For Canadian Aboriginal students, history courses are among the most difficult as they tend to contradict the traditional Aboriginal ways of understanding the past. According to Marker, there are four main divergences between traditional Aboriginal understandings of the past and how Canadian history courses are designed and taught. The first divergence is in relation to different understandings of time. Most Canadian history courses focus on time as being linear and moving in a progressive fashion. This is in direct contradiction of the Aboriginal understanding of time, which is circular. The second difference, according to Marker, is in relation to the land and other non-human beings. In Canadian history, the relationship with the land and animals is discussed in terms of conquest, such as the fur trade and expansion. For Aboriginal people, animals are seen as sacred, older and, therefore, wiser than humans. From an Aboriginal perspective, much of the understanding of the past comes from the relationship between humans and animals. The third difference is in relation to place and locality. For Aboriginal people, place and the local territory are in relation to traditional, territorial land irrespective of international and national boundaries. The final difference reflects the colonization and decolonization of Canada’s First Peoples in terms of how they have muddled and led to stereotypes of Indigenous peoples. Marker concludes the chapter with a look to the future of Canadian history courses and the need for a shift in the purposes and goals in the study of “our” history.