May 25-June 5 2026 Intro to Perspective & Prior Knowledge - Pohahantas Final Unit & Project

Intro to: 

Perspective & Prior Knowledge

History & Cultural Awareness:

Colonization of history:

How do you dismantle the colonial myths E.g. POCAHONTAS? Disney's portrait of the Indian Princess has been indelibly pressed into young minds: she is naïve and noble, sexualized, innocent, and needy of a white saviour to win her heart. In reality, Indigenous women have always played strong and valued roles in their communities, leading by will and courage. Western society has created the archetype of the Good Indian, frozen in time, smiling and helpful. Together, we will decolonize this stereotype and examine portrayals of Indigenous people in Hollywood and beyond.

Focus: What is perspective? What do we already “know” about Pocahontas?

Activities:

Q: “Who is Pocahontas?” (brainstorm)

• Watch a Disney story HERE via RSS Library Online 1hour 22 min.
• Discuss:
  • What messages/themes does this version present?

Note: May 25 got to 39 min

May 26 - Finish Film - review questions below.

Concept of multiple perspectives in history: 

Who's stories are often marginalized? E.g. His-Story Reference from our past review of our prior performance viewing: Tony Louie Spoken Word Poetry Review - His-tory

Mini-Lesson: NOTES

• Define:
  • Settler/colonial perspective
  • Indigenous perspective
  • Bias and storytelling

• “What might be missing from the Disney version we viewed?”

Settler/Colonial Version

Focus: Traditional European/colonial telling of Pocahontas

Activities:

• Read - excerpt - (Paper handout at the front of the room- link to handout below) 

  Letter by Capt. John Smith to Queen Anne (1617)

  From The General Historie of Virginia by Capt. John Smith, 1624; The Fourth Booke, in Lyon Gardiner Tyler, ed., Narratives of Early Virginia 1606–1625 (New York, 1907), pp. 326–327. 

• Task: Students answer the 3 questions posed at the bottom of the handout. 
• 
  
• Task: Group discussion: 
  • How is Pocahontas described in this excerpt?
  • What role does she play in John's recount?
  • Who is centered in John's version?
• • What personal values are emphasized?

Indigenous Perspectives

Focus: Indigenous storytelling and historical interpretations

Activities:

• Listen Indigenous-authored telling of the story of Pocahontas

Information and perspectives on the historical experiences, contributions, and contemporary realities of Indigenous peoples. - via SD19 - Resources Indigenous Education Department

Telling Our Twisted Histories CBC - Words connect us. Words hurt us. Indigenous histories have been twisted by centuries of colonization. Host Kaniehti:io Horn brings us together to decolonize our minds– one word, one concept, one story at a time.

Task - Listen to Story 2 - below.

Story 2

POCAHONTAS

• Focus on:
  • Pocahontas as a real person (Matoaka)
  • Her age, experiences, and role in her community
• Compare with previous lesson:
  • What is different in this oral telling of the story vs. the Disney version OR John Smith's memoir letter?

Discussion Questions:

• Who has the authority to tell this story?
• Why might these versions differ?

Media Representation – Back To - Disney Analysis

Focus: How media shapes understanding

Activities: Students to answer the below - will help with their upcoming final project.

• Re: Full Disney film 
• Guiding questions:
  • What stereotypes are present?
  • How is romance portrayed?
  • What historical inaccuracies can you identify?

Group Work:

• Students fill out a 3-column chart:
  • What Disney shows
  • Historical facts
  • Indigenous perspectives

Discussion:

• Why might Disney change elements of the authentic story?

Comparing Perspectives

Focus: Synthesizing learning

Activities:

• Create a Venn Diagram or comparison chart:
  • Settler vs Indigenous vs Disney

Introduce FINAL PROJECT!

• Compare & Contrast Essay OR Poster

Project Guidelines:

Students must include:

• At least 2 different sources (articles, PDFs, film)
• Key similarities and differences
• Analysis of bias and purpose
• Personal reflection:
  • Why does perspective matter?

Culminating Project Options

Option 1: Comparative Essay

• 3–5 paragraphs:
  • Introduction (topic + claim)
  • Body paragraphs (comparisons)
  • Conclusion (importance of multiple perspectives)
  • Quotes or evidence from sources (min 3)

Option 2: Poster / Visual Project

Must include:

• Venn diagram or side-by-side comparison
• Quotes or evidence from sources (min 3)
• Images (optional)
• Written explanation

*Mini Lesson - Mr. Wilson - BC Digital Classroom review.

Assessment Rubric 

Criteria	Excellent	Developing	Beginning
Understanding of Perspectives	Clear & insightful	Some understanding	Limited
Use of Evidence	Strong & specific	Some evidence	Minimal
Comparison Skills	Thoughtful contrasts	Basic comparison	Little comparison
Communication	Organized, clear	Some clarity	Unclear

Work Periods + Presentations

Assessment Criteria:

• Understanding of both perspectives
• Use of evidence
• Clarity of comparison
• Critical thinking

Final Reflection Journal: 

• “How has your understanding of Pocahontas changed throughout this unit?”