This document describes the White Out method, a technique for analyzing primary sources to develop historical literacy. It involves removing identifying information from documents and having students use context clues to determine when and by whom the document was written. Examples are provided of students analyzing quotes and determining if they were said by Martin Luther King Jr., Abraham Lincoln, or others. The method helps students understand events of the past, narratives, language use, historical concepts, and research skills. It is presented as an engaging way to have students critically examine documents and practice historical thinking. Extensions and modifications for different grade levels are also suggested.
Reflection on GrowthFor this activity, you will reflect on your .docxcargillfilberto
Reflection on Growth
For this activity, you will reflect on your academic growth in the course.
Directions:
1. Respond to the following in a Primary Post of at least 200 words:
How do you feel you have grown as a student in this course? How will the knowledge you have gained prepare you for your future?
2. Post your Primary Post to the discussion.
3. Review your classmates' Primary Posts.
4. Thoughtfully respond to a minimum of two classmates with 100 word Secondary Posts each.
5. Be sure to cite all sources.
KIMBERLY’S POST:
In this course I have learned that history provides us with a crystal-clear picture of how various aspects of society, including technology, governmental systems, and even society as a whole, functioned in the past, enabling us to comprehend how it came to function in the manner that it does today. History enables us to observe and comprehend how societies and individuals behaved. For instance, even when a nation is at peace, we can evaluate war by looking back on previous events. The information that is used to make laws or theories about various aspects of society can be found in history. What I’ve learned in this history class can assist us in becoming more educated citizens. It reveals who we are as a group and being aware of this is essential to preserving a democratic society. Through educated debates and the refinement of people's fundamental beliefs, this information enables individuals to take an active role in the political arena. People can even alter their previous beliefs with the knowledge of history.
During this course, I have gained a sense of identity from our history. In fact, one of the main reasons why history is still taught in schools all over the world is because of this. Historians have gained insight into the origins of nations, families, and groups, as well as their evolution and development over time. An individual can comprehend how their family interacted with larger historical change when they take it upon themselves to delve deeply into their own family's history.
SHELIA’S POST:
In this American History II course, I feel I have grown academically. My academic growth is reflected not only in the grades I have received but in the treasure of priceless and important historical information I have been exposed to this semester. I have received, learned and have grown as a student in this course because I have had the opportunity to obtain valuable American History that was not covered in my previous history courses from presidents, wars, to supreme court rulings, house of representatives, congress and other government . I was glad to have current American History as well as much needed African American History in this course. Although a virtual class Mr. Fogg assignments allowed us to freely write and discuss our thoughts with each other as student peers and was availble for conferences. The most memorable lesson will be the CPI: Longview Red Hot Summer because I have personal ties in Longv.
1. African AmericansThey are also known as the black Americans.docxjackiewalcutt
1. African Americans
They are also known as the black Americans or the Afro Americans. They are a group of citizens or residents living in the United States of America and they have partial or total ancestry from any native population of the sub-Saharan Africa. Some are also descendants of African Slaves. They are the second largest ethnic and racial minority in the United States
2. Events
Event 1: 1877 to 1945
Event: National Association for the Advancement of Colored people (NAACP)
In 12th February 1909 the National Association for advancement of colored people was founded by sixty prominent black and white intellectuals, reformers and socialists like James Weldon, Ella Baker, Moor field Storey, Walter white, Roy Wilkins, Benjamin among others they were led by W.E.B Du Bois in New York. The organization was founded when the United States was facing a national crisis of racism to secure the civil and political rights of African Americans and fight for justice for all Americans.103 years later since its inception it’s the oldest, largest and most influential civil rights organization (Tishkoff, Reed, Friedlaender, Ehret, Ranciaro, Froment & Williams, 2009).
Event 2:1877 to 1945
Event: Universal Negro Improvement Association (UNIA)
In August1914 Marcus Garvey established the universal Negro Improvement association an influential nationalist organization in Jamaica where it operated until he moved to England in 1935 ( Sitkoff, 2009). The organization was founded to promote the spirit of race and pride and also create the sense of peace in black people and to unite all Africa and its Diasporas and redeem it from white rule. The UNIA closed in 1982 but it is recognized as a historic landmark by the National Register of Historic Places and the Ohio Historic Preservation Office (Marable, 1991).
