Social studies teachers in language immersion settings are tasked with simultaneously teaching students social studies content while also scaffolding target language acquisition. An abundance of resources exists for teaching social studies, yet language immersion teachers often rely on collaboration with colleagues to create lessons and translate materials and resources. As part of a U.S. Department of Education professional development grant, the authors of this article, two university professors and two Spanish language immersion teachers, embarked on a collaborative project to develop an upper elementary social studies curriculum for students in Spanish/English two-way dual language immersion settings. In these immersion contexts, many students come from multilingual homes, where two or more languages are spoken, while other students come from monolingual homes where Spanish or English is spoken. Thus, the focus of this upper elementary curriculum project was two-fold: (a) support biliteracy and metalinguistic awareness while students (b) applied history and economic knowledge and forms of representation to consider the compelling question, "How do multinational communities support the economy?"