# data[].attributes.headline
1) What aspects of the resources did you find helpful in planning your learning center?

# data[].attributes.subject
1) What aspects of the resources did you find helpful in planning your learning center?

# data[].attributes.body
Snowden and Christian (1998) discuss the 4 levels of learning centers. The levels range from teacher planned and teacher directed to student planned and student directed. Level four is student planned and directed and, according to Snowden & Christian, is the most desirable for gifted learners. This type of center promotes creativity, organization, and persistence skills. A Learning Center Contract is necessary for students who are engaging in a level 4 center activity. This contract, as detailed by Ross (1983), details how and what to include in a center with frequent checks along the way. Learning centers can be set up and created in a variety of ways, but it is important to note that even when students are assigned a center or station they still need choice. “True learning centers are not assigned, but give the child an opportunity to choose the center and the timing of his participation” (Learning Center, n.d.). In reviewing the article “Ten Tips to Creating & Using Differentiated Learning Centers in the Classroom”, McFarland & McDaniels offer a lot of important advice. This includes labeling your centers, providing all needed materials, use visual supports to aid in written directions, and include a way for students to keep track of their learning and complete evaluations of the centers.

# data[].attributes.body
Grade Level and/or Content Area: 3-5, Social Studies

Time: To be used in conjunction with a unit study on bullying.

Who: Whole Class

Grading: Graded, choice activity focused on same objective and standard.

Differentiation: Includes 3 learning styles, visual aids, and graphic organizers

Access: Students can work during designated center rotation times

Space: All materials and directions will be provides on a designated shelf with separate baskets depending on learning style preference and choice.

# data[].attributes.body
I can analyze how and why culturally diverse groups have been oppressed in early American history by conducting an interview of influential minority leaders.

# data[].attributes.body
I can analyze how and why culturally diverse groups have been oppressed in early American history by creating a photo album.

# data[].attributes.body
I can analyze how and why culturally diverse groups have been oppressed in American history by creating a flipbook timeline.

# data[].attributes.body
Index Cards
Pencil
Blank paper
Envelop
Self Reflection

# data[].attributes.body
Google Slides
Pencil
Blank paper

# data[].attributes.body
Blank paper
Pencil
Markers
Index Card
Envelope
Poster Board

# data[].attributes.body
Step 1: Use a blank piece of paper, brainstorm a list of influential minority leaders, either historical or modern. Then choose one leader that you would like to "interview". You may need to research an issue that is important to you in order to develop your list. STOP and check in with your teacher.

Step 2:  On the back of your brainstorm list, develop a list of 5-7 interview questions that focus on discovering that persons challenges, how they overcame, what their obstacles were, how others treated them, and how they influenced others. STOP and check with your teacher.

Step 3: Using index cards, write one interview question on each card, leave space under the question to write down your resources, and use the back of the card to write down the answer. Research your selected person with the focus of answering your interview questions. Look for podcasts, videos, articles, biographies, or autobiographies to help you in your research. Remember to keep track of the resources you use to answer each question on the card. The same resource may be used to answer more than one question.

Step 4: Complete your self reflection. Proofread your index cards for errors in spelling and grammar. Ensure that your handwriting is neat and legible. Ensure that your questions are answered fully and all resources use are listed on the card. Place the index cards, paper used for brainstorming, and self reflection in an envelope, write your name on the front, and turn it in.

# data[].attributes.body
Step 1: Use a blank piece of paper and brainstorm a list of social justice issues, either historical or modern. Choose one issue that you would like to focus on. STOP and check in with your teacher.

Step 2: Research images, photographs, paintings, illustrations, or other types of visual media that depict the issue that your are focusing on. Compile a digital photo album using google slides with 10-15 pictures and no more than 2 images per slide. Each picture will need a brief description of 1-2 sentences in your own words and the credit or resource of where your found the image. STOP and check in with your teacher.

Step 3: Edit your photo album for errors in spelling, grammar, and visual appeal. Complete the self reflection and turn it in with your brainstorming paper. Share the link to your photo album with your teacher.

# data[].attributes.body
Step 1: Use a blank piece of paper and brainstorm minority groups in America. Choose one group to focus on creating a timeline of important events in history that involve the oppression of that group of people. STOP and check with your teacher.

Step 2: Using index cards, research 5-7 major events in American history that involve the minority group you want to focus on. Summarize each even on an index card in 3-4 sentences. Make sure to include the date. Include the resources you used on the back of the index card. Organize your events in chronological order. STOP and check in with your teacher.

Step 3: Use the information you collected on your index cards to create a timeline on a poster board that includes 5-7 major events. Your timeline needs to be in chronological order with the date and description of the event clearly stated. Make your poster visually appealing by using symbols or other visuals that relate to your events.
Options for printing images are available. STOP and check in with your teacher.

Step 4: Edit your poster for spelling, grammar, and visual appeal. Ensure that your handwriting is neat and legible. Fill out the self reflection sheet. Place all index cards, barnstorming paper, and self-reflection sheet into an envelope and write your name on the front. Turn in the envelope and poster.

# data[].attributes.body
Final product will be reviewed for the following criteria:
-Influential person chosen is in a minority group.
-5-7 interview questions answered with appropriate resources listed on the index card.
-Understanding of how and why minority groups have been oppressed is evident in the interview questions and answers.
-Self Reflection card is properly filled out.

# data[].attributes.body
Final product will be reviewed for the following criteria:
-Social issue chosen represents the oppression of a minority group historically or modernly.
-10-15 visual representations chosen relate directly to the social issue and minority group chosen.
-Slides are visually appealing with descriptions and appropriately credited resources.
-Understanding of how and why minority groups have been oppressed is evident in visuals and descriptions.
-Self reflection is properly filled out.

# data[].attributes.body
Final product will be reviewed for the following criteria:
-Minority group chosen is relevant to American history.
-5-7 events researched that relate to minority group chosen and organized chronologically.
-Time line is represented in chronological order and major even summarized in 3-4 sentences and visual representation present for each event.
-Understanding of how and why minority groups have been oppressed is evident through timeline dates and descriptions.
-Self reflection is properly filled out.