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19th Century Sports as a Societal Constant
By: Pam Barr
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CONCEPT BASED TITLE: 19th Century Sports as a Societal Constant
CONCEPT(s) 1-2: Change, Diversity, Equality, Then and Now
LEARNING OUTCOME STATEMENTS – Students will have a better tolerance for change,
diversity and equality as they occur in their lives today by role playing 19th and early 20th century
sports figures from diverse races and gender. Students will investigate the concepts across the
content using a variety of teaching strategies to explore the specific areas of entertainment, work,
communication and transportation.
HOOK – To build background knowledge and motivation for the concept I
will begin this lesson by showing a clip from the movie, Field of Dreams,
where Character Terrance Mann speaks about the meaning of baseball.
Ray, people will come Ray. They'll come to Iowa for reasons they can't even
fathom. They'll turn up your driveway not knowing for sure why they're doing it.
They'll arrive at your door as innocent as children, longing for the past. Of
course, we won't mind if you look around, you'll say. It's only $20 per person.
They'll pass over the money without even thinking about it: for it is money they
have and peace they lack. And they'll walk out to the bleachers; sit in
shirtsleeves on a perfect afternoon. They'll find they have reserved seats
somewhere along one of the baselines, where they sat when they were children
and cheered their heroes. And they'll watch the game and it'll be as if they
dipped themselves in magic waters. The memories will be so thick they'll have
to brush them away from their faces. People will come Ray. The one constant
through all the years, Ray, has been baseball. America has rolled by like an
army of steamrollers. It has been erased like a blackboard, rebuilt and erased
again. But baseball has marked the time. This field, this game: it's a part of our
past, Ray. It reminds of us of all that once was good and it could be again. Oh...
people will come Ray. People will most definitely come (Phil Alden Robinson
film Field of Dreams, based on Shoeless Joe by W. P. Kinsella).
After the clip the students will write a reflection on what they think baseball was like in the 19th
and early 20th century according to his words and portrayal of them. We will then look at a clip
from http://www.youtube.com/watch?v=kJwsUGbs4Bc about the All American Women’s
Baseball league. Might even play the song clip from the movie, A League of their Own. Then I
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will pose the question for a Socratic Seminar discussion and create a concept map for; what is
the meaning of change? Teacher/National/Secondary Source
OVERVIEW – This investigation should take 4 to 6 weeks.
Week 1&2- What is the meaning of change?
Teaching the above hook lessons. I will use the reflection and Socratic Seminar discussion as
my pre-assessment tools. I plan on having the students’ participation in creating a rubric for both
assessments. This will need to occur before the teaching strategies are put into practice.
Reading
During the reading block we will work on determining fact and fictional information through
using a graphic organizer after portraying the Reader’s Theater found at scholastic.com/scope.
We will complete the graphic organizers found at scholastic.com/scope. We will also work on
Questioning by asking questions beyond, within, and about the stories.
Teacher/National/Secondary Source
We will also begin reading stories about the history of baseball such as:
Secondary Sources
* Aldridge, Gwen. Baseball Archaeology: Artifacts from the Great American Pastime, 18801980. CA: Chronicle Books, 1993. Student and Teacher/National/Primary and Secondary Source
Aldridge shares hundreds of baseball history artifacts with fabulous colored pictures from the
19 century through the early 20th century. This book is written in a timeline setup and is easy to
follow. This book is a great resource for teaching the history of baseball.
th
* Kelly, John. “Integrating America: Jackie Robinson Critical Events and Black and White,”
The International Journal of History, Volume 22, issue 6, 2005. Student and
Teacher/National/Secondary Source
Jackie Robinson broke baseball's color barrier and was a major figure in the history of the
U.S. civil rights movement. Sports were very important at this time and this book shares the
critical events and how the integration of baseball began to change America. Jackie’s character
proved to be a model of how tolerance is the key to moving ahead in racial equality.
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Nelson, Kadir. We Are the Ship: The Story of Negro League Baseball, 1920-1940. New York:
Sun/Hyperion Books for Children an Imprint of Disney Book Club, 2008. Teacher
Resource/National/Secondary
This author tells the courageous story of African Americans and their struggles during the 19th
Century with racial discrimination. Nelson tells the story from the beginning of the Negro
league through the time of Jackie Robinson’s entrance into the major leagues in 1947. This book
is filled with many oil paintings that are amazing and share the times emotion.
