Accuracy and Validity of Data

The final way of knowing history involves "cross-examining the accuracy and validity of purported facts" (Hennings, 1993, p. 363). Critical thinking and evaluation of history texts or presentations is aided by the following strategies.

Instructors should "teach readers to think of historical facts as hypotheses, some of which are more likely to be valid than others" (Hennings, 1993, p. 370). An awareness of this is the first-step.

Question the validity of historical facts by asking these key questions:

• "'What evidence is there to support that contention?
• How extensive is the evidence?
• What contradictions are evident?
• How biased are the sources?'" (Hennings, 1993, p. 370).

Instructors should stress - and students should realize - that "history, especially the history of the distant past, is in many respects an invention" (Hennings, 1993, p. 370). Share or find examples of common historical myths that are not supported by historical facts. An example is myths surrounding Christopher Columbus.