Pub Date : 2021-10-21DOI: 10.1080/00377996.2021.1991873
J. Bickford, Jeremiah C. Clabough
Abstract The field of education in America—oft-viewed as a catalyst for change and self-improvement—has a racist history, which is often undiscussed by teachers and likely unknown to students. This article guides high school students to explore how educational texts, tasks, and policies have been products and producers of racist ideas in the past and today. Examining racism in U.S. schooling situates students to better detect the figurative fingerprints of racism’s evolving, oft-hidden hand. The guided inquiry format enables high school U.S. history students to examine primary and secondary sources, contribute to informed dialogue, and participate in civic action. Disciplinary scaffolding directs students to scrutinize historical and modern U.S. curricula, common pedagogy, and educational policy for racist and antiracist ideas. Social studies classrooms are logical spaces to spark students’ scrutiny of educational policy, pedagogy, and curriculum for racist intent or racially disparate results. The article situates high school American history students to apply disciplinary thinking, literacy, and argumentation skills to analyze past and present racism within American schools.
{"title":"A Guided History into Racist Curriculum, Pedagogy, and Policy: Then and Now","authors":"J. Bickford, Jeremiah C. Clabough","doi":"10.1080/00377996.2021.1991873","DOIUrl":"https://doi.org/10.1080/00377996.2021.1991873","url":null,"abstract":"Abstract The field of education in America—oft-viewed as a catalyst for change and self-improvement—has a racist history, which is often undiscussed by teachers and likely unknown to students. This article guides high school students to explore how educational texts, tasks, and policies have been products and producers of racist ideas in the past and today. Examining racism in U.S. schooling situates students to better detect the figurative fingerprints of racism’s evolving, oft-hidden hand. The guided inquiry format enables high school U.S. history students to examine primary and secondary sources, contribute to informed dialogue, and participate in civic action. Disciplinary scaffolding directs students to scrutinize historical and modern U.S. curricula, common pedagogy, and educational policy for racist and antiracist ideas. Social studies classrooms are logical spaces to spark students’ scrutiny of educational policy, pedagogy, and curriculum for racist intent or racially disparate results. The article situates high school American history students to apply disciplinary thinking, literacy, and argumentation skills to analyze past and present racism within American schools.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"23 1","pages":"109 - 124"},"PeriodicalIF":0.0,"publicationDate":"2021-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73090254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-13DOI: 10.1080/00377996.2021.1981808
Nadire Emel Akhan, Gülten Kocaağa
Abstract Social studies preservice teachers will start their career with the aim of raising “good person-good citizen” for the ideal society. Believing in this important purpose and being aware of the field will contribute to the realization of the ideal society objective. Yet, it is necessary to try to raise this awareness in the most enjoyable and interactive way possible. Thus, the aim of the study is to develop social studies preservice teachers' awareness of their field with the drama method. In the study conducted with action research, a 15-week road map designed with the drama method was followed for social studies preservice teachers to take an active role in the learning-teaching process, to increase their awareness of their profession, and to discover the content of their field. The sample of the study consisted of 32 preservice teachers studying in the sophomore year of social studies teaching at the education faculty of a state university in the first semester of the 2019–2020 academic year. It is possible to say that the awareness of the preservice teachers in the sample concerning their discipline increased at the end of the 15-week drama education process.