* Stewart, Mark. Baseball: A History of the National Pastime, 1839-1997. United States: Horton
Publishing Co., 1998.
Stewart writes a complete history of baseball sharing the historical changes, significant
events, and important people who were a significant part of the games evolution. This book
contains a baseball timeline, player and team stats, and awards. The author provides a humorous
view of baseball from its beginning to now. It is full of important facts, great stories, and classic
pictures and collectables. Student and Teacher National/Primary and Secondary Source
*Winter, Jonah. Fair Ball!: 14 Great Stars from Baseball Negro Leagues, 1902-1954. New
York: Scholastic Press, 1999.
The author provides information about fourteen remarkable players from the Negro baseball
league. Winter offers pictures and biographical profiles with career highlights and stats to help
tell the story of this era. The factual information the author provides will be great for elementary
students’ and their research work. Student and Teacher/National/Secondary Source
*Geoffry C. Ward, Ken Burns, and Jim O’ Connor. Shadow Ball, The History of the Negro
Leagues. New York: Alfred A. Knopf, Inc., 1994.
This moving story of the Negro league shares the determination of the players and how they
would not let discrimination keep them from the pastime they loved. The book is based on the
PBS television documentary by Ken Burns. Ward and Burns use many authentic photos from
this time period. Shadow Ball tells the story of the history of our national pastime and how it
transformed our nation. This book is a great resource for understanding the history of American
sports. Student and Teacher +Resource/National/Secondary Source
Writing -we will begin to look at newspaper articles written during the 19th century about
baseball. We will begin to compare and contrast the writing styles of the 19th century to today’s
writing about baseball. Students will have a try this week writing about an imaginary game using
19th century and today’s styles. We will discuss the traits that make a good article and use the
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rubric shown in Appendix A for assessment. For resources see Communication resources
following.
* The Library of Congress, “Baseball’s Most Devoted Fan,” American Memory,
Harry Robert. Reprinted from the Baseball magazine of December, 1929 ... Norwich,
Conn. Bulletin, http://memory.loc.gov/cgibin/query/h?ammem/rbpebib:@field(NUMBER+@band(rbpe+01203500)),
This artifact is a newspaper article from the 19th century writing about baseball’s
most devoted fan of the time. This award given to a fan shows the importance of the
sport to society of this era. This newspaper piece will enhance students writing
knowledge of the era and help them to see the changes in news reporting.
Student/Teacher/National/Primary Source
* Music- In music class students will listen and read songs from each race and gender to begin
for inferring what times were like and how society felt about them as active participants in the
sports world. Students can listen and identify the musical genres as a whole group with the
teacher at
http://www.bsu.edu/eft/baseballsong/p/teachers/classroom_L04.html at Baseballs
Greatest Hits. Students will also begin to read this resource to recognize the different slang used
by different cultures. See resource list. Student and Teacher/State/Secondary Source
Vocabulary- Concept and thematic words will be put on a “Word Bank,” a piece of chart paper
to be used as a resource. Students and teacher will play the game “Catch Ya!” all week. This is
where students try to get caught by anyone using our vocabulary word bank is their
conversations. The person that hears it says Catch Ya! All week we will add 1 to 3 words to the
bank. Words the first week could be: change, barriers, equality, diversity, discrimination, slang,
statistics, primary and secondary sources and prejudice. Words can be added from other content
readings and lessons. http://www2.scholastic.com/browse/collection.jsp?id=518 , What are
Barriers? Teacher/National/Secondary Resource
Math- students will begin to look at statistics and the meaning and reasoning behind learning
them. http://www2.scholastic.com/browse/article.jsp?id=3751134 See Appendix B for baseball
worksheet. Another math resource would be;
http://stlouis.cardinals.mlb.com/stl/community/cap_program.jsp Teacher
Resource/National/Secondary Source
Science- Students will learn about the physics of the game of baseball. Resource:
http://www.pbs.org/safarchive/4_class/45_pguides/pguide_405/4545_bb.html#curriculum This
site offers lessons on ball movement, motion, and trajectory. Teacher
Resource/National/Secondary source
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Week 3&4- How does diversity affect change?
