FSP 131-06 First-Year Senlinar

Baseball and American Culture

Fall 2007

Tuesday, Friday 10:00 - 11:20, Bliss 114

David Venturo E-mail: [email protected] Office: Bliss 220 Telephone: 771-2155

Baseball is often sentimentalized asa timeless and unchanging game. In fact, baseball, especially professional baseball, is deeply rooted in time, and, over the last 150years, changes in how the game has been played, administered, financed, and promoted reflectlarger changes and trends in American culture. With baseball as its focus, this seminar explores topics in American culture including race, ethnicity, immigration, labor-management relations, industrialization and urbanization, "scientific" business practices, growth of the mass media and public relations, as well as tendencies to mythologize and sentimentalize the game. Particular areas of discussion include the invention and interpretation of baseball statistics, Negro League baseball, the integration of major league baseball in the late 1940s, the riseof the Players' Association, the end of the reserve clause, strikes and lockouts, the development of the modern "farm" system, the function of the baseball commissioner, and financial politics of the game.

Be prepared for substantial and challenging reading. This course covers its ground intensively, and many students will find the assigned works more interesting and enjoyable if they keep up with the reading, since class discussion is central to the course. In addition, attendance and active participation are crucial factors taken into account for the final grade. Therefore, if you sense problems developing which might affect your class work, please let me know as they arise. More than two unexcused absences or morethan three absences of any kind (barring documented family crises or health problems) may adversely affect your grade.

Mentoring: Because this is a first-yearseminar, you will be expected to meet with me regularly during the semester for gUidance and advice on your papers and to discuss your progress in the course and your academic adjustment to life at The College of New Jersey.

The written work for this class consists of three short (4- to 5-page) papers, a longer ('" 10- to 12-page)final paper, and several (1- to 2-page) feedback assignments. The paper assignments are designed to helpyou learn the art of researching a scholarly project: to read through primary and secondary sources; to identify important topics of debate and discussion in the discipline; to createyour own topic for exploration within the context of those discussions and debates; and then to research and write a paperwhich demonstrates mastery of sources and methodologies. The papers are also designed to help you distinguish between research and mere reporting. I expectto meet with you as you draft your papers in orderto help qulde you through your research and writing. Some class time will be devoted to such important lessons as the crafting of thesis statements, the useof topics sentences, the construction of arguments, and the citing and framing of sources. The feedback assignments, which explore various topics between major assignments, consist of one-to-two page papers that will be turned as indicated. In addition, everyone will be expected to make a 20-minute oral presentation, a ten-minute response to a presentation, and an end-of-course presentation. You will have an opportunity to choose topics for presentations and responses during our third class meeting on September 7.

Presentations and responses will be evaluated for their clarity, originality, research, and rhetorical effectiveness. Papers will be evaluated based on clarity and focus of argument and effectiveness in your use of primary and secondary sources in supportof your thesis. In addition, your papers will be graded for style and mechanics. Sloppy writing and proofreading will adversely affect your grade, so write and revise with care. Unexcused late papers will be penalized, so please turn in your papers ON lIME-at the start of class in class on the day due. You will receive a reserve reading list along with this syllabus. You will be expected to consult and use, but by no means restrict yourself to, these sources as you write your papers and prepare your presentations. In addition, you will be expected to document properly your use of sources using Chicago or MLA style. The Chicago ManualofStyle(15th ed.) and the MLA Handbook for Writers ofResearch Papers (6th ed.) are available in the Reference Room of the newTCNJ Library.

Final grades will be based on performance in the following areas:

1. Firstpaper (20% of final grade) 2. Second or third paper(Choose one) (25% of final grade) 3. Final paper (30% of final grade) 4. Class participation, including presentations, responses, and feedback assignments (25% of final grade)

This syllabus also is available on the Web at: www.tcnj.edu/tvdventuro

Texts:

Burk, Robert F. NeverJust a Game: Players, Owners, and American Baseball to 1920 (Chapel Hill: University of North Carolina Press, 2001) ISBN: 0807849618

Gelzheizer, Robert P. Laborand Capitalin 1!Jh CenturyBaseball(Jefferson: McFarland, 2006) ISBN: 078642169X

