Integrating digital video into history lessons can generate enthusiasm and excitement among students about learning history. While some students perceive history to be dull or boring due to lack of personal relevance or applicability, the authors found that creating digital video biographies during a unit of study on the American Revolution allowed students to actively take part in their own learning while also becoming immersed and interested in the content covered within the unit. In this article, the authors present activities in which students learn technical skills to create videos of their own and also learn the course content as they develop a historical narrative from various sources. Assigning students to construct digital biographies and narratives encourages them to be both critical consumers and producers of historical narratives. This means that students are learning how to present history content in a way that goes beyond the simple memorization of facts and dates. They experience multiple perspectives of an event and then must sort through the different representations to arrive at an understanding of their own. (Contains 2 notes.)