Digital history refers to "the study of the past using a variety of electronically reproduced primary source texts, images, and artifacts as well as the constructed narratives, accounts, or presentations that result from digital historical inquiry." Access to digitized primary sources can promote active instruction in historical thinking. A powerful way to use digital history in the classroom is to engage students in "doing history" by reading and analyzing digitized primary sources and then articulating their historical interpretations by drawing conceptual models. Originally developed for physics, the modeling pedagogy engages students in inductive inquiry to create a visual representation of a theoretical framework and conceptual understanding. In the field of the social studies, the modeling pedagogy resonates with practitioners who embrace an inquiry-oriented or constructivist approach to teaching historical concepts and ask their students to "do history." In this article, the authors describe a lesson in which modeling pedagogy and digital history are combined to teach about the Great Plague that hit Europe in the mid-fourteenth century. This lesson is designed to encourage teachers to go beyond using technology for didactic history instruction. The authors believe similar strategies can be used with other topics in history and, by extension, throughout the humanities and social sciences. (Contains 3 figures and 13 notes.)