{"title":"A Different Experience with Drama for Preservice Social Studies Teachers: I Discover My Field","authors":"Nadire Emel Akhan, Gülten Kocaağa","doi":"10.1080/00377996.2021.1981808","DOIUrl":"https://doi.org/10.1080/00377996.2021.1981808","url":null,"abstract":"Abstract Social studies preservice teachers will start their career with the aim of raising “good person-good citizen” for the ideal society. Believing in this important purpose and being aware of the field will contribute to the realization of the ideal society objective. Yet, it is necessary to try to raise this awareness in the most enjoyable and interactive way possible. Thus, the aim of the study is to develop social studies preservice teachers' awareness of their field with the drama method. In the study conducted with action research, a 15-week road map designed with the drama method was followed for social studies preservice teachers to take an active role in the learning-teaching process, to increase their awareness of their profession, and to discover the content of their field. The sample of the study consisted of 32 preservice teachers studying in the sophomore year of social studies teaching at the education faculty of a state university in the first semester of the 2019–2020 academic year. It is possible to say that the awareness of the preservice teachers in the sample concerning their discipline increased at the end of the 15-week drama education process.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"38 1","pages":"94 - 108"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80647675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-28DOI: 10.1080/00377996.2021.1978376
J. Bickford, M. Bickford
Abstract Teachers value students’ close reading of and text-based writing about diverse texts while eliciting their awareness of the world, privilege, and power. Carefully selected literature coupled with primary sources can bridge the classroom and society. To engage modern students in America’s racialized past and present, this article guides teachers to intertwine villains and heroes, real and imagined, past and present. During an intradisciplinary unit linking social studies/history and English/language arts, a twin-text approach enabled students to scrutinize two trade books and supplementary primary sources. Close reading and text-based writing strategies were coupled with an authentic assessment to spark students’ creative expressions, critical thinking, and informed civic dialogue. Teaching America’s horrid history with racism is provocative yet necessary as oft-overlooked voices reshape public memory and the COVID-19 pandemic redefines collective concerns.
{"title":"A Guided Inquiry Into America’s White Hegemony, Yesterday’s Terror and Today’s Horror","authors":"J. Bickford, M. Bickford","doi":"10.1080/00377996.2021.1978376","DOIUrl":"https://doi.org/10.1080/00377996.2021.1978376","url":null,"abstract":"Abstract Teachers value students’ close reading of and text-based writing about diverse texts while eliciting their awareness of the world, privilege, and power. Carefully selected literature coupled with primary sources can bridge the classroom and society. To engage modern students in America’s racialized past and present, this article guides teachers to intertwine villains and heroes, real and imagined, past and present. During an intradisciplinary unit linking social studies/history and English/language arts, a twin-text approach enabled students to scrutinize two trade books and supplementary primary sources. Close reading and text-based writing strategies were coupled with an authentic assessment to spark students’ creative expressions, critical thinking, and informed civic dialogue. Teaching America’s horrid history with racism is provocative yet necessary as oft-overlooked voices reshape public memory and the COVID-19 pandemic redefines collective concerns.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"10 1","pages":"81 - 93"},"PeriodicalIF":0.0,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88772525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-25DOI: 10.1080/00377996.2021.1947765
Kate Chambers, Jeffrey M. Byford
{"title":"Unpack Your Impact: How Two Primary Teachers Ditched Problematic Lessons and Built a Culture-Centered Curriculum","authors":"Kate Chambers, Jeffrey M. Byford","doi":"10.1080/00377996.2021.1947765","DOIUrl":"https://doi.org/10.1080/00377996.2021.1947765","url":null,"abstract":"","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"56 1","pages":"50 - 51"},"PeriodicalIF":0.0,"publicationDate":"2021-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83627839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-03DOI: 10.1080/00377996.2021.1911918
J. Bickford, Ryan C. Hendrickson
Abstract This article is a guided inquiry into past and present uses of war powers. From the Constitutional framers’ intent through Thomas Jefferson’s adaptation to modern presidents’ implementation, students extract meaning from the best available evidence. Evocative primary sources—some of which are contemporaneous to modern readers—and engaging secondary sources ground the inquiry. Discipline-specific scaffolding directs students to assemble a reasoned, informed, civic-minded conclusion, which they communicate to distinct audiences.
