12019-09-05T09:08:25-07:00Will Fenton82bf9011a953584cd702d069a30cbdb6ef90650a72001"The village of Pomeiooc."2019-09-05T09:08:25-07:001585-1586White, John, 1540-1593.British Museum, 1906,0509.1.20. Copyright belongs to Trustees of the British Museum.At centre figures around a fire, houses and pallisade encircling the village Watercolour, with pen and brown ink, heightened with white (oxidised). For the album from which this is taken, see curatorial comment for BM SL-5270.1. It is a version of the watercolour of this village by John White, for a discussion of which see 1906,0509.1.8.Drawn on paper, 30 cm. x 25 cm. Inscribed in several seventeenth and eighteenth century hands with descriptions of the volume Verso inscribed: "POME[IOOC]" and numbered: "1." 11Will Fenton82bf9011a953584cd702d069a30cbdb6ef90650a
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1media/1717 first map showing Indiantown_edited-1.jpg2017-04-09T15:37:38-07:00Will Fenton82bf9011a953584cd702d069a30cbdb6ef90650aArtWill Fenton15image_header2021-11-07T12:23:29-08:00Will Fenton82bf9011a953584cd702d069a30cbdb6ef90650a
Students will gain an understanding of a historical time period, including that time period's major themes.
Students will contextualize and connect primary and secondary accounts.
Students will identify bias and understand how an image shapes public opinion.
Grade Level: Grade 10
CCSS.ELA-LITERACY.RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RH.9-10.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Historical Background: Gaudio and Tucker readings (Materials).
Michael Gaudio, "1585: John White paints Virginia" from A New Literary History of America, edited by Greil Marcus and Werner Sollors. Cambridge: Harvard University Press, 2009.
Darvin L. Martin, A History of Conestoga Indiantown: "Captain John Smith referenced the Susquehannock in his account of exploration regarding the Chesapeake Bay in 1608…Smith was surprised to find the Susquehannocks trading French goods from Quebec, a colony founded just a few years earlier. The Susquehannocks were also noted by the Swedish missionary Johannes Campanius, in 1645, when he described a fort located twelve Swedish miles (about 80 English miles) from New Sweden (now Wilmington, Delaware). 'They came daily to trade with us…They live on a high mountain…there they have a fort, a square building surrounded with palisades…They have guns and small iron canon.'"
Split students into three groups. Give each group two of the six John White and De Bry engravings and watercolors. Only after students examine all six separately may they compare images.
Have students discuss the following questions in groups:
What aspects of Algonquian life does John White stress in his watercolors? Does de Bry change emphasis at all? If so, how?
How do White's descriptions and labels help you understand Algonquian life? Does your reading of the portrayals change when de Bry alters labels and descriptions? If so, how?
Why do you think de Bry would alter White's images for English readers? What is his goal in doing this?
Have students share their answers with the class. Then discuss portrayal and public opinion as a class.
Assessment and Extensions: Have students a 1-2 paragraph reflection that responds to this essential question: How can images shape popular opinion? Students should use the historical examples from class (White and De Bry) as well as images from news that may be currently shaping popular opinion.