Section IX AppendixPage 1

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

b

Differentiated Curriculum:CHALLENGING HIGH-END LEARNERS:

ADDRESSING OREGON

STANDARDS AND BENCHMARKS

SECTION IXAPPENDIX

OREGON DEPARTMENT OF EDUCATIONOFFICE OF SPECIAL EDUCATION

TALENTED AND GIFTED2003

Revised 2005 and 2009

Section IX AppendixPage 2

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

Table of ContentsAPPENDIX

Title

Page Number

K-12 SAMPLES LISTED ALPHABETICALLY 3INTERNET RESOURCES 4

SEARCH ENGINES INTERNETRESEARCH ON THE INTERNETREFERENCE SITES INTERNET SRESEARCH: LIBRARIES, ENCYCLOPEDIAS, REFERENCESSCIENCESCIENTISTS AND INVENTORS

Please note: The link you selected determined to strongly match the Oregon standard and grade you selected. The host agency or organization may have aligned it to a different grade. ODE does not endorse other agencies or organizations, their views, products or services. The relevance, timeliness, or accuracy of the materials provided by other agencies or organizations is not guaranteed.

Section IX AppendixPage 3

SOCIAL SCIENCESSOCIAL SCIENCES – GEOGRAPHYSOCIAL SCIENCES – GOVERNMENTSOCIAL SCIENCES – HISTORYPRIMARY RESOURCESENGLISH/LANGUAGE ARTSFEDERAL WEBSITESMAPSCAREER PLANNINGTHINKING SKILLSOREGON RESOURCES SOFTWARESOCIAL SCIENCE TEACHER RESOURCES

HOW TO READ PRIMARY SOURCES 10BIBLIOGRAPHY FOR STUDENTS 12BIBLIOGRAPHY FOR TEACHERS 13THE CENTER FOR GIFTED EDUCATION: REACH FOR THE STARS 14CURRICULAR RESOURCES FOR HIGH-ABILITY LEARNERS 15

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5DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

DIFFERENTIATED CURRICULUMSAMPLES BY SECTIONS

AGRICULTURE – CIVILIZATIONS SECTION VANALYZING THE PLOT SECTION VCAFETERIA COST EFFECTIVENESS SECTION IVICHARACTER ANALYSIS SECTION VCHARACTER PRESS CONFERENCE SECTION VICHRONOLOGY OF EVENTS-US HISTORY SECTION VCLASSROOM DATA SECTION IIICLIMATE AND WEATHER SECTION IVCRITIQUING THE CRITICS SECTION VICURRENT SOCIAL ISSUES SECTION IVDECLARATION OF INDEPENDENCE SECTION IVEARTH SCIENCE SECTION IVEARTH WORMS SECTION IIIFAIRY TALE SECTION IIIFIGURATIVE LANGUAGE SECTION IVFLOWERS FOR ALGERNON SECTION VGENERATIONAL COMPARISON SECTION VIGEOMETRIC SHAPES PRIMARY SECTION IIIGEOMETRIC SHAPES: INTERMEDIATE SECTION IVGOVERNMENT BRANCHES SECTION VGOVERNMENT POWERS SECTION VHISTORICAL BIOGRAPHIES SECTION IVHISTORICAL INTERPRETATION SECTION IVI WILL FIGHT NO MORE FOREVER SECTION VIMPACT OF WAR ON US SECTION VMEASURING THE CLASSROOM SECTION III

NATIONAL SYMBOLS OF PATRIOTISM SECTION IIINUCLEAR ENERGY SECTION VIOREGON REGIONS SECTION IVOREGON TRAIL: MEASUREMENTS SECTION IVPATTERNS OF CHANGE SECTION VIPEOPLE CHANGE OUR WORLD SECTION IIIPLANETS SECTION IVPOINT OF VIEW SECTION IVPOLITICAL SYSTEMS SECTION IVPREDICT CHANGE IN NATURE SECTION IVPROBLEM SOLVING WITH AREA SECTION VPROTAGONIST/ANTAGONIST DEBATE SECTION VQUALITIES OF CHARACTER SECTION IVSCIENCE GIANTS SECTION VISCRIPT TO A PLAY SECTION VSIGNIFICANT EVENT: CHANGE SECTION VSOLAR SYSTEM SECTION IIISPACE MATHEMATICS – ALGEBRA SECTION VSPECIFIC GRAVITY SECTION VSTORY OF ME—A MONOLOGUE SECTION VSUPREME COURT DECISIONS SECTION VITADPOLES SECTION IIITHE MEDIUM IS THE MESSAGE SECTION VTIMELINE FAMOUS PERSON SECTION IIITRANSFORMATION OF ENERGY SECTION IVTRIGONOMETRY PROBLEM SOLVING SECTION VIWHOSE JOB IS IT? SECTION VIWRITING FOR PUBLICATION SECTION VI

Although the samples in this document have been grouped into grade levels, teachers are encouraged to look out of their own grade level for possible resources.

Archetypal

Section IX AppendixPage 5

5DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

INTERNET RESOURCESODE does not endorse other agencies or organizations, their views, products or services. The relevance, timeliness, or

accuracy of the materials provided by other agencies or organizations is not guaranteed

SEARCH ENGINES INTERNET• Ask Jeeves. http://www.ask. c o m / • Direct Hit. h t t p:/ / w w w.dir e ct h i t .co m / • Google. http://www. g o og l e.c o m / • Kid Search Tools.

h t t p :/ / ww w.rcls.org/ k searc h .Htm • Yahoo. http:// w w w . yaho o .c o m /

RESEARCH ON THE INTERNET• Article search, free, h t tp://w w w . findar t icles . com • NetLearn: Resources for Learning the Internet

http://www2.rgu.a c .u k / ~si m /research/netlearn/cal list.htm

• Using the Internet for Academic Research University of New Mexico State University http:/ / lib.n m s u . edu / it a l/r e s e a rch.ht m l

REFERENCE SITES INTERNET• AskEric A-Z Topics

http://www.ericir.syr.edu/Search/topicsA-Z.shtml• AskERIC Virtual Library http://www.ericir.syr.edu/• AskERIC http://www.rose-hulman.edu/Library/vli/• Central Intelligence Agency Resources. The

Factbook is in the public domain. Accordingly, it may be copied freely without permission of the Central Intelligence Agency (CIA) http://www.cia.gov/cia/publications/factbook/

• Encyclopedia Britannica http:// w ww . b r it a n n i ca.co m /

• National Archives and Records Administration http://www.search.nara.gov/

• Oregon Public Education Network (OPEN) http://open.k12.or.us/openc01.html

• World Fact Book http:// w ww. od c i . go v /ci a / p u blication s /factboo k /

RESEARCH: LIBRARIES, ENCYCLOPEDIAS, REFERENCES

• The Colorado Alliance of Research Libraries http://set. c oal l iance . org/

• Dictionaries h t tp : / / w ww.d i c t i o n ar y .c o m / D i r / Reference/Dictionarie s /

• Encyclopedia Britannica h t t p :// s chool.e b .com (subscription required)

• Grolier http:// a uth.g r oli e r .co m /c g i-bin/authV2 • How Stuff Works h tt p ://w ww .howst u f f w o r k s .co m / • Merriam-Webster’s Dictionary http://www. m - w.co m / • Reference Desk h t t p ://w ww .ref d es k .com • Internet Public Library h t t p : / /w w w . ip l . o rg/ • Search Encyclopedia h t tp: // w w w .e nc yc lopedia.co m / • Smithsonian http:// w ww . si. e du/ • Thesaurus http:/ / w ww. t he s a ur u s.co m / • Virtual Reference Library

http://falcon.jmu.edu/~ramseyil/referenc.htm• World Atlas

h t tp: / / w ww.w o rlda t las .c o m /aatl a s /w or l d . htm • Yahooligans Almanac

http://www.yahooligans.com/content/ka/

CLEARINGHOUSE FOR SCIENCEM ATHEMATICS, AND

ENVIRONMENTAL EDUCATION• ERIC http:// ww w. erics e . org/ • Science http://www.ericse.org/sciindex.html• Math http://www.ericse.org/mathindex.html• Environmental http://www.ericse.org/eeindex.html• Internet Links http://www.ericse.org/links.html

MATH• Math for Morons

http://library. thinkquest.org/20991/ho m e .h t m l

• Geometer’s Sketchpad software htt p : / /ww w .k e y press.co m /sketchpad/sketchde m o.h t m l

• Video Donald and Mathemagics Land Animated/Documentary; 1959; 27 minutes; Color; Teacher’s guide is at h t t p ://w w w.teachwith m ovies.org/g ui d es/donal d -in- m a t h m ag ic - l a n d . h tm l .

