The unwillingness of K-12 teachers to include Palestinian history, culture and perspectives in relevant subject units stems from multiple sources. Most obviously, the increasing weaponization of antisemitism weilded against Palestinians and allies in higher education leads K-12 teachers to fear censure, discipline or dismissal. Public school teachers, especially Palestinians, may be particularly vulnerable to school, local and state policies as well as pressure from parent and community groups. The inability to teach Palestine without controversy leads many teachers to avoid the subject altogether. However, even committed teachers are challenged by the dearth of pedagogical approaches and curricular materials. To address this shortcoming, a group of Palestinian and other educators has developed a framework for evaluating materials involving Palestinians that be used in K-12 classrooms in ethnic studies, social studies, history, English and language arts and civics, among others. This paper will explain the development of the framework, the principles behind it, and explore its potential use by teachers in the development of knowledge, skills and community building in diverse classrooms, especially in K-12 settings.