Social Studies can be SPECtacular Anthony J Fitzpatrick Vice 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?

SPEC Social Political Economic Cultural 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).

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 . . .

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 Thomas Jefferson?

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

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

TOPIC S P E C Information

The result: Absent of an initial clear vision of an Thomas Jefferson – armed with SPEC – students will be able to approach content with a plan in order to use what they know to formulate a response.

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.

Disclaimer Are you limited to SPEC? ABSOLUTELY NOT! There are other themes appropriate to bring into your classroom (Geography, Religion as example) SPEC is just a wonderful starting point, and very versatile. There are ways to introduce the other themes while keeping SPEC as the foundation.

Get out your SPECtacles. Let’s examine some primary source documents for some SPECifics.

Documents Mayflower Compact Federalist 10 Excerpts of Emancipation Proclamation Reconstruction Amendments

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 what is 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