Reading- This week will be working on biographies/nonfiction reading. Students will choose a
baseball player from the 19th and early 20th century to study and they will bring the character to
life through role playing. Students will learn how to research and take notes for their character.
We will take a field trip to the Wayne County Historical Museum to locate information. Add
information to the concept map from week 1. Resources might be:
* Kelly, John. “Integrating America: Jackie Robinson Critical Events and Black and White,”
The International Journal of History, Volume 22, issue 6, 2005.
Jackie Robinson, breaking baseball's color barrier, gathered more attention than any other
figure in the history of US civil rights struggles. The uncanny relationships between sports,
society and politics are discoverable by pursuit of critical events, asking why specific sports
events become centrally important when and where they do. Events then embody much larger
social relations and forces, and express, even test new resolutions. The integration of Organized
Baseball was the proving ground for most US citizens for the prospect of black and white 'races'
integrating into one nation. Enduring a carefully planned campaign of stoic suffering, Robinson
became the first black closely observed by most white Americans, and known as one of 'us'
rather than one of 'them'. Student/Teacher/National/Secondary Source
* Nelson, Kadir. We Are the Ship: The Story of Negro League Baseball, 1920-1940. New York:
Sun/Hyperion Books for Children an Imprint of Disney Book Club, 2008.
Nelson tells the heroic story of the racial discrimination that occurred in the early 19th
Century. This story is told from the beginning of the Negro league inception through its decline
after Jackie Robinson crossed over to the majors in 1947. This book is filled with many oil
paintings that are rich with emotion created for the heroes of the Negro League. Students will
enjoy this book for the paintings alone. Student/Teacher/National/Secondary Resource
File-Wayne County Historical Museum, 1934, Pete Chapman from Richmond played for the
Brooklyn Dodgers.
This resource is helpful in showing students how to use their local sources to investigate and
inform them. Student/Teacher/Local/Primary Source
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* http://www.baseball-almanac.com/players/birthplace.php?loc=Indiana -Major League
Baseball Players Born in Indiana
Since the 19th Century, Major League Baseball has experienced a diverse, worldly set
of talent not seen in any other major league sport. Every state in the United States and
more than forty-five countries have had at least one player make it to the major leagues.
This web page is an all-inclusive historical list of every major league baseball player born
in Indiana. Student/Teacher/Local/Secondary
* http://www.waynet.org/recreation/baseball.htm - This resource shares a diverse amount of
information about local, state, and national baseball players and teams.
Student/Teacher/Local/State/National/Secondary Source
* Sieb, Philip. The Player: Christy Mathewson, Baseball, and the American Century, 18801925. New York: Four Walls Eight Windows, 2003.
Sieb writes about baseball’s first superstar of the 19th Century. Mathewson a great athlete that
modeled high morals built support of the sport and changed our national culture by bringing
millions of fans to professional baseball. He practiced the beliefs and standards of his country.
This book is thoughtful and inspirational recreation of an American life and a time of great
influence on our national identity. This book has nice photos of the players and people involved
with baseball at this time. Student/Teacher/National/Secondary Source
* Stewart, Mark. Baseball: A History of the National Pastime, 1839-1997. United States: Horton
Publishing Co., 1998.
This author writes a comprehensive history of baseball focusing on it evolution, momentous
events, and key personalities. This book features a baseball timeline, player and team stats, and
awards. This book provides an entertaining look at baseball from its beginning to the present. It
is full of useful facts, engaging anecdotes, and classic photographs and memorabilia.
Student/Teacher/National/Secondary Source
* Suen, Anastasia. The Story of Baseball: Sports History, 1800-1954. New York: The Rosen
Publishing Group, Inc., 2002.
Suen's book provides a comprehensive history of the sport of baseball from the early 1800’s
to the 1950’s. The author shares the different forms of baseball being played and the changes and
transformation of the game. This book includes kid friendly language and is an easy reader that
elementary students can use for a beginning research project.
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The author discusses pertinent archaeological evidence and prior research. The book includes a
number of black and white photographs of relevant artifacts.
