Introduce the three issues (loyalty to Canada, immigration, and economic values) listed on the worksheet Identifying Perspectives. Explain the accompanying scales indicating the range of positions on each issue. Working individually or in small groups, invite students to use the clues, conclusions, and questions to rate the degree of support among the Chinese community for each of the issues. Encourage students to include two clues and related conclusions from the briefing sheet[s] to justify each rating. Remind students to consider the criteria for an authentic perspective when determining the ratings:
• Consistent with clues in the historical document: conclusions about a perspective must be consistent with evidence from primary sources. For example, it would not be accurate to indicate that the Chinese community would have supported an increased head tax for primary sources clearly indicate otherwise.
• Plausible given the time period: conclusions about a perspective must be congruent with the context of the time. For example, suggesting that the Chinese community would have supported a closer relationship between Canada and Japan might not be plausible given the relationship between China and Japan during the time period.
• Consistency with community values and beliefs: conclusions about a perspective must be consistent with the known beliefs and values of the community. For example, it would not be plausible to indicate that the Chinese community would have supported attempts by the Canadian government to eliminate Chinese cultural practices in Canada. Such support would be contrary to community beliefs and values
