Kate Hammond sets out a rationale for linking the National Curriculum requirement to study interpretations of history with her pupils’ own evidence handling skills. She makes connections with history-teacher-led debates and innovations in both areas, but particularly the work of Howells (2005). She describes and evaluates a learning sequence that introduced Year 9 pupils to two contrasting types of historian: the cliometrician and the microhistorian. Her learning activities enabled pupils to understand and develop their own increasingly informed views on these historians’ theories and methods.