| 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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Have a hot dog at the home park and some cotton candy
at the coliseum as you take your students on this interactive
road trip that teaches geography concepts of direction,
scale, landforms, regions and population. From the Green
Monster at Fenway to a "Mile High" in Denver,
students in grades four through eight will journey to
famous baseball stadiums in this barnstorming study
of how technological advances, transportation and westward
migration have shaped American history in every decade
since the 1890s
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A. Examine historical photos, diagrams, maps and primary
source documents.
B. Analyze how the effects of westward migration, innovations
in transportation and the Industrial Revolution have
impacted American culture as reflected in the location
and construction of baseball stadiums.
C. Understand, through reasoning and critical thinking,
how population shifts, economic variables and geographic
factors often determine the location of major league
baseball teams.
Return to top
A. Background
The heritage of baseball mirrors the history of America.
The game reflects the story of an expanding, growing
nation in the emergence of new cities and modern stadiums
as a burgeoning population fueled the popularity of
our National Pastime. Westward migration created the
need for improved transportation, which led to the Industrial
Revolution in the United States. As society progressed
because of industrialism, becoming more urban and less
agrarian, baseball slowly evolved from a sport for simple
recreation to an economic stimulus sought out by emerging
metropolitan areas and their residents.
The result is an extensive network of baseball teams
at every level - from the major leagues to the little
leagues - that represent the communities and environments
in which they play. From the colors, names and symbols
of the teams - to the foods served at ballparks which
reflect the local landscape and culture - a simple game
that began with a bat and ball is now a comprehensive
case study of how people, trade, transportation and
geography are interrelated.
B. Vocabulary
Altitude
Architecture
Artifact
Barnstorming
Cardinal
Direction
Chronological
Construction
Convergence
Culture
Decades
Economics
Facade
Geography
Industrial
Revolution
Intermediate
Direction
Landforms
Legendary
Migration
Mortar
Pennant
Population
Primary Source Documents
Region
Sampling
Scale
Transportation
C. Suggested Pre-Program Activities
1) Play a game of "I Have, Who Has?" Using
50 index cards, write the name of a state on one side
of each card, and three clues about the identity of
another state on the reverse side. For example, the
name of the state on one side could be Alaska, while
the clues on the reverse could pertain to Illinois.
Students should research the state and write the clues
themselves. The teacher begins the game with card number
one and asks, "Who Has?", giving three clues
about a state. The student with the matching state says,
"I Have…" then asks, "Who Has?"
followed by the clues regarding another state. The student
who has the state matching those clues then repeats
the steps.
2) Assign each student a current or historical ballpark.
Ask them to research several facts about the stadium
(e.g. when it was built, where it is located, teams
that have played there, historic moments, etc.). When
the research is complete, students should create one
of the following: trading cards showing a photo or illustration
of the park, and listing historical facts on the back;
posters; multimedia presentations, such as PowerPoint;
or a timeline depicting the chronological listing of
all ballparks researched.
3) Students should plan a tour of seven stadiums throughout
the United States, traveling to all five regions (northeast,
southeast, Midwest, southwest, west). Beginning where
their school is located, students should map the shortest
route to each ballpark, calculating distances and total
mileage for the entire trip. They should map a route
returning to their home school upon completion of the
trip.
4) Choose a single stadium, past or present, and create
a timeline that depicts events in American history during
a single decade of its existence, as well as baseball
milestones that occurred in that stadium during the
same period.
5) Research the cities and stadiums in which teams from
the Negro leagues (1929 to 1956) and the All-American
Girls Professional Baseball League (1943 to 1954) played.
Compare those cities with cities where Major League
Baseball teams currently play to show geographic similarities
and differences. This could be done with three separate
maps or a single map using three different colors or
symbols to represent teams in the three leagues. Working
in three groups, students should explain why teams from
the Negro and women's leagues might have played in different
regions and cities compared to those in the current
Major Leagues.
Return to top
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) Ask students, "What are some of the sights and
sounds you would see and hear at any baseball stadium
in the United States?"
2) Show a photograph or associated artifact (e.g. a
pennant, a hat, etc.) from the major league baseball
stadium in the immediate region or one with which the
students are most familiar.
3) Ask the class if this stadium is recognizable to
them or if they have ever attended a game there. Ask,
"What are some sights and sounds that are unique
to the location of this stadium or area which you would
not see at any other ballpark in the country?"
