In this article, the authors describe how a teacher (Carrie Hamilton) can scaffold and connect social studies concepts to a variety of students' experiences in meaningful ways. They draw on findings from Laura J. Quaynor's study about social studies education for immigrant students who are also refugees. Together, they discuss effective pedagogic tools that educators can use when working with refugee students, and offer examples of how to apply these tools while planning and teaching a lesson on money management for sixth graders. In a three-day unit of study, students interviewed parents or other adults about their money management experiences, for example, asking about first jobs, budgeting, credit cards, saving strategies, etc. Students then created their own personal budget, listing income and expenses that might arise in their own futures as adults. Students used U.S. Department of Labor salary estimates for a variety of careers, as well as pricing guides for typical goods and services in the United States that the authors distributed as a handout. At the end of the lesson, students reflected on the differences between their parents' responses and a "personal budget of the future" that the students created. (Contains 14 notes.)