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Indian Village of Pomeiooc (1585)

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Art Will Fenton
Contents of this path:
1. Indian Man and Woman Eating (1585)
2. Indian Village of Pomeiooc (1585)
3. Indian Village of Secoton (1585)
4. Indian Man and Woman Eating (1590)
5. The Town of Pomeiooc (1590)
6. The Town of Secota (1590)
7. Virginia (1624)
8. Susquehannock Fort (1671)
9. Penn Wampum Belt (1682 Shackamoxon treaty)
10. Kort beskrifning om provincien Nya Swerige uti America (1702)
11. Lenape Indian (1702)
12. Leni Lenape Indians (1702)
13. The Middle Colonies of North America (1714)
14. Conestoga Manor (1717)
15. Jacob Taylor Survey (1717)
16. Map of the land between the Delaware and Susquehanna Rivers, June 7, 1719
17. Map of the Delaware River, ca. 1735
18. Peace Medal (1757)
19. Habit of a Delaware Indian (1757)
20. Mr. Peter Williamson in the Dress of a Delaware Indian (1759)
21. Disposition of the Pennsylvania Troops (1764)
22. Cantonment of His Majesty's Forces in N. America (1766)
23. A Delaware Indian with his Tomahawk (1766)
24. The Indians giving a talk to Colonel Bouquet in a conference at a council fire...
25. Penn's Treaty with the Indians (1771-72)
26. Penn's Treaty with the Indians (1775)
27. Plan of the City and Environs of Philadelphia (1777)
28. The Course of the Delaware River from Philadelphia to Chester (1778)
29. Plat of the Seven Ranges of Townships (1814)
30. Penn's Treaty with the Indians (1820)
31. Washington Residence and Philadelphia Barracks
32. Penn's Treaty with the Indians (c. 1830-1835)
33. Events in Indian history: beginning with an account of the origin of the American Indians, and early settlements in North America, and embracing concise biographies of the principal chiefs and head-sachems of the different Indian tribes, with narratives a
34. Massacre of the Conestogas (1841) Events in Indian history: beginning with an account of the origin of the American Indians, and early settlements in North America, and embracing concise biographies of the principal chiefs and head-sachems of the different Indian tribes, with narratives and captivities ... also an appendix containing the statistics of the population of the U. States, and an Indian vocabulary. Illustrated with eight fine engravings.
35. Colored Lithograph of William Penn's Treaty with the Indians (1845)
36. Conestoga Manor Township Warranty Map
37. Francis Alison Portrait
38. Modern Property Boundaries
39. Paxton Presbyterian Church
40. Visit of Pontiac and the Indians to Major Gladwin
41. Coaquannock Map (1934)

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Portrayal and Popular Opinion 6 Weston Stephens image_header 2019-10-02T10:39:45-07:00
This lesson asks students to consider how portrayals of Algonquians shaped popular opinion.

Lesson Objectives:
- 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

Standards:
- 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).

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.
- Abigail Tucker, "Sketching the Earliest Views of the New World: The watercolors that John White produced in 1585 gave England its first startling glimpse of America," Smithsonian Magazine (December 2008).
- Class Handout (White and de Bry images).
References:
- Darvin L. Martin, A History of Conestoga Indiantown
- Johannes van Meurs, Susquehannock Fort, 1671
- Index of White Watercolors and De Bry Engravings, Virtual Jamestown.
Procedure:
1. Have students read Gaudio and Tucker readings as homework. Teacher may also assign textbook reading on European exploration and interaction with Native Peoples.
2. Opener Activity: Have students primary source image (van Meurs) with secondary source context (Martin).
  1. Johannes van Meurs, Susquehannock Fort, 1671
  2. 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.'"
3. 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.
  1. John White, Indian Village of Pomeiooc (1585)
  2. Theodor de Bry, The Tovvne of Pomeiooc (1590)
  3. John White, Indian Village of Secoton (1585)
  4. Theodor de Bry, The Tovvne of Secota (1590)
  5. John White, Indian Man and Woman Eating (1585)
  6. Theodor de Bry, Their sitting at meate (1590)
4. Have students discuss the following questions in groups:
  1. What aspects of Algonquian life does John White stress in his watercolors? Does de Bry change emphasis at all? If so, how?
  2. 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?
  3. Why do you think de Bry would alter White's images for English readers? What is his goal in doing this?
  4. 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.

This lesson was created during the 2019 Gilder Lehrman Institute of American History Teacher Seminar, "Native Peoples, Settlers, and European Empires in North America, 1600-1840" (July 28-August 3, 2019). You may also download a printable version of this lesson.