importance of social studies and the education of gifted students, The

* become acquainted with a large variety of ideas at many levels

* learn integratively with all intellectual processes (i.e., cognitive, affective, physical, and intuitive) included in the instruction

* incorporate visual and verbal modes in learning and evaluation

* produce products for evaluation that show the integration of ideas, materials, and processes across disciplines, time, and grade levels

These are but some of the ways that gifted needs can be met. It is evident that the study of Social Sciences is intrinsically structured to adopt all of these conditions.

THE IMPORTANCE OF SOCIAL STUDIES TO GIFTED STUDENTS AND THE IMPACT OF GIFTED STUDENTS ON A SOCIAL WORLD

Anthropology, archaeology, economics, geography, history, law, political science, psychology, religion, and sociology; an integrated study of these disciplines would provide an expanding knowledge base of the world over time. Presidents, prime ministers, emirs, other heads-- of-state; senators, parliamentarians, medical doctors, lawyers, judges, OPEC members, administrators, CEOs, scientists, United Nations representatives, futurists, and space project planners are but some of the decision makers that need such a knowledge base. The key words are integrated and expanding, both characteristics of the gifted brain. To understand who we are requires knowledge of who we were and who we can be. All of these concepts can be explored with a view of renewed importance for the study of the disciplines embedded in the field of Social Studies. If human existence is ever to change and improve throughout the social world this challenge of integration and expansion of knowledge and understanding must occur.

There is no more fertile group of learners to take on the challenge than gifted learners. Characteristically they are prepared to push the limits, to solve the mysteries, and to demand the level of excellence needed. It is from this group that the leaders can be found and the breakthough ideas can be formed. The appropriate education of these children and youth can allow important contributions to the future of us all. As educators ours is a special mission; to allow all children to develop their potential. By understanding and meeting the needs of gifted learners we are making an impact on that special mission.

For Further Reading:

Clark, B. (2002). Growing up gifted (6th ed.). Columbus, OH: Merrill/Prentice-Hall.

Diamond, M. & Hopson, J. (1998). Magic trees of the mind. New York: Dutton.

Gibson, K. & Peterson, A. (1991). Brain maturation and cognitive development: Comparative and cross-cultural perspectives. New York: Aldine de Gruyter.

Siegel, D. (1999). The developing mind. New York: Guilford Press.

Thompson, R. (1993). The brain: A neuroscience primer. New York: Freeman.

Trefil, J. (1997). Are we unique?: A Scientist explores the unparalleled intelligence of the human mind. New York: John Wiley.

Wolfe, P. (2001). Brain matters. Alexandria, VA: Assoc. for Supervision and Curriculum Development.