Teachers who have tried problem-based historical inquiry have often found its demands overwhelming. Both teachers and students need a support structure to assist them with the inquiry process. The Persistent Issues in History (PIH) Network seeks to nurture and support a national community of teachers who engage their students in problem-based historical study that promotes competent citizenship. With partner teachers, the authors developed a set of criteria for designing PIH curriculum that supports inquiry into historical instances of fundamental societal questions. Any educator can become a member of the PIH network at no cost by agreeing to the usage/participation requirements listed on the enrollment page. The nuanced understanding of history required for civic competence represents a formidable challenge for social studies teaching. Technological tools and support alone provide no panacea for meeting this challenge. However, when incorporated into a strategy for problem-based learning, the power of technology presents twenty-first century teachers with possibilities that have been unavailable to past generations of professionals.