4) Point out that baseball stadiums and their teams
often reflect the characteristics of the region in which
they are located. Every geographic area of the United
States is distinctive as represented by a team's name,
colors and the architectural features of its ballpark.
B. Lesson
1) Unlike today's baseball stadiums of concrete and
steel, early ball fields were laid out in pastures and
empty lots. As baseball's popularity grew, ballparks
were constructed of wood, brick and mortar. INSTRUCTOR
NOTE: Show photographs of one or more ballparks from
the early 20th century (e.g. Boston's Grounds in Boston
during the first World Series in 1903).
2) In looking at this photo, ask students, "What
other differences do you see that indicate this ballpark
was from an earlier era?" Prompt them to speculate
how playing in an old-time ballpark would be different
than playing in today's modern stadiums.
3) Using the early 1900s photo of Forbes Field in Pittsburgh,
ask students to comment on style of dress, lack of diversity
among the fans, absence of women and children, and the
prevalence of tobacco products.
4) Beginning with a photo of Doubleday Field in Cooperstown,
New York (the legendary birthplace of baseball), take
students on an interactive road trip to historical and
modern-day stadiums across the country. INSTRUCTOR NOTE:
Refer students to a detailed map of the United States,
including cities and states. Have students mark Cooperstown's
location on the map. Show a photograph of each of the
following ballparks:
Polo Grounds - 1890s
a) TEAM(s): Giants, Yankees, Mets
b) PLAYERS: Babe Ruth, Christy Mathewson, Willie Mays
c) LOCATION: Washington Heights in northern Manhattan
d) STORY: Horses and their riders competed on this field,
which was built on a site originally used for Polo matches.
e) DIRECTION and MILEAGE (from previous stop): 228 miles
southeast of Cooperstown
f) WHERE IS IT? New York City
Shibe Park - 1900s
a) TEAM(s): Athletics and Phillies
b) PLAYERS: Jimmie Foxx, Lefty Grove, Richie Ashburn
c) LOCATION: The home of the Liberty Bell
d) STORY: The first ballpark made of steel and concrete
with an ornate facade. It had no seating beyond the
right field fence, which allowed easy viewing by neighbors
in the nearby homes.
e) DIRECTION and MILEAGE (from previous stadium): 108
miles southwest of New York City
f) WHERE IS IT? Philadelphia
Fenway Park - 1910s
a) TEAM(s): Red Sox
b) PLAYERS: Ted Williams, Carl Yaztremski, Nomar Garciaparra
c) LOCATION: Where Paul Revere began his midnight ride
d) STORY: The oldest stadium in continuous use by a
major league baseball team today. Famous for its "Green
Monster."
e) DIRECTION and MILEAGE (from previous stadium): 311
miles northeast of Philadelphia
f) WHERE IS IT? Boston
Yankee Stadium - 1920s
a) TEAM(s): Yankees
b) PLAYERS: Babe Ruth, Mickey Mantle, Derek Jeter
c) LOCATION: Near the world-famous Bronx Zoo
d) STORY: Everyone came to see the "House that
Ruth built," famous for its triple deck grandstand
which seated more than 58,000 fans.
e) DIRECTION and MILEAGE (from previous stadium): 206
miles southwest of Boston
f) WHERE IS IT? New York City
Municipal Stadium - 1930s
a) TEAM(s): Indians
b) PLAYERS: Bob Feller, Satchel Paige, Larry Doby
c) LOCATION: On the shores of Lake Erie
d) STORY: Built as an attempt to attract the 1932 Olympics,
it was constructed during the Great Depression.
e) DIRECTION and MILEAGE (from previous stadium): 465
miles northwest of New York City
f) WHERE IS IT? Cleveland
Wrigley Field - 1930s
a) TEAM(s): Cubs
b) PLAYERS: Ernie Banks, Sammy Sosa, Hack Wilson
c) LOCATION: The "Windy City" on the shores
of Lake Michigan
d) STORY: The first-ever night game at this historic
park was an All-Star Game for the All-American Girls
Professional Baseball League in 1943.
e) DIRECTION and MILEAGE (from previous stadium): 349
miles west of Cleveland
f) WHERE IS IT? Chicago
Municipal Park - 1950s
a) TEAM(s): Athletics
b) PLAYERS: Reggie Jackson, George Brett, Jim "Catfish"
Hunter
c) LOCATION: On the banks of the Missouri River, this
was once home to the westernmost team in Major League
Baseball
d) STORY: Home to the Athletics after the team moved
from Philadelphia, the stadium was known for its picnic
area and children's petting zoo beyond the leftfield
fence.