SCIENCE• The Adventures of Herman The Autobiography of

Squirmin’ Herman The Worm (samples of Herman’s web pages follows.) h t tp:/ / w w w . urbanext.uiuc.edu / w o r m s/

• Animal Care and research Program: Policies, Regulations, and Standards for Care and Use of Laboratory Animals University of Kansas http://www.ukans.edu/~acu/chapter2.html

• Astronomy 161 The Solar System University of Tennessee h tt p ://csep10 . p h ys.ut k .e d u/a s tr161/lect/inde x .ht m l

• Animal Welfare Information Center h t tp: / /www . nal . u s da . gov/ a w ic/

• BPA NW Power-The Northwest Power System Curriculum http:/ /w ww . bpa . g o v/Corporate/KR/ed/n w p o w e r/stand a r ds/OR- 8th.htm

• Build a worm bin http://www.metro-region.org/rem/garden/compworm.html

Build a Worm Compost Bin http:/ / w hatco m . w s u.e d u / a g/ co m p o s t / wor m b i n s. h tm

• Building Your Own Worm Bin h t t p :// ww w.cu y a ho g a swd.or g/ r es id ent ia l/ver m ico m po sting3.sht m l

Teachers should review and evaluate the listed books and Internet sites before recommending them for student use.

Section IX AppendixPage 6

5DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

INTERNET RESOURCESODE does not endorse other agencies or organizations, their views, products or services. The relevance, timeliness, or

accuracy of the materials provided by other agencies or organizations is not guaranteed.CONTINUED

• Carolina Biological h tt p :/ / w w w.caroli n a.co m / )• City Farmer

http:// www.cityfar m er.org/wo r m co m p 61.ht m l • Compost Vermicomposter's Forum

http:// w w w.oldgrowth. o rg/co m p ost/foru m _ ver m i/ • Frog and Toad An AskERIC Lesson Plan

http://www.askeric.org/Virtual/Lessons/Interdisciplinary/INT0024.html

• GPS (Global Positioning Systems) http:// w ww . colorado.edu/geograp h y/gcra f t/notes/g ps/g p s _ f.ht m l and http://www.cla.sc.edu/GEOG/rslab/gps.html

• International Earth Rotation Service h tt p ://w ww .ier s . o rg/

• How Stuff Works—How Batteries Work h t tp: / / w ww . ho ws tu f f w o r k s.c o m / b a t t ery .h tm

• How Stuff Works—Solar Eclipses h t t p: / / w w w . howstuf f w o r k s.co m /solar-eclipse.htm

• How Stuff Works—What Causes the Seasons h t tp :/ / ww w.h o w s t u f f w o r k s.c o m / q u e s t i o n1 6 5.htm

• Kids 4 Research http:/ / w ww. k ids4re s earch.org/ • The Seasons Explained

http://www.efni.com/~brentt/tourist/earth2.htm• How Stuff Works—Lesson on Seasons

http://www.howstuffworks.com/framed.htm?parent=question165.htm&url=http://www.lalc.k12.ca.us/laep/smart/Sunrise/4-7les4.html

• How Stuff Works—What is Energy? h t tp: / / ww w.h ows tuf f wo r k s . com/ fp te 6. h t m

• How Stuff Works—How Force, Power, Torque and Energy Work h t t p: // w ww . h ows t uf f w o r k s.co m / fpte . h t m

• How Stuff Works/Weather http:// w w w . howstuf f wor k s .co m/ category.ht m ? cat = Wthr

• International Earth Rotation Service h t tp: / /w w w.iers . org/

• LEARN: Atmospheric Science Explorers: Cycles of the Earth and Atmosphere — Module http://w w w.uca r .edu / learn/

• Making a Bin htt p :/ / www . urbane x t.uiuc.edu/w or m s / ne i ghborho o d / 0 1-intr o. ht m l

• Master Gardener OSU http : / /www . orst . edu/ e x ten s ion/ m g /

• METRO http:// w ww . m e tro- re gi o n . or g / • Monarch Watch h t t p :/ / ww w. m o n arc h w at ch.org/ • Medical Research Modernization Committee

http://www. m r m c m ed.org/info. h t m l • Middle Tennessee State University Physics Department

http://physics.mtsu.edu/~phys231/Lectures/L18_-_L23/L22/Energy_Transfer/energy_transfer.html

• My Anatomy http://www. u rbanext.uiuc.e d u/w orms/anatomy / inde x. html

• NASA Earth Rotation h t t p:/ / i m a ge.g s fc. n a s a.g ov/ poetry/as k /arot.ht m l

• NASA http://nasaex p l ores.co m /standards/standards- s3.ht m l

• NOVA/Einstein h tt p :/ / w w w.p b s.org / wg b h/nova/ e i nstein/

• The Nuclear Energy Agency h t t p ://w w w.nea .f r/ .• Nuclear Energy Institute h tt p ://w w w. n e i .org / .• Nuclear Waste Technical Review Board

http://www . n wtrb.gov / • The Northwest Power System Curriculum

h t t p: // w ww . bpa . g o v/ C orporate / K R /ed / n w p o w er/ stan d a r d s/O R -8t h . h tm

• Office of Animal Care and Use (OACU) (see recommended links) http:/ / o ac u . od . nih . go v /lin k s . Htm

• OMSI h t tp: / / ww w . o m s i . edu/ • Oregon Blue Book http:/ / b lu ebo o k . state . or . us/ • Oregon Climate Service http://www. o cs. o rs t .edu/

• Oregon Climate data http://www.ocs.orst.edu/datapage2.html

• Oregon Landforms http:/ / l is ts . u a k r on . edu / geo l og y /natscigeo/Lectures/land /landform . ht m # Co lu m b ia

• Oregon Landforms h t t p :// f er m i .j h uapl.e d u/sta t e s /or _0 . ht m l

• Periodic Table of elements http:// w w w . we be le m e n t s . c o m / webe le m e n t s/i n d e x .ht m l

• Project Wild Federal Department of Fish and Wildlife (Games to illustrate carrying capacity) h tt p :/ / w w w.s t a t e. a k .u s /ad f g/wi ldlife/geninfo/edu c ate / p w _ho m e . htm

• STELLA h t tp :/ / ne w m e d i a . do i t .w is c . e d u/staff/ wo lf/ste l la _ d oc u m ent s / m o de s / i n d e x.html

• STELLA at UW-Madison h tt p ://new m edia.d o i t .w i s c .ed u/ st a f f / w o l f/ S T EL L A . h t m l

• US Department of Energy; Office of Nuclear Energy h t tp: / / www .n e . d o e.go v /

• U.S. Geological Survey, Earthquake Hazards Program htt p ://earthq u a k e. u sgs.gov

• US Landforms htt p ://fer m i. j huapl.e d u/sta t es/ s tates.h tm l

• What's Wrong With Nuclear Power, Anyway? A Student Debate on the Pros and Cons of Generating Nuclear Power by Martha C. Phelps-Borrowman http://www.edu-orchard.net/PROFESS/ILESSON/ilesmb1.html#Assessment

Teachers should review and evaluate the listed books and Internet sites before recommending them for student use.

