Anniversary commemorations in the United States catalyze progress in public history fields. Programming for the American Bicentennial of 1976 celebrated the 200th anniversary of the establishment of the United States and bolstered public history engagement. The upcoming American Semiquincentennial of 2026, commemorating the 250th anniversary, poses itself as a time of similar enrichment. This thesis compares Bicentennial programming to projected Semiquincentennial programming in light of Indigenous perspectives to understand the evolution of the public history field from 1976 to 2026, and substantiates the necessity of documenting Bicentennial history as part of Semiquincentennial efforts, urging professionals to utilize anniversary momentum to document the Bicentennial era while its participants are still surviving. Indigenous peoples’ perspectives on the anniversary commemorations are studied to emphasize the critical necessity of tribal relationships and consultation in American history programming. The American social theories of the Melting Pot, Mosaic and Kaleidoscope, the Great White Men Theory, the definitions of progress between the Bicentennial Era and Semiquincentennial Era, and the language adopted around anniversary celebrations form the theoretical framework of this study. This thesis situates the toy company American Girl and its Historical Character Julie Albright, released in 2007, who represents the Bicentennial era, as a midpoint example of history programming between the Bicentennial and Semiquincentennial, analyzing the historical fiction’s portrayal of 20th century programming with 21st century history education methods.