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Technology: Baseball Grows Up

I. Introduction - rationale, goals, target audience
Bottom of the ninth, two men on, two out, the score is tied. With the crack of the bat and the soft thud of a hardball settling into a leather glove, the game goes to extra innings - just as the story of equipment never ends. Have you ever tried catching a baseball without a glove or hitting a pitch with a flat bat? How about standing in against a flame-throwing pitcher without the protection of a batting helmet? The equipment makes the game and mirrors important developments in history and industry. As baseball grew up, safety, technology, available resources and a desire for greater effectiveness have led to invention, change and standardization of equipment. Students in grades four through eight can slide home in this engaging unit that encourages observation, estimation and reasoning.

II. Objectives - in completing this lesson, students will:
A. Examine historical artifacts and modern-day baseball equipment.

B. Analyze, through interactive dialogue and discussion, the physical characteristics of equipment; compare and contrast similarities and differences.

C. Understand how factors of change that operate in society at large have led to advances in baseball equipment and the evolving nature of the game itself.

III. Preparing the Students
A. Background
Baseball has been part of United States history for more than 150 years. Technological factors, economic resources, concern for safety and protection, and growing expectations have resulted in changes to equipment and the game. Baseballs have evolved from single pieces of hand-stitched, stuffed leather to the modern hardball made according to exact specifications. Bats once crudely crafted from tree limbs and wagon tongues are now precisely produced to meet the needs of both little leaguers and major leaguers. From catcher's gear to a fielder's glove, the tools of the trade parallel advancements and innovations in American industry.

B. Vocabulary
Accession
Artifact
Characteristics
Chronological
Circumference
Diameter
Effectiveness
Efficient
Equipment
Ergonomics
Estimate
Evolution
Invention
Protection
Resources
Similarity
Standardization
Technology

C. Suggested Pre-Program Activities
1) Using the Accessions Worksheet, ask students to bring in baseball gloves, bats, balls and other types of equipment. Working individually or in groups, complete an Accessions Worksheet just as if the artifacts were being added to the collection of a museum. Students should go into great written detail when describing the condition and history of their objects. This activity is highly recommended.

2) Show half a baseball; ask students to list the materials that are found inside. OR - provide the materials from which a baseball is made (cowhide covers, rubber ball center, yarn and stitching thread); ask students to write step-by-step instructions detailing how a baseball is constructed.

3) As a creative writing exercise, students should develop rules that describe how bats, balls, gloves and helmets are to be used. These rules can be humorous or realistic. The rules should take safety into consideration. Ask students to compare their rules with the actual rules presently used in professional baseball.

4) Have students make a baseball using their imagination and a variety of miscellaneous materials. The sphere should not exceed 9.25 inches - the circumference of a regulation-sized baseball. Ask the students to write a narrative description of the steps they took to create the baseball.

5) Watch a few innings of a baseball game, either live or on video. OR - watch a well-known baseball movie, such as The Sandlot or The Natural. List the various types of equipment that are used throughout the game or the movie.

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 equipment do you need to play baseball?" Engage the class in a conversation about the different and necessary pieces of equipment. Hold up examples as the various items are mentioned.

2) Ask, "Why would baseball players need all this equipment?" "Why would catchers, in specific, need to wear so much gear?" INSTRUCTOR NOTE: Introduce model or illustration of catcher's equipment.

3) Model or discuss equipment used by the modern-day catcher. One by one, remove the various pieces of equipment to show, in reverse, how the tools of the game have evolved - ending with the obvious illustration that catchers in the early days of baseball did not wear any protective gear. Cite tools used by other players as similar examples (e.g. the batter, the first baseman, etc.).

4) Discuss how the game of baseball evolved from its early days 150 years ago when the only necessities were a crude bat, a rough ball and the four bases. Brainstorm with students, relating this dialogue to general events in various eras, such as the Civil War, the first airplane, the first automobile, World War II, the first television, the space age, the advent of personal computers, etc.

5) If comfortable, emphasize five factors in the evolution of baseball equipment: Safety, Effectiveness, Availability, Technology and Standardization (S.E.A.T.S)

B. Lesson
1) Beginning with a baseball glove, ask students to describe their own baseball gloves that they've brought to class. Students should have completed the Accessions Worksheet in the suggested pre-program activities.

2) Compare the students' gloves to an older baseball glove with noticeable differences (e.g. un-laced fingers, no webbing, lack of pocket, etc.).

