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Publication date: 1st December 2002 by Peter Vass, Rachel Galloway, Noelle Ullathorne
After the sirens sounded: Event Framing and Counterfactuals at Key Stage 2
The ‘imagined’ past presents as many problems for historians as it does for the teachers of history - how much of the past can we truly know? To what degree is the historiological process an exercise in the historical imagination? How much of the past have we licence to imagine? Some recent research I have undertaken with two teacher/researcher colleagues in an Oxfordshire primary school would suggest that it plays an essential part in developing children’s historical knowledge and understanding as well as giving them valuable insights into the nature of historiography.