Section IX AppendixPage 7

Section IX AppendixPage 8

5DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

INTERNET RESOURCESODE does not endorse other agencies or organizations, their views, products or services. The relevance, timeliness, or

accuracy of the materials provided by other agencies or organizations is not guaranteed.CONTINUED

• Worm Composting System http://www.dnr.state.mo.us/alpd/swmp/Worm1.htm

• Worm Digestion http:// w w w . w o rm d ig e s t.org • Volcanoes from Annenberg/CPB site

http:// w ww .l e arner.org/e x hibits/ v olcanoe s /entry .h t m l

• Volcanoes Think Quest Online h t t p :// l i br ar y . thi n k quest . org / 17 4 57

• Volcanoes Around the World http:// w w w.vol canoes . com

• Volcano Expedition from the field in Costa Rica http:// www.si o .ucsd.edu/vo l ca n o

• What is Energy? h tt p ://w ww .howst u f f w o r k s.co m / f p te6. h tm

• The Yuckiest Site on the Internet http://www.yucky.kids.discovery.com/noflash/worm/index.html

SCIENTISTS AND INVENTORS• Einstein Re f erences

• Columbia Encyclopedia ht t p : / / ww w . bartleby.co m /65/p h / p hotelef.ht m l

• Physics Link h t tp: / /w ww . p hysl in k .c o m /E d uc a ti o n / A s k E x p e rts /ae24 . cfm

• University of Colorado Physics Dept. h t t p : / / ww w . co lo ra d o.ed u / ph y s ic s/2 0 00 / quantu m z o n e/ photoelectric.ht m l

• University of Winnipeg http://theory.uwinnipeg.ca/physics/quant/node3html

• Faces of Science: African Americans in Science http://www.princeton.edu/~mcbrown/display/faces.html

• Galileo Galilei-The man and his inventions http://galileo.imss.firenze.it/museo/b/egalilg.html

• Gander Academy’s Inventions Theme h t t p :/ / ww w. s t e m ne t. n f.ca /CITE / i n ve n t or s .h tm

• H a w k i n g Re f e r e nces • Professor Stephen W. Hawking's web page

http://www.hawking.org.uk/lectures/life.Html• Pomona College Astronomy Web Site

http://w w w . astrono m y . p o m ona .e du/Projects/ m ode rnco s m o / Josh's % 2 0 Bi g b a ng . ht m l

• School of Mathematical and Computational Sciences Top Biographies http://www.top-biography.com/9132-Stephen%20Hawking/BibBang.Htm

• University of St Andrews h t tp: / /w ww - gro u ps.dcs.st-and.a c .u k / ~history/ M a the m atici a ns/ Ha w k i n g.h t m l

• History of Invention h t tp: / /w w w .c bc 4 k i ds . ca/general/the-lab/history - of- invent i on/default.H t m l

• National Inventors Hall of Fame h t t p ://w w w. in ve nt . org / h a ll _ of _ f a m e/1_1_search. a sp

• N e w to n Re f e rences • Caltech Particle Theory Group

http://www.theory.caltech.edu/people/patricia/grava.Html

• Online Journey for Astronomy h t t p: // csep10.phys. u t k .edu/astr1 6 1/lect/history/ne w t o n gr a v .h t m l

• The Physics Classroom h t tp: / /w ww . physic s classroo m .co m / Clas s /circle s /u6 l3c. ht m l

• University of Winnipeg h t tp: / / t he or y. uw i n n i pe g. c a /p h ysi c s /c irc/n o de 7.h t m l

• Ruther f o rd Re f e rences • The New Zealand Edge

http://www. nzedge .c o m /heroes/ruthe r ford . ht m l • Office of Radiation, Chemical & Biological Safety,

Michigan State University http://www.orcbs.msu.edu/radiation/radhistory/ernestrutherford.html

• Science World http://sci e n ce w orl d . wolfra m .co m / biography/Ruth erford.ht m l

• University of Colorado Physics Dept. h t tp: / / www.colorado.ed u /physic s /2000/ quantum z o ne/f r equen c y. h t m l

• Smithsonian: Inventors and Innovation h t tp: / / www.si.edu/re s ource/faq/ n m ah/invent.htm

• Spotlight: Inventors’ Biographies h t tp: / /educ a te. si.ed u / s potlig h t/i n ve n tors1.ht m l

• Thomas Edison Invention Web h t tp: / / ho m estead.j u no.co m / p deisch/files/edison.htm

• Totally Absurd Inventions-Updated weekly this site shows students inventions that didn’t make their creators rich or are truly absurd. h t t p: //ww w. total l yabsu r d .c o m /

• U.S. Patent Office for kids ht tp :/ / ww w .uspt o.g ov/ we b / offices/ac / a hrp a /opa / k ids/ in de x .ht m l

SOCIAL SCIENCES Oregon Department of Education

http:/ / w ww.ode.state.o r .us/cifs/socials c iences/teachres/

Teachers should review and evaluate the listed books and Internet sites before recommending them for student use.

Section IX AppendixPage 9

5DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

INTERNET RESOURCESODE does not endorse other agencies or organizations, their views, products or services. The relevance, timeliness,

or accuracy of the materials provided by other agencies or organizations is not guaranteedCONTINUED

SOCIAL SCIENCES – GEOGRAPHY• GPS (Global Positioning Systems)

http:// ww w . colorado.edu/geogra p hy/gcraft/notes/ gps/ gps _ f . ht m l and http://www.cla.sc.edu/GEOG/rslab/gps.html

• Mapquest http:// www. m a p que s t.co m / • National Geographic Map Machine

h t t p ://plas m a . n ationalgeographic.co m / m a p m a ch i n e /

• National Geographic Maps http://www.nationalgeographic.com/maps/map_links.Html

• National Geographic Maps and Geography http:// w w w. n a ti o n a lge o gr a phic . co m / education/ m a ps_geograph y /inde x .ht m l

• Oregon Geographic Alliance http:/ / w ww. geo g .pd x .e du/ o ga/

• Oregon Landforms h t t p ://lis t s. u a k ro n .ed u /ge ol o gy / natsci ge o/Le c tures/ l a nd/l a ndf o r m . h t m # Co lu m b i a

• Oregon Blue Book http:/ / b lu ebo o k . state . or . us/ • US Landforms

h t tp ://fe r m i .j huapl . edu/states/stat e s .h t m l • Virtual Tourist h t t p :/ / ww w .v irt u altouris t .co m /

SOCIAL SCIENCES – GOVERNMENT• Afghanistan

http:// w w w.s t a te . g o v/r / pa / ei/bgn/5380 . htm • Oregon School Library http:// w ww . o s l is. k 1 2.or.us • Find Magazine Articles at

http:// ww w .find a rt ic les.c o m • Pakistan

http:// ww w .s tat e .g o v/r / p a /ei / bgn/ 3 45 3 . htm • History/Social Studies Web Site for K-12 Teachers

http:// m y.e x ecpc.co m / ~dboals/boals.ht m l

• Social Studies Resources h t tp://www . ed.gov/free/s- s o cial.html

• Social Studies Government Resources h t t p: / / w w w .ed. g ov / fre e /s-soc i al 2 .ht m l #usgov

• US State Department lists background information on all countries. h t t p :/ / ww w.state.gov/cou n tries/

SOCIAL SCIENCES – HISTORY• Advancing Excellent Teaching in American Schools:

Annenberg/CPB http:// w ww . le ar ne r .org/resources/inde x .h t m l ? s j = S S

• American History Sources for Students: The Westward Movement http: / /www . learning. caliberinc.co m /west6. h t m l

• American Memories websites http:// m e m o r y . l oc. g o v / am m e m / a m h o m e.h t m l

• Ask Jeeves. Civil War Era. http:// w ww . a s k . co m / • Black History

http:// w ww .br it a n ni ca.co m / bla c k h istory/ • China Internet Resources http://www.internet-at-

work.com/hos_mcgrane/china/eg_china_intro.Html• Colonial Hall http://www.colonialhall.com/index.asp• Declaration of Independence Courtesy of the U. S.