3) Discuss the major changes and evolution of the baseball glove, such as: size; webbing; curved glove with pocket and fingers laced together - i.e. effectiveness.

4) Refer to a baseball. Ask students to describe a ball they've brought to class. Students should have completed the Accessions Worksheet in the suggested pre-program activities.

5) Compare the students' baseballs to an older baseball. Ask if there are any noticeable differences (e.g. stitching, circumference, weight, emblem, softness, hardness, cover material, general condition, etc.). Point out that baseballs have remained standardized, or virtually unchanged, since the original rules of 1876 - i.e. standardization.

6) Discuss that there have been very few changes in the production of the baseball, with the exception of the cover material (originally horsehide, now cowhide - i.e. availability) and the center (originally rubber, now cork). NOTE: Early baseballs used in the 19th century game were often a single, soft piece of hand-stitched, stuffed leather.

7) Next, discuss baseball bats. Ask students to describe a bat that they've brought to class. Students should have completed the Accessions Worksheet in the suggested pre-program activities.

8) Compare the bat to an older model with noticeable differences (e.g. wood versus aluminum, type of wood, grip on handle, color, weight, length, diameter of barrel, etc.).

9) Discuss how technology and player performance have impacted the major changes and evolution of the regulation major league baseball bat, such as: types of wood (e.g. hickory, ash or maple); production techniques; and why aluminum bats are not allowed in the big leagues - i.e. technology.

10) Display a batting helmet. Discuss the history of the helmet, telling the story of Ray Chapman who died in 1920 after being struck by a pitch from Carl Mays - i.e. safety.

11) Emphasize that safety necessitates batting helmets. However, they were not mandatory until the late 1950s and earflaps on helmets were not required until the 1970s.

C. Conclusion
1) Segue from a discussion about the batting helmet by reminding students that modern-day catchers wear a protective helmet beneath their masks.

2) Once again, use the catcher's equipment to help the class recall how and why baseball equipment has evolved with the game (e.g., the S.E.A.T.S acronym).

3) When comparing the old and new equipment, conclude by asking students which set of gear they would prefer to wear during a game and why.

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. Using the Fox Sports video of Tim McCarver (active link) as an example, have students construct a baseball glove using a milk carton. Practice playing catch with the simulated glove. Ask students to use their imaginations to create other pieces of baseball equipment using unlikely materials.

B. Ask students to write about what changes and continued improvements they foresee for baseball equipment in the 21st century. They should provide reasons and a rationale for their predictions. Have them draw pictures of what the new equipment might look like.

C. Students could write a creative story or a factual report about the feasibility of playing baseball on the moon. How would the game be different, and why? How would equipment be different?

D. Predict whether a baseball would travel a further or lesser distance if it were perfectly round without any visible stitching. Support and explain the hypothesis with scientific reasoning.

E. Create a timeline illustrating the evolution of baseball equipment, denoting significant changes and improvements (e.g. mandatory batting helmets and lacing between the fingers of a fielder's glove). Incorporate photos from baseballhalloffame.org.

F. Organize students into literature circles to read the book "Hitting Glory: A Baseball Bat Adventure," by Robert Skead. After each chapter, groups should discuss what they learned and felt, the concept of fact versus fiction, as well as key vocabulary terms, and figurative or descriptive language. Students should record individual perceptions in a daily journal.

VI. Additional Resources
A. Literature
Adair, Robert. The Physics of Baseball. Harper Perennial, 2002.

Bildner, Phil. Payne, C.F. (Illustrator). Shoeless Joe and Black Betsy. Simon & Schuster, 2002.

Geng, Don. King, Andy (Photographer). Play by Play Baseball. Lerner Sports, 2001.

Gutman, Dan. Banana Bats and Ding Dong Balls: A Century of Unique Baseball Inventions. Hungry Minds, 1995.

Gutman, Dan and Carver, Tim. The Way Baseball Works. Simon & Schuster, 1996.

Kinsella, W.P. "Distances." The Further Adventures of Slugger McBatt. Houghton Mifflin, 1988.

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

Skead, Robert. Hitting Glory. Cross Training Publishing, 2001.

Thorn, John. Treasures of the Baseball Hall of Fame. Villard Books, 1998.

