Gifted and talented individuals require instructional approaches that recognize and attempt to satisfy their needs resulting from different viewpoints and characteristics of theirs- which, in turn, are brought about by their cognitive and affective differences- as well as recognizing and encouraging different viewpoints. Social sciences instruction stands out among others in that it is complicated enough to capture the attention of gifted and talented individuals, it can generate alternatives in accordance with their capacities which can attract students with varying capacities. The rapid changes in our modern world call for a curriculum that can meet the requirements of students and catch up with developments; in addition, these changes require individuals to be not only receptive to certain skills and knowledge but also independent, self-fficient, and able to contribute to the generation of new information and think critically. The purpose of the present study is to collect evidence of strategies for differentiated social sciences instruction, which can enable gifted and talented individuals to use their capacities in the classroom, to present sample strategies, to discuss what components constitute best strategies, and to play a supportive role in defining their drawbacks through clues.