Social Studies and the Young Learner 18 (4), pp. 19–23 ©2006 National Council for the Social Studies : Comparing the Disney Image with Historical Evidence Margaret Golden

“Can anyone name a famous Native American?” At first, one eager hand went up, and then another in my fourth grade social studies class. Within seconds, there was a sea of hands willing to answer this question. I called on one student who answered, “Pocahontas.” The other hands went down.

Introduction society, including teachers, have been Questions for Comparing Fourth grade students “know about” taught a Eurocentric view of history, the Movie Pocahontas with Pocahontas, but is this knowledge since that is often what is written in our Historical Evidence based on historical fact, or on infor- history textbooks.3 In this unit of study, What was Pocahontas’ age? mation from the media, specifically I wanted to confront the Eurocentric the Disney movies Pocahontas and view of Native American history head What did Pocahontas look like? 1 Pocahontas II? To address this ques- on. What was ’s age? tion within the context of the New York The New York State English lan- State Social Studies curriculum and the guage arts standards requires students What did Smith look like? New York State English Language Arts to identify different perspectives and What was the first thing the sol- standards, I created a critical literacy judge the accuracy of what they read.4 diers did when they arrived at Jamestown? and history unit of study in which Although we may not be able to influ- students compared the fictionalized ence what or how movies are made, we What was the name of Pocahontas’s tribe? accounts of Native American life and can teach our students to look critically the biography of Pocahontas as shown at what they see, hear, and read. The Does this tribe still exist? in the Disney movies with historical skills of critical thinking might then What did the soldiers think about accounts from other sources, such as transfer to other situations in which the Native people? encyclopedia articles, websites, books, various media are feeding us allur- What did the Native people think and magazine articles. Some of these ing, but often erroneous, information. about the soldiers? resources were authored by Native There were many differences between Did Pocahontas save John Smith’s Americans. what my students observed in the life? The New York State social studies Disney movies and the evidence they Who was Ratcliffe? How did medi- curriculum requires fourth grade stu- discovered in their research. cine men help injured people? dents to know that Native people were What special knowledge did the the first inhabitants of our state, and Lesson Outline Native people have that the soldiers to learn about their pre-Columbian Students can watch clips from the did not have? 2 way of life. This is a good place to Disney movie, Pocahontas, and com- Who was Wiggins? Was he real? start, but more could be done. The plete a study guide that provided a list Describe him. curriculum does not ask teachers and of questions (side bar, this page).5 I Did the settlers all leave for England students to examine why there are encouraged students to ask that the tape to never return? not as many Native people living in be paused in order to complete entries What did the soldiers take with this area as there were in the 1400s. listed on the study guides. When one them when they sailed away? I believe that many people in our student requested a stop, it was a clue

March/April 2006 19 Figure 2. right: This is the only life portrait of Pocahontas (1595–1617), and the only credible image of her. Simon Van de Passe engraved it in 1616 while Pocahontas was in England. She appears stiff in Jacobean court attire, but the costume probably hid tattoo- ing and provided the chaste image wanted by the Company, which sponsored her trip and probably commissioned the print.

Figure 3. far right: This is a detail from a watercolor drawing “Indian Woman and Young Girl” by John White. In 1585-1589, White, an artist and cartographer, was at for about thirteen months before returning to England. White made a series of more than seventy watercolor drawings of indigenous people, plants, and animals. The purpose of his drawings was to give those back home an accurate idea of the inhabitants and environment in the New World. Source: Virginia Historical Society (www. Source: Virtual Jamestown (www.virtual- vahistorical.org). jamestown.org). Image © The British Museum.

Figure 1. to other students that perhaps they Venn diagram too should make notes. I encouraged students to help each other and talk about what they were writing during Pocahontas Pocahontas this activity. as Revealed by Both as Imagined in Historical Evidence the Disney Movie • After observing crucial passages on the screen, students researched his- torical evidence and compared it with information provided in the movie. My students used multiple sources including encyclopedias, books, web sites and magazines. I had previously collected sources that I During our discussions, we recorded points of these analytical papers were thought my fourth grade students all inaccuracies using a Venn dia- shared through discussion with the could read (mostly) independently, gram. (Figure 1) whole class. and I made all of these available. Included were some sources written • The Venn diagram was then used as • Once it was determined that the mov- by Native people. a graphic organizer to help students ies were in many ways inaccurate write short essays, which they did by accounts of Pocahontas’ life, I led the • In a large group, we discussed his- themselves or with partners, depend- class in a discussion about stereotypes. torical differences between the ing on interest. These essays analyzed We discussed the “fine line” between Disney image of Pocahontas and the which parts of the movie clips harmful stereotypes and artistic license personal story of Pocahontas as appeared to be historically accurate regarding details of “insignificant” revealed by historical evidence. and which appeared to be incorrect. nature in the telling of a story. Students Since each student researched just Students supported their opinions became aware during this discussion one or two questions on the study with details that compared and con- that a person’s perspective on what is guide, the discussion allowed stu- trasted information from the movies significant and what is not depends a dents to learn from their classmates. and from other sources. The main lot on who is speaking.

