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<h2 class="hd hd-2 unit-title">1.7.1 Additional Reading and Resources For Unit 1</h2>
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<p><strong>Referenced Readings</strong></p>
<ul>
<li>Breakstone, Joel, Smith, Mark, Wineburg, Sam, Rapaport, Amie, Carle, Jill, Garland, Marshall, & Saavedra, Anna. 2019. <a href="https://purl.stanford.edu/gf151tb4868" target="[object Object]">Students’ Civic Online Reasoning: A National Portrait. </a> This research report details results from a national study of how students performed on an assessment of Civic Online Reasoning. A sample of 3,446 high school students struggled to evaluate online sources. <span id="docs-internal-guid-a56b860f-7fff-f869-d36a-60529ea6980e"><span style="font-size: 11pt; font-family: Arial; color: #212529; background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;"> </span></span></li>
<li>Wineburg, Sam; Breakstone, Joel; Smith, Mark; McGrew, Sarah; & Ortega, Teresa. 2019. <a href="https://purl.stanford.edu/xr124mv4805" target="[object Object]">Civic Online Reasoning: Curriculum Evaluation.</a> This report describes an evaluation of the Civic Online Reasoning curriculum conducted in a large Midwestern school district. </li>
<li>Wineburg, Sam, & McGrew, Sarah. 2018. <a href="https://purl.stanford.edu/yk133ht8603" target="[object Object]">Lateral Reading and the Nature of Expertise: Reading Less and Learning More When Evaluating Digital Information.</a> <em>Teachers College Record.</em> This article reports the results of the study that examined how professional fact checkers evaluated online sources. </li>
</ul>
<p> <strong>Referenced Videos</strong></p>
<ul>
<li>Stanford History Education Group. 2019. <a href="https://youtu.be/LHLBMTUvj60" target="[object Object]">Introduction to Civic Online Reasoning.</a> This video introduces SHEG’s Civic Online Reasoning curriculum and the research that supports it.</li>
<li>Stanford History Education Group. 2019.<a href="https://youtu.be/HmZPFf0mVTY" target="[object Object]"> Civic Online Reasoning in the Classroom.</a> Hear from students and teachers as they describe how the Civic Online Reasoning curriculum helps them sort fact from fiction on the internet.</li>
<li>Stanford History Education Group. 2019. <a href="https://youtu.be/ZzcjS1aDojA" target="[object Object]">How to Use Wikipedia Wisely.</a> In this video, we break down the basics of how to teach students to use Wikipedia wisely.</li>
</ul>
<p> <strong>Suggested Readings</strong></p>
<ul>
<li>Hochschild, Jennifer L., & Einstein, Katherine L. 2015. <a href="https://scholar.harvard.edu/jlhochschild/publications/facts-politics" target="[object Object]">Do Facts Matter? Information and Misinformation in American Politics.</a> University of Oklahoma Press. This book considers the consequences of the proliferation of misinformation.</li>
<li>Shellenbarger, Sue. 2016. <a href="https://www.wsj.com/articles/most-students-dont-know-when-news-is-fake-stanford-study-finds-1479752576" target="[object Object]">Most Students Don’t Know When News is Fake, Stanford Study Finds. </a><em>Wall Street Journal. </em>This article reports on the Stanford History Education Group’s 2016 study and interviews other experts about how to help students evaluate digital content. </li>
</ul>
<ul>
<li>Wineburg, Sam, McGrew, Sarah, Breakstone, Joel, & Ortega, Teresa. 2016. <a href="http://purl.stanford.edu/fv751yt5934" target="[object Object]">Evaluating Information: The Cornerstone of Civic Online Reasoning.</a> This research report details how students from middle school to college performed on a series of tasks that asked them to evaluate online sources. </li>
<li>Wineburg, Sam, & Ziv, Nadav. 2019. <a href="https://www.nytimes.com/2019/12/05/opinion/dot-org-domain.html" target="[object Object]">The Meaninglessness of the .Org Domain.</a> <em>The New York Times. </em>This article explains why a dot-org URL is not a marker of trustworthiness. </li>
</ul>
<p> <strong>Suggested Viewing</strong></p>
<ul>
<li>Stanford History Education Group & Crash Course. 2019. <a href="https://youtu.be/pLlv2o6UfTU" target="[object Object]">Introduction to Crash Course Navigating Digital Information.</a> John Green introduces the video series “Navigating Digital Information,” made by SHEG and Crash Course.</li>
<li>Stanford History Education Group & Crash Course. 2019. <a href="https://www.youtube.com/watch?v=EZsaA0w_0z0" target="[object Object]">The Facts About Fact Checking.</a> John Green walks you through the steps that professional fact checkers follow, including figuring out who is behind the information we read, why they’re sharing that information, and what kind of evidence exists to back up the claim.</li>
<li>Stanford History Education Group & Crash Course. 2019. <a href="https://youtu.be/ih4dY9i9JKE" target="[object Object]">Using Wikipedia.</a> In this video, John Green discusses how to use Wikipedia for good - to help us get a birds-eye view of content, better evaluate information with lateral reading, and find trustworthy sources. </li>
</ul>
<p><strong>Suggested Resources</strong></p>
<ul>
<li><a href="https://cor.stanford.edu/blog/classroom-poster" target="[object Object]">3 Questions Civic Online Reasoning Classroom Poster</a></li>
<li><a href="https://cor.stanford.edu/curriculum/collections/intro-lessons" target="[object Object]">Intro to Civic Online Reasoning Curriculum Collection</a></li>
</ul>
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