At the intersection of social studies and world language curricula are opportunities to explore students' prior learning with vocabulary-rich content designed to support language acquisition goals. "Funds of knowledge" is defined as socio-cultural, economic, and historical knowledge from home and community settings. The instructional strategies presented in this inquiry-based unit were sequenced by two Spanish-speaking teachers in two-way bilingual classrooms to provide space for students' families to contribute "funds of knowledge" to learning activities in early childhood and elementary classrooms. In contrast with an additive approach to multicultural education, a funds of knowledge approach invites educators to craft a curriculum organically, drawing from their students' home experiences and cultural knowledge. An additive approach to multicultural education has been criticized for its superficial ethnic representation in curriculum. In contrast, the funds of knowledge approach represented in the unit requires the teacher to invite students and families to co-create content in the instructional sequence.