Social Studies can be

SPECtacular

Anthony J FitzpatrickVice President for Professional Development Services

The American Institute for History Education

Looking for SPECs in your classroom:

• State standards, textbook objectives, and writing outlines are almost always written in a form of SPEC or other helpful anagrams.

• So what is it?

We need a formula!

• Other subject areas have formulas to help students “show their work” and have a path to figure our problems.

• History and Social Studies can be considered in the same way . . .

SPEC• Social

– Having to do with people in groups, their living together, includes issues such as gender, economic status, and ethnicity.

• Political– Having to do with gaining, seeking, and organizing power, events

related to the function of government: making laws, enforcing laws, and interpreting laws.

• Economic– Having to do with how people meet their basic material needs; the

production, distribution, and consumption of goods and services; includes such issues as domestic and international trade, monetary policies, and taxation.

• Cultural– Having to do with the technology, arts, and institutions of a given

group of people at a given time. It is a tangible representation of interactions.

Common Core Connection• Explain how an author uses reasons and evidence to

support particular points in a text, identifying which reasons and evidence support which point(s).

• Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

• By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

A sample from Grade 8• Cite the textual evidence that most strongly supports

an analysis of what the text says explicitly as well as inferences drawn from the text.

• 2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

• 3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

You don’t have to capitalize the C• Often the most

confusing theme is Culture as students may confuse it with Social.

• It’s quite acceptable to use SPE first until they get the SPEcial nuance that separates social and cultural.

• Let’s Try It:– What do you know about Abraham Lincoln?

OK

• Let’s Take that content and begin to analyze it for its SPEC significance!!!

Grade Level Appropriateness• Students of ALL ages and grade

levels can begin to investigate SPEC in thoughtful and meaningful ways.

• The key is to engage the standards in different ways, scaffold the skill and then spiral it so keeps unlock deeper meaning.

Now:

• Let’s take the list and use SPEC to categorize and organize our answers.

TOPIC

S P E C

Information

Information

Information

Information

Get out your SPECtacles.

• Let’s examine some primary source documents for some SPECifics.

The result:

• Absent of an initial clear vision of an informational text – armed with SPEC – students will be able to approach content with a plan in order to use what they know to formulate a response.

Let’s move it past just the generation of ideas . . .

• Graphic Organizers.• Scavenger Hunts.• Extension into an

interactive notebook.• Make generalizations

that will lead to . . .

• THE WRITING PROCESS!

Common Core Writing Expectations

• Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

• Introduce a topic clearly, previewing whatis to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

• Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

• Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

• Use precise language and domain-specific vocabulary to inform about or explain the topic.

• Establish and maintain a formal style. • Provide a concluding statement or section that follows from and supports the

information or explanation presented.

SPECulate

• In need of a conclusion that doesn’t “tell me what you told me” – have the students take a calculated risk!

What is the goal?

• Have students providing a broad SPECtrum of thesis statements and conclusions that show their content mastery and their historical thinking capabilities.

Thank You

• Questions, comments, modifications?

• afitzpatrick@aihe.info