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

Clark, Barbara

The study of social sciences and humanities, more specifically the disciplines of anthropology, archaeology, economics, geography, history, law, political science, psychology, religion, and sociology, forms the basic core of thought for growing, inquiring minds. These disciplines are even more fundamental to the nurture of the mind that is pushing the limits of human knowledge and bent upon changing the world. Children who process knowledge rapidly, have complex insights, reach for an understanding of the principles and dilemmas behind accepted generalizations, and find joy and challenge in the unsolved mysteries of the universe are especially drawn to such study. These are the children and youth society refers to as gifted students.

Gifted students have the interest and the ability to use the language, the information, and the structures of social sciences to solve old problems and envision new possibilities. However, they must be challenged by parents and teachers who also find inquiry and mystery impelling. Too often, in today's schools gifted students are placed in educational structures that only repeat information that they already know, with concepts already explored, in settings that stifle excited inquiry. How much more could be learned, how many more could be entranced, and how important to all of us would their contributions be if such children were fostered and appropriately taught. Their needs are great, though some would have us believe that gifted children can get by without any special provisions. The loss of ability is epidemic, although there are those who believe that being allowed to have the challenge of differentiated curriculum is unnecessary. For society to gain from these fine minds requires that these gifted children grow optimally from the curriculum and instruction presented in our schools. As the study of social sciences and humanities is basic to higher thought, let us start there.

BRAIN RESEARCH INSIGHTS

To know how to change the educational experiences to meet the needs of gifted students there must be an understanding about what those needs are and how they come about. For several decades educators have had the advantage of a growing body of data from the neurosciences that have provided numerous clues to the relationship between the growth of intelligence and brain development. Awareness of these implications from brain research allows a clearer understanding of giftedness and its development. Children are not born gifted, but with a limitless potential based on the existence of over 100 billion brain cells. In most infants these are healthy neurons with their endowment of unique genetic patterns awaiting the interaction with experiences that can develop them into a basis for high-level abilities. At birth, these neurons are already enhanced or inhibited in their growth by both physical and emotional interactions provided in-utero. Ample evidence now informs parents and educators that actions, sensations, and memories are constantly shaping both the function and the anatomy of the brain. Educators at home and at school create giftedness, not just through genetics, but through experiences that are rich and appropriately stimulating.

The knowledge that the gifted brain develops through appropriate stimulation has been repeatedly confirmed by research. There are measurable changes within the brain found to be characteristic of the brains of those with high levels of intelligence that occur as a response to this stimulation. Awareness of these changes is essential to the understanding of the concept of giftedness as can be noted in Figure 1.

These changes underlie some of the most commonly observed characteristics of gifted children and the needs that provide the basis for differentiating their educational experience. From these data, gifted students can be understood to have a need for opportunities that provide high levels of complex processing of information, indepth study, novelty, and accelerated and advanced curricula and instruction. They will understandably show more intensity, uniqueness of expression, boredom with repetition, and concern for the slow pace of the age level classroom. The dynamic nature of the brain allows the growth of brain function and the intelligence it supports to progress or regress, but not to remain static; therefore, differentiated educational experiences are necessary if gifted children are not to lose ability, motivation, and potential.

NURTURING GIFTEDNESS

The challenge now becomes to provide experiences that can optimize learning and maximize each gifted child's potential. To take advantage of the characteristics of brain function, learning must be relevant and challenging to the individual. That implies that to optimize learning we must plan curriculum to meet each child at the point at which that child is developing and then allow continuing development to occur at the child's pace and within the child's interests.

Complex materials and experiences.

For gifted learners the concept of the dynamic nature of the brain requires that the materials and experiences be more complex in content, context, and presentation. To provide for complexity in the curriculum allow gifted students to:

* access a large variety of ideas at many levels

* learn from a variety of perspectives including the view of experts and the influence of time

* move from the known to the unknown

* plan and implement solutions to community problems

In depth curriculum study.

Changes within the cell that create more depth of understanding require curriculum that provides more depth in the study of concepts and information by allowing the gifted students to:

* question and examine generalizations

* access the terms and language of a variety of disciplines

* focus on details and patterns of themes and ideas

* embellish and elaborate on themes and ideas

* develop skills in research, hypothesizing, and hypothesis testing

Greater novelty.

Such changes within the cell also require that learning experiences provide more novelty by allowing students to:

* work in a climate of respect for unique and unusual ideas and products

* develop projects of their own choosing

* have unstructured time to physically and mentally explore, examine, and/or alter existing patterns

* follow divergent paths, pursue strong interests, and solve problems in diverse ways

* develop original applications of knowledge and understandings, including hypothesizing and hypothesis testing.

Acceleration.

Gifted students often require acceleration in their instruction and advanced and sophisticated materials from which to learn. However the acceleration of the curriculum is accomplished, the result will be moving through the core curriculum in less time than is typical. Acceleration can be provided by:

* early entrance to any level of schooling such as kindergarten or college

* pre-testing a lesson or unit and giving instruction on only what has not been learned

* self-paced programs of instruction

* work with intellectual peers, including adults and other students with expertise in the student's interest areas

* compacting or telescoping content to avoid relearning material already mastered

* flexible grouping

* advanced and/or unusual subject matter, materials, and processes, and new and challenging information

* learning centers and individual learning packets to individualize learning

Synthisis and integration.

The major function of the brain is associative, always integrating, combining, and synthesizing various modalities and areas of specialization, therefore, synthesis and integration of subjects and disciplines are necessary to support a meaningful understanding of information and events.

To provide for integration the gifted student must be allowed to:

* integrate ideas and build new concepts from information across disciplines and time

* work in a climate where choice is provided and encouraged

* have access to a wide range of materials from many disciplines and eras

* 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.

Barbara Clark is a Professor Emeritus at California State University, Los Angeles. She is the author of Growing Up Gifted, and many articles in professional journals. Clark is the Immediate Past President of the World Council for Gifted and Talented Children, Past President of the National Association for Gifted Children, and is on the Board of Directors and a Past President of the California Association for the Gifted. She has presented major addresses and workshops at conferences and in school districts throughout the world.

Copyright California Council for the Social Studies Spring 2002
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