Bailey, S. (1985) An archeological simulation. TalentEd, 7, 9-11.

Describes the use of the 'DIG 2' kit by two groups of senior primary pupils in Armidale, NSW.

 

Beeler, C. (1992) Simulation Series: Medieval Destinations. Waco: Prufrock Press. (CR371.953/B414m)

One of 'a series of simulations designed to challenge high-ability learners in history, English, and the humanities' in the secondary classroom, the booklet consists of a section titled 'Teacher handbook' which discusses objectives, organisation, student products and grading of these, followed by another section titled 'Student handbook' which provides a set of ready-to-use 'Task cards' and explains to students the nature of the simulation.

 

Briggs, C. & Farrall, J. (1996) Oral history: 'Survivors and achievers'. TalentEd, 52, 1-3.

Describes the production of a book, 'Survivors and Achievers', by a group of Year 10 History students.

 

Bunker, B.B., Pearlson, H.B. & Schutz, J.W. (1975) A Student's Guide to Conducting Social Science Research. New York: Human Sciences Press. (300.72/B942S)

Contains a guide to conducting research, two case study examples and a set of activities for developing skills needed.

 

Carey, J., Czinner, G. & Kagan, G. (1981) Developing a Social Studies unit for gifted and talented children. Roeper Review, 3 (4), 26-27.

Describes a unit on Ancient Egypt developed at Hunter College Elementary School, New York.

 

Chuska, K.R. (1987) Social Studies extension. TalentEd, 20, 9-11.

"The social studies may offer the richest base area for providing for the gifted/talented overall." (p.11) Offers numerous suggestions for activities.

 

Dooley, C. (1997) Problem-centered learning experiences: Exploring past, present and future perspectives. Roeper Review, 19 (4), 192-195.

"Problem-centered learning experiences provide opportunities for students to acquire in-depth knowledge and develop critical and creative thinking skills, problem-finding and problem-solving skills, and advanced research skills as they address ill-structured problems. This model of problem-centered learning provides a structure for exploring the past, present, and future perspectives of trends, problems, events, and phenomena in the social sciences. Approaches to the development of problem-centered learning experiences that are used to initiate a unit are presented. The activities that students engage in during each of the five stages of the investigation are described." (p.192)

 

Evans, D. (1985) Nazism - Political Cartoons as Evidence. Brighton: Tressell Publications. (943.086/E92N)

"The booklet has two aims: 1. To present the history of Nazism through the eyes of its cartoonist critics. 2.To introduce the methods and problems involved in the interpretation of political cartoons as historical evidence."

 

Fogler, K. & Hoffman, M. (1994) Exploring 20th century history through photographs. Gifted Child Today, 17 (3), 38-39.

An explanation of a project at Hunter College Elementary School, in New York. "In designing the project, we chose an integrated approach. There were research, art, and writing components. In order to individualize the process, students were given the choice of pursuing their research from a particular perspective." (p.38)

 

Hall, R. (1984) The Viking Dig: The Excavation at York. London: The Bodley Head. (941.01/H178v)

A well illustrated outline of the excavation at Coppergate in York. Would provide a valuable resource for any unit on archeology.

 

James, V.S. (1987) Museum building by students in gifted education. Roeper Review, 9 (3), 152-155.

"A summary of familiar practices in museum education is followed by review of important principles for gifted programs and sequential description of an experience in museum building by gifted students in an elementary program." (p.152)

 

Lasher, M.E. (1986) Differentiating the world history course. G/C/T, 9 (2), 58-61.

Describes an extension course for secondary students which included an international feast and historical persons party.

 

McCauley, E.M. (1984) The story of a vacant lot. Roeper Review, 7 (1), 11-12.

Describes a Renzulli Type III activity on the history of a neighbourhood vacant lot, undertaken by the fifth-grade pupils of the Martin Luther King Elementary Gifted program in Rockford, Illinois. Their findings were published in a book which was distributed to community members.

 

Olenchak, F.R. (1993) Digging Through Archaeology: A Triad in Inquiry and Discovery. Melbourne: Hawker Brownlow Education. (CR930.1045d)

Based on Renzulli's enrichment triad model, "these activities and plans have been successfully employed with students in grades four through eight, though there is no reason that they cannot be adapted to students in other grades." (p.5)

 

Small, S. (1994) Toorminaten's tomb. TalentEd, 45, 1-2.

Describes a cross-faculty project (history and art) for Year 7.

 

Subotnik, R.F. (1984) Emphasis on the creative dimension: Social Studies curriculum modification for gifted intermediate and secondary students. Roeper Review, 7 (1), 7-10.

"The strategies are an outgrowth of futures and creativity research and include: brainstorming, attribute listing, morphological synthesis, reverse historical chronology, webbing, consequence charts, and guided fantasy. Examples of each strategy using the concept of transportation are provided." (p.7)

 

Weatherly, M. (1989) Meeting eminent persons from the past ... a people fair. The Gifted Child Today, 12 (4), 30-31.

Describes the organisation and outcomes of a unit on biography where fourth and fifth graders researched the life of an eminent person. The culmination was a Saturday morning 'people fair' with displays, questions, and dramatisation.

 

White, J.R. (1984) Archaeology camp. G/C/T, 35, 2-4.

Describes a camp in Ohio where 13-16 year olds participated in a real archaeological dig. "Field archaeology is a discipline that begs to be taught - especially to the young and gifted. ... Beyond the obvious returns of the discipline itself, it affords the opportunity to instruct in aspects of soil science, geology, botany, biology, ecology, art, history, ethnography, surveying, and logic." (p.4)

 

Willard, D.E. (1984) A 'social' social studies model for gifted students. Teaching Exceptional Children, 17 (1), 18-22.

"This model social studies program for academically talented fifth graders proved to be highly successful in building the students' concept of 'social' as an active, ongoing process that is an integral part of life, both in and out of school." (p.22) Based on Renzulli's 'enrichment triad'.

 

Wood, T. (1987) Social Studies: People in profile. TalentEd, 18, 6.

Outlines several activities based on researching in depth the life of a famous person - culminating in a simulated press conference.

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This page updated: 23 January 2006 Webmaker: Howard Smith. hsmith4@une.edu.au