Learning About Historical Perspective
Grades 6-8Learning about historical perspectiveOverviewThis lesson is one of a series that introduces six historical thinking concepts developed by Peter Seixas of theUniversity of British Columbia. Each lesson supports teachers in using a video to introduce one of the concepts. Thevideos are available at http://www.tc2.ca/videos.php. The lessons are available in different versions for grades 6-8and grades 9-12.This lesson’s written materials and five-minute video, Historical Perspective, is an engaging way to introducestudents to the concept of historical perspective. It features Chinese Canadians’ attitudes towards Canadian societyduring the early part of the 20th century and asks the question, Are we using our knowledge of the values andbeliefs existing at the time to interpret the people, events and practices of the past? The video examines theexample of the Chinese Students Soccer Team, who won the British Columbia Mainland Cup in 1933.Historical perspectiveWe cannot transport ourselves back in time, so it is difficult to understand what the past meant to the people wholived it. Though our goal in history is to understand bygone times, our attempts are often clouded by our currentconcerns, beliefs and values, which obscure our understanding of the concerns, beliefs, and values of the people weare studying. How, then, do we understand a past that is so different from our present views and beliefs? Historicalperspective involves viewing the past through the social, intellectual, and emotional lenses of the time in order tounderstand what life was like for those living then.ObjectivesStudents will understand that: identify the historical values, beliefs and practices of a different time become aware of the differences between our worldview and the worldviews of the past determine whether presentism is influencing our interpretation of the timeThis resource was developed with contributions from:BCHERITAGEFAIRSInternment Canadawww.tc2.ca 2014, The Critical Thinking Consortium
Learning about historical perspectiveSuggested activitiesBEFORE THE VIDEOProvide an exampleOpen by asking students how they would feel if they got a letter five months after it was sent. Then have themread the following scenario and speculate briefly with a partner on what it might have been like for people in thepast to have to wait this long to receive return correspondence from their home country.In 1858 people living in the British colony of Vancouver Island waited four to five months to receive aresponse to a letter sent from Victoria to London, England. This meant that important news from friendsand family or advice and instructions from superiors took almost one-half year to receive.Address the problem of presentismMany students’ modern-day perspective will be influenced by the fact that they live in an age with nearinstantaneous access to information and contact with others. Explain to students that adopting a historicalperspective is not a matter of thinking of how they personally would have felt in a particular historical situationbut how the people at the time would likely have felt. Understanding how they feel about receiving a letter fivemonths after it was sent is different than understanding what this meant to people living in 1858.Consider contextual informationIn order to understand the logic of a group’s actions or opinions, students need to learn about the time and placeand put themselves into the mindset of the time by considering two kinds of contextual information: broad knowledge about a period and place in timespecific information about the practices, values or beliefsReconsider the historical perspectiveAfter considering this new information, invite students to reconsider how someone at the time would have feltabout having to wait four to five months to receive a response to a letter. Ask students to share their responseswith either a partner or the rest of the class (possible responses: excited, happy, and more connected to their homecountry than ever before).Connect to the lessonAsk students to consider what winning something like a sports tournament or writing contest would mean tothem. Inform them that they are going to learn about a team of Chinese Canadian students who won a prestigiousfootball tournament in 1933 and will be considering what this win meant from the perspective of the time.DURING THE VIDEOInvite students to view the video, Historical Perspective. Ask students to adopt a historic perspective while viewingthe examples of Chinese Canadian immigrants in the early 20th century. If possible, provide students with multipleopportunities for viewing.www.tc2.ca2 2014, The Critical Thinking Consortium