Event 3: 1945 to present
Event: Southern Christian Leadership Conference (SCLC)
Between January and February 1957 a civil rights group named the Southern Christian Leadership Conference was founded by Martin Luther king, Charles k Steele and Fred L Shuttle worth in New Orleans to fight all forms of segregation (Harding, 1981).
Event 4: 1945 to present
Event: The first African American President and Attorney General
In 2008 senator Barack Obama from Chicago became the first African American President nominee as a major party nominee for president. On November 4th 2009 he became the first African American president to be elected president and the 44th president of the United States of America. On February 2nd Erick H Holder became the first African American to serve as Attorney General.
3. Sources
Primary Sources
Washington, J. M. (1986). The essential writings and speeches of Martin Luther King, Jr. San Francisco: Harper San Francisco.
In 28th August 1963 martin Luther King in his speech spoke of how he longed for unity between the white and black Americans and freedom for the black Americans his speech has been recited by many people and it clearly ...
Running head Civil Rights Leaders Malcolm X1Civil Rights L.docxsusanschei
Running head: Civil Rights Leaders: Malcolm X
1
Civil Rights Leaders: Malcolm X
3Civil Rights Leaders: Malcolm X
Student’s Name
Institution Affiliation
Civil Rights Leaders: Malcolm X
Malcolm X born as Malcolm Little in 1925 Omaha Nebraska will be remembered for many things, but mostly, he is remembered for being one of the most African Americans in history. He was orphaned at an early age after his father was killed and his mother placed in a mental institution. He was later arrested and imprisoned at 20 for larceny and in there he become a member of the Nation of Islam. After his parole in 1952, he was become one of the top most leaders of the organization. His name X was a name he took up while in prison to symbolize his stolen African Identity and the fact that the Nation Islam spoke of Europeans as Immoral and advocated for Black Nationalism and racial separatism pulled Malcolm to the organization. This is the same message he spoke to people while in and out of prison and it captured many people’s hearts (History, 2016).
He will be remembered for his leadership in Islam that saw the population grow from 400 to 40,000 members in a span of 10 years. He exhorted black communities to cast of Slavism by whichever means possible, violence inclusive. He was the first African American to form the Afro-American Unity organization where he spoke with so much conviction that the problem facing African-Americans in the U.S.A. was racism and not the white counter parts as many would have thought. Malcolm will be remembered for making speeches that racism should be rid of as it was the greatest foe to African-Americans and his passion for the rights of his people made his movement gain many followers and he became one of the most influential civil rights movement in history (History, 2016).
References
History. (2016). This Day In History: Malcomm X Assasinated. History, 1.
HIS 1120, American History II 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
8. Analyze the social, political, and economic impact on civil rights from the mid-20th century to
today.
Reading Assignment
H. J. Res. 1145, 88th Cong. 88-408 (1964) (enacted). Retrieved from
http://www.ourdocuments.gov/doc.php?doc=98&page=transcript
Kennedy, J. F. (1962, September 12). 1962-09-12 Rice University [Speech]. Retrieved from
http://www.jfklibrary.org/Asset-Viewer/MkATdOcdU06X5uNHbmqm1Q.aspx
Kennedy, R. F. (1968, April 4). 1968-04-04 RFK on MLK [Audio file]. Retrieved from
https://commons.wikimedia.org/wiki/File:1968-04-04_RFK_on_MLK.ogg
The Bay of Pigs. (n.d.). JFK in history. Retrieved from http://www.jfklibrary.org/JFK/JFK-in-History/The-Bay-of-
Pigs.aspx
In order to access the resources below, you must first log into the myWaldorf Student Portal and access the
America: History and Life with Full Text database within the Waldorf Online Library.
In order to access the following resource(s ...
