The aim of this paper is to explore French Canadian (Québec) students’ historical consciousness of the nation through the lens of Social Identity Theory (SIT). Relying on a sample of 142 historical narratives written by francophone Québécois students, the paper revisits findings from a previous study on the historical consciousness of young Québécois. Informed by SIT principles, our narrative analysis shows how most Franco- Québécois categorize the past in homogenous categories (e.g., the imperialist Anglophone, the surviving Francophone) and frame their stories into particular modes of present-day orientations. Implications of this study for history education are also discussed.