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Word banks can also be a helpful tool in getting students to understand key vocabulary.

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Word banks can also be a helpful tool in getting students to understand key vocabulary.

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Either the first of John Smith's accounts leaves out the incident of his near execution because he didn't want to brag about his adventures, or because it was generally pretty uneventful other than what was described.

Should we conclude one or the other of the former, then either Powhatan did try to kill Smith, did not try to kill him, or Smith misinterpreted the meaning behind an event that might have been more ritualistic than truly life threatening.

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IT IS SOMETIMES NECESSARY TO TRANSLITERATE HISTORICAL TEXT WHEN INTRODUCING THEM 

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IT IS SOMETIMES NECESSARY TO TRANSLITERATE HISTORICAL TEXT WHEN INTRODUCING THEM 

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This also allows us to differentiate primary and secondary sources

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This also allows us to differentiate primary and secondary sources

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We can start by comparing related posts 

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We can start by comparing related posts 

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John Smith's primary accounts are comparable - students can figure out why they differ

What were the purposes of each of the secondary sources? Were there any biases in telling the story?

What do archaeological/historical records tell us about the context of the period?

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How do we get students to make sense of all of these sources and draw a conclusion?

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How do we get students to make sense of all of these sources and draw a conclusion?

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His painting of Pocahontas' baptism really illustrates the origins of the "civilizing" ideal of westward expansion (not the actual point of it, but an important cultural touchstone for the post C.W. era)

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No thinking person could believe Smith's account, according to Adams

However, as Smith is a Virginian hero, and Adams was anti confederate during the C.W., could he be biased?

Yes(maybe).

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This is definitely nonsense - Disney was after a love story (even though J.S. was older and Pocahontas would have been 12 AT MOST). 

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Photo booth

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This does tell us the Powhatan intertribal group was extensive, and Powhatan himself was a cunning diplomat who probably did not view the English as a threat in 1606 because of their ineptness in "The Starving Times"

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Pocahontas' account is noticeably absent. Our main source of framing knowledge comes from anthropological/archaeological knowledge, but even this is framed through the lens of European/Western study.

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Pocahontas later sailed to London and became famous - did that affect John Smith's decision to cast himself as a figure in her story to reach greater fame?

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Henry Adams, Disney, John Chapman

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Pocahontas did NOT save him - he was never in danger

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Pocahontas did NOT save him - he was never in danger

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J.S.'s initial account (1608) does not include any account of danger he faced - instead he was guaranteed freedom in 4 days and would be fed and treated well

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Many years after the initial encounter, he called Chief Powhatan's treatment of him barbarous and concluded that only by Pocahontas throwing herself over his body was he spared

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John Smith wrote about his experience with chief Powhatan twice

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How do we get students to develop a reasonable answer through careful analysis?