Day 4: When the Grass Was Real

Thinking about all of our previous readings
1. What are some of the tensions present in the game? Be specific and use text as evidence.

Thinking about Cool Papa Bell
1. Finding the tension: As we transition from the early days of baseball into pre-integration days, there's a tension that exists in the game. There's the national pastime. There's the glory, the heroes, the sentimentality for the era. At the same time, there is the harsh reality of segregation. The struggle for non-white players to make a living and find success. Looking closely at Cool Papa Bell's oral narrative where can you find this tension? How do players respond to it? Deal with it? What are we to think of this tension?

Baseball: Inning 2, 3 & 4 (chpts ... )

Weekly Post #2: A-Rod (due Jan 22)

A Cruel Bargain for A-Rod and Boys With Baseball Dreams

While this is old, I think it's a great read about Alex Rodriguez. And no I'm not posting this because I grew up rooting for the Yankees; rather, I think this article (and the steroid issues) addresses one of the major themes we'll cover this semester: the fallen hero. This is where the ideas of the grit and glory have to held equally as we learn about baseball. But how do they work with/against each other.

What are your thoughts on the idea of A-Rod as a fallen hero? Was his trajectory unavoidable? Is the pressure to be better, faster, stronger partly to blame for his fall? How does he present the grit and the glory? (so many questions ... don't go crazy)

Day 3: POEMS!

Breaking up into smaller groups, discuss the structure, diction and tone of your assigned poem. SAS that poem!

Guiding Questions:
1. What aspect(s) of the game is the poet trying to capture?
2. In what way does your poet employ nostalgia or sentimentality?
3. What assumptions are made about the reader?

Film: Inning 1 for a bit.

Day 2: Ritter & Spaulding

Wahoo Sam's plaque in the Cincinnati Reds' Hall of Fame.

Where is Wahoo? About 1 hour west of Omaha.

Entrance to current Detroit ballpark: Comerica Park. This new park replaced Tiger Stadium in 2000. Tiger Stadium was then demolished, but a crew of fans and local residents maintain the field to this day. How cool! And remember this when we read Thrill of the Grass.

Dave, an usher at Comerica. One of my favorite shots from the game.

The outfield. Not where Crawford and Cobb played, but it's still a good looking field.

Honus Wagner's grave just outside of Pittsburgh, PA. (Commercial)

Discussion questions:

1. In what ways do these two pieces capture the patriotism and nostalgia often associated with baseball?
2. How does Spaulding perpetuate the gender roles of the traditional American male and what effect does this stereotype have on the game and our society today?
3. What major American themes does Spaulding find present in Base Ball?
4. What else did you learn? New facts, figures, insights?

Watch
Inning 1: Chpts 2-11

Weekly post #1: Pete Rose and the HOF

Please read this piece on Pete Rose. I know I mentioned the Hall Of Fame briefly last week (voting happens next week), but this piece gets to something we will touch on the entire semester (especially in your first paper): how do you reconcile a past that might not be as glorious as you like? How do you bring that past into the present?

In this article, I especially love the paragraph that talks about the roll of a history museum (what the HOF is). To paraphrase, "a history museum's role is to educate and inform not influence."

What are your thoughts on this piece? Pete Rose being kept out of the Hall of Fame? I don't expect you to do any research on Rose. Reading this piece should give you enough to comment on.

Day 1: Let's get going

1. Course intro ... who am I and what do I expect? what are we going to do?
2. Who are you?
3. Major themes of the course: Big Papi knows (2016) and so does Casey at Bat (June 3, 1888 // published in SF Examiner)
4. Inning 1, Chpt 2 & 3 (25 mins)

The final project: 2016!

Solo time and then as a class:

1. What are some of the major themes we've talking about this semester?
2. What are some of the big questions we've asked this semester?
3. What are you curious about in terms of baseball that you'd like to investigate

Guiding principle:
Your final project must be thoughtfully connected to our work from the semester.

Unless you are writing a paper, you must teach a 20-minute mini-lesson.

1. It’s open to anything you want to do. But you must guided by a concisely articulated and well-supported thesis.
2. You will be responsible for visual and/or auditory elements in your presentation and an interactive component.
3. One reading posted to the class blog with guiding questions (related to your lesson) and posted two days before your lesson. Other groups must respond.
4. You will write a 1-page reflection piece on your process

Your peers will evaluate your lesson. You must fill out a self-evaluation (and partner, if working with a partner).

Expectations

You are expected to source heavily from our texts. You can use film as well as magazines and newspapers to complement our readings. You cal also use the blog postings.

Rubric

1. Preparation: How well did you meet the deadlines and how well are you meeting homework and in-class demands during the process?
2. Partnership: How well did you work in a pair dividing responsibilities and generating ideas together? And, sharing workload during the planning process and lesson? Did your partnership embody good collaboration?
3. Point: your argument & research: How sound and thoughtful is your argument? Is it based on good, smart evidence and research? How well do you understand and clearly articulate the ideas you are investigating? How unique/original is your argument? Is your argument compelling and original in thought?
4. Presentation & lesson: How clearly is your argument presented? How thoughtful is your lesson? Do you engage all members of the class? Do you employ different components of a good lesson? Are you prepared and composed? Is the lesson organized and well-paced?

Timeline

Mon May 2: brainstorm ideas as a class

Wed May 4: Guiding question due at end of class

Fri May 6: Research ideas, methodology and project outline due

Tu May 10: Work on project --> check-ins with Mary // thesis due at end of class

Th May 12: Work on project --> check-ins with Mary

Mon May 16: Work on project --> group workshop // research notes and bibliography due at end of class

Wed May 18: Finalize presentation --> solo day to work

Fri May 20: Presentations/Mini-lessons

Tu May 24: Presentations/Mini-lessons