The study of history is the ‘building upon’ of ideas of previous historians, where differences in opinions may occur or new evidence may be added to the arguments. The use of historical evidence brings to bear theoretical viewpoints, which determine the use of differing concepts and theories within any given explanation. The problem with history teaching and students’ poor learning results with the rote memorization of historical facts has led researchers to study the psychological and disciplinary constructs (teaching-learning). Nonetheless, the authors state that there has not been enough research completed by historians or history teachers on the substitutes to the theoretical approaches of history. The authors’ study analyzed the process of students attempting to analyze and understand the Industrial Revolution through three variables: prior knowledge; working memory capacity; and attitude for meaningful learning.