Anthony FitzpatrickVice President for Professional Development Services

The American Institute for History Education

Return Address

Return Address

What’s My Address?

What’s My Address?

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.

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.

Popular Addresses

• Way: Proposes a solution to a problem 1963 Political-Economic Equality Way, Washington, DC

• Drive: Charts a new course or Direction, announces a new policy

• Place: Sets the parameters of a policy or historical moment

Popular Addresses• Circle: Seeks to bring

closure to an issue or announce the conclusion of project, marks the end of an era.Ex. 1968 Camelot 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.

Address ChartAddress and Description Address and Description

Way: Proposes a solution to a problem Circle: Seeks to brings closure to an issue or announce the conclusion of project, marks the end of an era.

Drive: Charts a new course or Direction, announces a new policy

Lane: Raises issues associated with historical memory; the long term consequences or legacy of an issue.

Place: Sets the parameters of a policy or historical moment

Court: Someone flirting with or “Courting” disaster or victory.

“Ain’t I A Woman”

• 1851 Double Standard Place,Akron, OH 44001.

Notice how we’re using the mailing address to support geography, date, main point and overall role of the address.

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

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

Then analyze the speech

• That man over there says that women need to be helped into carriages, and lifted over ditches, and to have the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or gives me any best place! And ain’t I a woman? Look at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no man could head me! And ain’t I a woman? I could work as much and eat as much as a man — when I could get it — and bear the lash as well! And ain’t I a woman? I have borne thirteen children, and seen most all sold off to slavery, and when I cried out with my mother’s grief, none but Jesus heard me! And ain’t I a woman? Then they talk about this thing in the head; wha’'s this they call it? [member of audience whispers, “intellect”] That’s it, honey. What’s that got to do with women’s rights or negroes’ rights? If my cup won’t hold but a pint, and yours holds a quart, wouldn’t you be mean not to let me have my little half measure full?

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.

1837 Paternalist PlaceWashington DC, 20024

• "I may say with truth, that in few countries so much is left to the share of the laborer, and so little exacted from him, or where there is more kind attention paid to him in sickness or infirmities of age. Compare his condition with the tenants of the poor houses in the more civilized portions of Europe—look at the sick, and the old and infirm slave, on one hand, in the midst of his family and friends, under the kind superintending care of his master and mistress, and compare it with the forlorn and wretched condition of the pauper in the poorhouse."

Can You Come up with any Alternatives?

• Other Major Points or Opinions?

• Different Street Designations (maybe some creative ones not on the Address Chart)

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.

Map

Remember – different portions may call for different classifications - How could

we split up a big document . . .

The Sociology of the South: George Fitzhugh 1855

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

Establishing an Address

Foundation – Main Idea and opinion of the deliverer concerning that topic

Main Point 2 – Add SPEC significance

Main Point 3 – Add SPEC significance

Main Point 4 – Add SPEC significance

Conclusion – attach street name

Main Point 1 – Add SPEC significance

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.

In time . . .

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

Lets Try Some!

On the Irrepressible Conflict

• Our country is a theatre, which exhibits, in full operation, two radically different political systems; the one resting on the basis of servile or slave labor, the other on voluntary labor of freemen. The laborers who are enslaved are all negroes, or persons more or less purely of African derivation. But this is only accidental. The principle of the system is, that labor in every society, by whomsoever performed, is necessarily unintellectual, grovelling and base; and that the laborer, equally for his own good and for the welfare of the State, ought to be enslaved. The white laboring man, whether native or foreigner, is not enslaved, only because he cannot, as yet, be reduced to bondage.

Now let’s take some of the remaining Documents and work as groups and report

out.

Constructing an Address:

Number

Could be the year, place in document or something creative

Main Point

The main point of the excerpt condensed into one or two words

Purpose

The street designation, what is the author trying to do with the main point

Place

Can be geographic location or something creative

State, Zip

Real state/zip or something creative

BE CREATIVE!

A cool route to follow!

New Streets

Apartment Numbers

Intersections

Here are some examples from different time periods:

• Any great sources you could use this with?

George Wallace's, Inaugural Address, January 14, 1963

• 1963 Segregation Way,Montgomery, Alabama

Notice how we’re using the mailing address to support geography, date, main point and overall role of the address.

Then analyze the speech• “Today I have stood, where once Jefferson

Davis stood, and took an oath to my people. It is very appropriate then that from this Cradle of the Confederacy, this very Heart of the Great Anglo-Saxon Southland, that today we sound the drum for freedom as have our generations of forebears before us done, time and time again through history. Let us rise to the call of freedom-loving blood that is in us and send our answer to the tyranny that clanks its chains upon the South. In the name of the greatest people that have ever trod this earth, I draw the line in the dust and toss the gauntlet before the feet of tyranny . . . and I say . . . segregation today . . . segregation tomorrow . . . segregation forever.”

