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<h2 class="hd hd-2 unit-title">1.5.1 Civic Online Reasoning</h2>
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<p>In the video below, we introduce you to the Civic Online Reasoning curriculum, a set of free resources to help educators teach<em> civic online reasoning: </em>the ability to search for, evaluate, and verify social and political information online. The resources are based on rigorous research from the Stanford History Education Research Group. You can explore more at <a href="https://cor.stanford.edu/" target="_blank">cor.stanford.edu.</a> </p>
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<h3 class="hd hd-2">Civic Online Reasoning</h3>
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<h2 class="hd hd-2 unit-title">1.5.2 Three Questions to Guide Online Reasoning</h2>
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<p>Three questions guided fact checkers’ evaluation of sources:</p>
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<li>Who’s behind the information?</li>
<li>What’s the evidence?</li>
<li>What do other sources say?</li>
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<p>These three questions are at the heart of the COR curriculum and this course.</p>
<p>Remind students to ask these three questions whenever they encounter information online with this <a href="https://cor.stanford.edu/blog/classroom-poster" target="[object Object]">classroom poster</a>. It’s available in English and Spanish and is designed to be printed on 18” by 24” paper.</p>
<p><img height="800" width="600" src="/assets/courseware/v1/3efa27d058f219245e46f29f584a2c99/asset-v1:MITx+0.504x+3T2020+type@asset+block/pasted_image_0.png" alt="Civic Online Reasoning Poster: 3 Questions to ask when you come across information online" /></p>
<p>We provide more research, readings, and resources at the end of this unit. </p>
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<h2 class="hd hd-2 unit-title">1.5.3 COR Curriculum Works!</h2>
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<p>After identifying that students are ill-prepared to navigate the digital information landscape, we at the Stanford History Education Group set out to create curricular materials to address this problem. The curriculum development followed a multi-step cycle. We identified key aspects of Civic Online Reasoning and drafted lessons built around actual sources from the web. Teachers across the country piloted these lessons with their students and gave us feedback about what did and didn’t work. Each lesson went through an iterative process of prototyping, piloting, revising, and re-piloting. From all of this research, we have strong evidence that the resources in the Civic Online Reasoning curriculum can help students improve their skills at sorting truth from fiction. </p>
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<p dir="ltr" style="line-height: 1.38; background-color: #ffffff; margin-top: 12pt; margin-bottom: 0pt; padding: 0pt 0pt 12pt 0pt;"><strong><span style="font-size: 12pt; font-family: 'Open Sans', sans-serif; color: #666666; background-color: transparent; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Field Experiment</span></strong></p>
<p dir="ltr" style="line-height: 1.38; background-color: #ffffff; margin-top: 12pt; margin-bottom: 0pt; padding: 0pt 0pt 12pt 0pt;"><span style="font-size: 12pt; font-family: 'Open Sans',sans-serif; color: #666666; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We conducted a field experiment in an urban public school district in the Midwestern United States with over 40,000 students.</span></p>
<p dir="ltr" style="line-height: 1.38; background-color: #ffffff; margin-top: 0pt; margin-bottom: 0pt; padding: 0pt 0pt 12pt 0pt;"><span style="font-size: 12pt; font-family: 'Open Sans',sans-serif; color: #666666; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Every second-semester government/civics class in the district participated in the study. The final sample included 464 juniors and seniors at six high schools. Two hundred sixty-five students from three high schools completed COR lessons, and 199 students from the other three high schools served as the control group. To ensure that the students in each group were similar, we matched schools based on demographic characteristics and assigned the matched schools to opposite conditions.</span><span style="font-size: 12pt; font-family: 'Open Sans',sans-serif; color: #666666; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="font-size: 12pt; font-family: 'Open Sans',sans-serif; color: #666666; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="font-size: 12pt; font-family: 'Open Sans',sans-serif; color: #666666; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span></p>
<p dir="ltr" style="line-height: 1.38; background-color: #ffffff; margin-top: 0pt; margin-bottom: 0pt; padding: 0pt 0pt 12pt 0pt;"><span style="font-size: 12pt; font-family: 'Open Sans',sans-serif; color: #666666; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Teachers implementing the COR curriculum attended a one-day professional development workshop at the start of the spring semester. We introduced the teachers to COR and provided them with six lessons. Over the course of the spring semester, teachers integrated these COR lessons into their classes. SHEG staff met with the teachers during the semester to provide additional training and support. Teachers in the control classes taught their normal curriculum.</span><span style="font-size: 12pt; font-family: 'Open Sans',sans-serif; color: #666666; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span></p>
