Social Studies for the Future: The Use of Video for Developing Leadership

Abstract This artic levexpiores the late of standlations and vrdes techolognes in deyeloping eaclership gotentibal by talenfied learners. In the contex.O " them socled studies There are two major approaches to social studies edu-cation for the gifted, the social science approach and the social studies approach. In the social science approach, the social science disciplines (anthropology, economics, geog-raphy, history, political science, sociology, and psychology) are emphasized. The major goals are to introduce knowl-edge from the social science content using inquiry skills and to provide opportunity for applying existing knowledge or to create new knowledge. The social studies approach integrates the social science disciplines by focusing on social problems or broad overarching themes (Kaplan, 1979), such as interdependence or power. The major goals include leadership development through understanding society and social issues, practicing informed decision making, and building appreciation of democratic principles and citizenship responsibility. Research into social studies education for the gifted (Ponder & Hirsch, 1981) indicates that neither the social science or the social studies approach is widely used in today’s schools. Social studies practice relies on lecture, recitation and worksheets along with traditional textbooks. Shermis and Clinkenbeard (1981) further report that the textbooks often used in social studies curriculum do not reflect the inquiry goals of the social sciences and do not encourage higher level thinking skills. In an effort to dif-ferentiate social studies curricula using a broad theme approach, the Centre for Creativity, Innovation and Lead-ership at the University of South Florida in cooperation wit