ABET, ASEE, and the wider engineering community have long acknowledged the potential benefits of interdisciplinary education, including the opportunity to develop non-technical skills such as communication and teamwork while cultivating a broader awareness of the ethical, societal, historical, and environmental impacts of engineering work. Instructors have encountered many challenges in planning and implementing integrated courses, such as the difficulty of coordinating the teaching methods, content, and learning objectives of different academic disciplines in a finite and already overcrowded curriculum. This paper presents the goals, design approach, implementation, and selected outcomes of one integrated project-based course (using Paul Revere and other case studies to integrate materials science with the history of technology) and uses it to discuss the advantages of disciplinary integration, particularly with respect to improved student self-direction and contextual understanding. Assessments administered during and after class suggest that this integrated course successfully engendered high student motivation along with an increase in student aptitudes over the course of the semester without a corresponding loss of discipline-specific knowledge. The implementation of this integrated course and the evaluation of its outcomes are works in progress, and future assessments are being designed to shed additional light upon these issues.