Sometimes, things don't go to plan. Current events come into the classroom, especially the history classroom. How should students' responses to current affairs be dealt with there? How should students' desire to voice their opinions be handled if their opinion is unpopular. What if the student is simply wrong? How far can moral relativism be acknowledged, explored and scrutinised in the history classroom, when the topic under discussion is controversial and urgent? Working in the Netherlands and Belgium, Wansink, Patist, Zuiker, Savenije and Janssenswillen have developed and refined ways of doing this. In this article they provide an overview of researchers' thinking on the issue, and clear strategies and guidelines for what a history teacher might do to ensure that any unplanned discussion is, at least, respectful, engaging and rigorous.