Critiquing the notion of time as consistent, linear, and calculable, the author calls upon social studies teachers to rethink and expand how we teach with and about time. In this article, the author seeks to challenge readers' presupposed notions of time as a temporal form of measurement with other temporal ontologies--the constellation of beliefs that govern how we understand the nature of reality itself--whose purposes seek instead to reveal how we come to derive insight about and create realities in common. In doing so, the author helps to illuminate why historical and non-factive folk knowledge enter into conflict and why non-factive histories continue to haunt public renderings of history despite the social studies' best efforts to dispel nonfactive realities with factive interventions.