Golden
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Directions: Fourth grade students “know about” Pocahontas, but is this knowledge based on historical fact, or on information from the media, specifically the Disney movies Pocahontas and Pocahontas II? To address this question, teacher Margaret Golden created a lesson for students to compare Disney's fictionalized biography of Pocahontas with historical accounts from other sources, such as encyclopedia articles, websites, books, and magazine articles. Below, Ms. Golden writes of her findings, and criticisms of Disney's version of Pocahontas.
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Create a T Chart like the one shown here. Then, read Ms. Golden's findings and criticisms of Disney's Pocahontas. As you read, record any facts about the real Pocahontas, as well as any fiction portrayed in the movie into your T chart.
Finally, write one paragraph, using the PEEL writing structure, on the following prompt/question:
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Historical Inaccuracies: Although much of Pocahontas’ history is not well documented and is argued by historians, there are some aspects of both movies that are clearly historically incorrect. In addition, both movies subscribe to stereotypes about Native People that may have helped with movie marketing, but were not of service to Native Americans.
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First of all, Pocahontas did not look the way she is imagined in these movies. An engraving that was made of Pocahontas during her lifetime is the oldest item in the National Portrait Gallery’s 18,000 piece collection. Disney animators could have used the original engraving as a model, but they changed the image to one that resembles an Asian Barbie doll.
What are the cultural implications of changing Pocahontas’ looks? Why wasn’t Pocahontas drawn with Native features? My students decided that perhaps from the animators’ viewpoint it was enough that Pocahontas did not look white. Were the animators thus suggesting that people can look one of two ways: white and not white, and all else is unimportant detail? |
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My students also discussed the drawings of Pocahontas’ dress compared with what we know about the way eastern Native people dressed. Disney’s Pocahontas wears an off-the-shoulder mini-dress. She runs barefooted. In reality, eastern Native women wore long dresses with removable sleeves. Some clothing items were decorated with beads, but the style did not include short hems or bare shoulders. My students discussed why Pocahontas’ outfit was drawn so unrealistically in the films. They concluded that the Disney Pocahontas fits the image of beauty to which Americans subscribed in 1995 C.E..
Historical accounts indicate that Pocahontas was approximately 10 to 12 years old when she met Captain John Smith, who was in his late 20s. In the films, both Pocahontas and Smith look to be about 20 years old. Changing their ages allows Disney to perpetuate the love story myth. In the movie, Pocahontas and Smith fall in love, and this romance saves all the other settlers. In the movie, Smith is shown as the only white man with compassionate feelings toward the Native people. Historically, the reason these colonists came to this country was for financial gain. There is no evidence that Smith had motives different than the other settlers.
Historical accounts indicate that Pocahontas was approximately 10 to 12 years old when she met Captain John Smith, who was in his late 20s. In the films, both Pocahontas and Smith look to be about 20 years old. Changing their ages allows Disney to perpetuate the love story myth. In the movie, Pocahontas and Smith fall in love, and this romance saves all the other settlers. In the movie, Smith is shown as the only white man with compassionate feelings toward the Native people. Historically, the reason these colonists came to this country was for financial gain. There is no evidence that Smith had motives different than the other settlers.
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There is no historical account of a romantic relationship between Pocahontas and Smith. Pocahontas was probably curious about the white settlers, and the white settlers may have seen her as a link to the other Native people. The settlers were anxious to establish a relationship with the Native people, hoping this would help ensure their survival in the early years. The settlers also hoped the Native people would help them find the “riches” they were seeking.
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In the movie, Pocahontas saves Smith from death at the hands of her father, Powhatan. Smith may not have been aware of it, but it is likely that he was participating in a ritual adoption ceremony. It was tribal custom to have a mock execution that symbolized death and rebirth as a Native person. Pocahontas, as the chief’s daughter, most likely had a role in the ceremony. This was a ritual, and not part of a romance. Smith returned to England after only one year. The legend of Pocahontas saving Smith’s life probably came from Smith’s writing, which he published after her death.
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There is a historical inaccuracy in the movie with regard to the first leader of Jamestown. The first elected of official’s name and title, President (not governor) Edward Maria Wingfield, are part of the public record, yet this name was not used in the Disney movies. Why does Disney choose to change this name, but not that of Pocahontas or John Smith? There are other characters in the movie who may have been real people. Again, Disney does not portray them in their roles as determined through historical evidence, but borrows their names for invented roles.
