Inform students that effective reading of historical texts requires that the reader go beyond the text and attempt to interact with the author and audience. This requires understanding the subtext of the document. Subtext refers to the underlying assumptions, beliefs, purposes, and worldviews that may have influenced the creation of the document. Often the author may be unaware of the subtexts, being too close to the issue or event to realize that their perspective has shaped the document in subtle ways. Two kinds of clues are useful for examining subtext:
• Language used: The precise words used are often revealing of underlying attitudes and beliefs. For example, the sample document states “the local people in British Columbia tried to force the parliament to pass the discriminating laws against Chinese.” What does the use of the term “force” suggest? Contrast this term with other words that might have been used—“lobby,” “encourage,” petition.” What can we infer about the author’s views of the level of intensity among white residents of British Columbia towards the Chinese?
• Unstated assumptions. The taken-for-granted beliefs embedded in the document are also revealing of underlying attitudes and values. For example, does the author presume that the intended audience knows who the author is, has some familiarity with the issue raised in the document, and is likely to be sympathetic? Are these realistic assumptions on the part of the author? What does these impressions of the intended audience’s knowledge and sympathies suggest about the author?
