This chapter concludes the books by exploring the pedagogicalpedagogical potential of picture bookspicture books and multimodalmultimodal textsmultimodal texts to teach history through a lens of empathyempathy, imaginationimagination, and critical engagement. Traditional approaches to teaching conflictconflict and traumatrauma often focus on military tactics and statistics, but these creative texts emphasise the human dimension, fostering emotional connections and nuanced understanding. By engaging students’ historicalhistorical imagination, picture books and multimodal texts enable learners to consider the experiences of historical actors. This interplay between affective and cognitive domains promotes historical empathy, encouraging students to confront prejudices, embrace diverse perspectives, and incorporate these insights into their values and world views. Research demonstrates that visually rich texts are memorable and engaging, offering multi-sensory, narrativenarrative, and embodied experiences. These dimensions deepen historicalhistorical understanding and stimulate curiosity. However, educators often express uncertainty about balancing emotional engagement with historical objectivity. This chapter addresses these concerns by providing actionable strategies and protocols to integrate picture bookspicture books and multimodalmultimodal sources into history classrooms in curriculumcurriculum-aligned ways. The chapter emphasises testing the narratives of creative texts against primary and secondary sources, ensuring critical inquiry. It concludes by advocating for the use of picture books to explore controversialcontroversial historical issues, linking past and present, and fostering informed, empathetic citizens prepared to navigate complex societal challenges.