Efforts to provide all K-12 students in the United States with access to computer science (CS) education have increasingly focused on integration of CS into disciplinary contexts, especially math and science. More limited research examines what integration could look like in the arts and humanities, but social studies remains an underexplored content area for CS integration. We partnered with teachers in two Western states that had recently implemented CS standards and had a requirement that all K-12 students learn about the Indigenous inhabitants of the state to design two culturally responsive curricular units, a social studies unit integrating computational thinking and a computer science unit integrating social studies content. These units used the context of Indigenous food sovereignty to help students understand why treaties still matter for Indigenous peoples in the United States today. The designed units were reviewed by a panel of content experts and a panel of master teachers. We piloted the units with a social studies teacher and a CS teacher at a rural middle school. We interviewed both teachers and students after the implementation. Teacher and student feedback highlighted how engaging the CS integration was in social studies and how it supported deeper disciplinary engagement. At the same time, feedback emphasized the value of adding personal and cultural components to CS learning. Some implementation challenges, such as navigating the technologies employed in the units, were also reported. This paper reports on our curricular design work and feedback from a pilot implementation.