#

Question
Curriculum Materials

Do the materials portray the historical

contributions and perspectives of a variety of
cultural groups including those historically
underrepresented?
Gays
Lesbians
Transgender
Bisexual
People with Disabilities
Males
Females
African American/Black
Native American/American Indian
Asian Pacific Islander
Religion
Hispanic/Latin@

Do the materials portray the modern

contributions and perspectives of a variety of
cultural groups including those historically
underrepresented?
Gays
Lesbians
Transgender
Bisexual
People with Disabilities
Males
Females
African American/Black
Native American/American Indian
Asian Pacific Islander
Religion
Hispanic/Latin@

Do the materials avoid reinforcement or

promotion of stereotypes of cultural groups?

Do the materials include discussions about

who has power and privilege?

Do the materials include discussions about

whose interests are being served and at what
cost?

Yes

No

N/A

Comments

Are diverse groups included substantively in

the material?

Is the language of the material gender

inclusive?
Curriculum Content: Broader than materials
(evaluate over a period of time)

Does the content reflect multiple and diverse

perspectives?

Does the content engage all students in

learning the different subject areas?

10

Does the content consider gender issues?

11

Does the curriculum connect with the social

context, experiential backgrounds, and
interests of your students?
Multiple Perspectives

12

Does the lesson help students appreciate

multiple perspectives or interpretations?

13

Does the lesson help students recognize there

is more than one:
way to view an issue
side to a story
right cultural practice

14

Does the teacher help students to discern

which standpoints from others perspectives
make sense?
Instructional Strategies

15

Does the instruction, in all areas, pique the

interest of your diverse classrooms?
Race
Class
Religion
Person with disability

16

Does the instruction, in all areas, challenge the

abilities of your diverse students?
Race
Class
Religion
Person with disability

Language Diversity
17

Does the teacher attempt to incorporate

conversational phrases or songs in another
language?

18

Is the concept of multilingualism presented in

a positive way?

19

Are the limitations of only knowing one

language discussed?
Student Evaluation

20

Is the teacher teaching to the student not the

test?

21

Is the evaluation used to guide instruction

instead of determining reward or punishment?

22

Are the assessment forms used, ones that are

respectful of diversity?

23

Are the assessments being used avoiding

penalizing students with low-skill levels in the
area being evaluated?

24

Are multiple forms of assessment used?

standardized
observations
portfolios
Grouping Students

25

Does the teacher avoid grouping practices that

label students as inferior and/or superior?

26

Is grouping by isolation (dealing with

students by placing them in an isolated area)
avoided?

27

Is grouping by stereotypes avoided?

Not only girls in the sewing group.
Not only boys in the auto shop group.

28

Are grouping practices flexible?

Heterogeneous groups (race,gender, social
class, academic skill level)
Interest groups
temporary skill-level groups
homogeneous groups

Visuals
29

do posters depict diversity?

Race
Sex
Person with disabilities

30

Are diverse family units depicted?

31

Are multiple languages used?

32

Is student work displayed?

33

Do the school and classroom look:

Warm
Friendly
Inviting

34

Are there quotations and statements on

posters that encourage critical thinking about
problems and issues students are facing being
displayed?
Role Models

35

Are there diverse teachers at the school?

Race
Gender
Sexual orientation
Person with disabilities

36

Are there diverse staff members at the school?

Race
Gender
Sexual orientation
Person with disabilities

37

Does the school/teacher bring in role models

from a variety of careers and interests
throughout the year?
Home and Community Relationships

38

Does the school and/or teacher include

guardians in school activities and on decisionmaking and policy-formation committees?

39

Does the teacher and/or school attempt to

communicate with guardians in their home
language?

40

Are meetings scheduled at a time and place

that are convenient and nonthreatening to the

family?
41

Does the teacher try to learn about the

community?
Learn the communities history
Learn housing patterns
Introduce themselves to community leaders
Visit organizations, associations, religious
institutions
Read community newspapers

42

Does the teacher incorporate things they have

learned from the community?

43

Does the teacher provide families with

progress reports on their children?
Extracurricular Activities

44

Are students able to join activities of their

choice?

45

Are names and logos that could be offensive

avoided?
ex. Names of a racial group

46

Are students given ample opportunities to mix

and be with their own?
Key Principles of Multicultural Education

47

Is each student given equal opportunity to

learn, succeed, and become what they want
with support regardless of:
Sex
Race
Social Class Background
Sexual Orientation
Persons with Disabilities

48

Does the curriculum show there is no one best

way to be a U.S. resident?