It is true that students need to learn about history concepts but they also need to understand the methods and skills required to build historical knowledge. The authors explain the model of historical explanation with three components: interpretive concepts; narrative, analytical or descriptive discourse; and procedures of multicausal and intentional explanations. There are three specific procedures: factors relevant to the investigator; evaluation of grade responsibility; and analysis of connections network. The authors discuss their empirical study on the learning of causal explanations in history objectives through procedure, method and results. There are four main conclusions of the study: no learning of causal explanation occurs unless it is taught; if not taught differently, students will view history as series of events with no influential or causal relationships; teaching of interpretive concepts does not guarantee learning of causal relationships; and teaching of interpretive concepts along with procedures of causal explanation may increase students’ skills in historical explanation.