ABSTRACT
This chapter discusses the field of gifted education includes competing paradigmatic approaches, curriculum models, and instructional methodologies. The quality of this level of work should define the standard for writing projects in the gifted social studies learning design. Advanced social studies learning design for gifted students ought to be founded in critical-thinking, independent learning, effective research practice, meaningful collaboration, and production of quality, advanced-level products. Teachers and curriculum designers for gifted and advanced learners in the social studies often find themselves in a maddening balance act between low-level objectivity and high-level subjective analysis in the design of learning tasks and assessments. Social studies faces a unique problem of relevance among the areas generally accepted as core content in American public schools. The problem of relevance in the social studies may be compounded for gifted learners. The contemporary understanding of pedagogy is generally considered to be the art or the craft of teaching.
