In order to balance historical authenticity and national political stance in education, especially when teaching content involving sensitive historical events (such as the origins of World War I), the following points should be noted: 1. Adhere to the principle of evidence-based teaching. First, teachers and textbook compilers should rely on a wide range of original documents, empirical research and the results of authoritative historians to ensure that the historical facts presented have a solid foundation for textual research. This helps students understand the complexity of the event itself, rather than a single political narrative. 2. Multi-angle and multi-perspective historical interpretation. For sensitive historical events, present a variety of explanations and viewpoints to let students understand the different theories and discussions in the international academic community on issues such as the origin of World War I. This not only respects the diversity of historical facts, but also cultivates students' critical thinking and enables them to learn to independently judge and analyze historical materials. 3. Emphasize critical thinking and academic discussion. In class, teachers can encourage students to analyze, discuss and compare the similarities and differences between different historical materials, and explore the theoretical basis and limitations behind various viewpoints. Through classroom discussions, debates and other methods, students have the opportunity to understand the arguments and rebuttals of all parties, so as to have a more comprehensive understanding of historical events. 4. Pay attention to the distinction between politics and history. Although national political positions sometimes try to use historical events to interpret the present or strengthen a certain national identity, in history teaching, academic research should be distinguished from political propaganda as much as possible. Teachers should make it clear that history is a science that is constantly developing and self-correcting, and national political positions should not be the only basis for interpreting historical facts. 5. Respect facts while also paying attention to emotions and identity. Historical education not only teaches objective facts, but also involves national identity and emotional education. When explaining sensitive historical events, we should neither completely ignore national political positions nor over-glorify or demonize one side. Teachers can guide students to realize that national narratives under different political backgrounds often interpret historical facts selectively, so as to better understand current international relations and domestic political culture. 6. Continuously update teaching materials and teacher training. Historical research is constantly improving, and new historical materials and research results are emerging in an endless stream. Teaching materials and teaching methods need to be updated regularly, and teachers should be trained so that they can keep abreast of cutting-edge academic trends and avoid rigid political narratives affecting the diversity and rigor of teaching content. In short, high-quality history education should establish a scientific attitude of "seeking truth from facts" while facing up to the country's political and cultural traditions and identity needs. By exposing students to rich historical materials, diverse viewpoints and an open discussion environment, we can achieve a reasonable presentation of different political positions on the basis of maintaining historical authenticity, thereby cultivating critical citizens with independent thinking ability and a broad international perspective.