This article explores student meaning making in a Grade 11 US history unit on the Second World War. The 10-lesson unit was designed as an experiment that aimed to apply an instructional model of historical consciousness to a classroom context. Although the notion of historical consciousness has gained significant interest in the field of history education, translating it into educational practice remains a challenge. In this study, it refers to a disposition to make meaning of the past for oneself, which is manifested in three meaning-making abilities and processes (Boix Mansilla and Gardner, 2007; Nordgren and Johansson, 2015; Rüsen, 2004). To study the manifestation of historical consciousness in the learning process during this unit, I employed found poetry on collected classroom transcripts and observations, as well as student work. I turned to this qualitative, arts-informed method when I realised the analytic methods that I had employed so far failed to capture important subtleties of students' historical consciousness emerging from the data. In this paper, I present and discuss the results of my analysis, offer a rationale for using found poetry in history education research and reflect on the need for relevant and meaningful school history.