In this teacher practitioner article, we share our experience presenting a humanities lesson in which students created a remix, or mashup, by combining contemporary fiction with historical documents. Theoretical underpinnings of this project included the work of linguists Kress and Van Leeuwen, who noted that texts are shaped by multiple recontextualizations or remediations by different creators and users in different places at different times. Kellner's work exploring how readers use history to read texts and texts to read history also informed our practice, as did Bakhtin's conceptualization of the intertextual linkages and nesting of ideas. Our context was a private school in the southwest U.S., which began as an institution for assimilating indigenous youth. We presented this lesson to a racially, ethnically, and economically diverse 12th grade class of ten students. The remix activity encouraged students to engage with the documents and to explore the tense relation between the ideals of our country and current realities. The lesson resulted in students grappling with current examples of racism in their lives and in society at large and producing works that showed understanding of the how the past is woven into the fabric of the present.