The purpose of this paper is to analyze a classroom lesson of history where movie posters were used as visual teaching materials for students to communicate historically. Students` responses were observed and educational significances of this history class were drawn. Movie posters display written letters and images, such as lines and colors, signs, background scenes and blanks, drawings, characters and their postures, gestures and expressions, etc. which have condensed symbolic language in them. They not only guide people to the concept of the movie, but they also pictorially express various messages from the movie on one piece of paper. Compared with most written texts that function as a means of communicating knowledge through words and notions, movie posters clearly differ from them in that they are non-verbal materials with visual images offering clues to what the movie intends to mean. Current approaches to history education focus largely on logical or critical thinking; as a result, cognitive aspects associated with non-verbal experiences by the learners have been neglected. History classes using movie posters have great significance for they can provide us opportunities to look into how learners understand and experience the world. In addition, movie posters offer the learners chances to use their imagination and analogy from the visual images while interpreting them, select appropriate words and organize them while communicating each other; this leads the learners to social values and sentiments and appreciate others` way of life underlying in the movie poster.