A request for increasing instructional time on subjects that have a mandated passing-score requirement and decreasing instructional time on subjects like social studies that are either not tested or do not require a passing score for high school graduation is not intended to improve the overall quality or cohesiveness of an educational program. Instead, it is a measure designed to protect students against failing the high-stakes test and suffering the state-mandated consequence. In this article, the author first discusses the effect of test-based and standards-based reforms on curriculum and instruction. Next, he explains why his team deemed it necessary to move from a mostly discipline-based curriculum to a completely integrated curriculum, using social studies as the focal point. Finally, he describes the experience of working with students to develop this curriculum, the pleasure of teaching it, and the assessment of work done within it.