B. Web Links
baseballhalloffame.org
Official site of the National Baseball Hall of Fame and Museum

pbs.org/wgbh/buildingbig/lab/materials.html
Understanding properties of different materials - an interactive lab program produced by PBS

members.tripod.com/bb_catchers/catchers/equip.htm
The history of equipment for catchers

mlb.com
Official site of Major League Baseball

stevetheump.com/bat_history.htm
History of the baseball bat

http://www.exploratorium.edu/baseball/index.html
Interactive site on the science of baseball

C. Multi-Media Gallery
Comparative photos of various pieces of baseball equipment, both old and new, representing bats, balls, gloves and catchers equipment.

Films
The Natural, 1984, directed by Barry Levinson. Rated PG

The Sandlot, 1993, directed by David M. Evans. Rated PG

D. For Videoconferencing
Examples of Accession Worksheets already completed, as well as a blank sheet that can be reproduced and completed by students.

VII. Relevant National Learning Standards
A. U.S. History
1) Distinguish between past, present and future time.

2) 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).

3) Establish temporal order in constructing their [students'] own historical narratives: working forward from some beginning through its development, to some end or outcome; working backward from some issue, problem or event to explain its origins and its development over time.

4) Interpret data presented in timelines and create timelines by designating appropriate equidistant intervals of time and recording events according to the temporal order in which they occurred.

5) Reconstruct patterns of historical succession and duration in which historical developments have unfolded, and apply them to explain historical continuity and change.

6) 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.

7) 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.

8) Analyze cause-and-effect relationships bearing in mind multiple causation including (a) the importance of the individual in history; (b) the influence of ideas, human interests and beliefs; and (c) the role of chance, the accidental and the irrational.

9) 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.

10) Formulate historical questions from encounters with historical documents, eyewitness accounts, letters, diaries, artifacts, photos, historical sites, art, architecture and other records from the past.

11) 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.

12) Identify issues and problems in the past and analyze the interests, values, perspectives and points of view of those involved in the situation.

13) Formulate a position or course of action on an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem and choosing a plausible solution from a choice of carefully evaluated options.

B. Language Arts
1) 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.

2) 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.

3) 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.

4) 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.

5) 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.

6) Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion and the exchange of information).

C. Math
1) Understand measurable attributes of objects and the units, systems and processes of measurement.

2) Apply appropriate techniques, tools and formulas to determine measurements.

3) Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships.

4) Create and critique inductive and deductive arguments concerning geometric ideas and relationships, such as congruence, similarity and the Pythagorean relationship.

5) Use visualization, spatial reasoning and geometric modeling to solve problems.

6) Develop and evaluate inferences and predictions that are based on data.

7) Organize and consolidate their mathematical thinking through communication.

8) Communicate their mathematical thinking coherently and clearly to peers, teachers and others.

9) Use the language of mathematics to express mathematical ideas precisely.

10) Recognize and use connections among mathematical ideas.

11) Recognize and apply mathematics in contexts outside of mathematics.

12) Create and use representations to organize, record and communicate mathematical ideas.

D. Technology
1) Students demonstrate a sound understanding of the nature and operation of technology systems.

2) Students are proficient in the use of technology.

3) Students understand the ethical, cultural and societal issues related to technology.

4) Students practice responsible use of technology systems, information and software.

5) Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits and productivity.

6) Students use technology tools to enhance learning, increase productivity and promote creativity.

7) Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications and produce other creative works.

8) Students use telecommunications to collaborate, publish, and interact with peers, experts and other audiences.

9) Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

10) Students use technology to locate, evaluate and collect information from a variety of sources.

11) Students use technology tools to process data and report results.

12) Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

13) Students use technology resources for solving problems and making informed decisions.

14) Students employ technology in the development of strategies for solving problems in the real world.

E. Science
1) Understand properties and changes of properties in matter.

2) Understand motions and forces.

3) Understand transfer of energy.

4) Understand abilities of technological design.

F. Physical Education and Health
1) Demonstrate responsible personal and social behavior in physical activity settings.

2) Demonstrate understanding and respect for differences among people in physical activity settings.

3) Understand that physical activity provides opportunities for enjoyment, challenge, self-expression and social interaction.

4) Distinguish between safe and risk or harmful behaviors in relationships.

5) Develop injury prevention and management strategies for personal and family health.

6) Demonstrate ways to avoid and reduce threatening situations.

7) Understand risks and benefits.

8) Understand science and technology in society.

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