Anthony Fitzpatrick Vice President for Professional Development Services The American Institute for History Education

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

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

3. Sunshine State Standards • SS.8.A.1.1 -Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments. • SS.8.A.3.15 - Examine this time period (1763-1815) from the perspective of historically under-represented groups (children, indentured servants, Native Americans, slaves, women, working class). • SS.8.A.3.12 - Examine the influences of George Washington's presidency in the formation of the new nation. • SS.8.A.3.14 - Explain major domestic and international economic, military, political, and socio-cultural events of Thomas Jefferson's presidency. • SS.8.A.4.1 - Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of Tears, Texas annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase).

4. 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.

5. 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.

6. 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

7. 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.

8. Address Chart

9. 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.

10. Problem Based Learning • Problem-based learning (PBL) is an instructional method that challenges students to "learn to learn," working cooperatively in groups to seek solutions to real world problems. These problems are used to engage students' curiosity and initiate learning the subject matter.

11. Infusing Problem-Based Learning • Students should work together to determine the address and some speeches and addresses may have portions that would indicate a different address.

12. Problem Based Learning Continued • Students will need to research into the historical circumstances to arrive at a conclusion and by doing that – relate the speech to the larger content narrative.

13. 21st Century Skills Infusion

14. George Washington’s Farewell Address, 1796 • 1796 Entanglement Drive, Montgomery, Alabama Notice how we’re using the mailing address to support geography, date, main point and overall role of the address.

15. 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

16. Provide the address and let the students dig for the justification.

17. Then analyze the speech • “The great rule of conduct for us, in regard to foreign nations, is, in extending our commercial relations, to have with them as little political connexion as possible. So far as we have already formed engagements, let them be fulfilled with perfect good faith. Here let us stop.”

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

19. 1796 Political Party CourtMt. Vernon, VA 22301 • 20 I have already intimated to you the danger of parties in the state, with particular reference to the founding of them on geographical discriminations. Let me now take a more comprehensive view, and warn you in the most solemn manner against the baneful effects of the spirit of party, generally. • 21 This spirit, unfortunately, is inseparable from our nature, having its root in the strongest passions of the human mind. It exists under different shapes in all governments, more or less stifled, controlled, or repressed; but, in those of the popular form, it is seen in its greatest rankness, and is truly their worst enemy.

20. 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

21. 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

22. 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.

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

24. Lets Try Some!

25. 1776 Abigail PlaceUnit 345Quincy MA, 02169

26. What’s My Address • Thomas Jefferson’s First Inaugural Address. March 4, 1801.

27. 1801 Jefferson Circle? • 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

28. Let’s Practice 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

29. Let’s Flip the Script • The Missouri Compromise

30. Address Chart

31. The Missouri Compromise 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

32. Where are we now?

33. Conflicting Addresses

34. 1776 Abigail Lane • "I cannot say that I think you are very generous to the ladies; for, whilst you are proclaiming peace and good-will to men, emancipating all nations, you insist upon retaining an absolute power over wives.” • "But you must remember that arbitrary power is like most other things which are very hard, very liable to be broken; and, notwithstanding all your wise laws and maxims, we have it in our power, not only to free ourselves, but to subdue our masters, and without violence, throw both your natural and legal authority at our feet."

35. 1776 Adams Court • "As to your extraordinary code of laws, I cannot but laugh. • "We have been told that our struggle has loosened the bonds of government everywhere; that children and apprentices were disobedient; that schools and colleges were grown turbulent; that Indians slighted their guardians, and negroes grew insolent to their masters. "But your letter was the first intimation that another tribe, more numerous and powerful than all the rest, were grown discontented. "This is rather too coarse a compliment, but you are so saucy, I won't blot it out.” • "Depend upon it, we know better than to repeal our masculine systems. Although they are in full force, you know they are little more than theory. We dare not exert our power in its full latitude. We are obliged to go fair and softly, and, in practice, you know we are the subjects. • "We have only the name of masters, and rather than give up this, which would completely subject us to the despotism of the petticoat, I hope General Washington and all our brave heroes would fight."

36. OH NO HE DIDN’T!

37. 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?

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

39. 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.

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

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

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

43. 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.

44. 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.

45. 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.

46. 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.

47. 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

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

49. 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

50. The Stamp – Have the students design their own stamp that encapsulates the issue (I haven’t done “Solve for Y” with you – but there is a natural tie-in)