e) DIRECTION and MILEAGE (from previous stadium): 532
miles southwest of Chicago
f) WHERE IS IT? Kansas City
Astrodome - 1960s
a) TEAM(s): Astros
b) PLAYERS: Nolan Ryan, Jeff Bagwell, Randy Johnson
c) LOCATION: Shares the same city with the Johnson Space
Center near the Gulf of Mexico; once called the "eighth
wonder of the world."
d) STORY: Technology changed the game here where baseball
was played indoors on artificial turf to protect fans
and players from the hot, humid climate. The team changed
its name from the Colt '45s when it moved to its new
stadium in 1965.
e) DIRECTION and MILEAGE (from previous stadium): 804
miles southwest of Kansas City.
f) WHERE IS IT? Houston
Three Rivers Stadium - 1970s
a) TEAM(s): Pirates
b) PLAYERS: Willie Stargell, Roberto Clemente, Barry
Bonds
c) LOCATION: Located at the convergence of the Monongahela,
Allegheny and Ohio rivers in a city known for its steel
factories.
d) STORY: One of the "cookie cutter" stadiums
of the 1960s and 1970s, so called for its standard round
design that accommodated several sports, including baseball
and football.
e) DIRECTION and MILEAGE (from previous stadium): 1,424
miles northeast of Houston
f) WHERE IS IT? Pittsburgh
The Sky Dome - 1980s
a) TEAM(s): Blue Jays
b) PLAYERS: Joe Carter, Roger Clemons, Paul Molitor
c) LOCATION: On the shores of Lake Ontario, one of two
Major League Baseball teams to play its home games outside
the United States.
d) STORY: The stadium has a 348-room hotel, a mini-golf
course and a retractable roof.
e) DIRECTION and MILEAGE (from previous stadium): 225
miles north of Pittsburgh
f) WHERE IS IT? Toronto
Mile High Stadium - 1990s
a) TEAM(s): Rockies
b) PLAYERS: Larry Walker, Dante Bichette, Andres Galarraga
c) LOCATION: At the base of the Rocky Mountains at an
altitude of 5,280 feet
d) STORY: While the Rockies were waiting for their own
ballpark (Coors Field) to be built, they played in this
stadium famous for its football games. The high altitude
and thin air equate to a record number of home runs.
e) DIRECTION and MILEAGE (from previous stadium): 1,340
miles southwest of Toronto
f) WHERE IS IT? Denver
Candlestick Park and Network
Associates Coliseum - 2000s
a) TEAM(s): Giants and Athletics
b) PLAYERS: Barry Bonds, Mark McGwire, Reggie Jackson,
Juan Marichal
c) LOCATION: Both teams play at opposite ends of the
Bay Bridge
d) STORY: The 1989 World Series between these two teams
was disrupted when a severe earthquake delayed play
for several days. Both teams settled here after migrating
westward from their previous cities, New York and Kansas
City.
e) DIRECTION and MILEAGE (from previous stadium): 963
miles northwest of Denver
f) WHERE IS IT? San Francisco and Oakland
C. Conclusion
1) Ask students to summarize what they have learned
by reviewing their maps and information sheets.
2) Explain that this activity provided a sampling of
expansion and westward migration among Major League
Baseball teams. Ask, "Do you think these examples
would be representative of a larger sample if the geographic
histories of all teams were studied?"
3) Ask students to describe the various geographic landforms
given as clues when determining the location of these
teams. Encourage them to list other factors that determined
the movement and relocation of these teams in the history
of baseball.
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.
Return to top
A. Choose a city without a current Major League Baseball
team. Provide a rationale for a team moving to that
city. Support the proposal with a written plan that
addresses population, climate, economics, accessibility,
transportation, landforms, natural resources and other
pertinent factors.
B. Design a futuristic ballpark, describing its technology,
concessions and amenities for the 21st century (e.g.
force fields instead of outfield walls). Present the
design using graphics, written descriptions and multimedia.
C. Research, either historically or currently, foods
served at ballparks that represent the culture of the
local region (e.g. sushi in Seattle, crab cakes in Baltimore,
and clam chowder in Boston). Make a list of foods that
either are or could be served in the students' hometown
if a major league team played there. Ask students to
research where the first hot dog was served and how
it was connected to the community in which it was introduced.
