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

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

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

3. California State Standards • 5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era. • Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts). • Explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings. • 5.5 Students explain the causes of the American Revolution. • Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts). • Know the significance of the first and second Continental Congresses and of the Committees of Correspondence. • Understand the people and events associated with the drafting and signing of the Declaration of Independence and the document's significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with Great Britain. • Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams). • 5.6 Students understand the course and consequences of the American Revolution. • Identify the different roles women played during the Revolution (e.g., Abigail Adams, Martha Washington, Molly Pitcher, Phillis Wheatley, Mercy Otis Warren).

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. Thomas Paine: Common Sense 1776 • 1776 Paine Place, Philadelphia, PA 19115 Notice how we’re using the mailing address to support geography, date, author, main point and overall role of the address.

15. Basic Common Sense Primer • It was absurd for an island to rule a continent. • America was not a "British nation"; it was composed of influences and peoples from all of Europe. • Even if Britain were the "mother country" of America, that made her actions all the more horrendous, for no mother would harm her children so brutally. • Being a part of Britain would drag America into unnecessary European wars, and keep it from the international commerce at which America excelled. • The distance between the two nations made governing the colonies from England unwieldy. If some wrong were to be petitioned to Parliament, it would take a year before the colonies received a response. • The New World was discovered shortly before the Reformation. The Puritans believed that God wanted to give them a safe haven from the persecution of British rule. • Britain ruled the colonies for its own benefit, and did not consider the best interests of the colonists in governing them.

16. 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

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

18. Then analyze the speech • “In the following pages I offer nothing more than simple facts, plain arguments, and common sense. • Everything that is right or reasonable pleads for separation. The blood of the slain, the weeping voice of nature cries, ‘TIS TIME TO PART. • Nothing but independence can keep the peace of the continent. A government of our own is our natural right.”

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

20. 1776 Paine Drive? • Are there any ways you could justify the assertion I just made?

21. 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

22. 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

23. 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.

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

25. Lets Try Some!

26. 1776 Abigail PlaceUnit 345Quincy MA, 02169

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

28. 1765 Stamp 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

29. 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

30. Let’s Flip the Script • The Declaration of Independence

31. Address Chart

32. The Declaration of Independence 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

33. Let’s think about the documents from yesterday . . . The Mayflower Compact City Upon a Hill

34. Where are we now?

35. Conflicting Addresses

36. 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."

37. 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."

38. OH NO HE DIDN’T!

39. 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?

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

41. 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.

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

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

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

45. 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.

46. 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.

47. 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.

48. 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.

49. 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

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