Looking Critically At A Curricular Unit

Resources Used to Create This Tool:

https://research.steinhardt.nyu.edu/metrocenter/resources/culturally-responsive-scorecard

https://research.steinhardt.nyu.edu/scmsAdmin/media/users/atn293/ejroc/CRE-Rubric-2018-190211.pdf

https://www.tolerance.org/magazine/publications/social-justice-standards

https://greatlakesequity.org/resource/assessing-bias-standards-and-curricular-materials

Unit Title:

Questions to Consider:

Current State of the Unit:

Changes Needed:

Resources To Support Changes:

Whose voices, perspectives, or experiences are heard in this unit?

(This might be through texts, quotes, stories, examples, primary sources, video, social media, articles, etc.)

Whose voices, perspectives, or experiences are centered in this unit?

Whose voices, perspectives, or experiences are marginalized in this unit?

Whose voices, perspectives, or experiences are missing from this unit?

What identities are included in this unit? Consider all facets of identity: race, religion, gender, gender identity, ability, socio-economic status, ethnicity, sexual orientation, family structure, language, citizenship, age, etc.

What systems of power are shown through this unit?

Who is shown to benefit from these systems of power? What benefits are shown/explained?

Who is shown to be harmed from these systems of power? What consequences or forms of oppression are shown/explained?

What examples are provided of people taking action or pushing back on systems of oppression or abuses of power? Who is centered in examples of resistance? Are the people taking action coming from WITHIN the oppressed groups or from OUTSIDE of the oppressed groups?

How are groups of people shown in a variety of ways throughout this unit?

What groups of people are shown making positive contributions to the world in this unit?

How does this unit connect to the lives of students? What makes this unit relevant to students and to today’s world?

How does this unit invite students to take action against bias and injustice?

How does this unit draw on experiences and knowledge of students?

How does this unit provide opportunity for student-led inquiry?

Created by Jess Lifshitz 2020