{"title":"The Constitution, Jefferson’s War on Pirates, and Trump’s Strikes on Suleimani1: Historical and Modern Applications of the Commander-in-Chief’s War Power","authors":"J. Bickford, Ryan C. Hendrickson","doi":"10.1080/00377996.2021.1911918","DOIUrl":"https://doi.org/10.1080/00377996.2021.1911918","url":null,"abstract":"Abstract This article is a guided inquiry into past and present uses of war powers. From the Constitutional framers’ intent through Thomas Jefferson’s adaptation to modern presidents’ implementation, students extract meaning from the best available evidence. Evocative primary sources—some of which are contemporaneous to modern readers—and engaging secondary sources ground the inquiry. Discipline-specific scaffolding directs students to assemble a reasoned, informed, civic-minded conclusion, which they communicate to distinct audiences.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"5 1","pages":"263 - 269"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87338436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-27DOI: 10.1080/00377996.2021.1960257
Daneell D. Moore, Loleta D. Sartin
Abstract The Junior Knight Camp is an annual summer program that specifically supports elementary school students in an effort to increase knowledge of social studies using an interdisciplinary thematic approach. This interdisciplinary approach includes STEM, the arts, literacy, and physical education. The camp operates on multiple campuses of the university led by teacher candidates under the guidance of education faculty. In addition to meeting the needs of young children in the Middle Georgia region, this annual camp also serves as an experiential learning opportunity for rising seniors in the dual elementary education and special education degree program. The authors believe that this self-sustaining model can be replicated by many education preparatory programs.
{"title":"“WOW Them and Show Them How Exciting Social Studies Can Be”: Exploring a Self-Sustaining Social Studies Summer Camp for Young Learners Led by Teacher Candidates","authors":"Daneell D. Moore, Loleta D. Sartin","doi":"10.1080/00377996.2021.1960257","DOIUrl":"https://doi.org/10.1080/00377996.2021.1960257","url":null,"abstract":"Abstract The Junior Knight Camp is an annual summer program that specifically supports elementary school students in an effort to increase knowledge of social studies using an interdisciplinary thematic approach. This interdisciplinary approach includes STEM, the arts, literacy, and physical education. The camp operates on multiple campuses of the university led by teacher candidates under the guidance of education faculty. In addition to meeting the needs of young children in the Middle Georgia region, this annual camp also serves as an experiential learning opportunity for rising seniors in the dual elementary education and special education degree program. The authors believe that this self-sustaining model can be replicated by many education preparatory programs.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"17 1","pages":"322 - 331"},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74027016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-09DOI: 10.1080/00377996.2021.1960256
Sohyun An
Abstract This article discusses how the Korean War is portrayed in the children’s literature published in the United States over 70 years since the war. Seven children’s books were identified and analyzed with a theoretical lens of teaching war as difficult knowledge. Critical content analysis of the texts found two key patterns. First, there were various accounts on the war across the texts, including the Korean War as a human/animal suffering, U.S. benevolent mission, animal heroism, and unfinished war. Second, difficult knowledge of the war was selectively in/excluded in the texts. The unanimously included difficult knowledge was wartime suffering, whereas the unanimously excluded was U.S. implication in the suffering. The findings suggest a critical use of the texts to engage children in learning about and from the difficult knowledge of the war. The findings also indicate pedagogical possibility and limitation of children’s literature for teaching difficult knowledge of war.
