This article examines the narrative structure used by Israeli history teachers in their lessons. The investigation makes use of the analytical tools of narratology, employing the constitutive narratological distinction between fabula and szujet. It becomes clear that the narrative structure which teachers of history commonly use impedes their ability to prepare lessons which interest their pupils. The article proposes that history teachers adopt a different narrative structure, which may captivate their pupils and arouse greater interest in learning history.