The report presents preliminary findings from a study of middle school American history classes with English language learners. The study investigated the construction of social studies knowledge in these classes and the development and implementation of lessons that address the cultural and educational backgrounds of the learners while integrating language, content, and culture objectives. After briefly describing some features of social studies language, revealed through analyses of classroom discourse and textbooks, the report focuses on the implementation of several lessons from a unit on "protest and the American Revolution." Attention is given to the strategies teachers used to meet their students' needs and capabilities, aspects of student oral and written participation, and the infusion of multicultural issues and perspectives. Some transcripts of classroom interaction are included. (MSE)