Directions This assignment is for a Reading Course. The cross-dis

Directions: This assignment is for a Reading Course. The cross-
disciplinary unit that I will be implementing in my classroom is
Social Studies (Grade 11 US History). Attached you will find a
copy of the lesson plan and an attachment of Reading Standards.
Current resources and tools that would enhance the learning
experience for all students is Kahoot, Quizlet or Nearpod. Must
use original work and must be APA formatted.
Please review the Special Accommodations and ELL section on
the last page of the lesson plan, all bench marks and state
standards for the lesson is within the lesson plan.
Benchmark - Cross-Disciplinary Unit Narrative
For this benchmark, write a 750-1,000 word narrative about a
cross-disciplinary unit you would implement in your classroom.
Choose a minimum of two standards, at least one for the content
area of your field experience classroom and at least one
supportive literacy standard to focus on for the unit narrative.
You may use your Topic 3 "Instructional Strategies for Literacy
Integration Matrix as a guide to inform this assignment."
Your narrative must include:
· Unit Description and Rationale: Complete description of unit
theme and purpose, including learning objectives, based on the
content area standards and literacy standards.
· Learning Opportunities: Description of two learning
opportunities that create ways for students to learn, practice,
and master academic language in content areas
· Collaboration: Description of how you would facilitate
students’ collaborative use of current tools and resources to
maximize content learning in varied contexts
· Support: Description of support that would be implemented for
student literacy development across content areas

· Differentiation: Description of how the lessons within the unit
would provide differentiated instruction
· Strategies: Description of strategies that you would use within
your unit to advocate for equity in your classroom
· Cultural Diversity: Description of the effect of cultural
diversity in the classroom on reading and writing development.
Describe how the unit capitalizes on cultural diversity.
· Resources: Description of current resources and tools that
would enhance the learning experience for all students.
Support your findings with 3-5 scholarly resources.
ELA Standards and Technology Matrix (Grades 11-12)
Click on the standard to view more information
in CPALMS. Click on the links to visit the websites
for the featured technology tools.
Grade Standards Technology
11-12 LAFS.1112.L.3.4
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grades 11–12 reading
and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that
indicate different meanings or parts of speech (e.g.,
conceive, conception, conceivable).
c. Consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital,

to find the pronunciation of a word or determine or clarify
its precise meaning, its part of speech, its etymology, or its
standard usage.
d. Verify the preliminary determination of the meaning of a
word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
- online dictionary/thesaurus software such as Wordsmyth
- visual dictionaries such as Snappy Words
- online word analysis tools such as Word Hippo
11-12 LAFS.1112.RH.3.7
Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., visually,
quantitatively, as well as in words) in order to address a
question or solve a problem.
- online chart creators such as Create A Graph
- online data analysis websites such as Tuva
- spreadsheet programs such as Microsoft Office Excel
- online education databases such as ERIC
- spreadsheet software such as Excel
11-12 LAFS.1112.RI.3.7
presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address a
question or solve a problem.
- mind-mapping applications such as Popplet
- online video/audio repositories such as Teachertube
- online textbooks and eBooks such as Google Books
- online timeline creators such as Dipity

- online graphic organizer websites such as Creately
11-12 LAFS.1112.RST.3.7
presented in diverse formats and media (e.g., quantitative
- online data analysis tools such as Tuva
- multimedia production tools such as pixlr or Photoshop
- word processing software such as Word
http://www.cpalms.org/Public/PreviewStandard/Preview/6147
http://www.wordsmyth.net/
http://www.snappywords.com/
http://www.wordhippo.com/
http://nces.ed.gov/nceskids/createagraph/
http://www.tuvalabs.com/
http://eric.ed.gov/
http://www.popplet.com/
http://www.teachertube.com/
https://books.google.com/
http://www.dipity.com/
http://www.creately.com/
http://www.tuvalabs.com/
http://www.pixlr.com/
data, video, multimedia) in order to address a question or
solve a problem.