Student/Teacher/National/Secondary Source
* Michlich, E. The Baseball Shoppe, The History of Baseball: 1857-1876,
http://www.19cbaseball.com/19th-century-baseball-bases.html, 2007.
This site features everything you need for study of 19th century sports, from history of the game
to players and equipment. It shares fabulous paintings and illustrations of the time and much
more. This site was loaded with resources for this historical study.
Student/Teacher/National/Secondary Source
* Winter, Jonah. Fair Ball!: 14 Great Stars from Baseball Negro Leagues, 1902-1954. New
York: Scholastic Press, 1999.
Winter provides baseball fans with the opportunity to get to know fourteen outstanding stars
from the Negro baseball league. The author provides portraits and lively biographical profiles
with career highlights and stats to help tell the story of the lost legends. The factual information
the author provides will be great for elementary students’ first research writing.
Teacher/Student/National/Secondary Source
* Geoffry C. Ward, Ken Burns, and Jim O’ Connor. Shadow Ball, The History of the Negro
Leagues. New York: Alfred A. Knopf, Inc., 1994.
This inspiring story of the Negro league and its talented players who would not let their skin
color keep them from the game they loved. The book is based on the PBS television
documentary by Ken Burns. The authors use dozens of dramatic authentic photos. Shadow Ball
highlights a crucial chapter in the history of our national pastime and the nation itself. This book
is a great resource for understanding the history of American sports.
Student/Teacher/National/Secondary Source
* Wong, Stephen. Baseball Treasurers, 1853-1966. New York: HarperCollins, 2007.
This book is supported and sponsored with the Smithsonian registered trademark in support of
its fabulous artifacts and factual information it shares. The chapters share information about the
equipment, jerseys, tournaments and players throughout the years. This book offers a wonderful
look into what must be one of the richest collections of baseball memorabilia in the world.
Student/Teacher/National/Secondary Source
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* “Middle-Class 'Revolutionaries' in Pursuit of Moral, Physical, Political and Social Health,”
1850-1900, International Journal of the History of Sport; Jan/Feb2010, Vol. 27 Issue 1/2, p21-29,
9p
The article discusses the role of sports in education, particularly secondary and higher
education, in Europe in the second half of the 19th century. Physical education and sports were
emphasized in education of that period for both reasons of health and as possessing social and
moral benefits. It is posited that sports were emphasized in association with the nationalism
prevalent in Europe in the late 19th century, as sports were held to exemplify the qualities of
masculinity associated with militarism. The growth of organized sports in Europe is presented as
part of what is termed modernization, a development akin to the process of industrialization and
urbanization taking place at the same time. Student/Teacher/Global/Primary Source
* Library of Congress, “Baseball: Across a Divided Society,” Primary Resource
Sets,http://www.loc.gov/teachers/classroommaterials/primarysourcesets/baseball/,
4/21/11. Student/Teacher/National/Primary Source
Song sheets, video clips, images, trading cards, and photographs tell the story of
how baseball emerged as the American national pastime. Featured primary source
items show Americans from different backgrounds and social experiences embracing
the sport.
* Library of Congress, “The Ball Game,” American Memory, Early Motion Pictures
1897-1920, http://memory.loc.gov/cgi-bin/query/D?papr:1:./temp~ammem_V5kf...,
U.S.1898. Student/Teacher/National/Primary Source
This motion picture clip is of a baseball game in its early form in 1898. This
resource is a great way to show a real artifact for students to compare and contrast
with today’s game. Real footage proves to be very convincing to students and they
will begin to understand the evolution of technology and the game.
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Writing- Students will study advertising then and now. They will compare and contrast
attributes. Then they will write and illustrate their own advertisement for their sport. Assessing
will be done with a PowerPoint presentation of their advertisement. Resources would be:
Advertisement- The Richmond Daily Telegraph, May 13, 1896 for a bicycle riding academy.
Teacher/Local/Primary Source
Advertisement- The Evening Item, April 10, 1897, for The Greatest Bicycle Invention.
Teacher/Local/Primary Source
* Music- Students will figurative language as they sing and listen to the language in this African
American Baseball song. Students will determine the cause and effect of producing this type of
music for Americans. Students will buzz about this and then share and reflect their new learning
with whole group.