Korr, Charles P. The End ofBaseball As We KnewIt: The Players Union, 1946-81 (Urbana: University of Illinois Press, 2005) ISBN: 025207274X

Lewis, Michael. Moneyball: The Art ofWinning an Unfair Game (New York: W.W. Norton, 2004) ISBN: 0393324818

Lipson, Charles. CiteRight: A QUick Guide to Citation Styles-MLA, Chicago, the Sciences, Professions, and More(Chicago: University of Chicago Press, 2006) ISBN: 0226484750

Rader, Benjamin G. Baseball: A History ofAmerica's Game. 2nd ed. (Urbana: University of Illinois Press, 2002) ISBN: 0252070135

Tygiel, Jules. Baseball's GreatExperiment: Jackie Robinson and His Legacy. Expanded Edition (New York: Oxford University Press, 1997) ISBN: 0195106202

Tygiel, Jules. Past Time: Baseball As History(New York: Oxford University Press, 2001) ISBN: 0195146042

White, G. Edward. Creating the NationalPastime: Baseball Transforms Itself, 1903-1953 (Princeton: Princeton University Press, 1998)ISBN: 0691058857 Reading and Paper Assignments

WeekI T Aug. 28 Introduction to course.

F Aug. 31 Tygiel, Past nme, pp. 3-14.

Week II T Sept. 4 Monday classes meet this Tuesday.

F Sept. 7 Tygiel, Past Time, pp. 15-34. Choose presentation and response topics.

Week III T sept. 11* Gelzheiser, Laborand Capital, pp. 35-70. Feedback assignment due.

F Sept. 14 Gelzheiser, Laborand Capital, pp. 71-99.

Week IV T sept. 18* Gelzheiser, Laborand Capital, pp. 100-145. First paper due.

F Sept. 21 Gelzheiser, Laborand Capital, pp. 146-173.

Week V T Sept. 25 Burk, NeverJusta Game, pp. 116-177.

F Sept. 28 Burk, NeverJust a Game, pp. 178-209.

Week VI T Oct. 2 Burk, NeverJust a Game, pp. 210-240.

F Oct. 5* Tygiel, Past Time, pp. 64-86. Second paper due.

Week VII T Oct. 9 White, Creating the National Pastime, pp. 47-126.

F Oct. 12 White, Creating the National Pastime, pp. 160-189, 206-244.

Week VIII T Oct. 15 White, Creating the National Pastime, pp. 127-159.

F Oct. 19 Tygiel, Baseball's GreatExperiment, pp. 3-70. Tygiel, Past nme, pp. 87-115. Week IX

T Oct. 23 Fall Break: No Classes.

F Oct. 26* Tygiel, Baseball's GreatExperiment, pp. 71-143. Third paper due. Week X

T Oct. 30 Tygiel, Baseball's GreatExperiment, pp. 144-208.

F Nov. 2+ White, Creating the NationalPastime, pp. 275-315. Proposal and bibliography due.

Week XI T Nov. 6 Tygiel, Past Time, pp. 165-97.

F Nov. 9 Korr, The EndofBaseball as We KnewIt, pp. 1-67.

Week XII T Nov. 13* Korr, The EndofBaseball as We KnewIt, pp. 68-130. Feedback assignment due.

F Nov. 16 Korr, The End ofBaseball as We KnewIt, pp. 131-185.

Week XIII T Nov. 20 Korr, The End ofBaseball as We KnewIt, pp. 186-266.

F Nov. 23 Thanksgiving Break.

Week XIV T Nov. 27 Lewis, Moneyball, pp. xi-xv, 3-96.

F Nov. 30 Lewis, Moneyball, pp. 97-161.

Week XV T Dec. 4 Lewis, Moneyball, pp. 162-216.

F Dec. 7# Lewis, Moneyball, pp. 217-286. Final paper due.

*indicates due date of feedback assignment.

*indicates due date of a short paper.

+indicates due date of proposal and working bibliography for final paper.

