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I. Introduction
II. Objectives
III. Preparing the Students
IV. Presentation
V. Enrichment and Assessment Activities
VI. Additional Resources
VII. Web Links
VIII. Mutli-Media Gallery
IX. For Videoconferencing
X. Relevant National Learning Standards
XI. Planning a Videoconference?
Can anyone be a leader? What does it take to guide those around you? Baseball depends on many different leaders, such as the commissioner, team owner, manager and coaches, umpires, team captain, and - according to the situation - other players in the lineup. Anyone can become a leader by rising to an occasion at the right time and by confidently confronting obstacles or applying his or her talents when needed. Leadership often demands sacrifice and self-discipline, creativity and vision, decisiveness and the willingness to be a role model or trailblazer. This thematic unit, based on the history of the National Pastime, is filled with practical lessons of how leadership resolves daily challenges to produce a way of life - a mindset that often results in individual achievements or leading by example to create the satisfaction of inspiring others.
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A. Define, in a group or personal way, what comprises leadership and its effects on society and individuals.
B. Discuss realistic approaches to leadership that relate to particular situations, determining when certain styles are either appropriate or inappropriate based on the circumstances.
C. Apply relevant lessons of leadership from baseball history to improve critical thinking, self-management and to understand one's own capacity to either lead or follow.
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A. Background
Hall of Fame Manager Casey Stengel once said, "It's easy to get the players; it's getting them to play together that's the hard part." Leaders and followers are essential to the game of baseball. While the team captain or manager are obvious examples of leaders, depending on the situation, the criteria to be a leader often extends to the most unlikely people in the farthest corners of the ballpark. The decisions that must be made, the choices one faces in the midst of a game or afterwards, may lead to success or failure - but leadership and followership are inseparable factors in the equation. Why does someone want to become a leader and risk possible failure? Is the lure of awards and championships worth the hard work and sacrifice necessary to reach a position of influence? Or do real leaders transcend their ego and extrinsic motivation to invest themselves, instead, in the benefit of their supporters. What is the definition of successful leadership? Win or lose, leaders - in baseball and other arenas - display a consistent set of ethics and values that influence the real measure of their lives and the lives of those they lead.
B. Vocabulary (*terms in italics are for high school and above)
Achievement
Authoritarian*
Autocratic*
Captain
Championship
Coach
Commissioner
Commitment
Compromise
Confidence
Decisiveness
Democratic
Directive
Egalitarian*
Ethics
Extrinsic motivation*
Failure
Followership
Influence
Inspiration
Integrity
Intrinsic motivation*
Laissez-faire*
Lead
Leader
Leadership
Losing
Manager
Motivational
Obstacles
Participatory
Peer pressure
Relations-oriented*
Respect
Risk
Sacrifice
Self-control
Self-discipline
Strategy
Success
Task-oriented*
Team
Trailblazer
Trust
Vision
Winning
C. Suggested Pre-Program Activities
1. Find a variety of quotes about leadership, either related or unrelated to baseball, that capture the essence of the skill.
2. Research and gather information on respected leaders in American history or the annals of baseball. Write a brief biography about that person, design a baseball card listing their leadership attributes, or produce a simple multi-media presentation on that person's life.
3. In current events and other news sources, find examples of leadership and explain the impact that was made on the situation and on those who acted as followers.
4. Ask students to think about and explain situations where he or she had to assume a leadership role. Did these opportunities require one to exercise critical thinking, to make unpopular decisions or to build consensus? What challenges did this issue present?
5. Find examples of poor leadership, where the leader was effective in motivating others and achieving objectives but did so for inappropriate or unethical purposes.
6. Discuss the questions, What is the measure of ethical and effective leadership? and, Is leadership an innate characteristic that is engrained in one's nature, or is leadership a learned skill that must be nurtured?
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A. Opening
1. Present students with a variety of newspaper or online articles about recent baseball games. Ask them to find examples of leadership in these stories. How many different leadership roles and responsibilities in the game are reflected in the decisions and situations that are described?
