This book brings together archeologists, historians, psychologists, and educators from different countries and academic traditions to address the many ways that we tell children about the (distant) past. Knowing the past is fundamentally important for human societies, as well as for individual development. The authors expose many unquestioned assumptions and preformed images in narratives of the past that are routinely presented to children. The contributors both examine the ways in which children come to grips with the past and critically assess the many ways in which contemporary societies and an increasing number of commercial agents construct and use the past.