I agree that facts are important. Saying that Lincoln fought at the battle of Gettysburg is unacceptable. I am just saying that knowing those facts by memory are less important than they used to be because we have access to them at any time on our smart phones. I'm glad we agree that analyzing facts using critical thinking is most important.
I think maybe we are coming from different places regarding our local school districts. Maryland is one of the highest achieving states in the country and my county is consistently in the top 5 in the state. Our local high school is on the list of the top 2000 in the country. We strive to teach at higher levels of thinking ability.
As an education major, let me share with you Bloom's Taxonomy of levels of cognition and examples of a type of learning task for that level. I'll start with the lowest level and work my way up. The higher the cognitive demand of the learning task, the more depth of understanding.
1. Remembering - Recall events leading up to WWII.
2. Understanding - Classify events leading up to WWII as "causes of" or "unrelated to."
3. Applying - Interpret a speech given by Adolph Hitler leading up to WWII.
4. Analyzing - Question the involvement or lack of involvement of various countries during WWII.
5. Evaluating - Defend the decision of a country that decided to involve its military in WWII.
6. Creating - Design a timeline showing possible changes to our history if the US got involved in the events leading to WWII earlier.
My point is simply that memorization of facts is a very low level of cognitive demand. It is mandatory that facts be correct AND that depth of knowledge be sufficient for deep understanding.