This paper reports on the current progress of the CHATA Project (Concepts of History and Teaching Approaches, 7 to 14), funded by the Economic and Social Sciences Research Council (ESRC) as part of its program, "Innovation and Change: The Quality of Teaching and Learning." The project is set in the context of changes within history teaching and the thinking of researchers, particularly the shift of interest from children's substantive historical concepts to their second-order understandings of structural concepts like evidence, account, and cause in history. Some methodological considerations involved in understanding children's ideas about history are discussed, with special attention to the progression of ideas with the notion of 'levels' of understanding. A provisional model of the development of children's ideas of historical evidence is discussed. The paper also includes examples of tasks employed to investigate children's ideas of evidence and cause in history and discusses a selection of children's responses in light of early analysis. (EH)