#indicates due date of final paper. Reserve Listfor Baseball andAmerican Culture Please note: The RESERVE BOOKS are intended to help you with class assignments, discussions, and papers. They are to be used IN THE UBRARY. They DO NOT ORCULATE. Please DO NOT WRITE in these (or anyother) library books.

fnitruclor: VENTURO

~ Course: FSP I]106. PAGE I CALL # 'ITrLE THE FOLLOWING ARE THREE HC)UR RESERVE GV862.3.L54 1997 Light The Cultural Encyclopedia of Baseball GV862.5.B56 2005 Block Baseball Before We Knew It: A Search for the Roots of the Game GV863.AIA372002 Alexander Breaking the Slump: Baseball in the Depression Era GV863.A IA4 1996 Alexander Our Game: An American Baseball History ; GV863.A1G66 1989 "Goldstein Playing for Keeps: A Historyof Early Baseball GV863.AIK562003 Kirsch Baseball in Blue and Gray: The National Pastime" Duringthe Civil War GV863.AIKS72007 Kirsch Baseball and Cricket: The Creation of American Team Sports: 1838-72 GV863.AIK661998 Koppett Koppett's Concise Historyof Maior League Baseball GV863.AIL262006 Lamster Spalding's World Tour: The Epic Adventure That Took Baseball Around the Globe-And Made it America's Game GV863.AIM353 1999 Marshall Baseball's Pivotal Era: 1945-1951 GV863.AIP43 1993 Pearson Baseball in 1889: Players vs. Owners GV863.AIR332002 Rader Baseball: A History of America's Game GV863.A 1RS6 1979 Ritter The Image of Their Greatness: An IJIustrated History of Baseball From 1900 to the Present GV863.AIR671999 Rossi A Whole New Game: Off the Field Changes in Baseball: 1946-1960 GV863.AIR93 1998 Ryczek When Johnny Came Sliding Home: The Post-Civil War Baseball Boom: 1865-1870 GV863.AIS481960+ Seymour Baseball: The Early Years V.l GV863.A1S48 1960+ Seymour Baseball: The Golden Age v.2 GV863.A 1S48 1960+ Seymour Baseball: The People's Game

v.3 " . GV863.Al T93 2002 Tygiel Extra Bases: Reflections on Jackie Robinson, Race, and Baseball History GV863.A 1T94 2000 Tygiel Past Time: Baseball as History GV863.AIW4471996 White Creating the National Pastime; BaseballTransforms Itself: 1903·1953 , GV863.AIW4481995 White Sol White's History of Colored Baseball,with Other Documentson the Early Black Game: 1886-1936 GV863.NSDS3 1991 DiClerico The Jersey Game: The" History of Modem Baseball From Its Birth to the Big Leagues in the Garden State GV863.P4 Peterson Only the Ball Was White THE COLLEGE OF NEW JERSEY LIBRARY RESERVE DEPARTMENT

Instructor: VENTURO Course' FSP 13106 PAGE 2 CALL# AUTHOR TITLE THE FOLLOWING ARE THREE HOUR RESERVE GV863.AIH45 1994 Helyar Lords of the Realm: The Real History of Baseball GV863.25.AIJ262000 Jamail Full Count: Inside Cuban Baseball GV863.25.AIG651999 Echevvaria The Pride of Havana: a History of Cuban Baseball GV863.29.AID655 Klein Sugarball: The American Game, the Dominican Dream 1991 GV865.AIK4352000 Kelley The Negro Leagues Revisited: Conversations with 66 More Baseball Heroes GV865.AIK4461998 Kelley Voices From the Negro Leagues: Conversations with 52 Baseball Standouts GV865.AIR5 Ritter The Glory ofTheir Times: The Story ofthe Early Days of Baseball Told By the Men Who Played it GV865.AIW5452005 Wilson Early Latino Ballplayers in the United States: Major, Minor, and Negro Leagues, 1901-1949 GV865.C6A65 1984 Alexander Tv Cobb GV865.F45B45 2006 BeIth Stepping Up: The Story of Curt Flood and His Fight For Baseball Players' Rights GV865.G68A32001 Greenberg Hank Greenberg: The Story of My Life GV865.J29F542001 Fleitz Shoeless: The Life and Times ofJoe Jackson GV865.K78A3 1987 Kuhn Hardball: The Education of a Baseball Commissioner GV865.M325094 1998 Overmyer Queen of the Negro Leagues: Effa Manley and the Newark Eagles GV865.M38E53 Einstein Willie's Time GV865.R6A291972 Robinson I Never Had it Made GV865.R6E352007 Eig Opening Day: The Story ofJackie Robinson's First Season GV865.R6R341997 Rampersad Jackie Robinson: A Biography GV865.R6T93 1997 Tygiel Baseball's Great Experiment: Jackie Robinson and His Legacy GV865.R8C73 Creamer Babe: The Legend Comes to Life GV865.R8M562006 Montville The Big Bam: The Life and Times of Babe Ruth GV865.R8S62 1975 Smelser The Life that Ruth Built: A Biography GV865.V4A3 Veeck Veeck - As in Wreck: The Autobiography of Bill Veeck GV865.W34Z351995 Zang Fleet Walker's Divided Heart: The Life of Baseball's First Black Major Leaguer GV865.W75D482003 Devine Harry Wright: The Father ofProfessional Base Ball GV867.T665 1987 Tomlinson The Baseball Research Handbook GV867.3.L68 Lowenfish The Imperfect Diamond: The Story of Baseball's Reserve System and the Men Who Fought to Change It .. THE COLLEGE OF NEW JERSEY LIBRARY RESERVE DEPARTMENT