* Sutro, Otto, American Memory, “Hi! Yi! Yer off now!,” African-American Sheet Music,18501920, www.http://memory.loc.gov/cgibin/query/I?aasm:2:/temp/~ammem_kUGs::displayType=2:m8...
This source is a nice addition to setting the scene for the African-American baseball players
desire to be accepted in the professional baseball leagues. The sheet music brings in traditional
African-American dialect and music style of the 19th Century era. The music cover depicts the
idea of the opportunity the sport provided for everyone. Teacher and Student/National/Primary
Source
Vocabulary- During vocabulary these weeks we will use a Word Bank and play Jeopardy. New
words are: bibliography, tolerance, acceptance, communication, etc… Resources to be added.
Students will be assessed through a vocabulary assessment (to be added).
Math- Continue to look at player and team statistics and discuss their importance. Students will
make a chart to keep stats while watching a local game (River Rats) with our Field trip.
Assessment will be the completed stat sheet.
Science- Expanding on motion and velocity/speed. Resources to be added. Resource will be a
rubric designed with the students that is placed into our science journals. Students will be asked
to record their learning and experimentation findings.
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Week 5&6- How does tolerance for change and equality affect society?
Students will investigate transportation and its importance to their players they have chosen to
role play. Week six students will present their athlete to the class.
Reading- I hope to locate a guest speaker to come in and talk about being an athlete (Vagas
Ferguson). Resources are in the following transportation listing. This will be assessed by
observation and participation in the discussion. Add and finalize Concept Map from week 1.
Students will have the opportunity to play the game simulators found in the simulations
resources below.
Writing- Students will work on taking notes and public speaking skills. Resource at:
http://www.readwritethink.org/classroom-resources/lesson-plans/note-writing-primaryclassroom-285.html This lesson includes a variety of activities related to note writing that can
be incorporated into the classroom throughout the year. The teacher should model note taking
during a whole group lessons. Reading books featuring notes, and discussing with students why
the notes were written, and then copying the notes for classroom display. Invite families to
participate by asking students to collect notes from home to share with the class. Create a
classroom message board and add good news to it throughout the day. Have students sort the
notes you have gathered based on audience, purpose, and format. Write notes to your students
and encourage them to write notes, too. Finally, explain to students when you take notes for
assessment purposes, and share those notes with students during conferences. Teacher Resource
Vocabulary- These two weeks we will play vocabulary bingo and utilize a Word Bank.
Vocabulary words to be determined later. Students will be assessed on their note taking cards.
Bingo card will also be added to the appendix later. Review past vocabulary.
Math- Students will be asked to read their favorite Major League teams stats in the PalladiumItem and we will create a class dashboard of information to track who is leading the league.
Students will be assessed through their stat reporting accuracy and reporting.
Science- We will discuss the equipment changes throughout the years and look at the materials
used then and now to discuss- why the changes. Students will record their reflections and new
knowledge into their science journals. Journals will be assessed by completing the assignment.
Wrap up/ Finale- Students will finally present to the class their 19th Century baseball player
from any gender or race by role playing that figure. Students will be assessed by their ability to
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portray the era, discuss the modes of transportation, share their ideas of change, diversity, and
equality, costume, and share any modes of communication that might have affected them when
they were playing.
