Apply the Principles to Classroom Content
The materials teachers use with students — read-alouds, videos, textbooks, websites — don’t come with labels that indicate whether they’re antiracist. Figuring that out is the work of educators. It’s not easy to do, because it often means looking for what’s not included or learning to see the content from a different perspective.
CARE’s rubric and exemplars will help you learn to analyze content either alone or with peers in your PLC.
Here’s how to get started:
- Download and review the CARE Rubric and two or three CARE exemplars from your grade level.
- Carefully read the exemplars to see how expert analyzers have applied the rubric.
- Next, choose a teaching resource you’re familiar with and do your own analysis with the rubric.
- If working with a PLC, everyone should analyze the same resource separately and then debrief as a group.
- What next? You may decide to keep using the resource, supplement it, replace it, or examine its shortcomings with students.
About the CARE Rubric
The rubric, developed and tested by CARE staff, expert consultants, and a working group of classroom teachers, looks closely at how well a teaching resource aligns to the CARE Principles.
CARE Exemplars were developed by a team of expert classroom teachers who analyzed a range of student resources using the CARE Rubric. These models can help educators apply the CARE Principles to the curriculum they use with students.
More Guides and Tools to Share
CARE created guides and tools designed to support educator’s navigating their antiracist journey.
Take a magnifying glass to five areas where your textbook is most likely to tell an incomplete story.
Look at three short sample learning resources — can you see what’s missing?
Webinar: Making Better Curriculum Choices
Antiracist educators use high quality teaching resources in their classrooms. But it’s not always easy to assess a resources strengths and weaknesses.
Dominant narratives seem hare-wired into the collective memory, into your textbooks, and in our lessons. They’re incomplete and they represent only one point of view – that of people in power. So how can teachers break free?