Through this research, I focus on the connection between film, identity, and reconciliation efforts within secondary humanities-based Western classrooms. This topic was chosen because of how historical stereotypes have been adapted and used in films, affecting the identity formation of Indigenous students and reconciliation efforts within classrooms. Using ideas from the area known as public pedagogy, I explore how popular films have become a learning tool to help teachers and students connect real-world understandings to classroom learnings. For my qualitative analysis, I conducted an in-depth analysis of two films produced in different decades, to highlight the curricular implications of film being used as a tool within Western classrooms. In setting up and outlining my analysis, I connect to relevant literature that discusses film as public pedagogy and identity formation. I also note a series of shifts that were occurring in both society and pedagogical thinking and practice and comment on the potential for films to become a tool in positive identity formation for Indigenous students, contribute to the building of essential abilities such as critical analysis and peer collaboration, and aid in forming community connections and advancing reconciliation efforts.