Advocates of social foundations view education as a means for social change. They seek to study and understand the larger social role of the educational system and the complex relationships between teacher, children, school, and society. However, in reality, teachers often fail to be social change agents. The constant bombardment of standardized testing, state curricular requirements, and children with increasing social and emotional issues, hinder teachers' efforts to spend time planning and preparing for well-rounded, challenging lessons. James Banks, however, describes a theoretical framework for implementing a multicultural curriculum, with various levels of ethnic content integration, that enables teachers to explore the theory of social action and implement social action in their classrooms. In the spring of 2003, the authors of this article used Banks's Teaching Strategies for Ethnic Studies as their guiding text as they took a traditional world history unit on the Middle East and attempted to increase content and focus on the social action aspect. Unintentionally, they began the unit the same week as the Iraqi War. This increased the tension, the urgency, and the necessity of changing past methodology and trying to help students understand not only the history, but also the impact of current issues on the world and their community. The unit is described in this article.