Can your students contend with the disinformation, misinformation, and propaganda that floods their phones, tablets, and laptops?
Since the 2016 presidential election, there’s been intense concern about whether people can make sense of digital information. Our work at the Stanford History Education Group may have contributed to the unease. Over the past several years, we have designed short assessments of civic online reasoning — the ability to effectively search for and evaluate social and political information online — and in November 2016 we released a research report that indicated that students from middle school to college struggle to evaluate online content. Our assessments revealed that students had difficulty distinguishing ads from the news, imposters from verified social media accounts, and lobbyists from independent researchers.
So what can teachers do to tackle this problem?
One place to start is with our short assessments. Below, we detail four ways to integrate one of our assessments into instruction.
Revolution, independence, the founding of our nation — this was my favorite era to teach. I have more creative, exciting lessons for this period than for any other, no matter the course or content.
Fascinated by the often fortuitous folly of the Founding Fathers, I made it a point to show my students that this nation was created by a group of brilliant but imperfect men — and women.
You’ll notice that text complexity is an important part of the Common Core State Standards (CCSS). (You can read more about this in this my previous post.) The “staircase of text complexity” will give students more opportunities to learn from complex texts, and the hope is that by setting a benchmark for students to read grade level complex texts “independently and proficiently” by high school graduation, students will be ready to read college and career level texts.
However, I know from my own time in the classroom that many students struggle with grade level complex texts. Teachers ask me every day about how to help such readers. “I give them complex texts like the standards say, and they can’t do it!” is a common refrain. I always begin by asking them about their approach to planning, because thoughtful planning holds the key to student success with complex texts.