Activity Overview
While John Smith did many things for the Jamestown settlement, his account can often be seen as far-fetched, exaggerated, or unreliable. Have students look at Smith’s account and keep track of instances where John Smith may seem to be exaggerating, or unreliable. Students will storyboard these moments with the traditional layout or with the grid layout as in the sample storyboard above.
“The new President, and Martin, being little beloved, of weak judgment in dangers, and less industry in peace, committed the managing of all things abroad to Captain Smith: who by his own example, good words, and fair promises, set some to mow, others to bind thatch, some to build houses, others to thatch them, himself always bearing the greatest task for his own share, so that in short time, he provided most of them with lodgings, neglecting any for himself.”
“Notwithstanding, within an hour after, they tied him to a tree, and as many as could stand about him prepared to shoot him: but the King holding up the compass in his hand, they all laid down their bows and arrows, and in a triumphant manner, led him to Orapaks, where he was after their manner kindly feasted and well used.”
“Having feasted him after their best barbarous manner they could, a long consultation was held, but the conclusion was, two great stones were brought before Powhatan: then as many as could laid hands on him, dragged him to them, and thereon laid his head, and being ready with their clubs to beat out his brains, Pocahontas, the King’s dearest daughter, when no entreaty could prevail, got his head in her arms, and laid her own upon his to save him from death…”
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
- Click "Start Assignment".
- Write Unreliable Narrator in the title box.
- Write Example 1, Example 2, and Example 3 in the headers.
- Write an example of when John Smith was an unreliable narrator in the book. Use detail.
- Create an illustration that accurately represents each description using scenes, characters, and items.
- Save and Exit
Lesson Plan Reference
- [ELA-Literacy/RI/9-10/1] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- [ELA-Literacy/RI/9-10/3] Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
- [ELA-Literacy/RI/9-10/9] Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.
How To Discuss the Topic of “Unreliable Narrator” in Class
Provide Context
Begin the discussion by explaining to the students the meaning of unreliable narrator. Provide context as to how and why Smith is considered an unreliable narrator and ask the students to share their thoughts at this point. Teachers can also discuss some other instances where the narrator has been criticized and his work is not considered credible.
Analyze Reasons and Motivations
Ask the students to analyze the reason as to why Smith exaggerated some instances or changed some details in his narrations. Explain to the students that it could be because he wanted to portray himself as a hero or a leader. Ask the reason to share their opinions and analysis on this topic. Encourage them to back their analysis with some sort of facts or evidence from credible sources.
Perform a Textual Analysis
Ask the students to pick a word or passage that has an unreliable narrator. As students read aloud, have them look for passages that seem shaky and talk about how this may affect how the audience interprets the narrative. Students can also highlight some passages they think seem exaggerated from “The General History of Virginia”.
Determine Historical Significance
Encourage the students to take into account the historical setting of John Smith's writing. Talk about how his presentation of events may have been impacted by cultural views, societal conventions, and the goal of his writing.
Discuss and Reflect
Encourage the students to reflect on all the points that have been made so far. In the end, students can share a comprehensive analysis of all the facts and information they have collected and engage in debates and discussions with the rest of the class. This will promote active participation and encourage critical thinking in students.
Frequently Asked Questions About Smith as an Unreliable Narrator
How does the text highlight Smith's narration’s possible unreliability?
Students can keep an eye out for instances of prejudice, contradictions in the information, or self-promotion that might indicate Smith's narrative is affected by personal interests. Historians and academics have questioned Smith's claims of events, even if they aren't necessarily refuted in the text. Some instances of such texts have been identified in the storyboard activity.
What differences exist between John Smith's story in "The General History of Virginia" and other historical versions or viewpoints?
Differences between the experiences and perspectives exist between Smith’s narration and the narration of other settlers. Students can try to read and compare Smith’s narration and the writings by other settlers in order to understand and highlight this difference. For an easier analysis, students can also read the already existing analysis by historians emphasizing this difference.
More Storyboard That Activities
General History of Virginia, The
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