Curriculum Materials Member Reviewer Form F4

F4 CMAC Member Reviewer Form

Curriculum Materials Form 2020 - F4
Name:*

First NameLast Name
Location (School or Department):*
Reviewer's Position*
Name of Sponsor/Group:*
Title of materials being reviewed:*
Publisher:*
Author/Creator/Editor:*
Edition/Version/Copyright:*

The answers in the next question provide essential clarity regarding the content of the proposed instructional materials. Please reply accurately and completely. A “yes” response does not in and of itself disqualify instructional materials. The CMAC committee is looking for well-stated rationale for using the material with the identified student group, and specific strategies a teacher will use to manage the content for the diverse maturity levels of students in the classroom.
Do these materials include any violent images, profanity, sexual content, and/or any other content that might be considered objectionable to members of our community?*

YesNo

Please provide some examples from the materials that contain potentially objectionable content, and the context in which it appears in the materials:
Describe how this instructional material is relevant and meaningful for the overall curriculum objectives of the course:
Describe how the content is (or isn't) appropriate to the developmental age of the students in this course:
What instructional strategies can teachers use to manage the mature content of this material with students?

Northshore Statement about Diversity and Curriculum

CMAC strives to adopt curriculum materials that celebrate diversity, honor authenticity, and value equity. These materials, and accompanied teaching strategies, should represent “windows and mirrors” for students in and beyond the classroom. This tool serves to help educators think about the key concepts, themes, and character interactions within a text and how they can be age-appropriately discussed through an anti-biased lens with students.

The words “diverse” and “diversity” consistently appear in this form, so the “Intersectional Diversity Flower” below is included to prompt educators to think about the various forms of diversity. In the Flower, race is a consistent intersecting factor with, between, and across each petal; so, in thinking about the diverse characters and communities within a text, we ask that educators think about 1) the ways that race intersects with the identities represented on each petal and 2) the intersectionality that occurs within and across each identity petal. The Key Terms Glossary below will be helpful in completing the questions in the following section.

Key Terms Glossary (Link to definitions)
- Diverse identities
- Stereotypes
- Tokenism
- Deficit-framing
- Identity-based, Derogatory Slurs
- Individuality
- Authenticity
- Strengths-based Framing
- Power And Positionality
- Power Hierarchical Or Shared
- Oppressive themes
- Multicultural themes
- Justice-driven themes
- Culturally responsive practice
- Teach against oppressive components and/or compliment multicultural or justice-driven components
Diversity Statement*

Power and Positionality

Analyze how questions of power and positionality emerge in the material. Think about:
- Central themes - oppressive? multicultural? justice-driven?
- Character traits
- Relationships between characters, representations of characters/people, representation of a culture, a race?
- Images
In the material, is power (based on key concepts, images, character relationships, etc) depicted as hierarchical or shared? Explain.*

For this section you will need to have access to the Sponsor's submitted F1 form. Specifically, locate the sections on Content Accessibility and Culturally Responsive and Critical Pedagogy: Strategies and Resources.
What, if anything, would you add to the Sponsor's responses in the section on Content Accessibility on their F1 form?*
What, if anything, would you add to the Sponsor's responses in the section on Culturally Responsive and Critical Pedagogy: Strategies and Resources on their F1 form?*

What overall comments do you have about this material, if any?
Reviewer E-Signature*
Type your name in the space above and complete the attestation statement below.
Reviewer Email*
example@example.com
Signature Attestation*
Date Completed

MonthDayYear
Date
Should be Empty:

	5	4	3	2	1	NA
Degree to which material supports best practice instructional strategies
Degree to which content is current
Degree to which organization is logical, consistent, and facilitates lesson planning
Degree to which text features support content (e.g. table of contents)
Degree to which material connects to other content areas and life
Degree to which material is adaptable for varied instructional strategies and student abilities
Degree to which material appeals to students of different backgrounds
Degree to which material stimulates students' critical thinking and problem solving
Degree to which material reflects a respect for the worth and dignity of all people
Degree to which material presents differing views of controversial or sensitive issues
OVERALL RATING

	Present	Not Present
Ethnicity
Age
Gender Identity
Sexuality
Religion
Mental Health
Socioeconomic Status
Culture
Language
Body Positivity
Cognitive and Physical (dis)Ability
Undocumented Rights & Protection

F4 CMAC Member Reviewer Form

Identity Based Representation

Power and Positionality

For this section you will need to have access to the Sponsor's submitted F1 form. Specifically, locate the sections on Content Accessibility and Culturally Responsive and Critical Pedagogy: Strategies and Resources.

	I NOTICE...	I WONDER...
Stereotypes
Tokenism
Deficit-framing
Identity-based, derogatory slurs
Authenticity
Strengths-based framing