I know I've just caught up with this thread, but I have to say I LOVE the berkeley link, Bette-Lou. I also teach History (Ancient) in Qld, and I know where you're coming from, David. The problem (I think) is made worse in Ancient History, as we have comparatively few sources, and so much conjecture about them. I often feel like I am repeating myself along these lines:
So - the author is from the upper class - what is his point of view about the situation?
Does this represent a female point of view?
etc etc

The problem I find is that there often are NO alternative voices, and anything we create is so artificial or one-dimensional - We really don't know how ancient people thought about particular things; so we don't know what they thought was important, or even 'true'.

I often use the old Geoffrey Robinson's "Hypothetical" style of roleplay to set up the right kind of mindset for historical analysis - set up your base scenario and let the students play it out, without telling them the real names or events/people. Set constraints/opportunities similar to those enjoyed by historical periods, and see how different/similar your students' solutions are. This rarely needs more than a whiteboard and good stage management...