Historical Documents Archive http://w3.one.net/~mweiler/ushda/dec.htm

• The Emigrants http://calcite.rocky.edu/octa/emigrant.htm

• Greek Internet Resources http:// w ww . inte r ne t - a t- wor k .co m /hos_ m cgrane/greece/eg_greece_intro.ht m l

• Google. Civil War Era. http:// ww w . g oo g le .c o m / • GPS (Global Positioning Systems)

http:// ww w . colorado.edu/geogra p hy/gcraft/notes/gps/ gps _ f . ht m l and http://www.cla.sc.edu/GEOG/rslab/gps.html

• Go West America National Geographic http://w ww. n a ti o n a lge o gr a phic . co m /we st/

• Great Seal http://www.greatseal.com/• Harcourt Brace Social Studies Ancient• Guide to Symbols of U.S. Government

http://bens g uide . gpo . go v / 3 -5/s y m b o ls/ Civilizations http:/ / ww w . h ar c ou r tschoo l .co m / m e nus / auto / 19 / 26 . h t m l

• History Matters h t tp :/ / h i s tory m a t t ers.g m u. edu/ • History/Social Studies Web Site for K-12 Teachers

http:// m y.e x ecpc.c o m / ~dboals/ b o als . h t m l • Indians and Emigrants

h t tp: / /ca l cit e .r oc k y.edu/ oc t a /ind i an.htm • Information USA The National Anthem and Patriotic

Songs http:/ / usinfo.state. g ov / usa/ infousa/facts/sy m bol s .htm

• Kid Info American Revolution ht tp :/ / ww w . k i dinfo . c o m / A merican_History/ A m erican _Revolution.html

• Library of Congress A More Perfect Union: Symbolizing the National Union of States http://w ww. l o c .g o v/e x h ib i ts/us.c a p i t o l/s1.h t m l

• National Archives and Records Administration http:/ / ww w .nar a .g ov/

• Mesopotamia http://www. l earner.org/e x hibit s / c o ll a pse/ m e s o p o t a m i a . h tm l

• National Council for History Education http:// www. hist or y . or g /n c he/

Teachers should review and evaluate the listed books and Internet sites before recommending them for student use.

Section IX AppendixPage 10

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

INTERNET RESOURCESODE does not endorse other agencies or organizations, their views, products or services. The relevance, timeliness,

or accuracy of the materials provided by other agencies or organizations is not guaranteed.CONTINUED

• National Symbols Program USDA Forest Service http://www.symbols.gov/symbols/overview.htm

• Oregon Blue Book http:/ / b lu ebo o k . state . or . us/ • Paine, Thomas. (1776). Common sense.• PETA, People for Ethical Treatment of Animals

http:/ / ww w .p e t a . org • Philadelphia, W. and T. Bradford

http://libertyonline.hypermall.com/Paine/CS-Frame.Html

• Product Guides. The Curriculum Project, 3300 Bee Cave Road, Suite 650-141; Austin, Texas; 512. 263.3089; www.curriculumproject.com

• Famous Person--Who am I?• http://askeric.org/cgi-

bin/printlessons.cgi/Virtual/Lessons/Social_Studies/History/HIS0004.html

• Sangamo Journal http://calcite.rocky.edu/octa/sangamo.htm

• TERC http://www . te r c .ed u /TE M PLATE / topic/ inde x .cf m ? topicID = 6

• US Biographies h t t p ://o d ur.let.ru g .nl/~usa/B/ • US Embassy Facts and Symbols

h t tp: / /use m bassy . s tate . go v /seoul/ w w w he5 0 1 . ht m l • Wagon Trains

http://dreamartists.com/wagontr3.htm• Yahoo. Civil War Era http:// w ww . y a h o o . co m / • Yankee Doodle

h tt p ://w ww .la w .ou.ed u / h i s t/ ya n k ee.html

PRIMARY RESOURCES• Jackdaws Primary Resources Publications

http://ww w .jac k d a w.c o m /ho m e. asp

• Repository of Primary Resources. A listing of over 5000 websites describing holdings of manuscripts, archives, rare books, historical photographs, and other primary sources for the research scholar. h t tp: / / w w w . u i d a h o. edu/ s pecialcollection s /Ot h er . Repo s itories.ht m l

• Digital Classroom: Primary source documents of the National Archives of the United States, teaching activities correlated to the National History Standards and National Standards for Civics and Government. http://www.nara.gov/education/teaching/teaching.html

ENGLISH/LANGUAGE ARTS• Antigone Translation by F. Storr, BA. Formerly Scholar

of Trinity College, Cambridge From the Loeb Library Edition; Originally published by Harvard University Press, Cambridge, MA and William Heinemann Ltd, London First published in 1912 ht t p://literatureproject.co m /oedipu s /oedipus_3. h t m

• Autobiographies. The Center for Gifted Education at The College of William & Mary. Kendall/Hunt Publishing http:// w w w . k en dal l hu n t. c om

• Catcher in the Rye http:/ / w ww. s par k notes. co m /lit/catch e r/

• House on Mango Street Oakland Unified School District http://www210.pair.com/udticg/lessonplans/mango_street/

• Junior Great Books http:// www. g reatboo k s.org • Johnny Tremaine

http:/ / w ww. easyfunschool . co m /article1237.ht m l • My brother Sam is dead

ht t p:// w w w .conn ec tingstudents .c o m / l it er acy / s a m . htm • List of US historical documents in chronological order

from The U.S. Historical Documents Archive, USHDA http://w3.one.net/~mweiler/ushda/list.htm

• Literature Guides for Catch 22, The Catcher in the Rye, The Catcher in the Rye, The Crucible, Death of a Salesman, Ethan Frome, The Great Gatsby, Great Expectations, Huckleberry Finn, Lord of the Flies, Of Mice and Men, Of Mice and Men, Nigh, To Kill a Mockingbird, A Separate Peace, A Streetcar Named Desire, Romeo and Juliet ht tp :/ / ww w . be llmore - m e rri c k . k 1 2.n y . us/ g u i des . h t m l

• Martin, Melissa. SparkNotes on The House on Mango Street. 20 February 2002. h t t p: / / w w w .spa r k n o tes .c o m /l it / m an g o st r eet

• Multnomah County Library High School Literature Sites http:// w ww . m u ltcol i b . org / h o m ew or k /h slit. ht m l#genhs

• My Brother Sam is Dead h t tp: / /pr o je c ts. e d t ech. sandi.net/ofarrell/ m ybro s a m /

• The National Federation Interscholastic Speech and Debate Association (NFISDA) http://www.nfhs.org/nfisda.htm

• Phillips, Brian. SparkNotes on Macbeth. 20 February 2002. http://www. s par k notes.co m /sha k espeare/ m a cbeth

• Patriotic Songs http:// w ww . ho m e to wn . a o l .c o m /KidFun10 1 /KidsP ar t i e s 4 th/ P g 1 0 BP a tr i o ti c So n g s. i n d e x .ht m l

• A Rose for Emily by Faulkner http:/ / w w w. online- lib rar y . o rg /f ic t i o n s /e m il y.h t m l

• SparkNotes Literature Study Guides h t t p :// ww w. spa r k n o tes .c o m / g u i des/

• Thomas Paine information h t tp : // w w w. b a r t l eb y .c o m /1 3 3 / and http:/ / libert y online . h y per m a ll. co m / Paine/Default.htm

Teachers should review and evaluate the listed books and Internet sites before recommending them for student use.

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INTERNET RESOURCESODE does not endorse other agencies or organizations, their views, products or services. The relevance, timeliness,

or accuracy of the materials provided by other agencies or organizations is not guaranteed.CONTINUED

• Tom Sawyer h t t p: / / w w w.s p ar k no te s . co m / l it/ to m sawyer/

• Tom Sawyer . http:// e te x t . v ir gini a. edu / rai l t o n/to m saw ye/to m h o m p g . ht m l

• Writers Digest Books h t tp: / /w w w. w ri tersdigest.co m /

FEDERAL WEBSITES• AskERIC Virtual Library http:// ericir.syr.edu/ • Central Intelligence Agency Resources

http://www.odci.gov/cia/publications/pubs.html• Eisenhower National Clearinghouse for Mathematics

and Science Education http:// ww w .en c . or g / • National Academy of Sciences http:// www.na s .e d u/ • National Aeronautics and Space Administration

http://w w w .nasa. g o v / • NASA Online Educational Resources

http:// w w w.e ducation . nas a . g ov/ • National Library of Education

http:// w w w.e d . g o v /NLE/ • National Science Foundation http:// w w w. nsf . go v / • U.S. Department of Education http:// ww w.e d .g ov/ • U.S. Department of Energy http:// w ww . energy . g o v/ • U.S. Environmental Protection Agency

http:// w ww.epa. g ov/ • U.S. Geological Survey http:// w w w . u s g s . g o v / • U.S. House of Representatives

http:// w w w.h ou se. g o v/ • U.S. Senate http:// w w w . s e na te. g o v/ • White House http:// www . w h iteh o use.gov/

MAPS• Library of Congress, The Geography and Map

Division http://lc we b . l oc . go v /rr/ge o g m ap • MapBlast

http://www.mapblast.com/myblast/index.mb• MapQuest h t tp : / / w w w. m apquest . co m /

• National Geographic Map Machine http://p l as m a . n a t i onal g eogr a ph i c . co m / m a p m achine/

• National Geographic Maps http://www.nationalgeographic.com/maps/map_links.Html

• National Geographic Maps and Geography http:// w w w. n a t i onal g eo g r aphi c. c o m / ed u ca ti o n / m a p s _ g e o gr a phy /i n d e x .ht m l

CAREER PLANNING• http:/ / ww w .bl s . go v /oc o /h om e . ht m -A resource for

careers. All searches will return results based on a search of bot h the Occupational Outlook Handbook and the Career Guide to Industries.

