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<h2 class="hd hd-2 unit-title">4.2.1 Integrate COR Across Subjects</h2>
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<p>If we want students to master Civic Online Reasoning processes, COR instruction cannot be a barnacle on the school curriculum. A one-off unit in the library or a set-aside unit in a single class won’t offer sufficient opportunities to master COR strategies. To be effective, COR must be integrated into instruction across grade levels and course subjects. Like any form of literacy, students need to practice digital literacy throughout their entire school careers. They also need to understand how these skills apply across school subjects. Whether it’s a math teacher modeling how to analyze a graph included in a news story or a history teacher modeling how to investigate who is behind a social media post that spreads historical disinformation, all courses offer opportunities for students to evaluate online information relevant to their subject area.</p>
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<h2 class="hd hd-2 unit-title">4.2.2 Voices in Practice: Adapting COR with Colleagues</h2>
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<p>In the Salinas Unified School District in California, Social Studies curriculum specialist Mark Gomez is helping teachers in subject areas across the district integrate Civic Online Reasoning materials and lessons into their courses. In particular, he’s encouraging subject areas teachers to partner closely with teacher-librarians in bringing these ideas into the curriculum. Watch the clip below, and see the full conversation <a href="https://youtu.be/RMUmG5KoBzo" target="_blank">here</a><span color="#666666" face="Arial" style="color: #666666; font-family: Arial;"><span style="font-size: 15.3333px; white-space: pre-wrap;">.</span></span></p>
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<h2 class="hd hd-2 unit-title">4.2.3 Activity: COR in Your Teaching Context</h2>
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<p>In this activity, you will think about how you will integrate COR processes into one of the subjects you teach and anticipate the opportunities and challenges of integrating this approach in your school context. </p>
<p>Focus on one course that you currently teach. (If you teach all subjects in primary grades, you can focus on your overall curriculum or consider just one subject.) Consider each of the questions below. It may be helpful to have a course outline or syllabus to reference. </p>
<p style="text-align: center;"><img height="340" width="316" src="/assets/courseware/v1/562997182a7cc9f46f7c6f57841dec41/asset-v1:MITx+0.504x+3T2020+type@asset+block/25-L-WSS-WhatDoSourcesSayIntro_3.png" alt="" /></p>
<h4 style="padding-left: 30px;">1. What topics do you cover that could offer opportunities to evaluate online information? </h4>
<p style="padding-left: 30px;">Topics of social and political importance often offer a wealth of sources to evaluate, especially topics for which there is some disagreement or controversy. It’s not necessary to choose topics for which competing perspectives are equally valid. One-sided public debates can be useful because they frequently yield sources of varying reliability. Unreliable sources offer opportunities for students to practice ferreting out disinformation and identifying questionable sites. Climate change, for example, offers a wealth of online sources of varying reliability and allows science teachers to teach students to evaluate the financial and political motivations of corporate front groups posing as research organizations. Bogus historical claims—like the assertion that African Americans served in the Confederate Army—provide history students opportunities to evaluate the reliability and relevance of evidence on social media. </p>
<p style="padding-left: 30px; text-align: center;"><img height="234" width="231" src="/assets/courseware/v1/9480b0bb89b857e00a24fd188bd889e1/asset-v1:MITx+0.504x+3T2020+type@asset+block/Manipulating_Graphs_Math_Lesson.png" alt="Chart" /> <img height="229" width="248" src="/assets/courseware/v1/7f83d193eb457f6b479e6ea391f4945c/asset-v1:MITx+0.504x+3T2020+type@asset+block/Renewable_Energy_Science_Lesson.png" alt="" /> <img height="257" width="222" src="/assets/courseware/v1/ea1db598dada1b0bcc8a00c7edc60246/asset-v1:MITx+0.504x+3T2020+type@asset+block/Collection-History.png" alt="" /> </p>
<h4 style="padding-left: 30px;">2. How does COR align with your curriculum?</h4>
<p style="padding-left: 30px;">How might COR support or augment your learning goals and objectives for students in your course? As you reflect on your course, you may want to consider the following: </p>
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<ul>
<li>How might COR support your goals related to disciplinary thinking (like the “science and engineering practices” in the Next Generation Science Standards or the historical thinking processes outlined in the Common Core)?</li>
<li>How does COR fit with your broader goals for teaching literacy? </li>
<li>How might COR be implemented in research-based assignments and activities? </li>
<li>How might you build COR into your course assessments? </li>
</ul>
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<p style="padding-left: 30px;"><strong>Optional Activity:</strong> We invite you to review Civic Online Reasoning materials related to <a href="https://cor.stanford.edu/curriculum/collections/cor-for-the-science-classroom" target="_blank">science </a>and <a href="https://cor.stanford.edu/curriculum/collections/cor-for-the-history-classroom" target="_blank">history</a> for inspiration of how you might create or adapt lessons and tasks for your own area of teaching.</p>
<p style="text-align: center;"><em><img height="341" width="532" src="/assets/courseware/v1/8c24448362812cfe23412f1d5b444f06/asset-v1:MITx+0.504x+3T2020+type@asset+block/CLASSROOM_PRACTICE.png" alt="" /> </em></p>
<h4 style="padding-left: 30px;">3. What challenges do you anticipate when implementing COR strategies? </h4>
<p style="padding-left: 30px;">Consider the challenges that are particular to the courses you teach. What limitations, if any, do you anticipate in integrating COR into your classes? Also consider any potential limitations in your school context. Are there technological limitations, like access to devices, unreliable internet access, or restrictive internet filters? How might you overcome these challenges? Does your department, school, or district limit your curricular flexibility? And how might you negotiate these limitations? </p>
<p> </p>
<h4>In your journal, share your responses to the three questions outlined above and reproduced here: </h4>
<ol><ol>
<li>What topics do you cover that could offer opportunities to evaluate online information? </li>
<li>How does COR align with your curriculum? </li>
<li>What challenges do you anticipate when implementing COR strategies? </li>
</ol></ol>
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<h2 class="hd hd-2 unit-title">4.2.4 Voices in Practice: Integrating COR in the Curriculum</h2>
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<p><span id="docs-internal-guid-ef006131-7fff-ba96-5055-bb26505d96d9"><span style="font-size: 11.5pt; font-family: Arial; color: #666666; background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Dorlande Charles, a middle school social studies teacher in the Chicago Public Schools, discusses how she thinks about integrating COR resources throughout her whole course. For more advice for teachers implementing COR, you can watch the full interview <a href="https://youtu.be/xSFtvVBKa0k" target="_blank">here</a>. </span></span></p>
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