Food preparation and health standards of the early 20th
century could be discussed.
D. Design a marketing brochure capturing the sights,
sounds and colors of an imaginary or real major league
stadium. The publication should motivate prospective
tourists to visit the ballpark. Include a map with travel
directions, ticket prices, stadium layouts, local attractions,
suggested hotels, etc. Contact each major league team
to request examples of their actual marketing information.
E. Research how the origin of many names for teams in
the Major Leagues, Minor Leagues, the Negro leagues
and the All-American Girls Professional Baseball League
reflected geographic and cultural features of their
locales. Examples include the Brooklyn Dodgers, the
Colorado Rockies, the Portland Sea Dogs, the Tulsa Drillers,
the Rockford Peaches and the Kansas City Monarchs.
F. Graph the average precipitation and temperatures,
as well as the elevations of cities with Major League
teams. The comparison graphs could be in the form of
percentages, bars, lines or pictographs.
G. Encourage students to study world geography in locating
baseball teams and ballparks on other continents, such
as Asia, Australia, and South America.
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A. Literature
Detroit News. Home Sweet Home: Memories of Tiger Stadium.
Detroit News, 1999.
Hedberg Maps Inc. Baseball Travel Map. White Star Press,
2001.
Hedberg Maps Inc. The World of Baseball. White Star
Press, 2000.
Jacob, Mark. Green, Stephen (Photographer). Wrigley
Field. The McGraw Hill Companies, 2002.
Leventhal, Josh. MacMurray, Jessica M. Take Me Out to
the Ballpark. Black Dog & Leventhal Publishers,
Inc., 2000.
Lowry, Philip J. Green Cathedrals. Addison-Wesley, 1992.
National Baseball Hall of Fame and Museum. Baseball
As America. National Geographic Books, 2002.
Rosen, Ira. Blue Skies, Green Fields. Crown Publishing
Group, 2001.
Shaughnessy, Dan. Grossfeld, Stan (Photographer). Fenway.
Houghton Mifflin, 1999.
Smith, Curt. Storied Stadiums Avalon Publishing Group,
2001.
Smith, Ron. Belford, Kevin (Illustrator). The Ballpark
Book. Vulcan Books Inc., 2003.
Thornley, Stew. Land of Giants: New York's Polo Grounds.
Temple University Press, 2000.
Westcott, Rich. Lewis, Allen. Philadelphia's Old Ballparks.
Temple University Press, 1996.
B. Web Links
baseballhalloffame.org
Official site of the National Baseball Hall of Fame
and Museum
mlb.com
Official site of Major League Baseball
baseballprimer.com/articles/danwerr_2003-01-07_0.shtml
A primer on baseball and geography
geography.about.com/library/weekly/aa042700a.htm
The geography of teams with professional sports franchises
digitalballparks.com
Virtual tours of most Major and Minor league stadiums
http://americasbestonline.net/baseball.htm
Additional information on some Major League stadiums
C. Multi-Media Gallery
Fabulous Fenway: America's Legendary Ballpark (video)
Time-lapse video showing the construction of the Toronto
Sky Dome
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A. History
1) Assess how increased leisure time promoted the growth
of professional sports, amusement parks and national
parks.
2) Investigate new forms of popular culture and leisure
activities at different levels of American society.
3) Distinguish between past, present and future time.
4) Identify the temporal structure of a historical narrative
or story: its beginning, middle and end (the latter
defined as the outcome of a particular beginning).
5) Identify the author or source of the historical document
or narrative and assess its credibility.
6) Reconstruct the literal meaning of a historical passage
by identifying who was involved, what happened, where
it happened, what events led to these developments and
what consequences or outcomes followed.
7) Identify the central question(s) the historical narrative
addresses and the purpose, perspective or point of view
from which it has been constructed.
8) Differentiate between historical facts and historical
interpretations but acknowledge that the two are related;
that the facts the historian reports are selected and
reflect therefore the historian's judgement of what
is most significant about the past.
9) Read historical narratives imaginatively, taking
into account what the narrative reveals of the humanity
of the individuals and groups involved--their probable
values, outlook, motives, hopes, fears, strengths and
weaknesses.
10) Appreciate historical perspectives:--(a) describing
the past on its own terms, through the eyes and experiences
of those who were there, as revealed through their literature,
diaries, letters, debates, arts, artifacts and the like;
(b) considering the historical context in which the
event unfolded--the values, outlook, options and contingencies
of that time and place; and (c) avoiding "present-mindedness,"
judging the past solely in terms of present-day norms
and values.
