Abstract
The author suggests that more attention should be given to stones in the teaching of secondary history in order to challenge and develop pupil ideas about historical interpretation. He believes that archeological interpretation is a way for pupils to understand how and why interpretations change. He cites the study of Stonehenge as a particularly promising strategy, precisely because it is subject to so many competing interpretations.
| Original language | English |
|---|---|
| Pages (from-to) | 20-21 |
| Journal | Teaching History |
| Volume | 126 |
| Publication status | Published - 2007 |