbolism – On the first page the narrator dreams of large winged white birds that descend upon the village. The illustration helps even the most concrete thinker understand that the ships are the birds. It is a great symbol to explore, and it carries the narrative.
This book is a really great addition if you are looking to bring new perspectives to your tired, old explorer unit. I recommend it for students in grades 3 – 6. Younger than that will miss some of the nuance, but it is a great book to bring that Age of Discovery unit alive.
Be sure to check out some of my other recent posts about great resources to use with kids to help them understand other perspectives.