RESOURCES
Strategies from- 50 Social Studies Strategies for K-8 Classrooms
1. Concept Development and Attainment- Change, Diversity,
2. Media Literacy-Electronic Field Trip, websites
3. Primary Sources
4. Secondary Sources
5. Music History-from the different cultural players
6. Guest Speakers
7. Field Trips-local baseball team
8. Graphic Organizers- Concept Map
9. Historical Characters- Jackie Robinson
10. Games- Vocabulary
11. Role Playing- 19th / early 20th century baseball players
12. Socratic Seminar
13. Buzzing then Reflecting
Transportation Resources
1. Trains http://www.uprr.com/aboutup/special_trains/homeplate/baseball.shtml
By 1876, game times were being scheduled to coincide with train schedules. For the next
75 years, baseball teams did their traveling by train. Players described the travel as the very
best way to travel because of the unity it helped create among teammates. Coaches kept track
of their players and sportswriters were able to cover teams more extensively as they traveled
with them. The expansion of the league to cities farther away travel quickly had to change
and became air travel. Teacher/National/Primary and Secondary Source
2. Chadwick, Bruce, WHEN THE GAME WAS BLACK AND WHITE. Teacher/
National/Secondary Resource
3. http://www.scuttlebuttsmallchow.com/baseball4.html Teacher
Resource/National/Secondary Source
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4. Henley Racing Team Photo 1877 (Fairground Track)-Morrison Reeves Library Bicycle
file. Teacher /Local/Primary Resource
5. Women’s Bicycle Club article 1878- Morrison Reeves Library, The Richmond
Palladium. Teacher/Local/Primary Resource
Communication Resources
1. * Songs- I’ve Been working on the Railroad- song telling what it was like working and
riding on a train. Many more already in my cited sources page. Student and Teacher
National /Secondary Resource
2. * http://www.bsu.edu/eft/baseballsong/p/teachers/classroom_L04.html website that offers
and electronic field trip sharing music genres throughout the 19th and 20th century about
baseball. Student and Teacher/State/Secondary Resource
3. Newspaper-Ihttp://essaymania.com/113033/the-negro-baseball-leagues 1911, Ed Bolden
took over the team. He was a clerk in the Philadelphia Post Office. Bolden advertised
games in the Philadelphia Tribune, which was a black newspaper. The advertisements
brought crowds of up to 3000 people to the games (Ribowsky 94). Teacher
Resource/Local/Primary Source
4. Cartoonist- Gaar Williams depicting a bicycle race through Richmond, Copyrighted by
the Chicago Tribune, 1930. Teacher Resource/Local/Primary Source
5. Newspaper- Richmond Enterprise, October 2, 1895. Found in book, Wayne County
Bicentennial By the Number, by Steve Martin-Palladium Item. Article about a women’s
baseball game written in a negative not accepting tone. Teacher/Local/Primary Source
6. Advertisement- The Richmond Daily Telegraph, May 13, 1896 for a bicycle riding
academy. Teacher/Local/Primary Source
7. Advertisement- The Evening Item, April 10, 1897, for The Greatest Bicycle Invention.
Teacher/Local/Primary Source
8. Flier- Richmond’s Greatest Sporting Event, The Richmond Item, Aug. 28, 1917.
Teacher/Local/Primary Source
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9. Article- 1879, origin???(Richmond Newspaper), Discussing roller skate business success.
Teacher/Local/Primary Source
Writing Strategies
1.
2.
3.
4.
Newspaper Article Writing- using some of the above articles
R.A.F.T.S.
Poetry
Advertisements- The Richmond Daily Telegraph, May 13, 1896 for a bicycle riding
academy. Advertisement- The Evening Item, April 10, 1897, for The Greatest Bicycle
Invention.
Vocabulary Strategies
1.
2.
3.
4.
5.
Catch Ya!
Concept Connections
Vocabulary Bingo
Word Bank
Word Jeopardy
Comprehension Strategies
1.
2.
3.
4.
5.
6.
