History done well is culturally relevant. In part due to the shifting demographics on college campuses, and in part due to the modern cultural and political climate, history professors have enhanced their approaches to make their once-lecture-heavy survey courses more culturally relevant to their students. In this article, Summer Cherland introduces the activities she uses in the first two class periods that demonstrate the narrative approaches to history. These in-class activities guide students to view the works of Hayden White and Joseph Campbell as instruments in their own toolkits when they themselves "do history." They come back to these tools often in the foundational assignments of this class--a storytelling and discussion activity, and the final exam, which the author describes in this article. Relying on her training as an oral historian, but also incorporating aspects of literature, storytelling, and good old-fashioned document-based inquiry, these class activities and assignments seek to teach students that the teller of history shapes the story.