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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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Format
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Want to motivate your students to learn about segregation
and the importance of cultural diversity? Here is a
colorful unit, designed for grades four through eight,
that illustrates how baseball reflected and led critical
social shifts in American history from the Civil War
to the modern-day Civil Rights movement. Beginning with
the origin of the Negro
leagues to Jackie Robinson's integration of Major League Baseball
in 1947, untold stories of honor, courage, and perseverance
are brought to life through interactive multicultural
lessons spanning several subject areas.
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A. Examine historical data from various sources, including
museum and library collections, artifacts, primary sources,
oral testimonies, and Web sites.
B. Analyze documentation to determine which attributes
of Jackie Robinson's character contributed to his success
as a baseball player who broke the color barrier and,
later, as a political activist.
C. Understand through dialogue and discussion, how the
evolution of baseball coincided with significant cultural
developments, such as: the abolition of slavery, Jim
Crow laws, segregation, the Negro
leagues, integration, and historical figures of
those eras.
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A. Background
For almost 100 years, African-American players were
prevented from playing Major League Baseball simply
because of their skin color. In order to play the game,
they formed their own teams - known collectively as
the Negro
leagues. The heyday of the Negro leagues was from
the 1920s through the late 1940s when Jackie Robinson broke the
modern-day color barrier by joining
the Brooklyn Dodgers.
The Negro leagues continued until 1960 when Baseball
became completely integrated. Negro league players endured
what some considered adverse conditions in order to
play the game they loved.
B. Vocabulary
Abolish
Activist
Barnstorm
Civil Rights
Color Barrier
Contract
Courage
Demise
Discrimination
Expansion
Integration
Integrity
Jim Crow laws
Negro leagues
Perseverance
Prejudice
Racism
Rookie
Segregation
Slavery
C. Suggested Pre-Program Activities
1) In the Multi-Media Gallery of the Hall of Fame Web
site (baseballhalloffame.org) find photographs of Moses Fleetwood Walker,
Leroy "Satchel" Paige, Josh Gibson, Effa Manley, Rube Foster,
James "Cool Papa" Bell, Walter "Buck" Leonard, Branch Rickey, and
Jackie Robinson. If possible, print each photograph and identify one
fact about each person. (NOTE: This activity
is particularly important prior to a videoconference).
2) Read aloud the short book, "Teammates,"
by Peter Golenbock. Discuss as a class the significance
of the relationship between Jackie Robinson and Pee Wee Reese.
3) Organize students into literature circles to read
the books: "The Story of Jackie Robinson: Bravest
Man in Baseball," by Margaret Davidson; "Stealing
Home: The Story of Jackie Robinson" by Barry Denenberg;
"Determination: The Story of Jackie Robinson,"
by Deborah Woodworth; or "In the Year of the Boar
and Jackie Robinson" by Bette Bao Lord. After each
chapter, groups should discuss what they learned and
felt, as well as key vocabulary terms, and figurative
or descriptive language. Students should record individual
perceptions in a daily journal.
4) Have students write a paragraph or story about the
Negro leagues
using vocabulary terms from this lesson.
5) Using the Hall of Fame's Web site, analyze primary
source documents pertaining to the Negro
leagues, such as newspaper articles, cartoons, photographs,
and correspondence. Identify key quotes, phrases, language,
or images that consistently reflect the history of this
era. Sample activity pages are available online at baseballhalloffame.org.
6) Establish the time period by having students create
a timeline connecting historical milestones of the early
1900s through 1950, including: World War I, the gradual
advent of improved transportation and communication,
passage of the 19th Amendment in 1920 (giving women
the right to vote), the Great Depression, World War
II and Jackie Robinson's breaking baseball's color barrier.
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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.
A. Opening
1) Display photographs of the 1924
Washington Senators and the 1924
Kansas City Monarchs, both of which were World Champions.
Ask students to compare and contrast any visual differences
between the two teams.
2) Show a photograph of a recent
World Championship team. Elicit from students the
similarities and differences between this photo and
the earlier team photos.
B. Lesson*
1) Introduce the concept of racial segregation, following
the Civil War and its impact on American society in
the early 20th century. A good story to bridge the period
of baseball history between the Civil War and the early
1900s is that of Moses
Fleetwood Walker who, along with his brother Welday,
became the first blacks to play on a major league baseball
team in 1884. INSTRUCTOR NOTE: Identify students by
eye or hair color to simulate the experience of discrimination.
Use pictorial or video examples, such as a photograph
of a "colored" waiting room or a "blacks
only" drinking fountain.