Edward M. Kennedy, Address at the Public Memorial Service for Robert F. Kennedy, June 8, 1968 at St. Patrick's Cathedral, New

York

1968 Camelot Lane, NY, NY06081968

• Edward M. Kennedy, Address at the Public Memorial Service for Robert F. Kennedy, June 8, 1968 at St. Patrick's Cathedral, New York

• That is the way he lived. That is what he leaves us. My brother need not be idealized, or enlarged in death beyond what he was in life; to be remembered simply as a good and decent man, who saw wrong and tried to right it, saw suffering and tried to heal it, saw war and tried to stop it. Those of us who loved him and who take him to his rest today, pray that what he was to us and what he wished for others will some day come to pass for all the world. As he said many times, in many parts of this nation, to those he touched and who sought to touch him:

• "Some men see things as they are and say why. I dream things that never were and say why not."

1963 Martin’s Way, 08281963• “I am not unmindful that some of you

have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. Some of you have come from areas where your quest for freedom left you battered by storms of persecutions and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive.

• Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our modern cities, knowing that somehow this situation can and will be changed.”

Malcolm X: Message to the Grassroots October 10, 1963

• [As] long as the white man sent you to Korea, you bled. He sent you to Germany, you bled. He sent you to the South Pacific to fight the Japanese, you bled. You bleed for white people. But when it comes time to seeing your own churches being bombed and little black girls be murdered, you haven’t got no blood. You bleed when the white man says bleed; you bite when the white man says bite; and you bark when the white man says bark. I hate to say this about us, but it’s true. How are you going to be nonviolent in Mississippi, as violent as you were in Korea? How can you justify being nonviolent in Mississippi and Alabama, when your churches are being bombed, and your little girls are being murdered, and at the same time you’re going to violent with Hitler, and Tojo, and somebody else that you don’t even know?

1963 Malcolm's Way, 10101963

• If violence is wrong in America, violence is wrong abroad. If it’s wrong to be violent defending black women and black children and black babies and black men, then it’s wrong for America to draft us and make us violent abroad in defense of her. And if it is right for America to draft us, and teach us how to be violent in defense of her, then it is right for you and me to do whatever is necessary to defend our own people right here in this country.

Address ChartAddress and Description Address and Description

Way: Proposes a solution to a problem Circle: Seeks to brings closure to an issue or announce the conclusion of project, marks the end of an era.

Drive: Charts a new course or Direction, announces a new policy

Lane: Raises issues associated with historical memory; the long term consequences or legacy of an issue.

Place: Sets the parameters of a policy or historical moment

Court: Someone flirting with or “Courting” disaster or victory.

Foundation – Main Idea and opinion of the deliverer concerning that topic

Main Point 2 – Add SPEC significance

Main Point 3 – Add SPEC significance

Main Point 4 – Add SPEC significance

Conclusion – attach street name

Main Point 1 – Add SPEC significance

Where are we now?

Conflicting Addresses

1776 Abigail PlaceUnit 345

Quincy MA, 02169

• "I long to hear that you have declared an independency. And, by the way, in the new code of laws which I suppose it will be necessary for you to make, I desire you would remember the ladies and be more generous and favorable to them than your ancestors.

• Do not put such unlimited power into the hands of the husbands. Remember, all men would be tyrants if they could. If particular care and attention is not paid to the ladies, we are determined to foment a rebellion, and will not hold ourselves bound by any laws in which we have no voice or representation. That your sex are naturally tyrannical is a truth so thoroughly established as to admit of no dispute; but such of you as wish to be happy willingly give up -- the harsh tide of master for the more tender and endearing one of friend. Why, then, not put it out of the power of the vicious and the lawless to use us with cruelty and indignity with impunity?

• Men of sense in all ages abhor those customs which treat us only as the (servants) of your sex; regard us then as being placed by Providence under your protection, and in imitation of the Supreme Being make use of that power only for our happiness."

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. Althoughthey 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 wouldcompletely subject us to the despotism of the petticoat, I hope General Washington and all our brave heroes would fight."

OH NO HE DIDN’T!

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."

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?

Return Address

Yep – It’s not over until we formulate a response!

(This is the part I really love!)

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.

Based on the last presentation:

• We’ve established – The Foundation– The Main Ideas– The SPECial significance– The Conclusion – And created the address

Why not make them figure out the Return Address?

Step 1

• Utilize the address determination of the Address that you or your students created.

Remember that address? Let’s respond!

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.

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.

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.

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.

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

Thesis reminder . . .

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

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

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

Envelope design image

Address determinationAddress determination

Return Address Stamp Design

What about the back of the envelope?

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

Why?

• It is going to give students practice in the following skills:

• Researching a topic• Presenting an opinion• Supporting the opinion• Citing their sources

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.

How do we know the letter was received?

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.

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.

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?

So . . .

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

Questions? Comments? Tomatoes?

Thank You! afitzpatrick@aihe.info