Final Course Project-Perspectives on a Famous Personality (Due, Su.docxpauline234567
Final Course Project-Perspectives on a Famous Personality (Due, Sunday Week 8: 20 points)
The purpose of this assignment is to give you experience applying the theories you are learning about to a real personality. You will begin by choosing an interesting person to study and analyze. Be sure to choose someone you truly find interesting, because this person will be your focus throughout the course. Choose a public person you like (a politician, movie star, musician, author, etc.), living or deceased. The only requirement is that there must be sufficient information available about this person’s life for you to adequately complete the assignment. Below is a short list of some interesting people whom you might want to consider: (you choose outside of list but let me know who you choose by week 2)
Mother Teresa
Condoleezza Rice
Malcolm X
John F. Kennedy
Maya Angelou
Richard Nixon
Serena Williams
Emmanuelle Charpentier
Fidel Castro
Barack Obama
Bill Cosby
Oprah Winfrey
Mohandas Gandhi
Pablo Picasso
Bill Gates
Michael Jackson
Benjamin Franklin
Jonas Salk
Marie Curie
Napoleon Bonaparte
Johnny Depp
Elaine Chao
Elon Musk
Woodrow Wilson
Mike Tyson
Saddam Hussein
Steve Jobs
Tyler Perry
Harry Truman
Adolf Hitler
Franklin D. Roosevelt
Pope John Paul II
The Dalai Lama
Henry Ford
Rosa Parks
Princess Diana
Cesar Chavez
Eleanor Roosevelt
Simone de Beauvoir
Sigmund Freud
Abraham Lincoln
Winston Churchill
Madonna
Ellen Ochoa
Ellen DeGeneres
Jason Momoa
Eva Peron
Malala Yousafzai
Paul McCartney
Awkwafina
Drew Barrymore
Kurt Cobain
Howard Hughes
Deepak Chopra
Jimmy Carter
Martin Luther King, Jr
Martha Stewart
IMAN
Queen Elizabeth II
George Washington Carver
Before starting your paper, find and read a good biography or autobiography of this person. (
Important: If you can’t find a book-length biography, choose someone else.) Supplement your book with newspaper or magazine articles and interviews. Your goal is to get to know this person well, giving you plenty of information upon which to base your analyses of his or her personality.
Paper Instructions: Analyze this person from 2 of the eight major perspectives explored over the course of the class, using at least five different sources (biographies, printed interviews, etc.). Quality papers will provide a thorough and well-written theoretical analysis, will connect analysis to evidence from your readings, and make specific connections related back to the concepts and theories studied in class. The course textbook should be used as a cited reference to help support your analysis and insights about the person you select.
Specifics: Papers should be approximately 7 pages. Papers should conform to APA style, including citation of all sources used.
Howard Zinn: A Challenge to
American Exceptionalism
Here is an excerpt from an article written by American
historian and philosopher Howard Zinn.
In reality, we have never been just a city on a hill. A few
years after.
Acolyte Episodes review (TV series) The Acolyte. Learn about the influence of the program on the Star Wars world, as well as new characters and story twists.
04062024_First India Newspaper Jaipur.pdfFIRST INDIA
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
CLICK:- https://firstindia.co.in/
#First_India_NewsPaper
‘वोटर्स विल मस्ट प्रीवेल’ (मतदाताओं को जीतना होगा) अभियान द्वारा जारी हेल्पलाइन नंबर, 4 जून को सुबह 7 बजे से दोपहर 12 बजे तक मतगणना प्रक्रिया में कहीं भी किसी भी तरह के उल्लंघन की रिपोर्ट करने के लिए खुला रहेगा।
El Puerto de Algeciras continúa un año más como el más eficiente del continente europeo y vuelve a situarse en el “top ten” mundial, según el informe The Container Port Performance Index 2023 (CPPI), elaborado por el Banco Mundial y la consultora S&P Global.
El informe CPPI utiliza dos enfoques metodológicos diferentes para calcular la clasificación del índice: uno administrativo o técnico y otro estadístico, basado en análisis factorial (FA). Según los autores, esta dualidad pretende asegurar una clasificación que refleje con precisión el rendimiento real del puerto, a la vez que sea estadísticamente sólida. En esta edición del informe CPPI 2023, se han empleado los mismos enfoques metodológicos y se ha aplicado un método de agregación de clasificaciones para combinar los resultados de ambos enfoques y obtener una clasificación agregada.
An astonishing, first-of-its-kind, report by the NYT assessing damage in Ukraine. Even if the war ends tomorrow, in many places there will be nothing to go back to.
Here is Gabe Whitley's response to my defamation lawsuit for him calling me a rapist and perjurer in court documents.
You have to read it to believe it, but after you read it, you won't believe it. And I included eight examples of defamatory statements/
1. White Out!
A Detective Approach
to Improve Historical Literacy
Anthony Fitzpatrick
The American Institute for History Education
2. What is White Out
• White Out is a method of document
analysis for students designed to help them
develop a sense of historical literacy
through the use of primary sources.
