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1. Following the distinction made by Lee and Ashby (2000), history educators often distinguish between “substantive” or “first-order” concepts such as those listed here, and “second-order” concepts such as perspective, causation or empathy, which purportedly “provide our understanding of history as a discipline or form of knowledge” (p. 199). Although Lee and Ashby do not dismiss the importance of substantive knowledge, an unfortunate consequence of this distinction—and of the quest for disciplinary distinctiveness—has been a lack of concern among many researchers with the role that substantive concepts play in students’ understanding of history. For examples of history educators who have begun to consider the importance of substantive concepts, see van Drie and van Boxtel (2008) and VanSledright and Limon (2006).

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