20 social studies and the young learner Figure 4. lef: This is Pocahontas as istically in the films. They concluded that recreated by animators at Disney. the Disney Pocahontas fits the image of She sports very long hair, displays beauty to which Americans subscribed an hourglass figure, and wears an in 1995 C.E.. off-the-shoulder mini-dress. Eastern Historical accounts indicate that Native women wore long dresses with removable sleeves, and some clothing Pocahontas was approximately 10 to 12 items were decorated with beads, but years old when she met Captain John the style did not include short hems or Smith, who was in his late 20s.8 In the bare shoulders. 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. There is no historical account of a romantic relationship between • The final class discussion focused on engraving that was made of Pocahontas Pocahontas and Smith.9 Pocahontas was why people need to be critical about during her lifetime is the “oldest item in probably curious about the white set- the information they hear, see, and the National Portrait Gallery’s 18,000- tlers, and the white settlers may have seen read, and why it is important to know piece collection.”6 Disney animators her as a link to the other Native people. the difference between different could have used the original engraving The settlers were anxious to establish a sources, such as historical documen- as a model, but they changed the image relationship with the Native people, hop- tary versus a movie made for enter- to one that resembles an Asian Barbie ing this would help ensure their survival tainment. This discussion included doll. (Figures 2–4) in the early years. The settlers also hoped reflection on where students should What are the cultural implications of the Native people would help them find look for accurate historical informa- changing Pocahontas’ looks? Why wasn’t the “riches” they were seeking.10 tion. Pocahontas drawn with Native features? In the movie, Pocahontas saves Smith My students decided that perhaps from from death at the hands of her father, • The class repeated the process by the animators’ viewpoint it was enough . Smith may not have been studying information presented in the that Pocahontas did not look white. aware of it, but it is likely that he was movie Pocahontas II, which is an Were the animators thus suggesting that participating in a ritual adoption cer- optional activity for teachers to pur- people can look one of two ways: white emony.11 It was tribal custom to have sue as time allows. and not white, and all else is unimport- a mock execution that symbolized ant detail? death and rebirth as a Native person. Historical Inaccuracies My students also discussed the draw- Pocahontas, as the chief’s daughter, most Although much of Pocahontas’ history ings of Pocahontas’ dress compared likely had a role in the ceremony.12 This is not well documented and is perenni- with what we know about the way east- was a ritual, and not part of a romance. ally argued by historians, there are some ern Native people dressed. Disney’s Smith returned to England after only aspects of both movies that are clearly Pocahontas wears an off-the-shoulder one year. The legend of Pocahontas historically incorrect. In addition, both mini-dress. She runs barefooted. In reality, saving Smith’s life probably came from movies subscribe to stereotypes about eastern Native women wore long dresses Smith’s writing, which he published Native People that may have helped with with removable sleeves. Some clothing after her death.13 movie marketing, but were not of service items were decorated with beads, but the There is a historical inaccuracy in the to Native Americans. style did not include short hems or bare movie with regard to the first leader of First of all, Pocahontas did not look the shoulders.7 My students discussed why Jamestown. The first elected official’s way she is imagined in these movies. An Pocahontas’ outfit was drawn so unreal- name and title, President (not governor)

