In this lesson, students inhabit the roles of historians as they try to judge the accuracy and trustworthiness of one primary source over another. Students are divided into groups of 3 and given 6 historical questions—for each, 2 sources/accounts are listed and students explain which they find more trustworthy, and why. (Example: a high school history textbook vs. a contemporary newspaper account.) In a class discussion, students explain their answers, and the teacher has the opportunity to explain that true historical understanding is intertextual, depending on corroboration of sources.