The National Science Education Standards (NRC 1996) recognize the efficacy of teaching science within the context of history, emphasizing the evolution of concepts, models, and theories. By studying science in a historical context, students view themselves less as spectators and more as participants in this human quest for truth and understanding. In this article, the authors describe a project intended for high school chemistry students to investigate atomic structure from a historical perspective. Assuming the personas of eight legendary scientists and their assistants, students stage a mock gathering to explore the evolution of the atomic model. This role-playing activity serves as a template for weaving the rich history of science into other subject areas. (Contains 3 figures.)