At the end of Pocahontas, the English settlers abandon their colony and sail back to England, empty handed. This is not an accurate telling. “Jamestown is the site of the first permanent English colony in America. On May 13, 1607, one hundred seven Englishmen arrived in three small ships and moored them to the trees on this island. The following day the English came ashore—never to leave.” When settlers did return to England, they brought resources and curiosities from the New World. One of the most important “commodities” was Native people, who were sold as slaves. This is the history that is necessary for our students to understand.
At the end of Pocahontas, the English settlers abandon their colony and sail back to England, empty handed. This is not an accurate telling. “Jamestown is the site of the first permanent English colony in America. On May 13, 1607, one hundred seven Englishmen arrived in three small ships and moored them to the trees on this island. The following day the English came ashore—never to leave.” When settlers did return to England, they brought resources and curiosities from the New World. One of the most important “commodities” was Native people, who were sold as slaves. This is the history that is necessary for our students to understand.
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Pocahontas II: With the commercial success of Pocahontas, Disney studios released a sequel three years after the original. Since many of the characters are the same from one movie to the next, the stereotypical images continue. The plot line also continues to be untrue. In Pocahontas II, Pocahontas finds out that Smith died, and she sails to England as a diplomat. In reality, Pocahontas married a white man, John Rolfe, who is credited as the first person to grow tobacco in the New World. Her marriage was part of her negotiated release from the colony (she was held without her consent). According to historical accounts of the Powhaten Renape Nation, Pocahontas’ descendants, Pocahontas was not given a choice whether or not to marry John Rolfe; it was one of the conditions of her release. She was converted to Christianity and her name was changed to “Rebecca.” Rebecca, John Rolfe, and their infant son sailed to England when Pocahontas was 21 years old.
The Virginia Company of London, sponsors of Jamestown, paid for Rolfe’s journey. The Rolfe family’s mission was to raise additional funds for the colony. Rebecca’s role was to show financial backers that Native people could be converted to white, Christian ways. The sponsors of the Jamestown Colony saw marketing possibilities in this regal, converted, English-speaking Native princess. Pocahontas never returned home; she died of disease while still in her early 20s. Scholars argue whether or not Pocahontas saw John Smith in England, and whether or not she wanted to see him. |
In the first film, Pocahontas wants to go to England with Smith, but stays behind to help her own people. In Pocahontas II, she is well received by English society. Historical records show that she was indeed wined and dined, but her reception was probably more of a curiosity than an embrace. Pocahontas could be recognized as “first and almost the last Native to be accepted into British society... through marriage.” Interracial couples were more readily accepted into Native culture than white culture. The children of Native people and white people were often given positions of political power by the tribe, because their knowledge of both cultures was considered an asset. In contrast, white culture rejected interracial couples and termed their children “half-breeds.” In fact, the descendants of Rolfe and Pocahontas were called the “Red Rolfes.”
Stereotypical Characters: As discussed in a previous section, Pocahontas’ character is not only historically inaccurate, but stereotypical. John Smith’s image is also stereotypical. He is shown as tall, blonde, handsome and muscular. Is there any reason why our heroes are portrayed this way? This was another question we discussed after the students completed their research. Again, the students decided that the Disney animators drew the hero to fit the image of American beauty.
In Pocahontas, the Native people are shown as mystical and magical. The healer in the movie is seen shaking rattles over a hurt man. In reality, Native people are credited with deriving medicine, including a form of early aspirin, from natural sources such as the willow tree. Many medical practices of the Native people were based on trial, error and discovery, not magic as shown in the movie. Many children believe this stereotypical image that Native people believed in and practiced magic, rather than the science that they had discovered by this time in history.
Stereotypical Characters: As discussed in a previous section, Pocahontas’ character is not only historically inaccurate, but stereotypical. John Smith’s image is also stereotypical. He is shown as tall, blonde, handsome and muscular. Is there any reason why our heroes are portrayed this way? This was another question we discussed after the students completed their research. Again, the students decided that the Disney animators drew the hero to fit the image of American beauty.
