The current debate over history and social studies is partially founded in the belief that an integrated social studies approach lacks the rigor of a history approach resulting in deficient content knowledge by students. Charlotte Crabtree of the National Center for History in the Schools stated that the only disciplines worth studying are history, economics, geography and government because the rest of the social sciences are "soft," and of no importance. And, Crabtree continued, history has subsumed these "soft" disciplines as well as the important points in the "hard" disciplines. Thus, the rigorous study of history through primary source documents and readings would be the answer to the lack of content knowledge of American students. This article seeks to refute that claim, recently reiterated by the Fordham Foundation publication "Where Did Social Studies Go Wrong", by demonstrating that a rigorous, integrated social studies approach will be successful in improving the content knowledge and understanding of students.