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

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What’s My Address?

Return Address

Anthony Fitzpatrick

Vice President for Professional Development Services

The American Institute for History Education


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 address1
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
Popular Addresses

  • Way: Proposes a solution to a problem

    1963 Political/Economic 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 addresses1
Popular Addresses

  • Circle: Seeks to bring 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.



We shall never surrender
“We Shall Never Surrender”

  • 641940 We Will Stand Drive,

    Apt 10

    Downing, LDN, SW1A 2AA.

    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
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



Then analyze the speech
Then analyze the speech justification.

  • Even though large tracts of Europe and many old and famous States have fallen or may fall into the grip of the Gestapo and all the odious apparatus of Nazi rule, we shall not flag or fail. We shall go on to the end. We shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our island, whatever the cost may be.We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender, and if, which I do not for a moment believe, this island or a large part of it were subjugated and starving, then our Empire beyond the seas, armed and guarded by the British Fleet, would carry on the struggle, until, in God's good time, the new world, with all its power and might, steps forth to the rescue and the liberation of the old.


Why is this address determination important
Why is this address determination important? justification.

  • It’s going to serve as the basis for constructing a thesis statement that students will prove and validate.


Remember – different portions may call for different classifications - How could we split up a big document . . .


A house cannot be built on a weak foundation
A House cannot be built on a weak Foundation classifications - How could we split up a big document . . .

  • 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
Establishing an Address classifications - How could we split up a big document . . .

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


Scaffolding the process
Scaffolding the process classifications - How could we split up a big document . . .

  • 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
In time . . . classifications - How could we split up a big document . . .

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



Constructing an address
Constructing an Address: groups and report out.

Real state/zip or something creative


Be creative
BE CREATIVE! groups and report out.


Address chart1
Address Chart groups and report out.


Conclusion – attach street name groups and report out.

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


Where are we now
Where are we groups and report out. now?


Conflicting addresses
Conflicting Addresses groups and report out.


Give your students more than one avenue
Give your students more than one avenue! groups and report out.

  • Letters between two people are a WONDERFUL way of engaging the first part of this activity.

  • BUT WAIT – There’s more?


Let s dbq it
Let’s DBQ it! groups and report out.

  • Now we can get bonus points on our DBQ’s by grouping documents according to purpose using the address chart!

  • Your students will not only analyze the documents in sophisticated ways, but they will be proving a thesis/ argument.


The ap us essay guidelines
The AP US Essay Guidelines groups and report out.

  • The standard essay questions may require students to relate developments indifferent areas (e.g., the political implications of an economic issue), to analyze common themes in different time periods (e.g., the concept of national interest in U.S. foreign policy), or to compare individual or group experiences that reflect socioeconomic, ethnic, racial, or gender differences (e.g., social mobility and cultural pluralism). Although historiography is not emphasized in the exam, students are expected to have a general understanding of key interpretations of major historical events. When questions based on literary materials are included, the emphasis will not be on literature as art but rather on its relation to politics, social and economic life, or related cultural and intellectual movements.

  • Answers to standard essay questions will be judged on the strength of the thesis developed, the quality of the historical argument, and the evidence offered in support of the argument, rather than on the factual information per se. Unless a question asks otherwise, students will not be penalized for omitting one or another specific illustration.

  • The required DBQ differs from the standard essays in its emphasis on the ability to analyze and synthesize historical data and assess verbal, quantitative, or pictorial materials as historical evidence. Like the standard essay, however, the DBQ will also be judged on its thesis, argument, and supporting evidence.

  • Although confined to no single format, the documents contained in the DBQ are unlikely to be the familiar classics (the Emancipation Proclamation or Declaration of Independence, for example), but their authors may be major historical figures. The documents vary in length and are chosen to illustrate interactions and complexities within the material. The material will include—where the question is suitable— charts, graphs, cartoons, and pictures, as well as written materials. In addition to calling upon a broad spectrum of historical skills, the diversity of materials will allow students to assess the value of different sorts of documents. The DBQ will typically require students to relate the documents to a historical period or theme and, thus, to focus on major periods and issues. For this reason, outside knowledge is very important and must be incorporated into the student’s essay if the highest scores are to be earned. It should be noted that the emphasis of the DBQ will be on analysis and synthesis, not historical narrative.


Return address

Return Address groups and report out.

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

(This is the part I really love!)


The premise
The Premise groups and report out.

  • 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
Based on the last presentation: groups and report out.

  • We’ve established

    • The Foundation

    • The Main Ideas

    • The SPECial significance

    • The Conclusion

    • And created the address



Step 1
Step 1 groups and report out.

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

Remember that address? Let’s respond!


Step 2
Step 2 groups and report out.

  • 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 groups and report out.

  • 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
The Mailbox groups and report out.

  • 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
Step 3 groups and report out.

  • 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
Sample Friendly Letter Format groups and report out.

  • 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
Thesis reminder . . . groups and report out.

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


What s on the envelope make it creative
What’s on the envelope? Make it creative!!! groups and report out.

  • 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



Envelope design image
Envelope design image encapsulates the issue

Return Address

Stamp Design

Address determination


What about the back of the envelope
What about the back of the envelope? encapsulates the issue


Citations of sources go on the back
Citations of sources go on the back. encapsulates the issue

  • 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? encapsulates the issue

  • 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
Let’s 2.0 it . . . encapsulates the issue

  • 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.



Final step
Final step encapsulates the issue

  • 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
How about? encapsulates the issue

  • 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
Extension . . . encapsulates the issue

  • 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 . . . encapsulates the issue

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


Questions comments tomatoes
Questions? Comments? Tomatoes? encapsulates the issue



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