Character Education:
Lou Gehrig: The Iron Horse

I. Introduction
II. Objectives
III. Preparing the Students
IV. Presentation
V. Enrichment and Assessment Activities
VI. Additional Resources
VII. Relevant National Learning Standards
VIII. Planning a Videoconference?

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I. Introduction - rationale, goals, target audience
Do you want to help your class develop the characteristics they need to be successful in life and an asset to society? Would you like to introduce your students to Lou Gehrig, a man of true integrity and a great role model? More than statistics, the essence of a Hall of Famer are his personal qualities. In this thematic unit focused on character education, attributes such as perseverance, courage, humility, grace, selflessness, respect, self-discipline, leadership, sportsmanship, honesty, loyalty and citizenship are highlighted by Gehrig's life and the careers of many other Hall of Famers.

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II. Objectives - in completing this lesson, students will:
A. Examine the life and character attributes of Lou Gehrig, and those of other Hall of Famers, through historical data from various sources, including museum and library collections, artifacts, primary sources, oral testimonies and Web sites.

B. Analyze documentation to determine how qualities of Lou Gehrig's character contributed to his success as an athlete and human being, and inspired teammates and generations of fans.

C. Understand, through dialogue and discussion, why Lou Gehrig is an excellent role model to demonstrate the importance of these traits to and for every individual in today's society.

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III. Preparing the Students
A. Background
Lou Gehrig was born to German immigrants in New York City in 1903. His parents thought games and sports were a waste of time, but Lou loved to play baseball. Despite their objections, Lou left college to play for the New York Yankees. For 14 years, Lou played in 2,130 consecutive games, enduring many injuries and illnesses. The boy who never missed a day of grade school became a man who never missed a game. He was an outstanding teammate, a man of profound character, and one of the great heroes of the game. In 1938, Lou suddenly and inexplicably lost his ability to play ball. Doctors later diagnosed him with Amyotrophic Lateral Sclerosis (ALS), a deadly disease that affects the central nervous system. Lou had to leave baseball, and the Yankees retired his uniform number. In a farewell speech on July 4, 1939, Lou said he was the "luckiest man on the face of the earth." That same year, in a special election, he was voted into the Baseball Hall of Fame. In 1941, Lou died of ALS at the age of 37.

B. Vocabulary
Amyotrophic Lateral Sclerosis
Artifact
Character
Citizenship
Consecutive
Consistent
Courage
Dedication
Fortitude
Grace
Hero
Honesty
Humility
Immigrant
Integrity
Leadership
Legacy
Loyalty
Morals
Motivation
Optimist
Perseverance
Reliable
Respect
Role model
Self-discipline
Self-effacing
Selflessness
Sportsmanship
Statistics
Tolerance
Unassuming

D. Suggested Pre-Program Activities
1) Ask students to discuss their character and what personality traits they would use to describe themselves.

2) Describe various scenarios where people behave either appropriately or inappropriately. Ask students to list the traits that were exhibited in those situations - either negative or positive.

3) Research historical milestones that correspond with Lou Gehrig's life, including events during his birth year, World War I, the Great Depression, etc. This could be displayed in the form of a chronological timeline.

4) Read the book, "Lou Gehrig: The Luckiest Man," by David Adler. As a class, discuss the impact Lou Gehrig's character had on his family, friends and teammates.

5) List which of Lou Gehrig's records have and have not been broken. Write a paragraph or do research of which of his remaining records will likely stand in perpetuity or those that could be broken soon.

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IV. Presentation
If you are participating in a school visit or videoconference please do not review this section with your students - it will be taught as part of the presentation. You will, however, need to print the script to the plays, found at the bottom of this document under "Planning a Videoconference"

A. Opening
1) Lou Gehrig would have celebrated his 100th birthday on June 19, 2003. Ask students what they know about him. He is perhaps best known for his consecutive playing streak of 2,130 games. Ask students, "If you attended school for 2,130 consecutive days without missing a single day, what year of school would you be in?" It would require students to attend every single day beginning in first grade through graduation from high school.

2) Gehrig is also well known for the disease, amyotrophic lateral sclerosis, or "Lou Gehrig's Disease," that felled him in the prime of his life, and the courage he displayed in facing death.

