What’s My
Address?
Return
Address
Anthony Fitzpatrick
Vice President for Professional Development Services
The American Institute for History Education
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 PoliticalEconomic 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 Chart
Address 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 mudpuddles, 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 Place
Washington 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 Lane
Washington, 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
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
• 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!
Apartment
Numbers
New Streets
Intersections
A cool
route to
follow!
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, NY
06081968
• 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 Chart
Address 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.
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
Where are we now?
Conflicting Addresses
1776 Abigail Place
Unit 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. 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."
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
Return Address
Stamp Design
Address determination
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