In this article, the authors explore the nature of film that is both "about" and now more often made "for/by" indigenous peoples and its potential as a medium for introducing and engaging students in the study of indigenous history and perspectives in secondary classrooms. As a framework for analysis, the authors examine to what extent these films meet the burden of historical representation, a construct they developed from the film studies' concept of a "burden of representation." They also examine the potential use of film representing indigenous history with secondary students to raise questions about the common historical narratives taught in schools, to present events or perspectives that typically are marginalized or ignored in the school curriculum, and to examine how film represents the views and histories of different groups. The analysis is grounded in the context in which film is produced, distributed, and viewed. Selecting four films as case studies, the authors apply the burden of historical representation framework to an exploration of what may be considered indigenous films or films about/for indigenous people, and consider the questions raised to further develop the framework. The authors use this analysis to illustrate how the concept of the burden of historical representation can be a useful tool both for teachers and teacher educators to select media for their classes and to prepare their respective students to become critically aware consumers and users of film.