This paper leans into alterlife (Murphy, 2017) and connectivity ontologies (Harrison, 2015) to consider the implications of more-than-witness(es/ing) (our term) on social studies education. Taking a narrative approach, we engage with three more-than-human bodies (e.g., Boulder, Forest, Document(s)) in an effort to expand how act(or/ion)s of coloniality are registered, conceptualized, and disrupted. By opening our learning to the agency of more-than-humans and what they have witnessed, we ask: What might social studies be(come) if we (e.g., educators, students, researchers) affirmed the voices of more-than-human bodies in teaching and learning? And, what, if we quieted ourselves and listened, can we learn from more-than-human bodies who bear witness to the actions of humans across time and space?