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Geography: Coast to Coast

I. Introduction - rationale, goals, target audience
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

II. Objectives - in completing this lesson, students will:
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.

III. Preparing the Students
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.

 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.

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.

V. Enrichment and Assessment Activities
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.

VI. Additional Resources
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

VII. Relevant National Learning Standards

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.

VIII. Planning a Videoconference?
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.