3) But before Lou Gehrig began his career, his life was filled with unique challenges and opportunities. His parents were poor immigrants from Germany who influenced his upbringing and impressed upon him the values that later defined him as an adult. Ask students to brainstorm what life must have been like for someone their age growing up in relative poverty as a foreigner at the time when World War I raged overseas.

4) Show that integrity and sportsmanship are one of many considerations for election to the Hall of Fame. Ask students to explain how Gehrig met these criteria, and to list other attributes he exhibited as young person and later as a player.

B. Lesson
1) Today we're going to talk about Lou Gehrig's life, including his accomplishments as a ball player, but mainly about him as a person - mainly about his character.

2) Can anyone tell me what I mean by character? (discuss)

3) All of us have character traits or qualities that are good, and some that are not so good. Lou Gehrig was the same way, but he had many good qualities. Think about what character traits we'd like to have in our friends, members of our family, or in ourselves. Let's name some of them and we'll write them on this board. (write character attributes on board, define, discuss)

4) Now we're going to take a look at some photographs of Lou Gehrig and people close to him. I've put some photos on this table. Without pushing or grabbing, I want everyone to come up and pick out one photo that they like. Then we're going to talk about them. OK, come up now. (hand out remaining photographs as needed)

5) Bring up students in groups to display their photos: 1) Lou as a young ballplayer before the Yankees; 2) Lou's family; 3) Lou as a Yankee: by himself, with teammates, or with rival ballplayers; 4) Lou doing things other than baseball

6) Now we've learned a little about Lou Gehrig, his family, his manager and some of his teammates, and some of those he played against.

7) Now we're going to put on a play. Everyone will have a role, or part. The play will be in six acts, or sections. After each act, we'll take a short intermission and talk about the act. NOTE: PRINTABLE SCRIPTS ARE FOUND UNDERNEATH "PLANNING A VIDEOCONFERENCE?" SECTION.

8) We're going to split up into groups to perform the play.

9) As each act is performed, think about what character traits Lou shows, and what else we learn about Lou.


C. Conclusion
1) Today we learned about Lou Gehrig as a ballplayer and as a person. He showed many of the character qualities we wanted in friends and in ourselves. Let's remember some of those qualities - raise your hand and name one (students name attributes)

2) Lou seems especially admired for how he handled his fatal illness, Amyotrophic Lateral Sclerosis, or ALS. Another Hall of Fame member, Catfish Hunter, also exhibited courage when he was diagnosed with ALS. There is still no cure for ALS, but scientists continue to conduct research for a cure.

3) While Lou's character qualities may have helped him as a ballplayer, above all they made him an admirable person. And it's those same qualities that make all of us better people - as students, teachers, or ballplayers, as members of a family and as citizens.

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V. Enrichment and Assessment Activities
A. Show the movie "Pride of the Yankees" and ask students to comment on how well or how accurately the story depicts Lou Gehrig's life.

B. Write an historical story about Lou Gehrig using vocabulary words used in this thematic unit.

C. Pretend you are a voting member of the Baseball Writers' Association in 1939 when Lou Gehrig was inducted into the Baseball Hall of Fame. Write a short essay justifying his induction by a vote of acclimation instead of the normal vote by a 75-percent majority of the writers.

D. Because Lou Gehrig never lived to attend an Induction Ceremony at the Baseball Hall of Fame, write a hypothetical acceptance speech he might have given had he visited Cooperstown. Base his comments on other remarks he made while living, such as his farewell speech at Yankee Stadium.

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VI. Additional Resources
A. Literature
Gallico, Paul. Lou Gehrig: Pride of the Yankees. Grosset & Dunlap, New York, 1942.

Gehrig, Eleanor and Durso, Joseph. My Luke and I. Thomas Y. Crowell Company, New York, 1976.

Graham, Frank. Lou Gehrig: A Quiet Hero. G.P. Putnam's Sons, New York, 1942.

Macht, Norman. Baseball Legends: Lou Gehrig. Chelsea House Publishers, New York / Philadelphia, 1993.

National Baseball Hall of Fame and Museum. Baseball As America. National Geographic Books, 2002.