<p dir="ltr" style="line-height: 1.38; background-color: #ffffff; margin-top: 0pt; margin-bottom: 0pt; padding: 0pt 0pt 12pt 0pt;"><span style="font-size: 12pt; font-family: 'Open Sans',sans-serif; color: #666666; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Students took a pretest assessment at the beginning of the semester and a posttest at the end. Each assessment consisted of seven exercises requiring the evaluation of online sources. Students had a live internet connection and could search anywhere online. Analysis of pre- and post-test data revealed that students in the COR classrooms showed greater improvement over the course of the semester than students in the control classrooms.</span><span style="font-size: 12pt; font-family: 'Open Sans',sans-serif; color: #666666; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="font-size: 12pt; font-family: 'Open Sans',sans-serif; color: #666666; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="font-size: 11.5pt; font-family: Arial; color: #666666; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span></p>
<p dir="ltr" style="line-height: 1.38; background-color: #ffffff; margin-top: 0pt; margin-bottom: 12pt;"><img height="384" width="850" src="https://lh4.googleusercontent.com/9wL6a5jayR9f0JxKeE0CTI6FKnTN_Yiz0GrCqhRISOamTYwwhuhtNR10aEKAurq_EIg-xX0iPSWMqKWWLrgoyCvdCub3mJR2PJer8_rrEQeosJja0VBB2jpc5TKsJWbVWtX3dmiJ" alt="Graph of pretest and posttest scores for students who took COR curriculum" style="margin-left: 0px; margin-top: 0px;" /></p>
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<p><strong>Student Interviews</strong></p>
<p>We interviewed 21 students from COR classrooms before and after curriculum implementation.</p>
<p>We asked students to evaluate a series of online sources, including the video on voter fraud that you watched in the first practice space. Initially, one of these students, a senior, expressed mild skepticism:<span style="white-space: pre;"> </span></p>
<p style="padding-left: 30px;"><em>I don’t think it’s very strong evidence because they were showing it happening but they weren’t showing the total number of people who did. That would have shown how big a problem it was. If you show like four people, it is like, okay? But if they had shown how often this had happened in this election, we would have seen how big a problem it was.<span style="white-space: pre;"> </span></em></p>
<p>The student based her evaluation on the number of instances of fraud depicted in the video. However, she asked no questions about who produced it or where the footage came from. After the COR lessons, the student read laterally to evaluate the trustworthiness of this source. She swiftly turned to her browser, typed the words “Pennsylvania Democratic primary voter fraud,” and discovered in 30 seconds that the video was a hoax.</p>
<p><span id="docs-internal-guid-39350455-7fff-6f78-1f68-05fd2c815455"><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;"><span style="border: none; display: inline-block; overflow: hidden; width: 720px; height: 528px;"><img src="https://lh6.googleusercontent.com/z6pUtP2hnq-znVuNX3UzcsZ8mpNpcLce5TB1bYei6P7-PRz77n-W6rMQfs0p52RKfiq6u626dYo-1aEU8ZqoNVAVfKJKw7a010WoFWSln8ZnPbJwj__JOokMKoXTqy9NWEc05_dI" width="720" height="528" style="margin-left: 0px; margin-top: 0px;" /></span></span></span></p>
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<p><strong>Conclusion</strong></p>
<p><strong>An informed digital citizen must be able to determine what to believe and what to reject. The good news is that, with instruction, students can improve.<span style="white-space: pre;"> </span></strong></p>
<p>Our goal is not to turn students into professional fact checkers, but rather to help them avoid the most common pitfalls of online research. Equipped with a small set of flexible strategies, students will be better able to make sound judgments that affect them, their families, and their communities.<span style="white-space: pre;"> </span></p>
<p><strong>The internet, as philosopher Michael Lynch has observed, is “both the world’s best fact-checker and the world’s best bias confirmer—often at the same time.” Only a commitment to enacting changes in our educational system will tip the scales toward the former and make sure we avoid the latter.</strong></p>
<p>You can read the full Civic Online Reasoning Curriculum Evaluation <a href="https://cor.stanford.edu/research/cor-curriculum-evaluation" target="[object Object]">report here</a>. </p>
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<h2 class="hd hd-2 unit-title">1.5.4 Why Civic Online Reasoning?</h2>
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<p>In this video, students and teachers describe how the Civic Online Reasoning curriculum helps them sort fact from fiction on the internet.</p>
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<h3 class="hd hd-2">Civic Online Reasoning in the Classroom</h3>
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<h2 class="hd hd-2 unit-title">1.5.5 Civic Online Reasoning Website Tour</h2>
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<p>In the video below, we provide an overview of the resources available at the <a href="https://cor.stanford.edu/" target="[object Object]">Civic Online Reasoning website</a> which has everything you need to teach the lessons that we’ll discuss and explain throughout this course. You will need to complete a free registration at <a href="https://cor.stanford.edu/" target="[object Object]">cor.stanford.edu</a> to access all of the materials. Signing up on the site allows the Stanford History Education Group to inform you of new resources and measure the impact of this work for funders and the research community.</p>
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