Reflecting on the reasons why generic models for teaching historical significance are never quite adequate, Rachel Foster found herself considering, instead, the specific contexts in which arguments about historical significance arise.  These reflections took her to the fascinating example of stately homes. Drawing on scholarship such as that of Peter Mandler, she considers how and why the appeal of stately homes has shifted over time, and differently among differing groups of people. In this article, Foster argues that the changing values attached to heritage afford rich and rewarding puzzles for students. Using a lens of social memory, she develops some principles for shaping enquiry questions about heritage. She then illustrates these through the planning and resources for one enquiry relating to stately homes...