2) Discuss the origin, culture, and lifestyle of the
Negro leagues
as a result of segregation and the exclusion of black
ballplayers from Major League Baseball. INSTRUCTOR NOTE:
Display a photograph of the 1935
Pittsburgh Crawfords standing beside their team
bus. Show brief video documentary, "Pride and Passion,"
about life in the Negro leagues.
3) Illustrate the geographic proximities of Negro
leagues teams, showing that most were in the North
and East. Explain the transportation implications of
these locales. INSTRUCTOR NOTE: Provide
a blank map of the United States (PDF) and instruct
students to research various states and cities where
Negro leagues teams were based. Determine appropriate
mapping activities based upon grade level. Print map
from Hall of Fame Web site.
4) Acquaint students with significant characters in
Negro league history, such as: Satchel Paige, Josh Gibson
Effa Manley, Rube Foster, Cool Papa Bell, Buck Leonard, Branch Rickey,
and Jackie Robinson. INSTRUCTOR NOTE: When possible, ask students
to display pre-printed photographs of these individuals
and provide one fact about each.
5) Using the book "Jackie Robinson: An Intimate
Portrait," by Rachel Robinson, examine the role
of Jackie Robinson in the integration of Baseball, discussing
why he was selected by Branch Rickey to break the color barrier, as well as character
attributes he exhibited to overcome the inherent challenges.
Discuss his prior accomplishments as a collegiate athlete
and as a military officer. Relate the story of his refusal
in 1944 to go to the back of the bus while in the Army.
Compare and contrast this episode with the famous experience
of Rosa Parks in 1955. INSTRUCTOR NOTE: From the above
mentioned book, use the following to illustrate Jackie
Robinson's life and character: 1) photograph of Robinson
as a college
athlete; 2) photograph
of Robinson in Army uniform; 3) photograph
of Robinson with Branch Rickey; 4) photograph
of Robinson with Brooklyn teammates; 5) sample
of hate mail received by Robinson.
6) Talk about the subsequent demise of the Negro
leagues in the 1950s and how the integration of
Baseball was the precursor of the modern-day Civil Rights
movement. INSTRUCTOR NOTE: List Negro leaguers who followed
Robinson to the major leagues and won various awards.
Find photograph
of Robinson with Martin Luther King Jr.
*NOTE: Italicized activities are facilitated by the
Hall of Fame during its videoconference and on-site
education programs.
C. Conclusion
1) Summarize the influence of key figures and important
milestones in the history of the Negro
leagues and Major League Baseball.
2) Reference the accomplishments of past and present
ethnic minority baseball players since the integration
of the sport. Emphasize the instrumental role Jackie Robinson
played in creating opportunities for their
eventual success. INSTRUCTOR NOTE: Display photos of
current major league stars who are of African-American,
Latino or Asian
descent.
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.
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A. Ask students to write a fictional newspaper account
of a game involving Jackie Robinson. In the article, refer
to his performance
and the demeanor of the crowd. Include quotes from Robinson,
his teammates and opponents.
B. Write a letter about Jackie Robinson to Branch Rickey.
Choose one of the following and write it
from that perspective: (1) a white fan in the Northern
states; (2) an African-American fan in the Northern
states; (3) a white fan in the Southern states; (4)
an African-American fan in the Southern states; (5)
a fellow team owner opposed to integration; and (6)
a fellow team owner in favor of integration. Try to
use ideas and feelings each person might have actually
expressed.
C. The poem, "Dream Deferred," by Langston
Hughes is a commentary on the postponement of a vision.
Read the poem and answer the following questions. Hughes
uses many images to tell what may happen to a "Dream
Deferred." Choose one of these images and explain
what it means to you. What do you think the last line
means? How is this literary work relevant to Jackie
Robinson's integration of Baseball? Write your own poem
related to the "dream" or how Jackie Robinson
helped begin to fulfill the dream.
D. Develop a role play scene or skit to recreate one
of the following situations: (1) Jackie Robinson's first
interview with Branch Rickey; (2) the presentation of a petition by some
Brooklyn Dodgers
in an attempt to prevent Robinson from playing with
them. Manager Leo Durocher and General Manager Branch
Rickey refuse the petition; (3) Robinson in a game situation
dealing with hostile, abusive fans.
E. Write a creative story about Jackie Robinson or a
famous Negro
leagues player. Incorporate in their proper context
as many of the vocabulary terms for this lesson as is
possible.
F. Using a digital camera, ask students to create their
own baseball trading card. The front should show the
player in full uniform of a Negro
leagues team, holding either a bat or glove and
ball. The back of the card may show a smaller view of
the player and should list personal reflections on Jackie
Robinson's greatest achievement, as well as how he or
she can make the world a better place by ending prejudice
and promoting racial harmony.