11) Draw upon data in historical maps in order to obtain
or clarify information on the geographic setting in
which the historical event occurred, its relative and
absolute location, the distances and directions involved,
the natural and man-made features of the place, and
critical relationships in the spatial distributions
of those features and historical event occurring there.
12) Utilize visual, mathematical, and quantitative data
presented in charts, tables, pie and bar graphs, flow
charts, Venn diagrams, and other graphic organizers
to clarify, illustrate, or elaborate upon information
presented in the historical narrative.
13) Draw upon visual, literary and musical sources including:
(a) photographs, paintings, cartoons, and architectural
drawings; (b) novels, poetry and plays; and, (c) folk,
popular and classical music, to clarify, illustrate
or elaborate upon information presented in the historical
narrative.
14) Compare and contrast differing sets of ideas, values,
personalities, behaviors and institutions by identifying
likenesses and differences.
15) Draw comparisons across eras and regions in order
to define enduring issues as well as large-scale or
long-term developments that transcend regional and temporal
boundaries.
16) Hypothesize the influence of the past, including
both the limitations and the opportunities made possible
by past decisions.
17) Formulate historical questions from encounters with
historical documents, eyewitness accounts, letters,
diaries, artifacts, photos, historical sites, art, architecture
and other records from the past.
18) Obtain historical data from a variety of sources,
including: library and museum collections, historic
sites, historical photos, journals, diaries, eyewitness
accounts, newspapers and the like; documentary films,
oral testimony from living witnesses, censuses, tax
records, city directories, statistical compilations
and economic indicators.
19) Interrogate historical data by uncovering the social,
political, and economic context in which it was created;
testing the data source for its credibility, authority,
authenticity, internal consistency and completeness;
and detecting and evaluating bias, distortion and propaganda
by omission, suppression or invention of facts.
20) Employ quantitative analysis in order to explore
such topics as changes in family size and composition,
migration patterns, wealth distribution and changes
in the economy.
21) Support interpretations with historical evidence
in order to construct closely reasoned arguments rather
than facile opinions.
B. Language Arts
1) Students read a wide range of print and non-print
texts to build an understanding of texts, of themselves
and of the cultures of the United States and the world;
to acquire new information; to respond to the needs
and demands of society and the workplace; and for personal
fulfillment. Among these texts are fiction and nonfiction,
classic and contemporary works.
2) Students read a wide range of literature from many
periods in many genres to build an understanding of
the many dimensions (e.g., philosophical, ethical, aesthetic)
of human experience.
3) Students apply a wide range of strategies to comprehend,
interpret, evaluate and appreciate texts. They draw
on their prior experience, their interactions with other
readers and writers, their knowledge of word meaning
and of other texts, their word identification strategies
and their understanding of textual features (e.g., sound-letter
correspondence, sentence structure, context, graphics).
4) Students adjust their use of spoken, written and
visual language (e.g., conventions, style, vocabulary)
to communicate effectively with a variety of audiences
and for different purposes.
5) Students employ a wide range of strategies as they
write and use different writing process elements appropriately
to communicate with different audiences for a variety
of purposes.
6) Students apply knowledge of language structure, language
conventions (e.g., spelling and punctuation), media
techniques, figurative language and genre to create,
critique and discuss print and non-print texts.
7) Students conduct research on issues and interests
by generating ideas and questions, and by posing problems.
They gather, evaluate and synthesize data from a variety
of sources (e.g., print and non-print texts, artifacts,
people) to communicate their discoveries in ways that
suit their purpose and audience.
8) Students use a variety of technological and information
resources (e.g., libraries, databases, computer networks,
video) to gather and synthesize information and to create
and communicate knowledge.
9) Students develop an understanding of and respect
for diversity in language use, patterns and dialects
across cultures, ethnic groups, geographic regions and
social roles.
10) Students participate as knowledgeable, reflective,
creative and critical members of a variety of literacy
communities.
11) Students use spoken, written, and visual language
to accomplish their own purpose (e.g., for learning,
enjoyment, persuasion and the exchange of information).
C. Geography
1) Students understand how to use maps and other geographic
representations, tools, and technologies to acquire,
process and report information from a spatial perspective.
2) Students understand how to use mental maps to organize
information about people, places and environments in
a spatial context.
