The 12 articles presented in this issue of a journal on giftedness in school-age children focus on interdisciplinary thematic instruction for gifted students. "Untangling the Web of Interdisciplinary Instruction" (Susan L. Beibelman and Sandy Hall-Chiles) explains the use of a curriculum webbing model to provide structure. "Interdisciplinary Thematic Curriculum" (Sandra Kaplan) notes the particular relevance of this approach to gifted learners. "A Partnership Venture: Introducing Theme-Based Instruction to Teachers and Parents" (Rena Bonne) briefly describes parent participation in New York City's Anderson Program. "Do Concepts Still Have a Place in Teaching Social Studies?" (Dorothy Connet) identifies major concepts and illustrates their use in curriculum development."Differentiating Content for Secondary Gifted Learners" (James Curry) examines acceleration and enrichment and offers strategies for upgrading content complexity. "Themes in Science: A One-Year Program for Grade 3" (Jacqueline Barber) presents activities focusing on three specific processes and five themes. Two essays--on jumping the penmanship hurdle and writing parallel poetry, by Pat Lawrence and Carrie Millat respectively--are presented next, followed by a section called "Let's Hear It from the Teachers" which contains brief reports by classroom teachers describing specific applications of thematic instruction with gifted students. The final article, "Thinking Blocks for Literature" (Stephen Marcus) offers a strategy for helping students structure their thinking about a work of literature. (DB)