{"title":"Selective (Un)Telling of Difficult Knowledge of U.S. Wars in Children’s Literature: The Korean War as a Case Study","authors":"Sohyun An","doi":"10.1080/00377996.2021.1960256","DOIUrl":"https://doi.org/10.1080/00377996.2021.1960256","url":null,"abstract":"Abstract This article discusses how the Korean War is portrayed in the children’s literature published in the United States over 70 years since the war. Seven children’s books were identified and analyzed with a theoretical lens of teaching war as difficult knowledge. Critical content analysis of the texts found two key patterns. First, there were various accounts on the war across the texts, including the Korean War as a human/animal suffering, U.S. benevolent mission, animal heroism, and unfinished war. Second, difficult knowledge of the war was selectively in/excluded in the texts. The unanimously included difficult knowledge was wartime suffering, whereas the unanimously excluded was U.S. implication in the suffering. The findings suggest a critical use of the texts to engage children in learning about and from the difficult knowledge of the war. The findings also indicate pedagogical possibility and limitation of children’s literature for teaching difficult knowledge of war.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"16 1","pages":"68 - 80"},"PeriodicalIF":0.0,"publicationDate":"2021-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88937231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-30DOI: 10.1080/00377996.2021.1945994
J. Bickford, Dalani A. Little
Abstract Students, especially young children, recognize differences. This guided inquiry positions elementary students to consider the (dis)abilities they see and do not see. This article couples trade books emphasizing diverse perspectives—general, American, people of color, international contexts, fiction, and disparate (dis)abilities—with evocative primary sources—telegrams, letters, photographs, bumper stickers, and buttons—highlighting advocacy for equity. The secondary and primary sources offer an array of curricular possibilities featuring famous, forgotten, and ordinary historical and modern voices. Text-based primary sources were abridged for length and adapted for language. Five graphic organizers evoke distinct types of thinking—historical thinking, close reading of text and subtext for critical thinking, unpacking text-based primary sources, examining visual primary sources, or illustrating central ideas—while providing varied levels of support. The age-appropriate texts engage students in elements of history, civics, and social and emotional learning. The tasks direct students’ thinking by integrating reading and writing in an interdisciplinary format flexible for elementary schedules. The inquiry culminates as students use distinct writing forms (expository, persuasive, or narrative) to engage various audiences (authors, librarians, administrators, teachers, counselors, or family) in informed dialogue about (dis)ability in history and today.
{"title":"Nothing about Us without Us: Teaching about (Dis)ability in the Early Grades","authors":"J. Bickford, Dalani A. Little","doi":"10.1080/00377996.2021.1945994","DOIUrl":"https://doi.org/10.1080/00377996.2021.1945994","url":null,"abstract":"Abstract Students, especially young children, recognize differences. This guided inquiry positions elementary students to consider the (dis)abilities they see and do not see. This article couples trade books emphasizing diverse perspectives—general, American, people of color, international contexts, fiction, and disparate (dis)abilities—with evocative primary sources—telegrams, letters, photographs, bumper stickers, and buttons—highlighting advocacy for equity. The secondary and primary sources offer an array of curricular possibilities featuring famous, forgotten, and ordinary historical and modern voices. Text-based primary sources were abridged for length and adapted for language. Five graphic organizers evoke distinct types of thinking—historical thinking, close reading of text and subtext for critical thinking, unpacking text-based primary sources, examining visual primary sources, or illustrating central ideas—while providing varied levels of support. The age-appropriate texts engage students in elements of history, civics, and social and emotional learning. The tasks direct students’ thinking by integrating reading and writing in an interdisciplinary format flexible for elementary schedules. The inquiry culminates as students use distinct writing forms (expository, persuasive, or narrative) to engage various audiences (authors, librarians, administrators, teachers, counselors, or family) in informed dialogue about (dis)ability in history and today.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"75 1","pages":"1 - 16"},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79185369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-29DOI: 10.1080/00377996.2021.1949258
James R. Moore
Abstract Freedom of expression is the core political ideal undergirding American democracy and recent attacks on freedom of speech are a direct threat to the liberties and rights guaranteed in the United States Constitution. Freedom of expression is essential for participatory democracy, scientific progress, individualism, and civic education in K-12 schools and universities. Citizens must have access to all opinions, empirical evidence, historical information, and competing narratives to make informed decisions regarding political candidates, policies, and issues. This necessitates the right to express offensive, controversial, repugnant, and radical opinions and values that that are shocking to government or specific groups. Indeed, this is the primary purpose of the First Amendment’s protection of freedom of speech and the press. However, this freedom is experiencing a withering assault from special interest groups, Big Tech social media entities, and most ironically, universities, ostensibly the ultimate guardians of freedom of expression. “Hate” speech codes and other attempts at censorship are anathema to democracy. Attacks on freedom of expression are an existential threat to social studies education. Thus, it is incumbent upon all social studies professors and K-12 social studies educators to combat this dangerous attack on the First Amendment.