• The White Out Method focuses on student
understanding in five key areas. They
include
• Understanding Events of the past
• Appreciating Narratives of the past
• Understanding and dealing with the
language of the past
• Understanding historical concepts such as
causation, motivation and empathy
• Research skills
3. How it works
• Select a document
that makes reference
to historical content.
The document can
involve an event
covered in class or
one that will be
covered in the future.
You can also select a
personality central to
the content.
4. How it works
• Choose a passage that
raises a historically
significant issue that
applies to United States
History over a wide span
of time. For example:
issues concerning labor,
gender equality, civil
rights, and political
factions etc.
5. In simple terms . . .
• Is this a quote,
cartoon, concept
that could be used
over time?
• Use a quote from the
1770s. Can you
“hear” the 1960s if
you closed your
eyes?
6. Setting up a White Out
• Next, choose a passage
from the document that
could apply to other
periods or episodes in US
History in order to help
students make
comparisons. Remove all
bibliographic material that
would reveal the author
and date of the source.
Here is an example:
7. Setting up a White Out: Who
Said . . .
• “a revolt has arisen all over our
country, from Mississippi on the
shores of the Gulf-kissed coast in
the South to the stony crags of
Maine in the North, and from the
Atlantic to the Pacific Oceans, by
southern Democrats and those
freedom-loving Americans
everywhere, at this attempt to
destroy the true civil rights of the
citizens of our great and common
country? For, I again call to the
attention of my northern colleagues
what I have often repeated upon the
floor of this House, namely, that the
South is not the only section
aggrieved by those proposed
unconstitutional laws, the same
sharp resentment at the
interference by a powerful Federal
Government with their individual
liberties as the people of the South.”
• Confederate Vice President
Alexander Stephens, 1861 in
response to outbreak of the Civil
War.
• William M. Colmer, Democratic
representative from Mississippi,
1948 in response to President
Harry Truman’s Civil Rights
Speech
• Governor Orval Faubus 1957 in
response to the Supreme Court’s
decision in Brown v. Board of
Education and the announcement
that nine Black students would
attempt to integrate Little Rock
High School.
8. Setting up a White Out
(continued)
• Have students
contextualize the
document by asking
questions about the
authors language and
the issues discussed.
Do the issues raised by
the author’s reveal
anything about when the
document was created?
How about the
language?
9. Setting up a White Out: Is it
Harry S. Truman?
• “Mr. Speaker, not since the first gun
was fired on Fort Sumter, resulting as
it did in the greatest fratricidal strife in
the history of the world, has any
message of any President of these
glorious United States provoked so
much controversy, and resulted in the
driving of a schism in the ranks of our
people, as did President Truman's so-
called civil-rights message, sent to the
Congress several weeks ago. Not only
did that message provoke serious
racial controversies, but it raised anew
the issue of the rights of the sovereign
States as against a strong centralized
government and drove a devastating
wedge into the unity of the Democratic
Party at a time when that party was
riding high on a wave of popularity in
the entire country.”
10. White Out Revealed! William M. Colmer
(1948)
• Does any fair-minded American find amazement, however, that the people of the
South are in revolt against the leadership of the Democratic Party? It is necessary to
remind any student of political history in this country that it was the section from which
I hail that has cradled, nourished, and sustained the Democratic Party throughout its
lean as well as its prosperous years? The South has ever been a strong believer in
and contender for the Jeffersonian theory of democracy. It has ever been ready to
fight for those principles. Many of its most gallant sons shed their precious blood
upon the altar of States' rights. Certainly it is not surprising, therefore, that it should
take the lead in the battle against this program, which would destroy the last vestige
of the rights of the sovereign States....
• But now, for the first time in the history of the country, and the loyalty of my section to
the Democratic Party, a President of the United States has asked the Congress to
enact such a devastating, obnoxious, and repugnant program to the people of that
section and their Jeffersonian conception of democracy as this so-called civil-rights
program. No President, either Democrat or Republican, has ever seen fit heretofore
to make such recommendations.
• Excerpted from: Congressional Record - House, April 8, 1948, pp. 4270-4272.
Speaker: William M. Colmer, Democratic Representative from Mississippi.
