Abstract
The article is devoted to the topic of ”traces of the past”
interpretation; its relevance is due to both the need to improve the
training of history majors and the aggravation of the fight against
falsifications of history (primarily domestic). The aim of the research
is to analyze the correlation of humanitarian, social and technological
components in the methodology of teaching historical disciplines. The
comparative method was chosen as a key method. The work uses
the method of hypotheses, content analysis of the source base, and
experience in studying University teaching practice. Identifying the
prerequisites for “incorrect” interpretation of historical events, the
author compares legal, forensic and philosophical approaches.