THINKING SKILLS• Richard Paul and Linda Elder's list of Universal

Intellectual Standards Students Should Learn http:/ / ww w . g ilb e r t. k 1 2.az .us/inde x . h t m l

OREGON RESOURCES• ODE scoring guides

http://www.ode.state.or.us/asmt/resource/scorguides/• Oregon Public Education Network (OPEN)

http://open.k12.or.us/openc01.html

SOFTWARE• Kidspiration internet address for software

h tt p ://w ww . i ns p ir at i o n.com /p r o d u ctinfo/ki d spiratio n /i n de x .c f m

SOCIAL SCIENCE TEACHER RESOURCESBelow are the titles found on the web site for Social Sciences Oregon Department of Education http://www.ode.state.or.us/cifs/socialsciences/teachres/• Find online links that offer teacher resources. National

Council for the Social Studies Social Studies Listservs

• Agencies, Museums and Libraries Library of Congress Museums, World Wide Arts Resources Smithsonian Institution U.S. Holocaust Museum

• Civics Center for Civic Education Classroom Law Project Kids in the House This site is designed to give middle school students valuable legislative and historical information. Street Law

• HistoryArchiving Early America Crossroads (K-6 American history curriculum) Declaration of Independence exhibit Explore the West from Monticello (Lewis and Clark exhibit) From American Revolution to Reconstruction The Historical Text Archive History Matters! National Center for History in the Schools

• GeographyNational Council on Geographic Education Oregon Geographic Alliance Virtual Tourist II World Map

• EconomicsConsumer Jungle No cost fun consumer education resources. High School consumer education teachers can access a comprehensive, flexible curriculum. National Council on Economic Education Oregon Department of Revenue: Steps2Cash Curriculum resources for teachers and students about Oregon's income tax system.

• Students: This site will help you with your 2001 Federal Income tax return! Economics America

• Electronic Democracy CNN/Time All Politics The PBS Democracy Project Vote Smart Web

• PublicationsIrish Potato Famine Curriculum

Teachers should review and evaluate the listed books and Internet sites before recommending them for student use.

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HOW TO READ PRIMARY SOURCESBowdoin College h ttp:/ / ww w .b o wdo i n.edu/~prael / writ i ng_guides/pri m a r y .htm

Good reading is about asking questions of your sources. Keep the following in mind when reading primary sources. Even if you believe you can't arrive at the answers, imagining possible answers will aid your comprehension. Reading primary sources requires that you use your historical imagination. This process is all about your willingness and ability to ask questions of the material, imagine possible answers, and explain your reasoning.

I. Evaluating primary source texts: I've developed an acronym that may help guide your evaluation of primary source texts: MAPER.• Motives and goals of the author• Argument and strategy she or he uses to achieve those goals• Presuppositions and values (in the text, and our own)• Epistemology (evaluating truth content)• Relate to other texts (compare and contrast)Motives• Who is the author and what is her or his place in society (explain why you are

justified in thinking so)? What could or might it be, based on the text, and why?

• What is at stake for the author in this text? Why do you think she or he wrote it? What evidence in the text tells you this?

• Does the author have a thesis? What--in one sentence--is that thesis?Argument• How does the text make its case? What is its strategy for accomplishing its

goal? How does it carry out this strategy?• What is the intended audience of the text? How might this influence its

rhetorical strategy? Cite specific examples.• What arguments or concerns does the author respond to that are not clearly

stated? Provide at least one example of a point at which the author seems to be refuting a position never clearly stated. Explain what you think this position may be in detail, and why you think it.

• Do you think the author is credible and reliable? Use at least one specific example to explain why. Make sure to explain the principle of rhetoric or logic that makes this passage credible.

Presuppositions• How do the ideas and values in the source differ from the ideas and values of

our age? Offer two specific examples.• What presumptions and preconceptions do we as readers bring to bear on this

text? For instance, what portions of the text might we find objectionable, but which contemporaries might have found acceptable. State the values we hold on that subject, and the values expressed in the text. Cite at least one specific

• How might the difference between our values and the values of the author influence the way we understand the text? Explain how such a difference in values might lead us to misinterpret the text, or understand it in a way contemporaries would not have. Offer at least one specific example.

Epistemology• How might this text support one of the arguments found in secondary sources

we've read? Choose a paragraph anywhere in a secondary source we've read, state where this text might be an appropriate footnote (cite page and paragraph), and explain why.

• What kinds of information does this text reveal that it does not seem concerned with revealing? (In other words, what does it tell us without knowing it's telling us?)

• Offer one claim from the text which is the author's interpretation. Now offer one example of a historical "fact" (something that is absolutely indisputable) that we can learn from this text (this need not be the author's words).

• Offer one claim from the text which is the author's interpretation. Now offer one example of a historical "fact" (something that is absolutely indisputable) that we can learn from this text (this need not be the author's words).

Relate: Now choose another of the readings, and compare the two, answering these questions:• What patterns or ideas are repeated throughout the readings?• What major differences appear in them?• Which do you find more reliable and credible?

II. Here are some additional concepts that will help you evaluate primary source texts:• Texts and documents, authors and creators: You'll see these phrases a lot. I

use the first two and the last two as synonyms. Texts are historical documents, authors their creators, and vice versa. "Texts" and "authors" are often used when discussing literature, while "documents" and "creators" are more familiar to historians.

• Evaluating the veracity (truthfulness) of texts: For the rest of this discussion, consider the example of a soldier who committed atrocities against non-combatants during wartime. Later in his life, he writes a memoir that neglects to mention his role in these atrocities, and may in fact blame them on someone else. Knowing the soldier's possible motive, we would be right to question the veracity of his account.

• The credible vs. the reliable text.

Section IX AppendixPage 13

example.

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HOW TO READ PRIMARY SOURCESBowdoin College h ttp:/ / ww w .b o wdo i n.edu/~prael / writ i ng_guides/pri m a r y .htm

Reliability refers to our ability to trust the consistency of the author's account of the truth. A reliable text displays a pattern of verifiable truth-telling that tends to render the unverifiable parts of the text true. For instance, the soldier above may prove to be utterly reliable in detailing the campaigns he participated in during the war, as evidence by corroborating records. The only gap in his reliability may be the omission of details about the atrocities he committed.

Credibility refers to our ability to trust the author's account of the truth on the basis of her or his tone and reliability. An author who is inconsistently truthful--such as the soldier in the example above--loses credibility. There are many other ways authors undermine their credibility. Most frequently, they convey in their tone that they are not neutral (see below). For example, the soldier above may intersperse throughout his reliable account of campaign details vehement and racist attacks against his old enemy. Such attacks signal readers that he may have an interest in not portraying the past accurately, and hence may undermine his credibility, regardless of his reliability.

An author who seems quite credible may be utterly unreliable. The author who takes a measured, reasoned tone and anticipates counter-arguments may seem to be very credible, when in fact he presents us with complete balderdash. Similarly, a reliable author may not always seem credible. It should also be clear that individual texts themselves may have portions that are more reliable and credible than others.

• The objective vs. the neutral text: We often wonder if the author of a text has an "ax to grind" which might render her or his words unreliable.

Neutrality refers to the stake an author has in a text. In the example of the soldier who committed wartime atrocities, the author seems to have had a considerable stake in his memoir, which was the expungement of his own guilt. In an utterly neutral document, the creator is not aware that she or he has any special stake in the construction and content of the document. Very few texts are ever completely neutral. People generally do not go to the trouble to record their thoughts unless they have a purpose or design which renders them invested in the process of creating the text.

