Observation checklist
| Student name or initials | AAAAAA | AAAAAA | AAAAAA | AAAAAA | AAAAAA | AAAAAA | AAAAAA | AAAAAA | AAAAAA |
| Expectations (level 3) | |||||||||
| Student demonstrates considerable understanding that costumes are media works that can send messages about topics like diversity, gender, identity, and cultural appropriation | |||||||||
| Student can use critical/creative thinking processes with considerable effectiveness to evaluate the appropriateness of costumes and consider the perspectives of people from different cultures
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| Student effectively contributes to class discussions and the “Halloween Costume Outline” activity | |||||||||
| Student can identify how costumes can reinforce gender stereotypes and how costumes based on other cultures can be disrespectful |
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| Student name or initials | AAAAAA | AAAAAA | AAAAAA | AAAAAA | AAAAAA | AAAAAA | AAAAAA | AAAAAA | AAAAAA |
| Expectations (level 3) | |||||||||
| Student demonstrates considerable understanding that costumes are media works that can send messages about topics like diversity, gender, identity, and cultural appropriation | |||||||||
| Student can use critical/creative thinking processes with considerable effectiveness to evaluate the appropriateness of costumes and consider the perspectives of people from different cultures
|
|||||||||
| Student effectively contributes to class discussions and the “Halloween Costume Outline” activity | |||||||||
| Student can identify how costumes can reinforce gender stereotypes and how costumes based on other cultures can be disrespectful |
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| Student name or initials | AAAAAA | AAAAAA | AAAAAA | AAAAAA | AAAAAA | AAAAAA | AAAAAA | AAAAAA | AAAAAA |
| Expectations (level 3) | |||||||||
| Student demonstrates considerable understanding that costumes are media works that can send messages about topics like diversity, gender, identity, and cultural appropriation | |||||||||
| Student can use critical/creative thinking processes with considerable effectiveness to evaluate the appropriateness of costumes and consider the perspectives of people from different cultures
|
|||||||||
| Student effectively contributes to class discussions and the “Halloween Costume Outline” activity | |||||||||
| Student can identify how costumes can reinforce gender stereotypes and how costumes based on other cultures can be disrespectful |
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