Teachers strive to design instruction that actively engages all students, but a few "back-benchers" often seem to be left out, due to academic struggles, English language skills, personal disinterest, or other factors. Teachers seek to help these students develop into "active and engaged participants" in their classrooms in order to prepare them for later public life. At the same time, elementary teachers have an ever-increasing list of demands for their time and energy in the classroom. Theresa Simpson desires to reach all students in her second grade classroom and often feels the tension of being pulled in so many different directions. With her school's emphasis on literacy, she sought a way to integrate it with social studies to engage all students and decided to create a framework for center-based integrated social studies units. The framework presented in this article serves as a guide to design units requiring students to use literacy skills in authentic ways in order to learn social studies content while allowing for differentiation based on students' needs, strengths, and interests. Although centers are not a new idea, this framework provides teachers with a consistent format to simplify the planning process and a fresh way to approach integration. With the frequent demands to integrate social studies and literacy, this type of framework can aid teachers in the purposeful design of centers so learning social studies content remains the focus while literacy skills are used as learning tools. This article provides an overview of this framework through a brief description and example followed by a discussion of how to design instruction using the framework, what each center entails, and how it allows teachers to differentiate.