Presentation of Lesson |
| The lesson clearly states the learning goal and purpose. |
| It illustrates knowledge of topic, author's expertise and includes references. |
| It is free from errors such as spelling or typos. |
| It avoids using clip-art-like images or graphics that are stereotypical. |
| It avoids relying on the five Fs: food, flags, festivals, famous people and fashion. |
| It offers reflection questions and opportunities to unlearn and relearn. |
| It establishes early on that people can and will evolve. |
Content of Lesson |
| Lesson offers context (e.g., historical) that deepens surface-level or typical knowledge. |
| It highlights full breadth and complexity of individuals, communities and cultures. |
| It avoids framing people or groups solely as tragic figures. |
| It avoids portraying people or groups as monoliths, tropes or exceptions. |
| It cites accurate, well-researched and current information. |
| Identify aspects of the lesson that may be problematic or require revision. |
| How could the un/HUSH framework help guide any reflection or revision that is needed? |
Histories and Stories |
| The lesson includes histories and stories that are inclusive and representative. |
| It uses asset-based language that affirms the strengths and identities of individuals. |
| It avoids presenting limited, narrow or stereotypical views of people. |
| It celebrates and respects marginalized histories and stories. |
| It acknowledges the complexity of history and does not minimize historical realities. |
| It connects past to present, situating information within a broader historical context. |
| Stories are multifaceted, humanizing and reflective of lived experiences. |