This paper discusses research evidence from Project Chata bearing on students’ understandings of the nature and status of different kinds of historical claims. The research suggests that the majority of students from age 7 to 14 years treat all historical claims as if they were matters to be directly tested by finding and compiling information; the appropriate questions are whether the information is available, and whether it is true. Nevertheless, some 12 to 14 year-old students are beginning to make more difficult and far-reaching distinctions between singular factual statements and explanations, and to recognize ¾ at least implicitly ¾ that claims made in rival historical accounts cannot necessarily be evaluated as if they were discrete matters of fact, but must be related to the accounts themselves.

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