Chronology, widely used for teaching arts and humanities, marginalizes students' abilities to connect new knowledge to existing constructs. Building on the foundation provided by Etienne Wenger-Trayner and Beverly Wenger-Trayner (2020), we argue that using social learning in arts and humanities is more productive than chronology, with attention to three concerns: processes--students engage in social processes for learning; spaces--students expand their classroom environment to collaborative, community spaces; and objects--students connect with objects that reflect social conditions. Increased social awareness of and engagement in a broader culture encourage students to affect change.