G. Using an artistic medium, such as sculpture, paint,
or illustration, create an award for Jackie Robinson
or another prominent Negro
leagues figure that commemorates a scene from his
or her life, a great achievement, or significant contributions
as a humanitarian.
H. One of the Negro
leagues' most popular routines was called Shadow
Ball in which the defensive team in the field would
warm up with a diving catch of a line drive. A hard
grounder would be scooped up and thrown on the run to
the first baseman, who dug the ball out of the ground
and make the out - all without a ball. In small teams,
create an inning of Shadow Ball with no words. Come
up with some great plays, and after rehearsing, present
your routine to the class.
I. Create a PowerPoint presentation that chronicles
the history of the Negro
leagues, including some of its most successful figures
and milestones. When appropriate, integrate photographs,
statistics, graphs, primary source documents, text,
audio or video files, and key vocabulary terms.
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A. Literature
Denenberg, Barry. Stealing Home: The Story of Jackie
Robinson. Scholastic Books, 1997.
Golenbock, Peter. Teammates. Voyager/HBJ, 1990.
Lord, Bette Bao. In the Year of the Boar and Jackie
Robinson. Harper Trophy, 1986.
National Baseball Hall of Fame and Museum. Baseball
As America. National Geographic Books, 2002.
Riley, James A. The Biographical Encyclopedia of the
Negro Baseball Leagues. Carroll and Graf Publishers,
Inc. 1994.
Robinson, Jackie and Robinson, Sharon. Jackie's Nine:
Jackie Robinson's Values to Live By. Scholastic Trade,
2001.
Robinson, Jackie, as told to Alfred Duckett. I Never
Had It Made. Ecco Press, 1997.
Robinson, Rachel. Jackie Robinson: An Intimate Portrait.
Harry N. Abrams, 1996
B. Web Links
baseballhalloffame.org
Official site of the National Baseball Hall of Fame
and Museum
nlbm.com
The Negro Leagues Museum
nlbpa.com
The Negro Leagues Baseball Players Association
memory.loc.gov/ammem/jrhtml/
The Library of Congress
emints.org/ethemes/resources/S00000794.shtml
About the book "Teammates" by Peter Golenbock.
africanaonline.com/civil_rights_timeline.htm
Civil Rights Timeline
memory.loc.gov/ammem/collections/robinson/jr1860s.html
Library of Congress, American Memory Collection
jackierobinson.com
Official Jackie Robinson Web Site
jackierobinson.org/jackie/
Jackie Robinson Foundation
teachervision.com/lesson-plans/lesson-3336.html
Other Lesson Plans Related to Jackie Robinson
C. Multi-Media Gallery
1) Video available at baseballhalloffame.org
a) Actor Gregory Gibson Kenney portraying Jackie Robinson
b) Pride and Passion documentary on the Negro leagues
c) Documentary on Jackie Robinson
d) Oral history interviews with Negro league veterans
2) Recommended Movies for In-Class Viewing
a) A&E Biography Series: Jackie Robinson A&E
Home Video, 1991
b) Baseball, A Film by Ken Burns: Shadow Ball, Inning
5 BMG Video Service, 1994
c) Kings on the Hill: Baseball's Forgotten Men San Pedro
Productions, 1994
3) Photographs available at baseballhalloffame.org
a) Jackie
Robinson with Branch Rickey
b) Jackie Robinson in Montreal
and Brooklyn
uniforms
c) Jackie
Robinson as athlete at UCLA
d) Jackie
Robinson in Army uniform
e) Jackie Robinson
with Dodger teammates
f) Jackie
Robinson with Martin Luther King Jr.
g) 1924 Washington
Senators
h) 1924 Kansas
City Monarchs
i) Moses Fleetwood
Walker
j) Pittsburgh
Crawfords by team bus
k) Current African-American,
Latino and
Asian All-Stars
4) Primary Source Documents available at baseballhalloffame.org
a) Sample hate
mail received by Jackie Robinson
b) Jackie
Robinson's Hall of Fame plaque
c) The Sporting
News articles, November 1, 1945
d) The Sporting News articles, April 23, 1947
e) Cartoon from
The Sporting News, January 26, 1949
f) The Sporting
News article, August 7, 1957
g) Letter
from Sen. John Kennedy to Jackie Robinson, July 1, 1960
h) The Sporting News article, November 11, 1972
i) From
the Collection: Jackie Robinson Scrapbook
D. For Videoconferencing
1) Blank map
of United States (PDF)
2) Photographs and Documents
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Click here for appropriate learning standards.
This link provides .pdf versions of national education standards and also standards by select states and grades met by this program.
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A. Videoconference
Checklist (PDF)
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Civil
Rights: 