Instructor: VENTURO Course'. FS» 13106 PAGE .3 CALL # AUTHOR TITLE THE FOLLOWING ARE THREE HOUR RESERVE GV867.6.B482003 Bevis Sunday Baseball: The Major Leagues' Struggle to Play Baseball on the Lord's Day, 1876-1934 GV867.64.G642001 Gmelch Inside Pitch: Life in Professional Baseball GV87l.M432006 McNeil The Evolution of Pitching in Major League Baseball GV875.AIG452006 Gelzheiser Labor and Capital in 19111 Century Baseball GV875.AIP372001 Parrott The Lords of Baseball: A Wry look at a Side of the Game the Fan Seldom Sees - the Front Office GV875.A3N3662004 Macdonald The League That Lasted: 1876 and the Founding of the National League of Professional Base Ball Clubs GV875.C58C372006 Carney Burying the Black Sox: How Baseball's Cover-Up of the 1919 World Series Fix Almost Succeeded GV875.C58N382005 Nathan Saying It's So: A Cultural History ofthe Black Sox Scandal GV875.C6A8 1987 Asinof Eight Men Out: The Black Sox and the 1919 World - . Series GV875.C65G871998 Guschov The Red Stockings of Cincinnati: Base Ball's First AlI- Professional Team GV875.K29B781985 Bruce The Kansas City Monarchs: Champions of Black Baseball GV875.N35H432003 Heaphy The Negro Leagues: 1869-1960 GV875.N35L362004 Lanctot Negro League Baseball: The Rise and Ruin ofa Black Institution GV875.N35R53 1995 Ribowsky A Complete History of the Negro Leagues: 1884-1955 GV875.N42P732006 Prager The Echoing Green: The Untold Story of Bobby Thomson, Ralph Branca and the Shot Heard Around the World GV875.P55K672006 Koszarek The Players League: History, Clubs, Ballplayers and Statistics GV875.S28M42 1978 Mead Even the Browns: The Zany, True Story of Baseball in the Early Forties GV880.B8692001 Burk Much More Than a Game: Players, Owners & American Baseball Since 1921 GV880.B87 1994 Burk Never Just a Game: Players, Owners, and American Baseball to 1920 GV880.L49 2003 Lewis Moneyball: The Art of Winning an Unfair Game GV880.M57 1991 Miller A Whole Different Ball Game: The Sport and Business of Baseball GV880.P69 2003 Powers The Business of Baseball Grading Rubric

Grading papers is an art, not a science. The following table, therefore, provides guidelines only. It breaks down the course's grading criteria into four categories: argument, evidence, style, and mechanics. These are not, however, entirely discrete categories, and, in fact, your performance in one area may very well affect your performance in another. For example, readers may have difficulty grasping your argument if they have to struggle to understand the sentences that convey it. Sometimes an overwhelmingly good or bad performance in one area may outweigh other factors.

