This presentation starts from the premise that current social studies classrooms across the United States struggle with integrating Indigenous People and thought throughout the teaching of history and civics. In fact, through the analysis of one state’s social studies standards, we find that specific references to Indigenous people ends in 1898. In an attempt to more fully engage the full history of the United States and all those that contribute to it, we call on the concept of culturally sustaining/revitalizing pedagogy to investigate when and how Indigenous thought can be incorporated into other topics and standards, beyond 1898, that could re-ignite an interest in Indigenous thinking. By doing so, we aim to not only offer different perspectives about more contemporary issues and events, perhaps perspectives that are more just and that seek equity, but to also alleviate the notion that our Indigenous brothers and sisters exist only in the past, but rather are active and vibrant contributors to our national identity.