2. Discuss debatable decisions in baseball history, such as the 1919 Black Sox Scandal, Pete Rose's banishment from baseball in 1989 or the 2002 All-Star Game that resulted in a tie score. How did leadership in the midst of controversy provide a resolution to these issues?
3. Create baseball-related scenarios that involve an element of controversy, such as the use of banned substances or a fight on the field. How would students characterize the leadership response and level of decision-making that might be expected from the following individuals: The commissioner, team owner, manager and coaches, umpires, team captain, and other players in the lineup.
B. Lesson
1. FOR HIGH SCHOOL STUDENTS AND OLDER: Lead a class discussion that compares and contrasts the following styles of leadership (or others the teacher and students may suggest):
a. leaders versus managers
b. autocratic and authoritarian versus democratic and egalitarian
c. directive versus participatory
d. task- versus relations-oriented leadership
e. laissez-faire versus motivational
2. FOR ELEMENTARY STUDENTS AND OLDER: Transitioning from a discussion about baseball to a conversation about leadership in general, ask students to discuss what the following expressions mean and cite examples of each in their own lives or schools:
a. lead by example
b. lead by conscience
c. lead by fear
d. lead by letter of the law
e. lead by logic
f. lead by the seat of your pants
3. Citing contemporary or historical figures from baseball and American history presented in the earlier biography assignment, ask students to discuss which of the aforementioned leadership styles align with what they discovered about that person.
4. Working in pairs, have the students role-play how the various leadership styles listed above might be applied to a baseball situation. They should act out a scenario where different styles are evident in resolving the hypothetical challenge.
C. Conclusion
1. Lead students in a conversation about the leadership styles examined in this lesson. How would they embrace one or more of these approaches to become a leader according to their own potential.
2. Ask students to explain why a leader is not defined by wins and losses, championships or failures.
3. Discuss with students their own personal attributes that would be important in a leadership role. How are these characteristics similar to those of other leaders already discussed in the lesson? What traits would the students like to acquire that they admire in others or believe would be important in their own development as a leader?
4. Ask students how the following observation about long-time baseball manager Joe Torre relates to the connection between self-management and leadership: "Torre, of course, wouldn't be half so effective in managing his employees or his boss if he weren't so effective in managing another person: himself."
5. From baseball history or personal experience, ask students to summarize the relationship between leaders and followers and why both groups are mutually dependent on each other for success.
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1. Find examples of leadership that failed or was motivated by the wrong reasons. Suggest ways that effective leadership might have resulted in a positive outcome.
2. Host a leadership day where leaders and coaches from the community are invited to discuss their careers and perspectives on what makes a successful leader.
3. Interview a selection of teachers, administrators, family and/or community members. Record video or audio oral histories of their individual approaches to leadership and what they have learned from years of experience. Ask them to identify the style of leadership with which they have most identified during their life.
4. Attend a board of education meeting or an assembly of local legislators. Take notes on styles of leadership evident during the meeting, including related decisions and outcomes.
5. Compile a list of team captains in the history of Major League Baseball. Research their various styles and traits.
6. Compile a list of women and minorities in leadership roles throughout the history of baseball. Is there evidence that leadership opportunities in baseball, or society in general, have been determined by gender and race?
7. Attend an athletic event and record evidences of leadership among the coaches, players, team captains, officials, fans and parents. Compare and contrast the various styles observed, noting examples of positive and negative leadership.
8. Read the book, Teammates, by Peter Golenbock. What behavior did Pee Wee Reese exhibit toward Jackie Robinson that exemplified leadership as a player and teammate?
9. Create a work of art, music or literature that depicts leadership in a concrete or abstract form. This may include poetry, interpretive dance, an original song, a short play, a painting or sculpture.
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A. Literature
Adler, David. Lou Gehrig, The Luckiest Man. 1997.
Adler, David. The Story of Roy Campenella. 2007.
Anderson, Sparky. They Call Me Sparky. 1998.
Curtis, Gavin. The Boy and His Violin. 1998.
Golenbock, Peter. Hank Aaron: Brave in Every Way. 2001.
Golenbock, Peter. Teammates. 1990.
Hopkinson, Deborah. Girl Wonder: A Baseball Story in Nine Innings. 2003.