11. Advantages of the White Out Approach:
Understanding Events of the Past
• By incorporating prior
knowledge along with
critical thinking students
will develop the ability to
sort out contestable and
non-contestable facts in
order to analyze primary
sources as well as
historians interpretations
of past events through
the creation of historical
narratives.
12. Advantages of the White Out Approach:
Understanding and dealing with the language of
the past
• Students develop an
appreciation of the
importance of language
as a transmitter of culture
and how language can be
a window into the past.
Students also learn to
appreciate the problems
associated with a reliable
translation or transcription
of a source as a potential
problem in constructing
historical narratives.
13. Advantages of the White Out
Approach: Embedded Principles
• “We hold these truths to
be self evident . . .
• Certain basic American
values are reflected in
historical documents.
Identifying these and
exposing them to
students can be a fruitful
intellectual exercise.
14. Another White Out example:
Who said . . .
• “the crushing burdens which now
oppress both races in the South will
cause each to make an effort to cast
them off. They will see a similarity of
cause and a similarity of remedy. They
will recognize that each should help the
other in the work of repealing bad laws
and enacting good ones. They will
become political allies, and neither can
injure the other without weakening both.
It will be to the interest of both that each
should have justice. And on these broad
lines of mutual interest, mutual
forbearance, and mutual support the
present will be made the stepping-stone
to future peace and prosperity.”
• Martin Luther King, “I
Have a Dream Speech,
1963.
• Booker T. Washington,
The Atlanta
Compromise Speech,
1895.
• Tom Watson, “The
Negro Question in the
South,” 1892.
• Abraham Lincoln, “The
Gettysburg Address,
“1863.
15. White Out Revealed
• Source: Thomas E.
Watson, “The Negro
Question in the South,”
The Arena, VI (October
1892): 540–550.
Reprinted in George
Brown Tindall, ed., A
Populist Reader:
Selections from the
Works of American
Populist Leaders (New
York: Harper & Row,
1966), 118–128.
16. Let’s try another one:
Who Said . . . ?
• “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.”
17. White Out Revealed
• William Seward.
What is his
ESP?
– Remember that
from last time?
• In what was arguably the most
famous Republican speech of
the 1850s, Seward foretold "an
irrepressible conflict" between
slave and free states. He
asserted that either the North
would succumb to slavery or the
South would succumb to
freedom.
18. How about Woodrow Wilson?
• But I had a greater obligation
than to think only of the years
of my administration and of the
next election. I had to think of
the effect of my decision on
the next generation and on the
future of peace and freedom in
America and in the world.
• Let us all understand that the
question before us is not
whether some Americans are
for peace and some
Americans are against peace.
• Woodrow Wilson April 2,
1917
• Richard Nixon, November
3, 1969
• George W. Bush
September 7, 2003
• Barack Obama January
20,2009
19. Barack Obama?
• We have adopted a plan
which we have worked
out in cooperation with
the ------ for the complete
withdrawal of all U.S.
combat ground forces,
and their replacement by
------ forces on an orderly
scheduled timetable. This
withdrawal will be made
from strength and not
from weakness.
• Woodrow Wilson April
2, 1917
• Richard Nixon,
November 3, 1969
• George W. Bush
September 7, 2003
• Barack Obama
January 20,2009
21. Whiting out America’s emergence
in the world!
• “Our objectives in ------ are
clear, our goals defined and
familiar: -------- withdraw
from -------- completely,
immediately, and without
condition. --------- legitimate
government must be
restored. The security and
stability of ----------- must be
assured. And American
citizens abroad must be
protected.”
• What are the context clues?
– What are some common
themes that connect these
events?
– What separates them?
• Who said this?
– President Cleveland in
reference to Hawaii.
– President George H.W. Bush
in reference to Kuwait.
– President Lyndon Johnson in
reference to Vietnam.
22. And the winner is . . .
• George H. W.
Bush's Address
to Congress on
the Persian Gulf
Crisis (1990) .
23. Another Try . . .
• The people to whom
your fathers told of the
living God, and taught
to call 'Father,' and
whom the sons now
seek to despoil and
destroy, are crying
aloud to Him in their
time of trouble; and He
will keep His promise,
and will listen to the
voices of His ---------
children lamenting for
their homes.
• Yasser Arafat in
reference to the
founding of the
Palestinian Liberation
Organization.
• Queen Liliuokalani of
Hawaii in the face of
being deposed.
