This article describes the explanations three fourth grade students developed to account for prejudice and discrimination as they studied Michigan history. The results of this study demonstrate that students' theories parallel those of social scientists who have grappled with similar questions about why people dislike or discriminate against those who are different. Moreover, the students in this study explained past actions by looking to what Collingwood (1946) refers to as ‘the inside of the event’ -- the thoughts in the minds of historical actors. The article explores how these students' historical sense-making is subject-specific, constructed, and situated in multiple contexts.