Engaging Diverse Gifted Learners in U.S. History Classrooms

The strengths and talents of diverse gifted learners must be supported in culturally responsive middle and high school classrooms. Secondary social studies teachers can use teaching strategies to provide an enriched experience in U.S. history classrooms that will engage and intellectually challenge...

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Bibliographic Details
Published in:Gifted child today magazine 2012-10, Vol.35 (4), p.252-261
Main Authors: Jones, Jaimon K., Hébert, Thomas P.
Format: Article
Language:English
Subjects:
American history
Core curriculum
Culturally Relevant Education
Empathy
Gifted
Gifted education
Grade 6
Guidelines
High School Students
History
History Instruction
Holocaust
Immigrant students
Methods
Middle School Students
Multicultural Education
Nazi era
Noncitizens
R&D
Research & development
Science education
Secondary school students
Secondary School Teachers
Secondary schools
Service learning
Social Studies
Standardized Tests
Teachers
Teaching
Teaching Methods
World War II
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Summary:The strengths and talents of diverse gifted learners must be supported in culturally responsive middle and high school classrooms. Secondary social studies teachers can use teaching strategies to provide an enriched experience in U.S. history classrooms that will engage and intellectually challenge diverse gifted learners. The model proposed by Ford and Harris (1999) for delivering multicultural gifted education offers educators a framework for delivering culturally responsive curriculum.
ISSN:1076-2175
2162-951X
DOI:10.1177/1076217512455476