Digging Deeper

Activities for Enriching and Expanding Social Studies Instruction K‐12

Edited by:
M. Gail Hickey, Indiana University-Purdue University Fort Wayne
Jeremiah Clabough, University of Alabama at Birmingham

A volume in the series: Teaching and Learning Social Studies. Editor(s): William B. Russell III, Ph.D., University of Central Florida.

Published 2017

Experts in social studies education and gifted education share teacher‐tested strategies for differentiating social studies in K‐12 classrooms. Chapter authors showcase best‐practice and research‐based lessons and activities that enrich and expand social studies instruction while building K‐12 students’ critical and creative thinking. Each chapter contains two or more teacher‐tested lessons or activities linking social studies content and concepts to the standards and recommendations of the National Association for Gifted Children (NAGC) and National Council for the Social Studies (NCSS).

This edited volume is targeted toward K‐12 teachers and administrators, gifted education coordinators and consultants, parents of gifted children, social studies methods instructors, and central office administrators. Each chapter contains activities that can be adapted and replicated in teachers’ classrooms.

Chapters focus on significant social studies topics such as civic education, historical thinking, drama, and teaching with primary sources. Each topic is approached in ways that meet the needs of gifted education students. Through its emphasis on critical thinking, inquiry‐based instruction, and higher order thinking skills, activities and lessons in the book challenge K‐12 educators to raise the bar for classroom instruction in ways that improve opportunities of learning for all students.

CONTENTS
INTRODUCTION, M. Gail Hickey. SECTION I: ELEMENTARY. 3‐D Timelines and Family Trees: Graphic Organizers for Teaching Family and Local History in Elementary Grades, M. Gail Hickey. Unwrapping Then to Understand Now: Social Studies Differentiation for Gifted Students Grades 3‐5, Deborah Wooten, Bruce A. Ewing and Kimberly F. McCuiston. What is the Role of Visual Literacy in Increasing Social Studies Learning with Gifted Youth? Mary E. Haas. Inquiry into Egypt and Jordan as Representative Countries in the Middle East: Social Studies Students as Gifted Learners, Janie Hubbard and Lois McFadyen Christensen. Place Based Learning for Elementary Civic Action, Ronald V. Morris. SECTION II: MIDDLE GRADES. Problem‐based Learning for Gifted Students in the Social Studies Classroom, Timothy Lintner and Arlene Puryear. The Indiana Junior Historical Society: A Model for Civic Engagement, Ronald V. Morris. How Can Geography Help the Gifted Student Deepen Their Understanding of the Physical and Cultural Environment of America and the World? Mary E. Haas. Sounds Around the World: Music as Social Studies Pedagogy, Kenneth T. Carano & Jason Armstrong Baker. “Chewing” the Scenery — Active Acting for Active, Agile Minds, Thomas N. Turner. SECTION III: SECONDARY. Reaching Higher for Civic Efficacy, Robert A. Waterson & Carla Brigandi. Global, Gifted, and Geography Education: Thinking Critically and Creatively in the Social Studies, Jason Harshman, Benjamin VanVleet and Abagael Shrader. Engaging Gifted Students in Historiographical Analysis: Perspectives on Prohibition, Michael G. Lovorn. Enabling Gifted Students to Actualize Their Potential through Social Studies Writing Activities, Nefertari Yancie and Jeremiah Clabough.