11-12 LAFS.1112.SL.1.2
Integrate multiple sources of information presented in
diverse formats and media (e.g., visually, quantitatively,
orally) in order to make informed decisions and solve
problems, evaluating the credibility and accuracy of each
source and noting any discrepancies among the data.
- online poster creators
- online chart creators such as Create A Graph
- reference websites such as Ask A Librarian
- graphics software such as pixlr
- online photo/video repositories such as Teachertube
- information literacy interactive tutorials
- database software such as Access
11-12 LAFS.1112.SL.2.5
Make strategic use of digital media (e.g., textual, graphical,
audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and
evidence and to add interest.
- multimedia production software such as Photoshop
- online presentation creators such as Prezi
- online graphic organizer websites such as Creately
- online search engines such as ERIC
11-12 LAFS.1112.W.1.2
Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and
accurately through the effective selection, organization,
and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and
information so that each new element builds on that which
precedes it to create a unified whole; include formatting

(e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most
significant and relevant facts, extended definitions,
concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of the
topic.
c. Use appropriate and varied transitions and syntax to link
the major sections of the text, create cohesion, and clarify
the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and
techniques such as metaphor, simile, and analogy to
manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the
discipline in which they are writing.
- mind-mapping applications such as Popplet
- online video/media albums
- online poster creators
- online artifacts collectors
- word cloud creators such as Wordle
http://nces.ed.gov/nceskids/createagraph/
http://www.askalibrarian.org/
http://www.pixlr.com/
http://www.teachertube.com/
http://www.prezi.com/
http://www.creately.com/
http://eric.ed.gov/
http://www.popplet.com/

http://www.wordle.net/
http://eric.ed.gov/
f. Provide a concluding statement or section that follows
from and supports the information or explanation
presented (e.g., articulating implications or the significance
of the topic).
11-12 LAFS.1112.W.2.6
Use technology, including the Internet, to produce, publish,
and update individual or shared writing products in
response to ongoing feedback, including new arguments or
information.
- online blogs
- wikis such as Wikispaces Classroom
- online keyboarding applications
- web conference software such as Skype
11-12 LAFS.1112.W.3.8
Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each
source in terms of the task, purpose, and audience;
integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on
any one source and following a standard format for
citation.

- online note-taking applications such as Study Blue
- online plagiarism detectors such as Dupli Checker
- one citation creators such as EasyBib
- information literacy interactive tutorials
11-12 LAFS.1112.WHST.2.6
Use technology, including the Internet, to produce, publish,
and update individual or shared writing products in
response to ongoing feedback, including new arguments or
information.
- online blogs
- wikis such as Wikispaces Classroom
- online keyboarding applications
- word processing software such as Microsoft Word
- web conferencing software such as Skype
11-12 LAFS.1112.WHST.3.8
Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each
source in terms of the specific task, purpose, and audience;
integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on
any one source and following a standard format for
citation.
- online note-taking applications such as Study Blue
- online plagiarism detectors such as Dupli Checker
- one citation creators such as EasyBib
- online bookmarking sites such as Diigo

- interactive information literacy tutorials
http://www.wikispaces.com/content/classroom
http://www.skype.com/
http://www.studyblue.com/
http://www.duplichecker.com/
http://www.easybib.com/
http://eric.ed.gov/
http://www.wikispaces.com/content/classroom
http://www.skype.com/
http://eric.ed.gov/
http://www.studyblue.com/
http://www.duplichecker.com/
http://www.easybib.com/
https://www.diigo.com/
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eleventh Grade - United
States History
Division of Academics, Department of Social Sciences

STRAND(S) and STANDARD(S):
American History (Standard 1: Use research and inquiry skills
to analyze American history using primary and secondary
sources; Standard 5: Analyze the effects of the changing
social, political, and economic conditions of the Roaring
Twenties and the Great Depression.)
Geography (Standard 1: Understand how to use maps and other
geographic representations, tools, and technology to report
information; Standard 2: Understand physical and
cultural characteristics of places; Standard 4: Understand the
characteristics, distribution, and migration of human
populations.)
Humanities (Standard 1: Identify and analyze the historical,
social, and cultural contexts of the arts; Standard 3: Understand
how transportation, trade, communication, science
and technology influence the progression and regression of
cultures.)
Topic 11: THE GREAT DEPRESSION & THE NEW DEAL
Pacing Date(s)
Traditional 7 days 1-19-21 to 1-27-21*
Block 3.5 days 1-19-21 to 1-27-21*
Reporting Category: Global Military, Political, and Economic
Challenges, 1890-1940
Essential Questions:
How did the financial challenges of the Depression Era foster

involvement of the U.S. government in economic affairs?
What were the long term and immediate causes of the Great
Depression?
How did the New Deal attempt to end the Great Depression?
To what extent did the New Deal change the role of government
in the United States?
*3 days of instruction extend into 3rd Nine Weeks
*No Mini-Assessment for this
topic. Will be tested on MYA (6
items on MYA). Use MYA data
for assessment of this content.
States History
Second Nine Weeks
Essential Content NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
Course Themes Addressed:
Politics & Citizenship
Reform
Economic Transformations