Some historical texts, such as birth records, may appear to be more neutral than others, because their creators seem to have had less of a stake in creating them. (For instance, the county clerk who signed several thousand birth certificates likely had less of a stake in creating an individual birth certificate than did a celebrity recording her life in a diary for future publication as a memoir.) Objectivity refers to an author's ability to convey the truth free of underlying values, cultural presuppositions, and biases. Many scholars argue that no text is or ever can be completely objective, for all texts are the products of the culture in which their authors lived. Many authors pretend to objectivity when they might better seek for neutrality. The author who claims to be free of bias and presupposition should be treated with suspicion: no one is free of their values. The credible author acknowledges and expresses those values so that they may be accounted for in the text where they appear.

Epistemology: a fancy word for a straight-forward concept. "Epistemology" is the branch of philosophy that deals with the nature of knowledge. How do you know what you know? What is the truth, and how is it determined? For historians who read primary sources, the question becomes: what can I know of the past based on this text, how sure can I be about it, and how do I know these things?

This can be an extremely difficult question. Ultimately, we cannot know anything with complete assurance, because even our senses may fail us. Yet we can conclude, with reasonable accuracy, that some things are more likely to be true than others (for instance, it is more likely that the sun will rise tomorrow than that a human will learn to fly without wings or other support). Your task as a historian is to make and justify decisions about the relative veracity of historical texts, and portions of them. To do this, you need a solid command of the principles of sound reasoning.

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BIBLIOGRAPHYFOR STUDENTS

Call to freedom. Texas: Holt, Rinehart and Winston, a Harcourt Classroom Education Company.

Cain, W. ed. (1995). William Lloyd Garrison and the fight against slavery: selections from the liberator. NY: Bedford Books.

Carson, R. (1962). Silent spring. NY: Houghton Mifflin.

Casey, S. (1997) Women Invent: Two Centuries of Discoveries That Have Shaped Our World. Chicago, IL: Chicago Review Press

Cisneros, Sandra. (1989). The house on mango street. New York: Vintage Books, Inc.

Cole, J. (1992). The magic school bus lost in the solar system, NY: Scholastic Trade.

Collier, J., and Collier, C. (1974). My brother Sam is dead. NY: Scholastic, Inc.

Copper, S. (1999). The dark is rising. Aladdin Pub Co.

David Walker's Appeal, in Four Articles. (1965). Rev. ed. Introduction by Sean Wilentz. NY: Hill and Wang.

Dickens, C. (1843). A Christmas carol. (reprint 2002 paperback). NY: Dover Publications, Incorporated.

Dickens, C. (1859). A Tale of two cities. (reprint 2002 paperback). NY: Viking Penguin. Dickens, C. (1838). Oliver twist. (reprint 2002 paperback) NY: Viking Penguin.

Du Maurier, D. (1938). Rebecca. (reprint 1971 paperback). NY: Hurst Books.

Forbes, Esther. (1968). Johnny Tremaine: A story of Boston revolt. NY: Dell Publishing.

Fritz, J. (1976). Will You Sign Here, John Hancock? (reissue edition 1997). Paper Star Pub.

Fritz, J. (1987). Why Don't You Get a Horse, Sam Adams? (reissue edition 1996). Scott Foresman.

Fritz, J. (1980). Where Do You Think You're Going, Christopher Columbus? Reissue edition 1997) Paper Star Pub.

Fritz, J. (1997). Where Was Patrick Henry on the 29th of May? Paper Star Pub.

Fritz, J. (1975). Who's That Stepping on Plymouth Rock. (Reprint edition 1998. Paper Star Pub.

Fritz, J. (1976). What’s the big idea Ben Franklin. Putnam Pub Group.

Haber, L. (1991). Black Pioneers of Science and Invention. New York: WW Norton & Company.

Hawthorne, N. (1851). The House of the seven gables. (Reprint 2002 paperback). NY: Random House, Incorporated.

Howe, Deborah & James Howe. (1979). Bunnicula. NY: Atheneum Publishers, Inc., Macmillan Publishing Co.

Howe, Deborah and James Howe. (1993). Return to Howladay Inn. NY: Camelot Press.

Hudson, W. (1995). Great Black Heroes: Five Notable Inventors (Hello Reader! Series)

Hudson, W. H. (1904). Green mansions: A Romance of the tropical forest. (reprint 1989 paperback). NY: Dover Publications, Incorporated.

Hugo, V. (1976). Les Miserables. (reprint 1989 paperback). NY: Random House.

Hugo, V. (1831). The Hunchback of Notre Dame. (reprint 1997 paperback). NY: Dover Publications, Incorporated.

Jones, L. (2000) Great Black Heroes: Five Brilliant Scientists Scholastic, Incorporated. (Hello Reader! Science Series)

Katz, W. (1993). The civil war to the last frontier: 1850-1880’s (A history of multicultural America). NY: Steck-Vaughn.

Keyes, D. (1966). Flowers for Algernon. (reprint 1976 paper back). NY: Bantam Books.

Larson, G., Wilson, E. (1998). There’s a hair in my dirt: A worm’s story. NY: Harper Collins.

Lasky, Kathy. (1997). She’s wearing a dead bird on her head. Disney Press

McPherson, J. (2001). Ordeal by fire: the civil war and reconstruction. NY: McGraw-Hill.

Neuschwander, Cindy. (2001). Sir Cumference at the first round table: and the great knight of Angleland. Charlesbridge Publishing, Inc.

Rowling, J. (1998). Harry potter. Scholastic, Inc.

Salinger, J.D. (1951). Catcher in the rye. NY: Time Warner, Little, Brown and Company.

Serra, Michael. (2001). Patty paper geometry. Key Curriculum Press.

Steinbeck, John. (1947). The Pearl. (reprint 1992 paperback). NY: Viking Penguin.

Steinbeck, John. (1937). The Red pony. (reprint 1992 paperback). NY: Viking Penguin.

Sutherland, D. (1988). The expansion of everyday life 1860-1876. Fayetteville, Arkansas: University of Arkansas Press.

Thimmesh, C. (2000). Girls think of everything. NY: Houghton Mifflin Company.

Tolkien, JRR. (1997). The Hobbit. Houghton Mifflin Co.

Twain, M. (1903). The adventures of tom sawyer. (reprint 2001 paperback). NY: Aladdin Paperbacks.

Wallace, S. & Johnson, D. (2001) Black Inventors.

Yeh, L. (1903). Dragonwings, HarperCollins Children's Books

Teachers should review and evaluate the listed books and Inter-net sites before recommending them for student use.

Section IX AppendixPage 16

Katz, W. (1993). The westward movement and abolitionism, 1815-1850. Austin, TX: Raintree Steck-Vaughn.

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BIBLIOGRAPHYFOR TEACHERS

Allen, S. (1989) Meeting of minds: The complete scripts, with illustrations, of the amazingly successful PBS-TV series. Prometheus Books. Berger, S. (1991).

Baskin, B. H. and Harris, K .H. (1980). Books for the gifted child. NY. Bowkin.

Betts, G. & Neihart, M. (1986).Night of the notables. Greeley, CO: ALPS-Autonomous Learner Model Publications.

Bloom, B.S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: Longmans, Green.

Burns, M. (1993). About teaching mathematics. New York: Addison Wesley Longman, Inc.

CSMP Comprehensives School Math Program, Sopris Institute.

Costa, Art (ed.) (1991). Developing minds, Revised ed., Vol. 1-2. Alexandria, VA. ASCD.

The Consumer’s Guide to Mathematics for Gifted Students. Williamsburg, VA: Center for Gifted Education William and Mary

Cothron, J. G. Giese, R.N. and Rezba, R.J. (1998). Student and research. Dubuque, IA: Kendall/ Hunt Publishing Co.

Cothron, J. G. Giese, R.N. and Rezba, R.J. (1998). Student and research. Dubuque, IA: Kendall/ Hunt Publishing Co.

Curry, J., and Samara, J. (1990). Writing units that challenge: A guidebook for and by educators. Portland, ME. Maine Educators of the Gifted and Talented.

Differentiating curriculum for gifted students. ERIC Digest #E510. Reston VA: Clearinghouse on Handicapped and Gifted Children.

Douglas, V. (1993) Math Grade 2. Scott Foresman Addison Wesley Pub.

