How can the discovery of new artifacts change interpretations of history over time?
Answers
Explanation:
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Explanation:
Interpretations
What are interpretations?
Historians use facts gathered from primary sources of evidence and then shape them so that their audience can understand and make sense of them. This process whereby the historian makes sense of the past is called an interpretation.
In order to study interpretations students need to be able to recognise different types of interpretations, know why they might differ, and how to critically evaluate them. Students need to be able to recognise how and why interpretations change over time.
It is important that students grasp the idea of history as a construct otherwise they will be unable to make sense of conflicting and competing accounts of the past which present themselves in their daily lives.
Teaching young children about interpretations involves them in reflecting about different versions of the past. Children can find this concept difficult as it challenges their notion that there is one certain version of history. When using interpretations with young children teachers need to ensure that the children are given just the right amount of uncertainty to challenge them. Teaching children about historical interpretations tells them something about the people who created them and the societies in which they lived.
Planning to teach interpretations
When teaching interpretations teachers need to:
Use as many different forms of interpretation as possible for example film, music and art, so that students see the different views which are held on an issue.
Use examples of interpretations which show issues about which people held really strong views.
Offer a good range of contrasting views on a topic and try to include one or two which will present an interesting or new standpoint.
Use interpretations only when the students are well grounded with background information and have some knowledge of the issues.
Use strategies which will help students to see the limitations of some interpretations and how the facts of history can be distorted or over simplified for a particular purpose.
Use criteria with students to show what makes a good answer on interpretations.
Primary examples
During the foundation stage the children can be introduced to the idea of different perspectives by examining different images of a character in a nursery rhyme. These different representations of the same character introduce the children to the idea of different ways of representing people and events in the past.
At KS1 enquiries can be focused interpretations in the form of commemoration mugs, posters, badges etc. of significant people studied, such as Florence Nightingale or Grace Darling, and raising the children’s awareness of how and why these forms of commemoration were made.
Teaching young children that all history is a construct is very difficult for them to understand, as they are inclined to think that the history they read in the textbooks is full of fixed truths and facts that cannot be disputed. Developing children’s understanding of this concept at KS2 focuses on helping them to understand that some interpretations might be more accurate and reliable than others, and that historians might write different versions of the same event even when using the same evidence.
The children might also be able to understand that interpretations might differ depending on which aspect historians are looking at. For example views of the Victorians might be more positive if looking at the benefits of industrialization and empire, and more negative if looking at child labour or slavery. Children might also understand that people create different versions of the past for different audiences and therefore might give a different emphasis.
Using collections of commemorative artefacts at museums to help the children understand the purpose and audience of an interpretation and to discuss and debate why people represent the past differently.
Presenting the children with one perspective of past events and asking them to discuss and debate why the past is represented differently.
Using powerful visual interpretations such as a photograph of the evacuation of children during World War 2, can at first stimulate the children’s interest about war and conflict and how it affected the lives of children and their families. Asking children to focus on the photograph itself and exploring what they see happening to the children the teacher could ask the children.
Who they think the photographer was.
Are there any clues in the photograph about when it was taken?
Can they suggest who they think the photograph was taken for?
Why did the photographer take the picture? What did he think would happen to the photograph afterwards?
Post Primary Examples
Students at KS3 need to be encouraged to engage with interpretations so that they come to realise that their knowledge and understanding of the past depends not only on events but how the events are represented.
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