Student

Name:

Teacher Name:

Redhound Day Lesson 3 - 7th Grade Social Studies

This lesson replaces one day of classroom instruction in Social Studies. These tasks will be
graded based upon correct completion. Students will have a five-day period including two ESS
dates to complete any work that is not finished on the actual day that we miss school.

Part I: In one or two sentences, summarize the popular story of Pocahontas and John Smith.
You do not need specific details; just write what you have heard in earlier grades or from pop
culture (movies, etc.).

KCAS SS 7 KCAS SS 7 Academic Expectation 2.20: Students understand, analyze, and interpret historical events, conditions, trends, and
issues to develop historical perspective. Reading Standards for Literacy in History/Social Studies 612: Integrate visual information (e.g., in
charts, graphs, 7. photographs, videos, or maps) with other information in print and digital texts.

Part II: Read both primary sources below about how Pocahontas rescued Captain Smith to
answer the following questions in complete sentences. Remember that you do NOT have to
understand every word in each passage in order to comprehend the text as a whole. Also keep
in mind that words that appear to be misspelled were correct by historical standards.

John Smiths 1616 Letter to Queen Anne of Great Britain:

So it is, that some ten years ago being in Virginia, and taken prisoner of Powhatan their chief
King, I received from this great Salvage exceeding great courtesy Pocahontas, the Kings most
dear and well-beloved daughter, being but a child of twelve or thirteen years of age, whose
compassionate pitiful heart gave me much cause to respect her. After some six weeks at
the minute of my execution, she hazarded the beating of her own brains to save mine; and not
only that, but so prevailed with her father that I was safely conducted to Jamestown

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John Smiths 1624 Generall Historie of Virginia, New England, and the Summer Isles

Captaine Smith was led after him (Powhatan) by three great Salvages, holding him fast by each
armethe conclusion was, two great stones were brought before Powhatan; then as many as
could layd hands on him, dragged him to them, and thereon laid his head, and being ready with
their clubs, to beat out his braines, Pocahontas the Kings dearest daughter, when no intreaty
could prevaile, got his head in her armes, and laid her owne upon his to save him from death:
whereat the Emperour was contented he should live

Student Name:

Teacher Name:

1. When did Pocahontas rescue Captain John Smith?

2. While both sources explain that Pocahontas endangered her own life to save Captain Smith,
the later passage adds some specific details about the rescue. In your own words, describe
what Pocahontas did to save Smith.








3. What conclusions could you draw, based upon the fact that this dramatic scene was not
included in the earlier letter written by Smith?






4. Which depiction of Pocahontas (Redhound Lesson Day 2) best matches the description
provided by Captain Smith in his letter?





5. Do the primary sources about Pocahontas and Captain John Smith contradict each other? If
so, provide evidence to explain which you think is most likely true. If not, explain why the
accounts are so different, since they are describing the same event.










KCAS SS 7 Academic Expectation 2.20: Students understand, analyze, and interpret historical events, conditions, trends, and issues to

develop historical perspective. . Reading Standards for Literacy in History/Social Studies 612: CCSS.ELA-LITERACY.RH.6-8.1 - Cite specific
textual evidence to support analysis of primary and secondary sources.