Hubbard, Crystal. Catching the Moon: The Story of a Young Girl's Baseball Dream. 2005.
Jeter, Derek. The Life You Imagine. 2000.
Lowenfish, Lee. Branch Rickey: Baseball's Ferocious Gentleman. 2007.
Moffi, Larry. The Conscience of the Game. 2006.
Moss, Marissa. Mighty Jackie: The Strikeout Queen. 2004.
McDonough, Yona Zeldis. Hammerin' Hank: The Life of Hank Greenburg. 2006.
Pietrusza, David. Judge and Jury: The Life and Times of Kenesaw Mountain Landis. 1998.
Ripken Jr., Cal. Get in the Game. 2007.
Ripken Jr., Cal. The Longest Season. 2007.
Ritter, John. The Boys Who Saved Baseball.2003.
Tavares, Matt. Oliver's Game. 2004.
Stottlemyre, Mel. Pride and Pinstripes. 2007.
Torre, Joe. Chasing the Dream. 1997.
Torre, Joe. Joe Torre's Ground Rules for Winners. 1999.
Weaver, Earl. Weaver on Strategy. 2002.
Winter, Jonah. Roberto Clemente: Pride of the Pittsburgh Pirates. 2005.
Zimbalist, Andrew. In the Best Interests of Baseball. 2006.
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National Baseball Hall of Fame and Museum
Ripken Leadership
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A. Photographs of Hall of Fame baseball players
1. Joe Torre
2. Pee Wee Reese
3. Jackie Robinson
B. Audio/video
1.
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A. Art / Theatre / Visual Arts
1. Understand connections among the various art forms and other disciplines
2. Use acting skills
3. Understand how informal and formal theatre, film, television, and electronic media productions create and communicate meaning
4. Understand and apply media, techniques, and processes related to the visual arts
B. Arts and Communication
1. Know and apply appropriate criteria to arts and communication products
2. Use critical and creative thinking in various arts and communication settings
3. Understand ways in which the human experience is transmitted and reflected in the arts and communication
C. Civics
1. Understand the sources, purposes, and functions of law, and the importance of the rule of law for the protection of individual rights and the common good
2. Understand the major characteristics of systems of shared powers and of parliamentary systems
3. Understand the importance of Americans sharing and supporting certain values, beliefs, and principles of American constitutional democracy
4. Understand the roles of voluntarism and organized groups in American social and political life
5. Understand the character of American political and social conflict and factors that tend to prevent or lower its intensity
6. Understand issues concerning the disparities between ideals and reality in American political and social life
7. Understand how certain character traits enhance citizens' ability to fulfill personal and civic responsibilities
8. Understand how participation in civic and political life can help citizens attain individual and public goals
9. Understand the importance of political leadership, public service, and a knowledgeable citizenry in American constitutional democracy
D. Language Arts
Writing
1. Use the general skills and strategies of the writing process
2. Use the stylistic and rhetorical aspects of writing
3. Use grammatical and mechanical conventions in written compositions
4. Gather and use information for research purposes
Reading
1. Use the general skills and strategies of the reading process
2. Use reading skills and strategies to understand and interpret a variety of literary texts
3. Use reading skills and strategies to understand and interpret a variety of informational texts
Listening and Speaking
1. Students will use listening and speaking strategies for appropriate purposes
Viewing
1. Students will use viewing skills and strategies to understand and interpret visual media
E. Life Skill Standards
Self Regulation
1. Set and manages goals
2. Perform self-appraisal
3. Consider risks
4. Demonstrate perseverance
5. Maintain a healthy self-concept
Thinking and Reasoning
1. Understand and apply the basic principles of presenting an argument
2. Understand and apply basic principles of logic and reasoning
3. Effectively use mental processes that are based on identifying similarities and differences
4. Apply basic trouble-shooting and problem-solving techniques
5. Apply decision-making techniques
Working With Others
1. Contribute to the overall effort of a group
2. Use conflict-resolution techniques
3. Work well with diverse individuals and in diverse situations
4. Display effective interpersonal communication skills
5. Demonstrate leadership skills
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A. Videoconference
Checklist (PDF)
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