For many non-native people, Native Americans are one large homogenous group. A fairly simple "group" to understand. Indigenous people are commonly presented and understood through long-enduring imagery via movies, advertising, product naming, and mascots. Through these processes, indigenous peoples are labeled, named, and historically placed as entities stripped of their humanity. They are made caricatures. These actions of presentation de facto allow large numbers of people to ignore or opt out of examining the historical experiences, present realities, geographies, and cultural manifestations of indigenous peoples. Engaging a critical framework about and for Native Americans in social studies curriculum is a necessary challenge to a course of study that is much more than a set of standards to learn; it is a reproduction of consciousness and a substantiation of misrepresentations. What is offered within this essay is a call for teachers to utilize the TribalCrit framework in their teaching. Tribal Critical Race Theory (TribalCrit) is an offshoot Critical Race Theory. TribalCrit centers on examining the particular experience of Native Americans through a critical lens that acknowledges and illuminates the space through which they have existed historically, currently, and into the future. TribalCrit provides a unique lens through which to view indigenous experiences, such as engagement and oppression, and specific expressions of culture to critique traditional histories. By highlighting the ubiquitous nature of Native American imagery in society and the limitations of curriculum via standards and textbooks, this article argues that utilization of the TribalCrit framework is possible, and necessary. By teaching ambitiously and mining the standard social studies curriculum, traditional portrayals of Native Americans can be replaced by deeper, more critical, and hopefully more contextualized representations--offering opportunities for educators and their students to move beyond the tropes of settler colonialism that invade the typical engagement of indigeneity in social studies curriculum, and offering anti-colonial ways in which to do so.