One of the challenges facing pupils in the history classroom is conceptual understanding. Pupils also find it difficult to recognise themes or patterns across different parts of time and space. Ian Myson has recognised the importance of analogy as a way to facilitate pupils’ understanding. He is quick to recognise, however, that poor use of analogy in the history classroom can simply exacerbate the problems. He uses classroom experience to reflect on how thoughtful, planned use of analogy can enhance historical understanding on a number of levels.