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Teaching about Pocahontas

We will include here class assignments on Pocahontas or approaches to teaching about her. Please send your contributions to Professor Edward J. Gallagher, Department of English, Lehigh University via e-mail at ejg1@lehigh.edu .

1) Comparing the Two Versions of Smith's Captivity

Tim Sweet, Dept. of English, West Virginia University (tsweet@wvu.edu)

This is a straightforward in-class exercise for a sophomore American literature survey course -- small groups and then full-class discussion. I usually do some version of this in a first unit on "contact," following the "invisible bullets" passage from Harriot.

Reading: Anthology excerpt from the 1624 General History: Smith captive at court of Powhatan.

In-class handout: Parallel pages of the 1608 True Relation (Philip Barbour, The Complete Works of Captain John Smith, I: 52-57).

Brief lecture: Set up contexts, Smith in Virginia winter 1607-08, and Smith in England 1624 compiling the General History.

In small groups of 3-4 students: Chart significant differences; discuss.

Full class:
--Chart significant differences and list on board.
--Discussion: What are Smith's motives for writing each version as he did? Which version do you think comes closer to "the truth" of what happened?

Could be expanded to include 1612 version as well.

Could be followed up with short persuasive essay on exam.

2) Women in History

Vivian Bruce Conger, Department of History, Ithaca College (vconger@twcny.rr.com)

This is a handout I use for an assignment in my United States Women's History course.

PRESENTATION AND RESEARCH PAPER

Various Tuesdays and Thursdays will be set aside for student presentations. In groups of two (or three), you will be expected to make a presentation to the class on a particular event, person, or theme (I have chosen the specific topics and dates and you can choose the one you are most interested in). This presentation will entail primary and secondary source research and will add to our body of knowledge for the week about a general topic or time period.

You will have 45 minutes to present your information to the class and the remaining time the entire class will discuss the information you presented and how it fits into, calls into question, or adds to our understanding of the topic to that point. PRESENTERS PLEASE PREPARE TWO DISCUSSION QUESTIONS THAT REFLECT THAT GOAL.

As a group, you will also turn in a 20-page term paper on the day you give your presentation (properly cited and with bibliography included). I will then read and comment on it and return it you. Then you will rewrite this paper based on my comments and on the class discussion—pay careful attention to the questions your fellow classmates ask you. You will have two weeks week to turn in the paper after I have returned it to you. You will be given a group grade on this final version and I will ask each of you to grade your fellow group members.

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