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This paper argues that history educators and teachers are uniquely implicated in the Truth and Reconciliation Commission’s Calls to Action through their responsibility to teach Indigenous and Canadian history, including the injustices of settler colonialism. After examining the politics of Canada’s ongoing truth and reconciliation process, this paper articulates three conceptual challenges for history education in pursuit of reconciliation: narrativity, temporality, and identity. This paper concludes by suggesting possible pedagogical opportunities for each of these challenges, taking into consideration a historical thinking approach to teaching and learning now embedded in most provincial and territorial curricula.  ENSEIGNER L’HISTOIRE POUR LA VERITE ET LA RECONCILIATION: DEFIS ET OPPORTUNITES DE LA NARRATIVITE, LA TEMPORALITE ET L’IDENTITE  Cet article soutient que les professeurs et enseignants en histoire jouent un role unique dans la mise en oeuvre des appels a l’action formules dans le cadre de la Commission de verite et reconciliation du Canada en enseignant l’histoire autochtone et canadienne ainsi que les injustices perpetrees par le colonialisme. Suite a l’analyse des politiques canadiennes en termes de processus de verite et reconciliation, nous abordons dans cet article trois defis conceptuels de l’enseignement de l’histoire dans la recherche de la reconciliation : la narrativite, la temporalite et l’identite. Nous terminons l’article en presentant des pistes pedagogiques potentielles pour chacun de ces defis, prenant en consideration une approche de pensee historique en lien avec l’enseignement et l’apprentissage maintenant integree dans la plupart des programmes provinciaux et territoriaux.

TEACHING HISTORY FOR TRUTH AND RECONCILIATION: THE CHALLENGES AND OPPORTUNITIES OF NARRATIVITY, TEMPORALITY, AND IDENTITY