Learning about historical perspectiveAFTER THE VIDEOStudentinformation sheet1933 Champions:Introduce steps for historical perspective takingProvide students with the following thinking strategy, a series of four steps, toassist them when inferring or analyzing historical perspective:1. Consider what the event means from a present perspective (thisidentifies the presentism which students will need to avoid).2. Identify the values, beliefs and practices of the time the event tookplace.3. Determine whether presentism has influenced their interpretation.4. Determine whether their interpretation is representative of the socialnorms of the time.Develop historical perspectiveInvite students to use the activity sheet, Historical perspective takingto analyze the perspective of the Chinese Students Soccer Team. Askstudents to analyze the perspective of Chinese Canadians in 1933about the win of the Chinese Students Soccer Team using evidencefrom the video and the information sheet,1933 Champions: TheChinese Students Soccer Team. If desired, share the evidence found inSample response: Historical perspective taking.Assess for understandingIn order to assess whether students are beginning to developan understanding of historical perspective, you might use thefollowing activities: Listen to student conversations when they are asked to discusshistorical perspective. Are they using criteria and evidence intheir conversations? When identifying aspects of historical perspective such aspresentism, do they choose powerful and relevant pieces ofevidence to support their justifications? Examine student use of the activity sheet, Historicalperspective taking. Have they selected accurate and relevantevidence? The Chinese Students SoccerTeamA photoofCharlie Louithe 1933 soccerteam. 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Thethroughcelebrationup in thenext days continuThe teamair, theirwas spoed withprideand its victntaneouslyfree fooory becamrememberdeclaredd and drine a legendaed throughk handed, a storyout theout to theSource:passed dowdecades.http://wn in Chinatww.canadaown, a ma.com/story.html?rk of pridid et 2014,Historical perspeBroad social beliefs, valuespracticesande at thecal Thinking ConsortiumingTimeperPerspectivThe CritiName:ctive takiod:timeEvidence(from sand motivareactions,tiowhat mattered and ns,didn’t matter, stateof knowledgeSocial beliefs, values andsurroundpracticesing a specific eventConsiderfeelingsand motivareactions,tiowhat mattered and ns,didn’t matter, stateof knowledgeLearningabout histoSamrical pers ple studenpectivetresponse6Event:HistoricaName: 2014,l perspeThe Critictive takcal Thinking Coningsortiumwww.tc2.caTimeperiod:PerspectivBroad soce at theial belieftimes, valuespracticesandEvidenceWhile soConsider(from secme Chinefeelingsprimaryondarymannersseand motivaaccountssources)reactions,and custo Canadians adaandptedtioCanadianwhat mams of mattered and ns,sodidn’t mawithin the ciety, there wa instreamtter, statesof knowleextent to community abo diversitydgeut thecustoms which traditionalshouldpracticesbe retain values anded and newthat should beadopted.Social beliefs, values andsurroundpracticesing a specific eveWith racntConsiderism towfeelingsards ChCanadianand motivainesreactions,tiobeing the commonplace in sewhat mattered and ns,the 1930only Chdidn’t mas,inese teatournametter, statemnt,of knowlethan a tro and winning it, in thedgemephy.Itrespectwas a me ant moreand accasure ofeptance.Learningabout historical perspective7 2014,The Critical Thinking Consortiumwww.tc2.caAt a later date, when students are once again asked to consider the historical perspective of aparticular event, do they continue to consider the criteria discussed during this lesson?www.tc2.ca3 2014, The Critical Thinking Consortium
Learning about historical perspectiveTAKING IT FURTHERThe following activities might be used to further develop the concept of historical perspective: Invite students to consider perspectives of people living in times being studied. (e.g., How did soldiers,Canadians generally, and the British perceive their involvement in World War I?) When studying historical figures, consider perspectives of the times they lived in. (e.g., Why might somewomen have opposed suffrage?) Look at a controversial issue/event/action and infer the perspective of many groups. (e.g., Did Canadarespond appropriately to the October Crisis?) Identify and consider perspectives of groups of people not mentioned, or briefly mentioned in textbooks.(e.g., Aboriginal peoples, women, children, labourers and other people often not considered)www.tc2.ca4 2014, The Critical Thinking Consortium
