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?

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.

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.

Disclaimer 2

• 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.

Grade Levels

• 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.

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 . . .

Let’s try it out: Generate ideas and find the SPECs

• 1. Name a figure or event central to the content:–George

Washington will be our example.

• 2. Call out anything you know about George Washington.

Now:

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

The result:

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

Get out your SPECtacles.

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

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!

From SPECifics to Generalizations

• Step 1: Generate the SPECific facts.

• Step 2: Categorize the facts into SPEC categories

• Step 3: Rank the categories in the order of the ones you gather the most facts for.

Continued• Make generalization

statements from each category (Must show the connectivity of the facts). Teacher then grades the generalization statements.

• Create a thesis statement based on their generalizations and the connectivity between them.

WRITE SPECtacular essays!

• Use the letters to help construct a parallel structure thesis statement.

• Prioritize which 3 elements provided the most information.

• Use the top 3 to construct the body paragraphs.

TOPIC

S P E C

Information Information Information Information

The Table Top:

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.

You Wanna Pizza Me?

Anthony FitzpatrickThe American Institute for History Education

Teaching Biography with SPECial toppings!

What on Earth?

• Our Objectives:– Generate a TON of content concerning various

persons, events, and/or institutions.– Categorize this information in a fun and create

way.– Use the things we learned today!– Create a foundation for a project or extended

writing assignment.

Supplies:

• Pizza box for each student or group of students.

• Plastic ziplock bag to hold the ingredients.• Crayons or markers (colored Pencils work too)• Tape of Glue stick• Blank White Paper• Scissors• Oak tag shapes for tracing.

Content Instructions:

• Let’s generate a list of facts pertaining to a certain person:– Benjamin Franklin

Now lets begin to categorize these facts with some shapes!

• We’re going to use the ingredients that we encounter in our lives:–The pizza and toppings!

• Each fact will get a shape that represents a different category!

Using white paper; draw an empty pizza crust (a circle really )

Crust ( draw or glue a pic of face)

Sample Categories:

Eggplant- Economic Sausage – Social Pepperoni – PoliticalCheese – Cultural Garlic – Geographic Chicken – Cultural

That’s right . . .

• Don’t be afraid to fish in the “C” of cultural contributions . . . Are there any writings, songs, movies, videos or other tangible products that this person has contributed?

Write the facts on the pieces

• This is a great place for learning as students will be discussing content and relating them to themes that they’ve encountered in their class (using the notebook, SPECs-SPEECH, Read and Seed – What’s Your Address, etc.

Once we’re done categorizing out facts:

• Place them on the pizza.

Shut the lid of the Pizza Box:Use the label to mark which themes

you’ve hit.Then draw or place a picture on the

top of the box with the corresponding dates.

What you’ll have . . .

• A wonderful and fun organizational tool for students to be able to refer back to if you’d like to extend the assignment into something more formal.

Let’s try this in groups!!!

Who are we going to examine today?

What we will cover today.

• That’s Right!• We’re going to have a

Declaration of Independence Pizza Party

What goes on your Pizza

SPECSocial

PoliticalEconomic

Cultural

Slice of LifeThe Signers of the Declaration of Independence

Massachusetts John Hancock Samuel Adams John Adams Robert Treat Paine Elbridge Gerry New Hampshire Josiah Bartlett William Whipple Matthew Thornton Rhode Island Stephen Hopkins William Ellery

Connecticut Roger Sherman Samuel Huntington William Williams Oliver Wolcott New York William Floyd Philip Livingston Francis Lewis Lewis Morris New Jersey Richard Stockton John Witherspoon Francis Hopkinson John Hart Abraham Clark

Pennsylvania Robert Morris Benjamin Rush Benjamin Franklin John Morton George Clymer James Smith George Taylor James Wilson George Ross Delaware Caesar Rodney George Read Thomas M' Kean

Maryland Samuel Chase William Paca Thomas Stone Charles Carrol Virginia George Wythe Richard Henry Lee Thomas Jefferson Benjamin Harrison Thomas Nelson, Jr. Francis Lightfoot Lee Carter Braxton

North Carolina William Hooper Joseph Hewes John Penn South Carolina Edward Rutledge Thomas Heyward Thomas Lynch Arthur Middleton Georgia Button Gwinnett Lyman Hall George Walton

Be sure to label your Pizza

SPECial toppings on your Pizza!

• Is there anything interesting or unique that you could add on to your pizza to complicate or highlight the personality?

And now it’s ready for delivery!

• A balanced biographical look at a personality central to the content that has been examined through the SPECtacles of history to be served at the doorstep of your students!

How could we do this with the Native American tribes?

• Let’s discuss . . .

Reference Section

• Images and clip art you may want for your own use.

Eggplant

Sausage

Pepperoni

Cheese

Garlic

Chicken

You Wanna Pizza Me?

afitzpatrick@aihe.info

AIHE Teaching MethodsS.P.E.E.C.H.

How to Use this PowerPoint

• This PowerPoint explains the S.P.E.E.C.H. methodology and is to be used in conjunction with the Method Review Sheet available in the Methods section of CICERO.

• For maximum, effectiveness, please review the Method Review Sheet in conjunction with the method.

Freedom of S.P.E.E.C.H.

• In writing about history, historians often take into account a number of factors in shaping narratives. These commonly include social factors, economic factors, and political factors, along with geographic or other environmental factors and cultural considerations.

• Teachers can help students to imitate this method of analysis by using S.P.E.E.C.H.

Make a S.P.E.E.C.H.

• The American Institute for History Education staff designed S.P.E.E.C.H. to highlight five key factors historians and social scientists often use to write about the past.

• These factors are …

The Parts of S.P.E.E.C.H.

Social

• Of or relating to human society, the interaction of the individual and the group, or the welfare of human beings as members of society.

The Parts of S.P.E.E.C.H.

Political

• Political– Having to do with

gaining, seeking, and organizing power, events related to the function of government: making laws, enforcing laws, and interpreting laws.

The Parts of S.P.E.E.C.H.

Economic

• 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.

The Parts of S.P.E.E.C.H.

Environmental

• The geographic cause or contribution of an historical event or issue. Or, another type of environmental cause or contribution, such as attitude or fear, etc.

The Parts of S.P.E.E.C.H.

Cultural

• 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.

= Aspects of (or impact on) History

• a branch of knowledge that records and explains past events.

The “History” component is the key to SPEECH. It enables students to determine multiple causation of historical events and issues.

SPEECH Worksheet (on CICERO)

Thank You

• Questions, comments, modifications?

• afitzpatrick@aihe.info