3) Students understand how to analyze the spatial organization
of people, places and environments on Earth's surface.
4) Students understand the physical and human characteristics
of places.
5) Students understand that people create regions to
interpret Earth's complexity.
6) Students understand how culture and experience influence
people's perceptions of places and regions.
7) Students understand the characteristics, distribution
and migration of human populations on Earth's surface.
8) Students understand the characteristics, distribution
and complexity of Earth's cultural mosaics.
9) Students understand the patterns and networks of
economic interdependence on Earth's surface.
10) Students understand the processes, patterns and
functions of human settlement.
11) Students understand how human actions modify the
physical environment.
12) Students understand how physical systems affect
human systems.
13) Students understand the changes that occur in the
meaning, use, distribution and importance of resources.
14) Students understand how to apply geography to interpret
the past.
15) Students understand how to apply geography to interpret
the present and plan for the future.
D. Math
1) Select appropriate methods and tools for computing
with fractions and decimals from among mental computation,
estimation, calculators or computers, and paper and
pencil, depending on the situation, and apply the selected
methods.
2) Develop and analyze algorithms for computing with
fractions, decimals and integers and develop fluency
in their use.
3) Develop and use strategies to estimate the results
of rational-number computations and judge the reasonableness
of the results.
4) Develop, analyze and explain methods for solving
problems involving proportions, such as scaling and
finding equivalent ratios.
5) Represent, analyze, and generalize a variety of patterns
with tables, graphs, words and, when possible, symbolic
rules.
6) Relate and compare different forms of representation
for a relationship.
7) Identify functions as linear or nonlinear and contrast
their properties from tables, graphs or equations.
8) Model and solve contextualized problems using various
representations, such as graphs, tables and equations.
9) Use graphs to analyze the nature of changes in quantities
in linear relationships.
10) Use common benchmarks to select appropriate methods
for estimating measurements.
11) Formulate questions that can be addressed with data
and collect, organize and display relevant data to answer.
12) Develop and evaluate inferences and predictions
that are based on data.
E. Visual Arts
1) Students select media, techniques and processes;
analyze what makes them effective or not effective in
communicating ideas; and reflect upon the effectiveness
of their choices.
2) Students employ organizational structures and analyze
what makes them effective or not effective in the communication
of ideas.
3) Students select and use the qualities of structures
and functions of art to improve communication of their
ideas.
4) Students know and compare the characteristics of
artworks in various eras and cultures.
5) Students describe and place a variety of art objects
in historical and cultural contexts.
6) Students analyze, describe and demonstrate how factors
of time and place (such as climate, resources, ideas
and technology) influence visual characteristics that
give meaning and value to a work of art.
7) Students analyze contemporary and historic meanings
in specific artworks through cultural and aesthetic
inquiry.
8) Students compare the characteristics of works in
two or more art forms that share similar subject matter,
historical periods or cultural context.
9) Students describe ways in which the principles and
subject matter of other disciplines taught in the school
are interrelated with the visual arts.
F. Science
1) Students develop abilities of technological design.
2) Students develop understandings about science and
technology.
3) Students develop understanding about personal health.
4) Students develop understanding about populations,
resources and environments.
5) Students develop understanding about natural hazards.
6) Students develop understanding about risks and benefits.
7) Students develop understanding about science and
technology in society.
G. Economics
1) Understand scarcity is the condition of not being
able to have all of the goods and services that one
wants. It exists because human wants for goods and services
exceed the quantity of goods and services that can be
produced using all available resources.
2) Understand how to determine the best level of consumption
of a product, people must compare the additional benefits
with the additional costs of consuming a little more
or a little less.
3) Understand scarcity requires the use of some distribution
method, whether the method is selected explicitly or
not.
4) Understand as consumers, people use resources in
different ways to satisfy different wants. Productive
resources can be used in different ways to produce different
goods and services.
5) Can list the resources used to produce some item
and identify other items that could have been made from
these resources.
A. Videoconference
Checklist (PDF)
B. Students will need to use
a detailed United States map during the videoconference.
Please print either of these for your use. The 8.5 x
11 map prints on two sheets. Please trim the edges and
tape the sheets together. The 8.5 x 14 (legal size)
prints on one sheet of paper.
U.S. Map,
8.5 x 11 (PDF)
U.S.
Map, 8.5 x 14 (PDF)
C. Rulers
Please provide to students to measure mileage during
videoconference.
|
Geography:
