This digest provides a brief overview of a research project carried out by the National Center for Research on Cultural Diversity and Second Language Learning on integrating language and culture in the social studies. It is suggested that there is a need to understand the academic language competencies necessary for students to function successfully in the social studies classroom before integrated language and content lessons are developed. The development of an instructional unit by middle school teachers and project researchers around the theme of protest and the American Revolution is described, and one lesson is provided for illustration. A discussion on teacher strategies for implementing the unit is included. Information on where to obtain the unit and the full research report is also provided. (VWL)