March/April 2006 21 , are part of their infant son sailed to England when Disney animators drew the hero to fit the public record, yet this name was not Pocahontas was 21 years old.18 the image of American beauty. used in the Disney movies.14 Why does The of , In Pocahontas, the Native people Disney choose to change this name, but sponsors of Jamestown, paid for Rolfe’s are shown as mystical and magical. not that of Pocahontas or John Smith? journey. The Rolfe family’s mission was The healer in the movie is seen shaking There are other characters in the movie to raise additional funds for the colony. rattles over a hurt man. In reality, Native who may have been real people. Again, Rebecca’s role was to show financial people are credited with deriving medi- Disney does not portray them in their backers that Native people could be cine, including a form of early aspirin, roles as determined through historical converted to white, Christian ways. The from natural sources such as the willow evidence, but borrows their names for sponsors of the Jamestown Colony saw tree.23 Many medical practices of the invented roles. marketing possibilities in this regal, Native people were based on trial, error At the end of Pocahontas, the English converted, English-speaking Native and , not magic as shown in settlers abandon their colony and sail princess. Pocahontas never returned the movie. Many children believe this back to England, empty handed. This home; she died of disease while still in stereotypical image that Native people is not an accurate telling. “Jamestown her early 20s.19 Scholars argue whether believed in and practiced magic, rather is the site of the first permanent English or not Pocahontas saw John Smith in than the science that they had discov- colony in America. On May 13, 1607, England, and whether or not she wanted ered by this time in history. one hundred seven Englishmen arrived to see him.20 Another disturbing stereotype in in three small ships and moored them In the first film, Pocahontas wants Pocahontas is that of Ratcliffe, the to the trees on this island. The follow- to go to England with Smith, but stays governor of the colony. He is shown ing day the English came ashore—never behind to help her own people. In as greedy and single minded. Ratcliffe to leave.”15 When settlers did return to Pocahontas II, she is well received wants the gold that he believes is in the England, they brought resources and by English society. Historical records area. His character could be described curiosities from the New World. One show that she was indeed wined and as unintelligent and mean. Instead of of the most important “commodities” dined, but her reception was probably tending to necessities, he has his colo- was Native people, who were sold as more of a curiosity than an embrace. nists immediately digging for gold. In slaves.16 This is the history that is neces- Pocahontas could be recognized as the context of the movie’s plot, digging sary for our students to understand. “first and almost the last Native to be for gold makes no sense. This greedy, accepted into British society...through dim character is portrayed as over- Pocahontas II marriage.”21 Interracial couples were weight, with black hair and a hook- With the commercial success of more readily accepted into Native cul- nose. His look is “clearly taken from Pocahontas, Disney studios released ture than white culture. The children of the consistent and repeated portrayal a sequel three years after the original. Native people and white people were of Jews by the official artists of the Nazi Since many of the characters are the often given positions of political power party.”24 Is this an appropriate image for same from one movie to the next, the by the tribe, because their knowledge of any movie? Today we are sympathetic stereotypical images continue. The both cultures was considered an asset. to the way Native people were treated plot line also continues to be untrue. In In contrast, white culture rejected inter- and mistreated in the past. But there Pocahontas II, Pocahontas finds out that racial couples and termed their children is danger if people simplify the rela- Smith died, and she sails to England as a “half-breeds.” In fact, the tionships between the settlers and the diplomat. In reality, Pocahontas married of Rolfe and Pocahontas were called the Native people. Children should learn a white man, , who is credited “Red Rolfes.”22 that the riches of the Americas moti- as the first person to grow tobacco in the vated English explorers and settlers. New World. Her marriage was part of Stereotypical Characters They had technological advantages that her negotiated release from the colony As discussed in a previous section, allowed them to travel, and guns that (she was held without her consent). Pocahontas’ character is not only his- allowed them to over-power the people According to historical accounts of the torically inaccurate, but stereotypical. they met.25 They may have been greedy, Powhaten Renape Nation, Pocahontas’ John Smith’s image is also stereotypical. but they were not unintelligent. descendants, Pocahontas was not given He is shown as tall, blonde, handsome Ratcliffe’s assistant, Wiggins, is also a choice whether or not to marry John and muscular. Is there any reason why stereotyped. Wiggins is drawn with char- Rolfe; it was one of the conditions our heroes are portrayed this way? This acteristics that are very effeminate, sug- of her release.17 She was converted to was another question we discussed after gesting homosexuality. While the other Christianity and her name was changed the students completed their research. colonists are digging for gold, Wiggins to “Rebecca.” Rebecca, John Rolfe, and Again, the students decided that the is pruning the trees into animal shapes.

