ABSTRACT
The idea that the past is open to different interpretations – that we can construct different pasts from the same evidence – can be bewildering to both teachers and children as well as to the general public. This appears to be recognised by many publishers and heritage presenters, as often the past is portrayed in a positivistic manner, the dominant image being almost a photograph of reality (Lewthwaite 1988: 86). It is noticeable that of the Key Elements in the National Curriculum History Orders (DfEE 1995) it is the ‘Interpretations of History’ element that causes the most problems for teachers. Perhaps the major influence on teachers has been their own positivistic experience of history during their own schooling. Heritage presenters wish to attract school parties to their attractions and often do not want to disturb teachers and children by showing various interpretations of the same event or place, or at least not drawing attention to them. However, the National Curriculum recognises the fact that there are differing interpretations of the past and Key Element 3 Interpretations of History at Key Stage 2 requires that children are able to identify and give reasons for different ways in which the past is represented and interpreted. The purpose of this chapter is to highlight the challenging possibilities of meeting the requirements of Key Element 3 and also giving the various audiences of archaeology a more valid way of looking at the past. Throughout, the term ‘(re)constructions’ is used rather than ‘reconstructions’ as the latter presupposes that we can get at exactly what the past was
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Chapter 3