Student information sheet1933 Champions: The Chinese Students Soccer TeamA photo of the 1933 soccer team. Standing (left to right) William Lore, Gibb Yip, Jackson Louie, Jack Soon, Shupon Wong, Horne Yip,Charlie Louie, Gam Jung, George Lam. Sitting: Lem On, Dock Yip, Art Yip, Quene Yip, Frank Wong, Buck S. Chung.July 1st: Dominion Day. However, to the Chinese people living in Vancouver in the 1930s July 1st was knownas ‘humiliation day.’ This was a reference to the 1923 Immigration Act, passed on July 1st and outlawing allChinese immigration, with few exceptions.The racism against Chinese Canadians during this period was official – as well as unofficial. Chinese Canadianswere not allowed to vote or become professionals. They were viewed with suspicion, fear, and sometimeshatred by the white majority. Chinatown was considered a hotbed for crime: an undesirable ghetto inhabitedby undesirable people. With the Depression raging, and racism and regulation limiting opportunities foremployment, Vancouver’s Chinese Canadian community was troubled and oppressed in practically everyaspect of life.And yet, the spring of 1933 brought cause for wild celebration, due to the Chinese Students Soccer Team,which was only Chinese Canadian soccer team in the country. On May 29, in the final minutes of the province’sFirst Division League championship game, the match was tied. Then, the light and nimble Jack Soon scoredand the East Vancouver field was swarmed with ecstatic supporters eager to share in the team’s victory. TheChinese Student Soccer Team had won the prestigious B.C. Mainland Cup, beating the University of BC varsityteam.That night, the main streets of Chinatown were alive with bands and firecrackers. The team paraded throughthe crowd in an open car, like a convoy of returning war heroes, holding their trophy up in the air, their pridematched by the cheering throngs that joined in their triumph. The next day was spontaneously declared aholiday: businesses were closed and the celebrations continued with free food and drink handed out to thepublic.The team and its victory became a legend, a story passed down in Chinatown, a mark of pride to beremembered throughout the decades.Source: http://www.canada.com/story.html?id b0f277bd-c4b9-421a-a764-c8ca995f2763Learning about historical perspective5 2014, The Critical Thinking Consortium
Student activity sheetHistorical perspective takingPerspective at the time6Name: 2014, The Critical Thinking Consortium www.tc2.caEvidence (from secondary accounts andprimary sources)Event: Time period:Broad social beliefs, values andpracticesConsider feelings and motivations,reactions, what mattered anddidn’t matter, state of knowledgeSocial beliefs, values and practicessurrounding a specific eventConsider feelings and motivations,reactions, what mattered anddidn’t matter, state of knowledgeLearning about historical perspective
Sample student responseHistorical perspective taking7With racism towards ChineseCanadians commonplace in the 1930s,being the only Chinese team in thetournament, and winning it, meant morethan a trophy. It was a measure ofrespect and acceptance.While some Chinese Canadians adaptedmanners and customs of mainstreamCanadian society, there was diversitywithin the community about theextent to which traditional values andcustoms should be retained and newpractices that should be adopted.Perspective at the timeName: 2014, The Critical Thinking Consortium www.tc2.caEvidence (from secondary accounts andprimary sources)Event: Time period:Broad social beliefs, values andpracticesConsider feelings and motivations,reactions, what mattered anddidn’t matter, state of knowledgeSocial beliefs, values and practicessurrounding a specific eventConsider feelings and motivations,reactions, what mattered anddidn’t matter, state of knowledgeLearning about historical perspective
Introduce steps for historical perspective taking Provide students with the following thinking strategy, a series of four steps, to assist them when inferring or analyzing historical perspective: 1. Consider what the event means from
1. Teaching with a Multiple-Perspective Approach 8 . 2. Description of Perspectives and Classroom Applications 9 . 2.1 Scientific Perspective 9 . 2.2 Historical Perspective 10 . 2.3 Geographic Perspective 11 . 2.4 Human Rights Perspective 12 . 2.5 Gender Equality Perspective 13 . 2.6 Values Perspective 15 . 2.7 Cultural Diversity Perspective 16
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SEABROOK STATION UFSAR LIST OF EFFECTIVE PAGES Revision: 16 Sheet: 5 of 30 Page No. Rev. No. Page No. Rev. No. Page No. Rev. No. 2J - Historical Only, Not Revised 2K - Historical Only, Not Revised 2L - Historical Only, Not Revised 2M - Historical Only, Not Revised 2N - Historical Only, Not Revised 2O - Historical Only, Not Revised
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