In this previously unpublished scholarship, I hope to unpack the question of how land is narrated in K-12 spaces through the settler memory using the elementary Land Run reenactments as a case study. While this project is situated as part of my larger dissertation work, what I hope to offer here is how I am thinking about settler memory as an embodied experience, utilizing scholars of postcolonial and decolonial studies to think with and through why embodiment and material experiences are key to the reification of settler memory and settler colonialism as an ongoing structure in US schooling.