Schools in the late sixties and early seventies had many options and were engaged in implementing a variety of programs rooted in the social science disciplines with effective pedagogy drawn from social studies educators. With the implementation of the "No Child Left Behind" Act, one can observe the drastic changes made in the way social studies is taught in the classroom today. Schools have backed away from promoting innovative thinking and from the commitment to education for democracy that is the central mission of social studies. Teachers in most schools are forced to focus their curricula and teaching on achieving high scores on tests in reading, writing, and mathematics, and avoiding the embarrassment of becoming a "failing school" under the "No Child Left Behind" initiative. In this article, the authors call teachers to teach social studies in a subversive way. They provide ideas on how teachers can teach social studies in such a way. (Contains 9 notes.)