A unit in a Glendale, California sixth grade social studies curriculum is presented as a model for addressing two problems in the instruction of the growing population of limited English-proficient (LEP) students: (1) inadequate teacher training; and (2) shortage of appropriate, effective instructional materials. For the curriculum segment on Chinese civilization, six mandated objectives were used as the basis for six lesson plans. Methodological considerations are also discussed in some detail, focusing on the value of the sheltered approach to instruction of LEP students, specific instructional techniques for this approach, and the use of cooperative learning techniques and projects. Case studies illustrating the effectiveness of cooperative learning with Japanese-speaking and Hispanic students are offered. A 45-item bibliography is included. Appended materials include Glendale Unified School District data on enrollment and language background, district handbook notes on stages of language acquisition, and the six lesson plans and related instructional materials. (MSE)