The primary goal of this article is to encourage active confrontation of the settler colonialism that permeates social studies education in a way that encourages a centering of Indigenous experiences, instead of merely de-centering settler experiences. Two questions frame this work: (1) How should social studies educators confront atrocities and privileges that resulted from settler actions? and (2) What are ideas for action and change, as recommended by Indigenous scholars and colleagues? To address these questions, the author synthesizes research that describes how settler colonialism influences our histories, identities, schools, and classrooms and then shares examples that show promise in terms of "unsettling" curriculum and pedagogy.