• Barak Obama
referencing Darfur in
2006.
24. And the winner . . .
• Queen
Liliuokalani in
the face of
revolution and
military
incursion in
Hawaii.
25. White Out the Early Federal Period
(Maybe . . . Insert maniacal laugh)
• As the government of the
United States of America is not
in any sense founded on the
Christian Religion,-as it has in
itself no character of enmity
against the laws, religion or
tranquility of ---------and as the
said States never have
entered into any war or act of
hostility against any ---------
nation, it is declared by the
parties that no pretext arising
from religious opinions shall
ever produce an interruption of
the harmony existing between
the two countries.
• Treaty of Peace and Friendship,
Signed at Tripoli November 4,
1796 .
• Television Address to the People
of Pakistan From Islamabad,
Pakistan Bill Clinton 1998.
• William McKinley addresses the
annexation of the Philippines.
August 12, 1898.
26. Survey Says . . .
• Treaty of Peace and
Friendship, Signed at
Tripoli November 4,
1796
• Picture is the burning of the Frigate
Philadelphia, 16 February 1804.
Note the picture was a
representation of the Barbary Wars
– but was of an event that occurred
after this treaty.
27. Let’s try this one . . .
• "The government
does not want to and
should not want to
own banks. I think
nationalizing the
banks is an absolutely
wrong thing to do.”
• Thomas Jefferson in
response to Alexander
Hamilton’s proposal.
• Senator Mitch McConnell
in anticipation of TARP
funds going to banks.
• George HW Bush
responding to a proposed
bailout of Savings and
Loan institutions
28. And our winner?
• Senator Mitch
McConnell
– You’re going to find
SO many articles
referencing the
nationalization of
banks – maybe more
so with Andrew
Jackson. The
challenge will be to
find worthy sources
from the present-day.
33. White Out in the Intermediate
Classroom.
• You may be thinking to yourself – No Way
will my kids have the background
knowledge to even take a wild guess . . .
• GOOD POINT!
– So how can the intermediate teacher modify
this strategy, get the most out of it, and
prepare students for when they encounter this
type of activity later?
34. OR . . .
– Turn it into a memory game
with the author/ context on
one card and the quote on
another. It can be the base
concept for a wonderful
lesson! Any other ideas???
• Remember – just by
starting an exercise like
this, you are making a
HUGE difference! Can
you imagine your students
walking into a high school
classroom knowing the
author and context for
some of American
history’s best quotes and
concepts!
35. Extension for AP, Advanced and
the plain old curious student . . .
• CHANGE OVER TIME!
– In disqualifying answers and understanding
what makes even similar historical
circumstances unique, students will begin
practicing change over time.
36. But where do I begin?
• Look at your themes (ESP as an example)
• Do a search for speeches and/or quotes
• Also these are broad areas with LOTS of
stuff–
– American Foreign Policy
– Expansion of rights
– Economic policy (look at Boom and Bust
times)
37. Use the Founding Fathers:
• Ideally, we are learning what makes each
founding father unique – (otherwise, it’s
just a bunch of guys that make a
government)
• Only use the big names:
– Washington, Franklin, Adams, Henry,
Madison, Jefferson, Hamilton
38. Tap into that Cultural Literacy!
• Is life so dear, or
peace so sweet, as to
be purchased at the
price of chains and
slavery? Forbid it,
Almighty God! I know
not what course
others may take; but
as for me, give me
liberty or give me
death!
• James Madison
– Federalist 10
• Patrick Henry
– Speech to Virginia
Commonwealth
• George Washington
– Farewell Address
39. This one was easy for us:
• Patrick Henry’s
“Treason” Speech.
March 23 1775.
40. Scaffold the activity
• First time out – use a famous quote that
they know: “I cannot tell a lie.” Etc.
– Make sure the “negative” answers are
decently obvious.
• The kids should be justifying why they know their
answer to be right. In time – their explanations will
become more sophisticated.
41. As you do this more . . .
• They will have to think more specifically
using context clues.
– This, like other things, is an acquired skill.
• You can begin to make it tougher as the year goes
on and they have more content to draw from.
42. Where does this fit into my
classroom?
• I think it’s a wonderful
“Do Now”, warm-up,
Anticipatory Set,
Closure Activity.
43. E-mail me your White Outs!
afitzpatrick@aihe.info
Thank You SO Much!!!!