• Develop a unit focused on histories, contributions, and perspectives of one or more historically marginalized and underrepresented groups that is comprised of multiple lessons (covering at least two weeks of instructional time) for one of the following grade bands: K–2, 3–5, 6–8, or 9–12. Resource must: o Align to grade level Washington Learning Standards — preferably integrating two or more content areas o Offer developmentally and culturally appropriate content, free of bias or stereotyping (recognizing that biased materials may sometimes be used to teach about bias in historical or contemporary contexts). o Infuse perspectives and contributions of historically marginalized and underrepresented groups accurately, and respectfully — in both historical and contemporary contexts. o Be created by or developed in consultation with members of the represented community. o Include collaboration or consultation with educators or individuals with relevant K–12 experience to ensure classroom applicability and effective implementation. o Present multiple perspectives of any controversial and complex issues related to the content area. o Provide students opportunities to engage with diverse perspectives in a respectful and compassionate manner, allowing them to broaden their understanding of others or recognize their own experiences and needs. ▪ Provide clear teacher guidance, as a separate resource or embedded in the unit, that informs and supports implementation, including, but not limited to: o Brief unit and lesson overviews detailing alignment with specific standards. o Instructional adaptations for students with varying needs (e.g., special needs, English learners, highly capable). These should not necessarily be discrete materials for specific populations, but may be strategies, activities, and other resources that allow teachers to differentiate and provide multiple entry points and challenges for students. o Research-based instructional practices to support student learning and engagement. o Questions that elicit high cognitive demand, reasoning, and productive student discourse. o Standards-aligned assessment resources to help teachers understand and interpret student performance. ▪ Provide clear, grade-level appropriate, parent/caregiver guidance that offers strategies to help families support students with their learning. Guidance may be a separate resource or embedded in unit. ▪ Include interactive and multimedia elements, if appropriate, that support quality teaching and learning.
