This thesis explores the potential of communicating complex ideas about the past through board games. The thesis will start with exploring and defining its theoretical understanding of historical narratives and procedural rhetoric. Then, the thesis will continue with how other scholars have discussed the role of and potential that games have in the imparting of historical knowledge. Using this established methodology and theory of game-based learning, this thesis will analyze three historical board games for their ability to impart historical understanding. After the analysis of the three case studies this thesis will showcase an annotated version of the rules for the historical board game: Divided Kingdom, 561 which was created for this thesis. In the annotated rulebook, and design journal that follows it, the author elaborates on the game's intention as a pedagogical tool and how it is designed to communicate historical understanding of sixth century Frankish Gaul.