A middle school social studies teacher is planning a unit on the Civil War. To differentiate instruction, which of the following strategies best addresses variations in student readiness?
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A
Requiring all students to complete the same diorama project but providing different rubrics for grading.
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B
Providing a variety of reading materials on the Civil War at different reading levels and complexity.
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C
Allowing students to choose between writing an essay, creating a presentation, or filming a short documentary for their final project.
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D
Assigning students to heterogeneous groups where higher-achieving students can help struggling students.