Dust bowl a problem–based unit. Center for Gifted Education. The College of William and Mary College. Dubuque, Iowa. Kendall

Gallagher, S. (1992). Assessment in the science classroom. Williamsburg, VA: College of William and Mary, Center for Gifted Education.

Georgia State Department of Education. (1992). Resource guide for secondary teachers of English. Atlanta, GA: Georgia State Department of Education.

Grun, B. & Boostin, D. J. (1991). The timetables of history: A horizontal linkage of people and events. NY: Simon & Schuster.

Hallett, D. Gleason, A. and McCallum, W. (1997). Calculus: Single Variable. John Wiley & Sons Publishers. (pp 91 and 518--information on logistic model and carrying capacity (for students using calculus).

Halsted, J. 2nd edition (2002). Some of My Best Friends Are Books: Guiding Gifted Readers from Pre-School to High School. Scottsdale. AZ: Great Potential Press, Inc.

Head, D, Pollett L, and Arcidiacono, J. Opening eye to mathematics: grades 3-4. Salem, OR: Math Learning Center Pub.

Holm, Kirsten. Editor. (2001). 2002 writer's market: 8,000 editors who buy what you write. Cincinnati, OH: Writer’s Digest Books, F&W Publications, Inc.

Math on Call. (1997). Middle School Handbook. Great Source Education Group Inc.

McLuhan, M. (1967) The Medium is the massage: an Inventory of effects. Bantam Press. Reissue: (2001) Gingko Press Inc.

McLuhan, M. (1964) Understanding media; the Extensions of man. Reprint (1994) MIT Press.

Nagda, A., Bickel, C. (2001). Tiger Math: Learning to Graph from a Baby Tiger. School & Library Binding.

Nitschneider, B. (1996) Weekly puzzlers: grade 3. Ideal School Supply Co.

Persuasion: A language arts unit for high-ability learners. (1998). Center for Gifted Education. The College of William and Mary College. Dubuque, Iowa. Kendall Hunt Publishing.

Rectanus, C. (1997). Math by all means: area and perimeter, grades 5-6. A marilyn burns replacement unit. Math Solutions Publication. Addison-Wesley Educational Publishers.

Reggio, (1997) Children’s measurement first approach to discovery of measurement.

Serra, M. (1997) Discovering geometry: An inductive approach. Key Curriculum Press.

Sher, B., VanTassel-Baska, J., Gallagher, S., and Bailey, J. (1992). Developing a scope and sequence in science for high ability students K-8. Williamsburg, VA: College of William and Mary, Center for Gifted Education.

Sobel, David, (1998). Mapmaking with children: sense of place for the elementary year. Tucson, AZ. Zephyr Press.

Threads of change in the 19th century literature. (1998). Center for Gifted Education. The College of William and Mary College. Dubuque, Iowa. Kendall Hunt Publishing.

VanTassel-Baska, J. (1988). Developing scope and sequence in curriculum: A comprehensive approach. GCT. 42-45.

VanTassel-Baska, J. (1998 3rd ed). Excellence in educating gifted and talented learners. Denver, CO: Love Publishing.

VanTassel-Baska, J. (2003). Curriculum planning and instructional design for gifted learners. Denver, CO: Love Publishing.

VanTassel-Baska, J. (1989) Planning science programs for high ability learners. Clearinghouse on Handicapped and Gifted Children Reston VA. ERIC Digest E546.

VanTassel-Baska, J., & Little, C. (2003). Content-based curriculum for high-ability learners. Waco, TX: Prufrock Press.

Teachers should review and evaluate the listed books and Inter-net sites before recommending them for student use.

Section IX AppendixPage 18

Hunt Publishing.

Foreman, L. Starting points visual math. Salem, OR: Math Learning Center Pub.

Novak, J. D. and Gavin, D. B. (1984). Learning how to learn. NY. Cambridge Press.

Odum, E. (1997) Ecology: a Bridge Between Science and Society. Publisher: Sinauer Associates, Inc.

V i sual Mat h Lesson 33, The Math Learning Center. Portland, OR.

Weiss, N.A. and Hassett, M.J. (1999). Introductory Statistics, 5th ed., Menlo, CA: Addison-Wesley Publishing Co.

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THE CENTER FOR GIFTED EDUCATION: REACH FOR THE STARSThe Center for Gifted Education, under the direction of Joyce VanTassel-Baska, has been in operation in the School of Education at the College of William and Mary since 1987. From the time of the Center’s inception, one of its major emphases has been the development of exemplary curriculum frameworks and units of study for classroom use with high-ability learners.

Curriculum development in science, language arts, and social studies has involved teams of content specialists and educators in writing and field-testing units, and many Center materials have been recognized for their quality by the United States Department of Education and the National Association for Gifted Children. Teachers and students in all 50 states and 19 international communities use Center materials.

Presentations of Center work have been made at state, national, and international conferences, and staff members frequently conduct implementation workshops for teachers around the country and beyond. Annually, the Center coordinates a National Curriculum Network Conference and other professional development experiences to address aspects of curriculum, instruction, and assessment for gifted learners.

Language Arts for High Ability Learners units engage students in exploring carefully selected, challenging works of literature from various times, cultures, and genres, and they encourage students to reflect on their readings through writing and discussion. The units also provide numerous opportunities for students to explore interdisciplinary connections to language arts and to conduct research around issues relevant to their own lives. A guide to using the curriculum is also available.

In addition The Center for Gifted Education has written several curriculum units containing different situations that face today's society. The goal of each unit is to allow students to analyze several real-world problems, understand the concept of systems, and conduct scientific experiments. These units also allow students to explore various scientific topics and identify meaningful scientific problems for investigation.

Specifically, the units employ the following emphases:• Meaning-based• Higher order thinking• Intra-and interdisciplinary connections• Metacognition• Habits of mind• Active learning and problem-solving• Technology-relevant• Learner outcomes of significance• Authentic assessment

See the following for complete list of titles available from Kendall/Hunt Publications.

LANGUAGE ARTSBeyond Words (Grades 1-2)Journeys and Destinations (Grades 2-3) Literary Reflections (Grades 4-5) Patterns of Change (Grades 4-6)

Autobiographies (Grades 5-6) Persuasion (Grades 5-7) Utopia (Grades 7-9)The 1940s: A Decade of Change (Grades 6-10)Threads of Change in 19th Century American Literature (Grades 7-11)

SCIENCEDust Bowl (Grades 2-3)What a Find! (Grades 3-4)Acid, Acid Everywhere (Grades 4-6)Electricity City (Grades 4-6)The Chesapeake Bay (Grades 6-8)No Quick Fix (Grades 6-8)Hot Rods (Grades 6-8)Guide to Teaching a Problem-Based Science Curriculum

SOCIAL STUDIESAncient Egypt: Gift of the Nile (Grades 2-3)Ancient China: The Middle Kingdom (Grades 2-3)Building a New System: Colonial America 1607 – 1763 (Grades 4-5)

The World Turned Upside Down: The American Revolution (Grades 4-5)

A House Divided? The Civil War, Its Causes and Effects (Grades 5-6)

The 1920s in America: A Decade of Tensions (Grades 6-7) The 1930s in America: Facing Depression (Grades 6-7) The Road to the White House: Electing the American President (Grades 6-8)

Kendall/Hunt Publishing Company4050 Westmark DrivePO Box 1850Dubuque, IA 52004-1840 http://www.kendallhunt.com/college/cgebrochure.html

Teachers should review and evaluate the listed books and Internet sites before recommending them for student use.

Section IX AppendixPage 20

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

CURRICULAR RESOURCES FOR HIGH-ABILITY LEARNERSJoyce Van Tassel-Baska

As a component of our curriculum development work at the Center for Gifted Education at the College of William and Mary, we have reviewed a wide variety of materials within each major subject area. On the basis of the criteria outlined in this chapter, we have identified a number of resources appropriate for use with high-ability learners, as well as teacher resources that are particularly helpful in training curricula for these students. Teachers will need to make selections from these lists based on their instructional objectives and the level of student development.

LANGUAGE ARTSAmerican Heritage Dictionary of the English Language (4th ed.). (2000). Boston: Houghton-Mifflin.

The American reader: Words that moved a nation. (1990). Edited by D. Ravitch. New York: Harper Perennial.