Making Connections
Cause and Effect
Questioning
Concept Map
Figurative Language
Point of View
Role Play/Simulations Simulations
1. * http://baseball-role-playing-game.winsite.com/
Inside the Park Baseball is a state-of-the-art baseball role-playing game that lets YOU
become a professional baseball player. Create your character, get drafted and then make your
way out of the minor leagues to "The Show.” I think the students will enjoy experience this
simulation of being a baseball player. Student and Teacher/National/Secondary Source
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2. http://www-tc.pbs.org/baseball-the-tenth-inning/media/pdf/crossing_the_line.pdf
One of the most important lessons learned in history was than the one taught by Jackie
Robinson, the man who broke the “gentleman’s agreement” that no black player would be
allowed to play in major league baseball. Promoted by former player, Branch Rickey, Robinson
broke the game’s color barrier by entering the majors in 1947. He definitely had the skills and
determination to make it, but the question was, could he endure the abuse and racial attacks that
would come his way? In this activity, students explore Jackie Robinson’s character and his
impact on baseball and American civil rights. They will construct character sketches of Robinson
and various people who played a significant role during his entry and first years in major league
baseball. They will then build historical role-play skits or interviews on key events in Jackie
Robinson’s first few years in the major leagues. Teacher/National/Secondary
Web Sites
Student Resource
1.* http://www.baseballhistorian.com/index.cfm He was the fastest man from home to first
(Mantle), he had the most devastating curveball you’d ever seen (Koufax). But one man, on one
team, can only accomplish so much. A team consists of 25 players (give or take), over 162
games (give or take), and the greatest memories of baseball’s past come from the common
players, at the most uncommon of times. Welcome to baseballhistorian.com...where faded
memories return. Student/National/Secondary source
2 .http://www.nytimes.com/specials/baseball/robinson-index.html This resource could be a
teacher or student resource. It has many archives of photos, letters, and photos of the Jackie
Robinson time. National/Primary and Secondary Sources
3. http://www.bsu.edu/eft/home2/31digest.php This is a student resource. This is an electronic
fieldtrip through time with baseball history. State/Secondary Source
Teacher Resource
4. http://www.archives.gov/education/lessons/jackie-robinson/ National/Primary and Secondary
Source
Teaching With Documents:Beyond the Playing Field - Jackie Robinson, Civil Rights Advocate
Teacher/National/Primary and Secondary Sources
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5. http://www.youtube.com/watch?v=M_SqGGLs0Yw&feature=related This is a teacher
resource. This is a video of the real American Women’s baseball league.
Teacher/National/Primary Source
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Appendix A- Article Writing Rubric
Story Writing : Newspaper Article
Teacher Name: _ ________
Student Name:
________________________________________
4
3
Organization
The story is very well
organized. One idea or scene
follows another in a logical
sequence with clear
transitions.
The story is pretty well
The story is a little hard to
organized. One idea or scene follow. The transitions are
may seem out of place.
sometimes not clear.
Clear transitions are used.
Ideas and scenes seem to be
randomly arranged.
Focus on
Assigned Topic
The entire story is related to
the assigned topic and
allows the reader to
understand much more
about the topic.
Most of the story is related
to the assigned topic. The
story wanders off at one
point, but the reader can still
learn something about the
topic.
No attempt has been made
to relate the story to the
assigned topic.
Accuracy of
Facts
All facts presented in the
story are accurate.
Almost all facts presented in Most facts presented in the
the story are accurate.
story are accurate (at least
70%).
There are several factual
errors in the story.
Spelling and
Punctuation
There are no spelling or
punctuation errors in the
final draft. Character and
place names that the author
invented are spelled
consistently throughout.
There is one spelling or
There are 2-3 spelling and
punctuation error in the final punctuation errors in the
draft.
final draft.
The final draft has more
than 3 spelling and
punctuation errors.
Illustrations
Original illustrations are
detailed, attractive, creative
and relate to the text on the
page.
Original illustrations are
somewhat detailed,
attractive, and relate to the
text on the page.
Illustrations are not present
OR they are not original.
CATEGORY
2
Some of the story is related
to the assigned topic, but a
reader does not learn much
about the topic.
Original illustrations relate
to the text on the page.
Date Created: Dec 13, 2004 09:05 pm (CST)
© 2004, 2003, 2002, 2001 High Plains Regional Technology in Education Consortium HPR*TEC
17
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HISTORICAL RESEARCH PROJECT
EDUC–E 513
SUMMER 2011
Appendix B- Baseball Math Worksheet
18
HISTORICAL RESEARCH PROJECT
EDUC–E 513
SUMMER 2011
Indiana Standards- Grade 5
5.1.19 Using primary and secondary sources to examine an historical account about an issue
of time, reconstruct the literal meaning of the passages and identify who is involved,
what happened, where it happened, what events led to these developments and what
consequences or outcomes followed.
5.1.20 Read and interpret primary and secondary source accounts that pertain to a problem
confronting people during the Founding Era of the United States.
5.1.21 Formulate historical questions from encounters with primary sources and identify and
describe the contributions of important early American artists and writers and
traditional arts and crafts to new nation’s cultural landscape.
5.2.8
Describe group and individual actions that illustrate civic virtues, such as civility,
cooperation, respect and responsible participation.
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