Anthony Fitzpatrick Vice President for Professional Development Services

1. What’s My Address? Return Address Anthony Fitzpatrick Vice President for Professional Development Services The American Institute for History Education

2. Catch my Campaign Dr. Yohuru Williams & Anthony Fitzpatrick

3. What’s My Address? • This strategy will enable students to engage historical addresses and speeches and employ research strategies, collaboration and 21st Century Learning Skills.

4. What’s My Address? • Students will evaluate the place and significance of the address, and acquaint themselves with the chronology and historical narrative surrounding the address. • Students will also be decision-makers with this strategy.

5. Popular Addresses • Way: Proposes a solution to a problem 1963 Martin’s Way, Washington, DC • Drive: Charts a new course or Direction, announces a new policy • Place: Sets the parameters of a policy or historical moment

6. Popular Addresses • Circle: Seeks to brings closure to an issue or announce the conclusion of project, marks the end of an era. Ex. 1968 Kennedy Circle • Lane: Raises issues associated with historical memory; the long term consequences or legacy of an issue. • Court: Someone flirting with or “Courting” disaster or victory.

7. Address Chart

8. Why is this address determination important? • It’s going to serve as the basis for constructing a thesis statement that students will prove and validate.

9. 1846 13th Street LaneWashington, DC 20081 • Provided, That, as an express and fundamental condition to the acquisition of any territory from the Republic of Mexico by the United States, by virtue of any treaty which may be negotiated between them, and to the use by the Executive of the moneys herein appropriated, neither slavery nor involuntary servitude shall ever exist in any part of said territory, except for crime, whereof the party shall first be duly convicted.

10. Map

11. Always engage Time and Space • Have students identify the person • Identify the title of the address and the occasion on which it was presented • Locate the place it was given on the map • Find the zip code

12. Remember – different portions may call for different classifications -

13. A House cannot be built on a weak Foundation • Foundation: What is the topic being discussed and what is the opinion on the main issue of the figure delivering the address? • Level One: Social • Level Two: Political • Level Three: Economic • Level Four: Cultural • Street Address

14. Establishing an Address Conclusion – attach street name Main Point 4 – Add SPEC significance Main Point 3 – Add SPEC significance Main Point 2 – Add SPEC significance Main Point 1 – Add SPEC significance Foundation – Main Idea and opinion of the deliverer concerning that topic

15. Scaffolding the process • Provide students with the mailing address and have them search for the proof of the street designation. • Then ask them if another interpretation could fit.

16. In time . . . • You can flip the script and have them make the determination on their own.

17. Lets Try Some!

18. From yesterday . . . • So first of all, let me assert my firm belief that the only thing we have to fear is fear itself -nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark hour of our national life a leadership of frankness and vigor has met with that understanding and support of the people themselves which is essential to victory. I am convinced that you will again give that support to leadership in these critical days.

19. Address Chart

20. Where are we now?

21. Conflicting Addresses

22. Give your students more than one avenue! • Letters between two people are a WONDERFUL way of engaging the first part of this activity. • BUT WAIT – There’s more?

23. Tons of Resources . . . • All of the excerpts from True to Their Word, White Out, Clues to W’s etc can EASILY be utilized into this format. • Are their any that you utilize in your classroom that you’re thinking about modifying with this strategy? • What are those DYNAMITE sources you use???

24. Return Address Yep – It’s not over until we formulate a response! (This is the part I really love!)

25. The Premise • When examining the text or audio/ visual deliveries of speeches and addresses; we typically ask students questions to make sure they got the main idea and the supporting details. • Let’s extend “What’s Your Address?” and have students respond in a thoughtful way while tying in language arts and skills of courtesy.

26. Based on the last presentation: • We’ve established • The Foundation • The Main Ideas • The SPECial significance • The Conclusion • And created the address

27. Why not make them figure out the Return Address?

28. Step 1 • Utilize the address determination of the Address that you or your students created. Remember that address? Let’s respond!

29. Step 2 • Have students collect facts and materials that support the determination they made. • In this step – they must physically or virtually collect the text (primary or secondary), audio, or images that support that determination and the main points from the previous exercise.

30. STOP • If students are confused by the chronology of the materials they’ve found and the address; you’ll need to have them sort out the events that happen BEFORE and AFTER the speech. • This is very important as students gauge their reactions to the address.

31. The Mailbox • Students will compile their research materials into a mailbox. This is similar to the dreaded manila envelope. Students should use this to focus their research. It need not be physical. Let’s 2.0 it.

32. Step 3 • Student uses the address determination, main points, and research materials collected to evaluate the person speaking. • The written response is in the form of a standard friendly letter.

33. Sample Friendly Letter Format • The President has made his return address. Now students have to respond. For the final step student will write the “author” a letter using the standard 3rd Grade format for writing a friendly letter. • Grades K-3rd • Young school aged children can begin to write friendly letters as soon as they can write. Using a letter they have received as a model, show them the form the letter follows. A friendly letter has these parts: • The Heading- Address (optional) and date • The Salutation or Greeting- Usually starting with Dear …, • Body of the Letter- The message you want to send • Closing- Generally: Sincerely, Your friend, Love or Very truly yours • The Signature- Usually first name only

34. Thesis reminder . . . • Allow the topic/ thesis statement to utilize the address determination from What’s My Address.

35. What’s on the envelope? Make it creative!!! • Use the “Popular Addresses” from What’s my Address?” • ** Remember that there are two physical addresses on every envelope. Where are you coming from? (Use that for the return address) • What’s the President’s Address? • Year of election is the house number • First lady’s first name plus roadway e.g.. Blvd, Street, Avenue, etc. • Example: 1796 Abigail Way

36. The Stamp – Have the students design their own stamp that encapsulates the issue

37. Envelope design image Return Address Stamp Design Address determination

38. What about the back of the envelope?

39. Citations of sources go on the back. • Have students cite the pertinent sources they used in constructing their friendly letter. • Citation formats differ across disciplines – pick the one your school uses: • MLA • APA • Chicago-Style • Turabian

40. Why? • It is going to give students practice in the following skills: • Researching a topic • Presenting an opinion • Supporting the opinion • Citing their sources

41. Let’s 2.0 it . . . • Create an online blog. • Post a video or podcast response to the address. • Allow students to “informally” evaluate the letters. • The evaluation should come from you but a student exchange and editing process can be most helpful.

42. How do we know the letter was received?

43. Final step • To demonstrate good etiquette and provide a unique evaluation piece the teacher should send each student a thank you letter from the person which will serve as the final evaluation. Also include a holistic rubric or another sort of evaluation. * The Thank You note can be a form letter.

44. How about? • Letting the students construct the Thank You notes before you attach the evaluation. • It allows the Thank You note to be personalized and it gives kids practice with a little bit of character education along with collaboration and evaluation.

45. Extension . . . • Was there an official return address? • Did someone react? • How did it match with the student response? • How did events change immediately and subsequently? • Did they see the determination in the same way as you or the student did?

46. So . . . • How can we modify this activity to suit your needs?

47. Questions? Comments? Tomatoes?

48. Thank You! afitzpatrick@aihe.info