More than 200 million years ago, geological forces split apart the continents. Isolated from each other, the two halves of the world developed totally different suites of plants and animals. Columbus's voyages brought them back together--and marked the beginning of an extraordinary exchange of flora and fauna between Eurasia and the Americas.

In recent years, the enemies of Christopher Columbus have succeeded in damaging, if not demolishing, his historical reputation. Today, Columbus is seen not as a hero but as an inept sailor turned brutal conqueror, and his voyage is taught as the opening assault in a genocidal campaign by cruel imperialists bent on exterminating the peaceful natives who inhabited an idyllic wilderness in harmony with the environment. In this highly controversial book, Thomas Bowden challenges all of these assumptions. As he says in his introductory comments, "The real victim of the incessant attacks on Christopher Columbus is Western civilization itself."

Provides resources for teaching elementary and secondary school students about Christopher Columbus and the discovery of America.

CHILDHOOD OF WORLD FIGURES Christopher Columbus was born in Italy in 1451. His father was a weaver, but like most young men living near a seaport, Columbus looked to the sea to find his calling. In 1477, after serving as a messenger and sailor on many ships, Columbus settled in Portugal. It was there he first tried to gain support for his dream of reaching Asia by sailing west. It wasn't until nearly fifteen years later that Columbus gained support from Spain and set out on the momentous expedition that landed him in the Americas in 1492. Christopher Columbus is considered one of the world's most famous explorers. This fascinating biography details Columbus's childhood, which shaped his adventurous spirit.

This impeccably researched and “adventure-packed” (The Washington Post) account of the obsessive quest by Christopher Columbus’s son to create the greatest library in the world is “the stuff of Hollywood blockbusters” (NPR) and offers a vivid picture of Europe on the verge of becoming modern. At the peak of the Age of Exploration, Hernando Colón sailed with his father Christopher Columbus on his final voyage to the New World, a journey that ended in disaster, bloody mutiny, and shipwreck. After Columbus’s death in 1506, eighteen-year-old Hernando sought to continue—and surpass—his father’s campaign to explore the boundaries of the known world by building a library that would collect everything ever printed: a vast holding organized by summaries and catalogues; really, the first ever database for the exploding diversity of written matter as the printing press proliferated across Europe. Hernando traveled extensively and obsessively amassed his collection based on the groundbreaking conviction that a library of universal knowledge should include “all books, in all languages and on all subjects,” even material often dismissed: ballads, erotica, news pamphlets, almanacs, popular images, romances, fables. The loss of part of his collection to another maritime disaster in 1522, set off the final scramble to complete this sublime project, a race against time to realize a vision of near-impossible perfection. “Magnificent…a thrill on almost every page” (The New York Times Book Review), The Catalogue of Shipwrecked Books is a window into sixteenth-century Europe’s information revolution, and a reflection of the passion and intrigues that lie beneath our own insatiable desires to bring order to the world today.

Why is the capital of the United States named in part after Christopher Columbus, a Genoese explorer commissioned by Spain who never set foot on what would become the nation's mainland? Why did Spanish American nationalists in 1819 name a new independent republic "Colombia," after Columbus, the first representative of the empire from which they had recently broken free? These are only two of the introductory questions explored in The Legacy of Christopher Columbus in the Americas, a fundamental recasting of Columbus as an eminently powerful tool in imperial constructs. Bartosik-Velez seeks to explain the meaning of Christopher Columbus throughout the so-called New World, first in the British American colonies and the United States, as well as in Spanish America, during the eighteenth and nineteenth centuries. She argues that during the pre- and post-revolutionary periods, New World societies commonly imagined themselves as legitimate and powerful independent political entities by comparing themselves to the classical empires of Greece and Rome. Columbus, who had been construed as a figure of empire for centuries, fit perfectly into that framework. By adopting him as a national symbol, New World nationalists appeal to Old World notions of empire.