{"title":"Assaults on Freedom of Speech: Why Social Studies Must Defend the First Amendment","authors":"James R. Moore","doi":"10.1080/00377996.2021.1949258","DOIUrl":"https://doi.org/10.1080/00377996.2021.1949258","url":null,"abstract":"Abstract Freedom of expression is the core political ideal undergirding American democracy and recent attacks on freedom of speech are a direct threat to the liberties and rights guaranteed in the United States Constitution. Freedom of expression is essential for participatory democracy, scientific progress, individualism, and civic education in K-12 schools and universities. Citizens must have access to all opinions, empirical evidence, historical information, and competing narratives to make informed decisions regarding political candidates, policies, and issues. This necessitates the right to express offensive, controversial, repugnant, and radical opinions and values that that are shocking to government or specific groups. Indeed, this is the primary purpose of the First Amendment’s protection of freedom of speech and the press. However, this freedom is experiencing a withering assault from special interest groups, Big Tech social media entities, and most ironically, universities, ostensibly the ultimate guardians of freedom of expression. “Hate” speech codes and other attempts at censorship are anathema to democracy. Attacks on freedom of expression are an existential threat to social studies education. Thus, it is incumbent upon all social studies professors and K-12 social studies educators to combat this dangerous attack on the First Amendment.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"66 1","pages":"30 - 49"},"PeriodicalIF":0.0,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88782983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-23DOI: 10.1080/00377996.2021.1954866
M. Reingold
Abstract This article presents a qualitative practitioner research study designed to understand how a morally complex Israel curriculum impacts the nature of secondary school students’ relationships with Israel. The research was conducted with 31 students enrolled in an elective about Israeli society at a Jewish high school in Canada. At both the start and conclusion of the course, students used a predetermined list of relationships to determine the one that most closely reflects the way they relate to Israel. At both junctures, students also wrote explanations justifying their decision. Results from the beginning of the course showed that 19 students chose relationships that reflected a personal and emotional bond with Israel and 12 students chose relationships that prioritized intellectual connections to Israel. When the survey was administered at the end of the course, none of the 19 students who initially chose personal relationships changed their responses to intellectual ones but 7 of the 12 intellectual responses changed their response to personal relationships. The data indicates that a curriculum built around morally complex narratives and texts in Israeli society can help lead to the formation of strong emotional bonds between students and Israel.
{"title":"Secondary Students’ Evolving Relationships and Connections with Israel","authors":"M. Reingold","doi":"10.1080/00377996.2021.1954866","DOIUrl":"https://doi.org/10.1080/00377996.2021.1954866","url":null,"abstract":"Abstract This article presents a qualitative practitioner research study designed to understand how a morally complex Israel curriculum impacts the nature of secondary school students’ relationships with Israel. The research was conducted with 31 students enrolled in an elective about Israeli society at a Jewish high school in Canada. At both the start and conclusion of the course, students used a predetermined list of relationships to determine the one that most closely reflects the way they relate to Israel. At both junctures, students also wrote explanations justifying their decision. Results from the beginning of the course showed that 19 students chose relationships that reflected a personal and emotional bond with Israel and 12 students chose relationships that prioritized intellectual connections to Israel. When the survey was administered at the end of the course, none of the 19 students who initially chose personal relationships changed their responses to intellectual ones but 7 of the 12 intellectual responses changed their response to personal relationships. The data indicates that a curriculum built around morally complex narratives and texts in Israeli society can help lead to the formation of strong emotional bonds between students and Israel.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"20 1","pages":"53 - 67"},"PeriodicalIF":0.0,"publicationDate":"2021-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74475710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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