Until the grand narrative is recognized as a product and process of power and privilege it can never do the transformational work that it can, and should, do in education. In this paper, I argue that concept learning can be a practical strategy for exploring and deconstructing power that is structured through the grand narrative and manifested in the nation. In particular, I introduce my pedagogical model of Historic Space as a transformative tool for having these discussions and support this approach by discussing students' interactions with it. (Contains 4 figures.)