•CAUSES OF THE GREAT
DEPRESSION
o Overproduction of
Agricultural & Consumer
Goods
o Overexpansion of Credit
o Bank & Business Failures
o Speculation
o Unemployment
o Decline in Agricultural
Prices
o Margin Buying
o Panic Selling
o Stock Market Crash
•CHARACTERISTICS OF
AMERICAN SOCIETY DURING
THE GREAT DEPRESSION
o Soup Kitchens
o Shantytowns
o Homelessness
o Suicide Rate
o Massive Unemployment
o Business failures
o Farm Foreclosures
o The Dust Bowl
o Impact on Families
o Internal

Migration/Displacement
from Great Plains to West
Coast
•HOOVER’S RESPONSE TO THE
GREAT DEPRESSION
o No Direct Relief
o Private Charities
Florida Standards:
LAFS.1112.RH.3.8 Evaluate an author’s premises, claims,
and evidence by corroborating or challenging them with
other information.
Content Benchmarks:
SS.912.A.5.11: Examine causes, course, and
consequences of the Great Depression and the New Deal.
Click on the following link for a detailed lesson plan to assist
in the instruction of the tested benchmark above:
SS.912.A.5.11 Great Depression and New Deal
Click HERE for benchmark details and clarifications taken
from the U.S. History Item Specifications:
SS.912.A.5.12: Examine key events and people in Florida
history as they relate to United States history.
Skill Benchmarks:
SS.912.A.1.1: Describe the importance of historiography,
which includes how historical knowledge is obtained and

transmitted, when interpreting events in history.
SS.912.A.1.2: Utilize a variety of primary and secondary
sources to identify author, historical significance, audience,
and authenticity to understand a historical period.
SS.912.A.1.3: Utilize timelines to identify the time sequence
of historical data.
SS.912.A.1.4: Analyze how images, symbols, objects,
cartoons, graphs, charts, maps, and artwork may be used to
interpret the significance of time periods and events from the
past.
Florida Standards Focus Activity: Using the following link,
complete web
quest #1 to evaluate an author’s premises, claims, and evidence
by
corroborating or challenging them with other information
pertaining to the Great
Depression and Social Security.
http://historicalthinkingmatters.org/socialsecurity/0/webquest/
(This also meets LACC.1112.WSHT.3.8 Gather relevant
information from
multiple authoritative print and digital sources, using advanced
searches
effectively; assess the strengths and limitations of each source
in terms
of the specific task, purpose, and audience; integrate
information into the text
selectively to maintain the flow of ideas, avoiding plagiarism
and overreliance on
any one source and following a standard format for citation).
Content Focus:

Agricultural Adjustment Act (AAA), bank holiday, Black
Tuesday, Bonus
Expeditionary Force, bull market, buying on margin, Civilian
Conservation Corps
(CCC), Dust Bowl, economic boom, Federal Deposit Insurance
Corporation
(FDIC), Great Depression, Gross National Product (GNP),
impact of climate and
natural disasters, National Labor Relations Act (Wagner Act),
National Recovery
Act (NRA), National Recovery Administration (NRA),
Recovery, Reform, Relief,
Roaring Twenties, Sit-Down Strike, Smoot-Hawley Tariff,
Social Security,
speculation boom, Tennessee Valley Authority (TVA), Works
Progress
Administration (WPA)
Core Text:
United States History. Pearson. 2018
Topics 6.1, 6.2, 6.3, 6.4, 6.5, 6.6 (pp. 346-394)
Technology:
Voices from the Dust Bowl: The Charles L. Todd and Robert
Sonkin
Migrant Worker Collection, 1940–1941
http://memory.loc.gov/ammem/afctshtml/tshome.html
Farm Security Administration (FSA) studies of migrant work
camps in central
California in 1940 and 1941 are the bulk of this site. The
collection includes
audio recordings, photographs, manuscript materials, and
publications.
Franklin Delano Roosevelt
http://www.fdrlibrary.marist.edu/

