1491

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. What common myths, assumptions, or misconceptions might exist about the Americas before Columbus? Why do you think these myths have persisted?

Teaching Suggestion: This question connects to the themes of The Myth of the “Noble Savage” and The Pristine Wilderness Myth. Mann devotes discussion to how these myths were created and the evidence that refutes them, so it may be helpful for students to have a general understanding of these ideas and assumptions before a class study of the book. For a more focused discussion, students might investigate these myths; the provided links offer background. Investigation might also address other myths that students have encountered about the Americas.

• “Explainer - The Myth of the Noble Savage” - This article from The Conversation provides background on the origin and history of the term “Noble Savage.” It includes examples of the term’s use to describe different Indigenous peoples throughout the world.
• “How ‘Wilderness’ Was Invented Without Indigenous Peoples” - This article from Sapiens discusses the origin of The Pristine Wilderness Myth and ways that it has been applied to different areas around the world. Alternatively, because this article provides more recent evidence and includes more examples than 1491, it might be used for discussion after reading the book.

2. What kinds of sources or evidence do historians and archaeologists use to learn about pre-Columbian America? What are the limitations of these sources?

Teaching Suggestion: Possible discussion topics to introduce or align with this prompt might include concerns with the word “prehistory” and what it implies or connotes about civilizations with few or no written records. These and similar resources may be helpful in establishing additional context.

• “Archaeology” - This article from National Geographic explores many different fields within archaeology. 
• “Prehistory Before Written Records” - This article from Khan Academy defines the term “prehistory.” It discusses different methods that historians use to learn about the past and the limitations they face.  

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the text.

How does your culture shape your identity? How do you think understanding the histories of different cultures can enhance our appreciation of our own cultural backgrounds?

Teaching Suggestion: With this question, students have the opportunity to think critically about culture, both ancient and contemporary, and consider the ways in which it shapes our identity and worldview. It might be helpful to implement a cultural artifact share as part of this discussion: Students present an item representing their culture or family heritage, explaining its significance and how it relates to their identity. To connect this prompt to the previous question, students might guess or discuss what conclusions historians would draw about the class based on their artifacts.

Differentiation Suggestion: Students with artistic abilities or students who benefit from writing support might create a visual representation of their culture with brief bullets or captions. Images may be drawn, created on a computer, or form a collage.