CRITERIA ARGUMENT EVIDENCE STYLE MECHANICS/ GRAMMAR GRADE

A Argument clearly stated at Extensive and varied factual Excellent prose style: Minimal errors in beginning and developed evidence supports argument. clear, elegant, persuasive. grammar, spelling, logically throughout the No significant omissions, Language and phrasing punctuation, etc. paper to a conclusion. irrelevancies, or errors of fact. are precise and, in some Paragraphs organized Quoted and paraphrased cases, memorable. around concepts with material is introduced fluidly, Writer has an identifiable strong topic sentences. with varying and helpful and coherent voice. Argument is bold, fresh, framing. and compelling.

B Argument generally clear, Generally good evidence, but Clear, serviceable prose Occasional errors but some digressions or some lack of variety of sources, that does not obscure such as failures to develop fully to errors of omission, and/ or understanding. Writer typographical a conclusion. Papers in the irrelevant data. Quoted and has used varying errors, spell ing B-/C+ range generally paraphrased material is framed sentence patterns, mistakes, and have a routine argument, properly, though at times although the sentences inappropriate use one that rehashes class mechanically. lack the rhythm and ofthe passive discussion rather than precision of an A paper. voice. breaking new ground. Writer's voice is emerging.

C Argument is implied, but Some evidence, but excessive Understandable writing, Repeated, not explicitly stated and/or dependence on a single scene or but sometimes vague, significant errors not well developed to a source, substantial omissions or wooden, or choppy. which detract from conclusion. When irrelevancies, and/or minor Sentences are overall effect of organized, paragraphs and errors of fact. Quoted and haphazardly constructed, paper or suggest a topic sentences emphasize paraphrased materials are giving the impression wavering sequence (time, scenes, dropped into the text without that the writer has little commitment to the etc.) rather than concepts. adequate attribution or framing. control. assignment. * Unnecessary plot summary. These papers often recognize an image or thematic pattern and display that pattern, but do not advance an argument.

D Argument is barely Very little, or largely irrelevant Writing is confusing, Frequent and discernable and/or poorly evidence, and/or substantial vague, and/or hard to serious errors developed. errors of fact. Problems in understand. which make paper quoted and paraphrased hard to understand material ranging from or suggest a misquotations to passages that profound lack of arouse suspicions of plagiarism. commitment to the assignment. * F No discernable argument Virtually no relevant evidence Writing is nearly Massive errors or paper totally digresses and/or very serious errors of unintelligible. which render paper from argument. fact. Problems in quoted and nearly paraphrased material that unintelligible. * indicate irrelevance or plagiarism.

*Note: At this level, my response to errors in mechanics, grammar, spelling, and diction will be targeted, not comprehensive.

Students who clearly do not understand a grammatical or stylistic principle (e.g., passive voice, comma splice) will not be markedly penalized before the problem is noted; once the instructor has explained the principle (in class, in office hours, or in comments on a paper), repetition of these errors in future assignments may significantly reduce students' grades.

Class Discussion/Participation: You are expected to read the assignments with enough care and thought to participate productively in all class activities including class discussions, presentations, and peer-response assignments. This doesn't mean you are necessarily expected to understand everything you read, but you should be ready to voice your questions, doubts, and points of confusion as well as your conclusions and insights. Regular attendance and willingness to participate meaningfully are crucial to your success. More than two unexcused absences or more than three absences of any kind (barring documented family crises or health problems) may adversely affect your grade.

Final Exam: In lieu of a final examination, you will make an end-of-course presentation during finals week. It should be based on the research done for your final paper and will be graded on both depth of insight and clarity of presentation.

Attendance: Absence is excused only for those reasons recognized as valid by the College and outlined in the Student Handbook. If you are absent for a legitimate reason, you are still expected to get assignments from classmates. If you miss more than two classes, you are required to meet with me to arrange a schedule of writing assignments to make up for missed time. Ifyou miss more than three classes, your class participation grade may be seriously affected.

Plagiarism and Academic Honesty: All students are expected to be familiar with, and adhere to, the College's policies regarding academic integrity as well as the definition and description of plagiarism on the College's Writing Program homepage. Technical plagiarism (i.e., sloppy, incomplete, or erroneous citation of consulted materials) can result in failure of an assignment. Instances of suspected academic dishonesty will be dealt with in conjunction with the College's Office of Academic Integrity.