Robinson, Ray. Iron Horse: Lou Gehrig in His Time. W.W. Norton & Company, New York / London, 1993.

Van Riper Jr., Guernsey. Lou Gehrig: Boy of the Sandlots. Bobbs-Merrill Co., Inc., Indianapolis / New York, 1959.

Van Riper Jr., Guernsey. Lou Gehrig: One of Baseball's Greatest. Aladdin Paper Books, New York, 1959.

B. Web Links
The National Baseball Hall of Fame and Museum
www.baseballhalloffame.org

The estate of Lou and Eleanor Gehrig
www.lougehrig.com

The ALS Association
www.alsa.org

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VII. Relevant National Learning Standards
A. Behavioral Studies
1) Understands that group and cultural influences contribute to human development, identity, and behavior.

2) Understands that "acceptable" human behavior varies from culture to culture and from one time period to another, but there are some behaviors that are "unacceptable" in almost all cultures, past and present.

3) Understands that various factors (e.g., interests, capabilities, values) contribute to the shaping of a person's identity.

B. Historical Understanding
1) Understands that specific individuals and the values those individuals held had an impact on history.

2) Understands that specific decisions and events had an impact on history.

C. United States History
1) Understands the rise of a mass culture in the 1920s (e.g., the media and recreation available in the 1920s; how increased leisure time promoted the growth of professional sports, amusement parks, and national parks; the impact of recreational areas on the local environment).

D. Language Arts
1) Uses the general skills and strategies of the writing process.

2) Uses strategies (e.g., adapts focus, organization, point of view; determines knowledge and interests of audience) to write for different audiences (e.g., self, peers, teachers, adults).

3) Uses strategies (e.g., adapts focus, point of view, organization, form) to write for a variety of purposes (e.g., to inform, entertain, explain, describe, record ideas).

4) Writes expository compositions (e.g., identifies and stays on the topic; develops the topic with simple facts, details, examples, and explanations; excludes extraneous and inappropriate information; uses structures such as cause-and-effect, chronology, similarities and differences; uses several sources of information; provides a concluding statement).

5) Writes narrative accounts, such as poems and stories (e.g., establishes a context that enables the reader to imagine the event or experience; develops characters, setting, and plot; creates an organizing structure; sequences events; uses concrete sensory details; uses strategies such as dialogue, tension, and suspense; uses an identifiable voice).

6) Writes autobiographical compositions (e.g., provides a context within which the incident occurs, uses simple narrative strategies, and provides some insight into why this incident is memorable).

7) Uses descriptive language that clarifies and enhances ideas (e.g., establishes tone and mood, uses figurative language, uses sensory images and comparisons, uses a thesaurus to choose effective wording).

8) Uses a variety of strategies to extend reading vocabulary (e.g., uses analogies, idioms, similes, metaphors to infer the meaning of literal and figurative phrases; uses definition, restatement, example, comparison and contrast to verify word meanings; identifies shades of meaning; knows denotative and connotative meanings; knows vocabulary related to different content areas and current events; uses rhyming dictionaries, classification books, etymological dictionaries).

9) Reflects on what has been learned after reading and formulates ideas, opinions, and personal responses to texts.

10) Uses listening and speaking strategies for different purposes.

11) Uses viewing skills and strategies to understand and interpret visual media.

E. Life Skills
1) Effectively uses mental processes that are based on identifying similarities and differences.

2) Compares people in terms of important ethnic, religious, and cultural characteristics.

3) Displays effective interpersonal communication skills.

F. Mathematics
1) Understands and applies basic and advanced concepts of statistics and data analysis.

2) Understands that data represent specific pieces of information about real-world objects or activities.

G. Social Studies
1) Identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others. (Time, Continuity, and Change).

2) Identify and describe ways family, groups, and community influence the individual's daily life and personal choices. (Individual Development and Identity).

3) Analyze a particular event to identify reasons individuals might respond to it in different ways. (Individual Development and Identity).

4) Identify and describe examples of tensions between and among individuals, groups, or institutions, and how belonging to more than one group can cause internal conflicts. (Individuals, Groups, and Institutions).

VIII. Planning a Videoconference?
A. Videoconference Checklist (PDF)