In Pocahontas, the Native people are shown as mystical and magical. The healer in the movie is seen shaking rattles over a hurt man. In reality, Native people are credited with deriving medicine, including a form of early aspirin, from natural sources such as the willow tree. Many medical practices of the Native people were based on trial, error and discovery, not magic as shown in the movie. Many children believe this stereotypical image that Native people believed in and practiced magic, rather than the science that they had discovered by this time in history.
Another disturbing stereotype in Pocahontas is that of Ratcliffe, the governor of the colony. He is shown as greedy and single minded. Ratcliffe wants the gold that he believes is in the area. His character could be described as unintelligent and mean. Instead of tending to necessities, he has his colonists immediately digging for gold. Today, we are sympathetic to the way Native people were treated and mistreated in the past. But there is danger if people simplify the relationships between the settlers and the Native people. Children should learn that the riches of the Americas motivated English explorers and settlers. They had technological advantages that allowed them to travel, and guns that allowed them to overpower the people they met. They may have been greedy, but they were not unintelligent.
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A final point expressing why these movies are not helpful is the use of the word “savage.” Many Native Americans react to this word in the same way most African Americans react to the “n-word.” This reference is repeated often in both films and in the lyrics of the songs. Many Native Americans criticize the films and the songs. Chief Roy Crazy Horse wrote, “It is unfortunate that in this sad story, which Euro-Americans should find embarrassing, Disney makes ‘entertainment’ and perpetuates a dishonest and self-serving myth at the expense of the Powhatan nation” |
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Conclusion: Unfortunately, for many people, the movies Pocahontas and Pocahontas II are a “history lesson” and a reflection of “real people.” For many of our children, the story they see and hear is accepted as fact. My concern is that children need to understand the difference between what they see, hear and read in the media and what is generally accepted as historical truth.
Most children have an acute sense of fairness. Children can understand many of the issues that affected Native people, and they will be able to relate to the story of Pocahontas and her tribe. Students in my class were able to watch these movies and separate fact from fiction. They do not accept the Disney movies as a history lesson.
The lesson can go much further. The concept of “historical truth” is evasive. Children need to understand that authors, and filmmakers, bring a perspective to their work that may not be accepted by all readers and viewers as “truth.” It would be an interesting follow-up activity to have students research a historical Native leader or event where Native people were included. Students could read various accounts to see how different authors can have different perspectives. The readings should include accounts by Native people. The interesting analysis would be to question why different authors, or different texts, might see the same people or events in very different ways.
There is a real need for a “truth in media” aspect to our curriculum in both primary and secondary schools. We can educate our children to understand that the media works best as the starting point for our public discussions and not as settled doctrine. If everything we see on television, read in the newspapers, hear on the radio and read on the web is not to be accepted as fact, then we need to teach our students how to critically evaluate what they hear, see, and read in all forms of media. We need to teach children to ask, “Who said this is true?” Understanding the inaccuracies of Pocahontas and Pocahontas II can help students think more criti- cally about the information to which they are exposed from all forms of media.
Most children have an acute sense of fairness. Children can understand many of the issues that affected Native people, and they will be able to relate to the story of Pocahontas and her tribe. Students in my class were able to watch these movies and separate fact from fiction. They do not accept the Disney movies as a history lesson.
The lesson can go much further. The concept of “historical truth” is evasive. Children need to understand that authors, and filmmakers, bring a perspective to their work that may not be accepted by all readers and viewers as “truth.” It would be an interesting follow-up activity to have students research a historical Native leader or event where Native people were included. Students could read various accounts to see how different authors can have different perspectives. The readings should include accounts by Native people. The interesting analysis would be to question why different authors, or different texts, might see the same people or events in very different ways.
There is a real need for a “truth in media” aspect to our curriculum in both primary and secondary schools. We can educate our children to understand that the media works best as the starting point for our public discussions and not as settled doctrine. If everything we see on television, read in the newspapers, hear on the radio and read on the web is not to be accepted as fact, then we need to teach our students how to critically evaluate what they hear, see, and read in all forms of media. We need to teach children to ask, “Who said this is true?” Understanding the inaccuracies of Pocahontas and Pocahontas II can help students think more criti- cally about the information to which they are exposed from all forms of media.
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