This article discusses the integration of history of modern applied mathematics in mathematics education as well as the possible teaching and learning benefits of introducing a newer history of mathematics over an old(er) one--something that seems to be done most often when integrating history. Three cases of the history of modern applied mathematics (or modern applications of mathematics) are presented and later discussed in terms of their possible contributions to the use of "history as a goal" and "history as a tool". As a means for further illustration of this, empirical data from concrete implementations of two of the cases are also presented and discussed.