Art of the forties. (1991). Edited by R. Castleman. New York: Museum of Modern Art and Abrams.

The arts: A history of expression in the 20th century. (1991). By R. Tamplin. New York: Oxford University Press.

Audiences and intentions: A book of arguments. (1991). By N. M. Bradbury & A. Quinn. New York: Macmillan.

Children in the Holocaust and World War II: Their secret diaries. (1992). Edited by L. Holliday. New York: Pocket Books.

Children of promise: African American literature and art for young people. (1991). Selected by C. Sullivan. New York: Abrams.

Conversations: Readings for writing. (1991). ByJ. Selzer. New York: Macmillan.

The democracy reader: Classic and modern speeches, essays, poems, declarations, and documents on freedom and human rights worldwide. (1992). Edited by D. Ravitch & A. Thernstrom. New York: Harper Perennial.

Educating for diversity: An anthology of multicultural voices. (1995). Edited by C. A. Grant. Boston: Allyn and Bacon.

Here is my kingdom: Hispanic American literature and art for young people. (1994). Selected by C. Sullivan. New York: Abrams.

Hispanic, female, and young: An anthology. (1994). Edited by P. Tashlik. Houston, TX: Pinata Books.

Merriam Webster's Collegiate Dictionary (10th ed.). (1993). Springfield, MA: Merriam-Webster.

One world, many cultures. (1992). Selected by S. Hirschberg. New York: Macmillan.

Our family our friends our world: An annotated guide to significant multicultural books for children and teenagers. (1992). By L. Miller Lachmann. New Providence, NJ: Bowker.

Talking to the sun. (1985). Edited by K. Koch & K. Farrell. New York: New York Metropolitan Museum of Art and Henry Holt.

W r i t i ng : The story o f alphabets and scripts. (1992). By G. Jean. (Jenny Oates, Trans.). New York: Abrams.

MATHEMATICSChallenge of the unknown. (1986). Produced by A. M. Derry & D. A. Hudson. Wilkes Barre, PA: Karol Media.

Discovering geometry: An inductive approach (2nd ed.). (1997). By M. Serra. Berkeley, CA: Key Curriculum Press.

EPGY (Education Program for Gifted Y outh). Stanford University continuing education program. Online: http://www-csli-stanford.edu/epgy

Jane and Johnny love math: Recognizing and encouraging mathematical talent in elementary students: A guidebook for educators and parents. By A. E. Lupkowski & S. G. Assouline. Unionville, NY: Royal Fireworks Press.

Krypto. [Card game]. Palo Alto, CA: Pearson Learning.

Terrapin logo. (2000). [Computer Software]. Cambridge, MA: Terrapin Software.

Mathematics: A human endeavor. (1994, 3rd ed.). By H. Jacobs. New York: W. H. Freeman.

Maya Math. (1995). [Computer software]. By Maya Math: Bank Street College Project in Science and Mathematics. Pleasantville, NY: Sunburst/WINGS for Learning.

SET. [Card game]. Fountain Hills, AZ: SET Enterprises. Online: http://viww.setgame.com

Techniques of problem solving (TOPS). Palo Alto, CA: Seymour.

Teaching integrated math and science (TIMS). By the Institute for Mathematics and Science Education. Chicago: University of Illinois at Chicago.

Teaching mathematics. A sourcebook of aids, activities, and strategies. (1988). By M. Sobel & E. Maletsky. New York: Prentice Hall.

Transition mathematics (2nd ed.). (1995). By Z. Usiskin, J. Flanders, C. Hynes, L. Polonsky, S. Porter, & S. Viktoria. Glenview, IL: Scott, Foresman.

Twists and turns and tangles in math and physics. By S. Katzoff. Baltimore: IAAY Publications and Resources, Johns Hopkins University.

Teachers should review and evaluate the listed books and Internet sites before recommending them for student use.

Section IX AppendixPage 21

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

CURRICULAR RESOURCES FOR HIGH-ABILITY LEARNERSJoyce Van Tassel-Baska

The National Council of Teachers of Mathematics publishes numerous resources for teachers of mathematics. A catalog can be obtained from NCTM at (800) 235-7566.

SCIENCEBiological science: A molecular approach (BSCS Blue Version). (1990). Developed by Biological Sciences Curriculum Study. Lexington, MA: D. C. Heath.

Challenge of the unknown. (1986). Produced by A. M. Derry & D. A. Hudson. Wilkes-Barre, PA: Karol Media.

Chemical education for public understanding program (CEPUP). (1990-present). Developed by Lawrence Hall of Science. Menlo Park, CA: Addison-Wesley.

Elementary science study (ESS). (1966-1986). Developed by Education Development Center. Hudson, NH: Delta Education.

Foundational approaches in science teaching (FAST). (1990) Honolulu: University of Hawaii: Curriculum Research and Development Group.

Full option science system (FOSS). (1990-present). Developed by Lawrence Hall of Science. Chicago, IL: Encyclopedia Britannica.

Great explorations in math and science (GEMS). (1990-present). Developed by Lawrence Hall of Science. Berkeley, CA: University of California.

Insights: A hands-on elementary science curriculum. (1991 present). Developed by Education Development Center. Warren, NJ: Optical Data.

LEGO TC logo. (1989). [Computer Software]. Enfield, CT: Lego Systems.

Middle school of life science. (1991). Developed by Jefferson County, Colorado, Public Schools. Dubuque, IA: Kendall/Hunt.

National Geographic Kids network. (1990-present). Washington, DC: National Geographic Society.

Science-A process approach (SAPA, SAPA 11). (1960-1974). Developed by American Association for the Advancement of Science. Hudson, NH: Delta Education.

Science and technology for children (STC). (1991-present). Developed by National Science Resources Center. Burlington, NC: Carolina Biological Supply.

Science curriculum improvement study. (1961-1988). Hudson, NH: Delta Education. Science for life and living. (1989-present). Developed by Biological Sciences Curriculum Study. Dubuque, IA: Kendall/ Hunt.

Search for solutions. (1980). By H. F. Judson. Wilkes-Barre, PA: Karol Media.

Students and research: Practical strategies for science classrooms and competitions. (1989). By J. H. Cothron, R. N. Giese, & R. J. Rezba. Dubuque, IA: Kendall/Hunt.

Teaching integrated mathematics and science (TIMS). (1992-present). Developed by H. Goldberg & P. Wagreich. Chicago: The University of Illinois at Chicago.

Voyage of the Mimi. (1985). Edited by L. A. Driggs. Scotts Valley, CA: WINGS for Learning.

Windows on science. (1990). Warren, NJ: Optical Data.

SOCIAL STUDIESThe American reader: Words that moved a nation. (1990). Edited by D. Ravitch. New York: Harper Perennial.

The ascent of man. (1973). By J. Bronowski. Boston: Little, Brown.

Civilization. (1969). By K. Clark. New York: Harper & Row.

The democracy reader: Classic and modern speeches, essays, poems, declarations, and documents on freedom and human rights worldwide. (1992). Edited by D. Ravitch & A. Thernstrom. New York: HarperPerennial.

History of the idea of progress. (1980). By R. Nisbet. New York: Basic Books. Immigration: Opposing viewpoints. (1992). Edited by B. Leone & T. O'Neill. San Diego: Greenhaven Press.

Legacy: Challenging lessons in civics and citizenship. (1989). Edited by J. P. Hardin. Winston-Salem, NC: Center for Research and Development in Law-Related Education.

Man: A course of study (MACOS). (1968). By J. S. Bruner. Washington, DC: Education Development Center.

The second voyage of the Mimi. (1989). Edited by L. A. Driggs. Scotts Valley, CA: WINGS for Learning.

Voyage of the Mimi. (1985). Edited by L. A. Driggs. Scotts Valley, CA: WINGS for Learning.

VanTassel-Baska, J. & Little, Catherine A. (2002). Content Based Curriculum for High-Ability Learners. Waco, TX: Prufrock Press, Inc. pg 270, 271-274

Permission granted to use excerpts from VanTassel-Baska, J. & Little, Catherine A. (2002). Content Based Curriculum for High-Ability Learners. Waco, TX: Prufrock Press, Inc. jvt-b 12/2/02

Teachers should review and evaluate the listed books and Internet sites before recommending them for student use.