22 social studies and the young learner He prepares the meals with certain that authors, and filmmakers, bring a 6. John F. Ross, “Picturing Pocahontas,” flair, and takes care of Ratcliffe’s perspective to their work that may not Smithsonian Magazine 29 (1999): 34. well-groomed dog. His character is be accepted by all readers and view- 7. Laura Redish and Orrin Lewis, “Native Languages of the Americas: Algonquin Indian dim-witted, and has funny lines. This ers as “truth.” It would be an interest- Fact Sheet” (2005), www.geocities.com/bigor- character is the jester; the one that ing follow-up activity to have students rin/algonquin_kids.htm. the writers make ridiculous. This is research a historical Native leader 8. Gary Edgerton and Kathy Merlock Jackson, “Redesigning Pocahontas: Disney, The ‘White another stereotypical image making or event where Native people were Man’s Indian,’ and the Marketing of Dreams,” its way into a movie for children. This included. Students could read various Journal of Popular Film and Television 24, no.2 (Summer, 1996): 90-98. movie perpetuates stereotypes that accounts to see how different authors 9. John F. Ross. are counter-productive to teaching can have different perspectives. The 10. John F. Ross. students to be accepting of all types readings should include accounts by 11. Dennis Montgomery, “Captain John Smith,” of people. Native people. The interesting analy- Colonial Williamsburg Journal 16 (Spring, 1994): 14. A final point expressing why these sis would be to question why different 12. The Colonial Gazette, Mayflower Families, movies are not helpful is the use of authors, or different texts, might see “Pocahontas: Fact & Fiction” (2000), www. mayflowerfamilie.com/enquirer/pocahontas2.htm; the word “savage.” Many Native the same people or events in very dif- David Morenus “The Real Pocahontas”, www. Americans react to this word in the ferent ways. geocities.com/Broadway/1001/poca.html. same way most African Americans There is a real need for a “truth in 13. Dennis Montgomery. react to the “n-word.” This reference media” aspect to our curriculum in 14. Crandall Shifflett, Virtual Jamestown, “ Edward Maria Wingfield” (2000),www.virtualjamestown. is repeated often in both films and in both primary and secondary schools. org/reference.htm the lyrics of the songs. Many Native We can educate our children to 15. The Association for the Preservation of Virginia Antiquities, “: Visiting” Americans criticize the films and the understand that the media works best (2000), www.apva.org/apva/about_us.php. songs. Chief Roy Crazy Horse wrote, as the starting point for our public 16. Theda Perdue, “Slavery,” Encyclopedia of North “It is unfortunate that in this sad story, discussions and not as settled doc- American Indians (1996), Frederick E. Hoxie, ed. Houghton Mifflin Online Study Center which Euro-Americans should find trine. If everything we see on televi- college.hmco.com/history/readerscomp/naind/ embarrassing, Disney makes ‘enter- sion, read in the newspapers, hear on html/na_036400_slavery.htm tainment’ and perpetuates a dishonest the radio and read on the web is not 17. Chief Roy Crazy Horse, Powhatan Renape Nation, “The Pocahontas Myth” (Rankokus and self-serving myth at the expense to be accepted as fact, then we need Indian Reservation, NJ), www.powhatan.org/ of the Powhatan nation”26 to teach our students how to critically pocc.html. evaluate what they hear, see, and read 18. John F. Ross. 19. John F. Ross. 27 Conclusion in all forms of media. We need to 20. Mayflower Families; Chief Crazy Horse. Unfortunately, for many people, the teach children to ask, “Who said this 21. Jean Fritz, The Double Life of Pocahontas (New movies Pocahontas and Pocahontas is true?” Understanding the inaccura- York: Puffin, 1983); Jacquelyn Kilpatrick, “Disney’s ‘Politically Correct’ Pocahontas: Race II are a “history lesson” and a reflec- cies of Pocahontas and Pocahontas in Contemporary American Cinema: Part 5,” tion of “real people.” For many of our II can help students think more criti- Cineaste 21 (Fall, 1995): 36. children, the story they see and hear cally about the information to which 22. Chief Roy Crazy Horse. 23. Karyn Siegel-Maier, “Native Spirit: Native is accepted as fact. My concern is that they are exposed from all forms of American Herbal Medicine” (date unknown), children need to understand the dif- media. herbalmusings.com. Click on “Articles.” ference between what they see, hear 24. Mark Van Proyen, “Media and Media-ocracy.” The Coastal Post (1995), www.coastalpost. and read in the media and what is gen- Notes com/95/9/media-m.htm. erally accepted as historical truth. 1. and , directors. 25. Jared Diamond, Guns, Germs, and Steel: The Pocahontas, The Colors of the World (Film, Fates of Human Societies (New York: W.W. Most children have an acute sense Hollywood, CA: Buena Vista Home Norton, 1999). of fairness. Children can understand Entertainment/Disney 1995); Tom Ellery and Bradley Raymond, directors, Pocahontas II, A 26. Chief Roy Crazy Horse. many of the issues that affected Native New World (Film, Hollywood, CA: Buena Vista 27. Sandy Muspratt, A. Luke, and P. Freebody, eds., people, and they will be able to relate Home Entertainment/Disney 1995). Constructing Critical Literacies: Teaching and Learning Textual Practice (Hampton, NJ: 2. NYS Social Studies Standards (www.emsc.nysed. to the story of Pocahontas and her Hampton Press, 1997). gov/ciai/). tribe. Students in my class were able 3. James W. Loewen, Lies My Teacher Told Me: to watch these movies and separate Everything Your American History Textbook Got Wrong (New York: Simon & Schuster, 1995). fact from fiction. They do not accept Margaret Golden is a lecturer in the Divi- 4. NYS Language Arts Standards (www.emsc.nysed. the Disney movies as a history les- gov/ciai/). sion of Education at the State University of son. 5. I had the luxury of time to be able to show the New York at Oneonta. Margaret is also a doc- whole movie, but this commitment of time is not toral student at Binghamton University and The lesson can go much further. necessary. Using clips from pre-selected passages a former elementary teacher in the Oneonta The concept of “historical truth” is in the move can work as well. City School District. evasive. Children need to understand

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