This site provides information about FDR, the only president to
serve more than
two terms.
States History
Second Nine Weeks
Instructional Tools
o Voluntarism
o “Rugged Individualism”
o Creation of the
Reconstruction Finance
Corporation
•ELECTION OF 1932: FDR
INTRODUCES “NEW DEAL”
•NEW DEAL GOALS: RELIEF,
RECOVERY, & REFORM
• IMPORTANT NEW DEAL
MEASURES & AGENCIES

o First Hundred Days
o The “Bank Holiday”:
Banking Act of 1933
o Federal Emergency Relief
Act (FERA)
o National Recovery
Administration (NRA)
o Agricultural Adjustment
Administration (AAA)
o Civilian Conservation Corps
(CCC)
o Tennessee Valley Authority
(TVA)
o The National Labor
Relations Act (the Wagner
Act)
o Social Security Act
o The Federal Housing
Administration
•THE CONSTITUTIONALITY OF
THE NEW DEAL
o FDR & the United States
Supreme Court
o Court-Packing Scheme

•IMPACT OF THE NEW DEAL ON
MINORITIES
SS.912.A.1.5: Evaluate the validity, reliability, bias, and
authenticity of current events and Internet resources.
SS.912.A.1.6: Use case studies to explore social, political,
legal, and economic relationships in history.
SS.912.A.1.7: Describe various socio-cultural aspects of
American life including arts, artifacts, literature, education,
and publications.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
SS.912.G.1.3: Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
SS.912.G.2.1: Identify the physical characteristics and the
human characteristics that define and differentiate regions.
SS.912.G.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration within
and among places.
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.H.1.1: Relate works in the arts (architecture, dance,

music, theatre, and visual arts) of varying styles and genre
according to the periods in which they were created.
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.H.1.5: Examine the artistic response to social
issues and new ideas in various cultures.
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
American Life Histories: Manuscripts from the Federal Writers
Project
http://www.loc.gov/collection/federal-writers-project/about-
this-collection/
America from the Great Depression to World War II:
Photographs from the
FSA and OWI, ca. 1935–1945
http://memory.loc.gov/ammem/fsowhome.html
Images in the Farm Security Administration–Office of War
Information Collection
show Americans from all over the nation experiencing
everything from despair to
triumph in the 1930s and 1940s.
Suggested Activities Menu:
Have students create a chart identifying the causes, course, and
consequences
of the Great Depression.
Have students create a Venn diagram listing the effects that the
Great
Depression had on farmers and city dwellers.

Have students research an Oral History from a person who lived
during the
Depression years. Have students compare and contrast the
experience with a
more recent economic downtown.
Have students predict, through small or large groups, what the
American
government’s actions might be in handling a future economic
crisis that is
comparable to the Great Depression.
Suggested Writing Activities Menu:
Have students write an editorial either supporting or opposing
Franklin D.
Roosevelt’s New Deal.
Have students list and explain the New Deal programs that they
consider most
important and provide evidence and reasoning to support their
position.
Assessment:
*Use the assessment items and suggestions associated with this
grade level that
are included in the publisher provided resources.
*Develop rubrics and share with students for each of the above-
mentioned
projects to increase opportunities for mastery of content and
historical thinking
skills. Each project or assignment should be assessed for
content accuracy
and skill development in terms of writing and reading

comprehension.
States History
Second Nine Weeks
Instructional Tools
o Women, African Americans,
Native Americans, &
Latinos
•THE LEGACY OF THE NEW DEAL
o Shift from Laissez-Faire to
Regulated Capitalism
o Deficit Spending
o Expansion in the Size,
Scope, & Power of the
Federal Government
•ROLE OF TOURISM IN
FLORIDA’S DEVELOPMENT &

GROWTH (1890-1940)
o Land Boom & Bust (1920-
1930)
o Impact of the Great
Depression (1926-1940)
preservation and diffusion of culture.
ELL:
Use visual depictions of historical events in order to increase
ELL students’
mastery of related content.
Special Commemorations: State and District policy requires
that all teachers
K-12 provide instruction to students in the following content
areas: African
American History, Character Education, Hispanic contributions
to the United
States, Holocaust Education, and Women’s Contributions to the
United
States. Detailed lesson plans can be downloaded from the
Department of Social
Sciences website, http://socialsciences.da deschools.net/.
Additional resources
are also updated annually and posted under the District's
Curriculum Resource
tile accessible through the employee portal and by clicking on
the "Special

Commemorations" tab. For a complete list of Special
Commemorations
produced by the Department of Social Sciences, click HERE.

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