This page is for those new to the published writings of history teachers. Every problem you wrestle with, other teachers have wrestled with too. Quick fixes don't exist. But if you discover others' writing, you'll soon find - and want to join - something better: an international conversation in which others have explored, debated and tackled your problems. This edition's NNN problem is:

Teaching pupils to analyse similarity and difference

Many history teachers feel confident when teaching students to structure arguments about causation or to analyse trends in change and continuity over time. But that confidence evaporates when pupils are tackling a question such as, ‘Who were the Chartists?', ‘Who lived in eleventh century Sicily?', ‘How did Italian and German fascists differ?' or ‘How much did European protestants / Indian nations have in common?' What, exactly, are pupils to argue about in such questions?