History As Event/History As Account

Linking History Students, History Teachers, and Historians in the History Classroom Sarah Drake Brown and Frederick D. Drake Session 2

“History as Event/History as Account”

POSTED: May 29, 2010 On this night, Halladay’s masterpiece was flawless

By Bill Lyon

FOR THE INQUIRER

He was, by turns, a painter, brushing the outer, unreachable edges of the plate. And he was a surgeon, carving the hitters with cool dispatch.

He made the ball dive and he made it rise.

He pitched up and in, and he pitched down and away.

And everything he threw moved in a different direction save one - straight.

The ball was his with which to do whatever he pleased. He had caught the genie of baseball in a generous mood.

In that case, said Roy Halladay, I think I'd like to be perfect. You know, for a night.

And so perfect he was, on a steamy night in South Florida, crafting what was only the 20th perfecto in the whole history of major league baseball.

Why is the perfecto so rare? For starters, there are 27 chances to foul it up. A bounce the wrong way . . . a broken bat flare . . . a fly ball lost in the lights . . . oh yes, so many chances to lose, so many ways to lose.

The no-hitter is daunting enough. But what separates the perfect from the no-no is a slate that is without so much as a smudge - no walks, no errors, no excuses.

Roy Halladay said he began to get that certain feeling along about the sixth inning last night. From there on into the barn, he said, he just followed "Chooch." Carlos Ruiz caught perfection, and on this night catcher and pitcher were in lockstep rhythm, each in tune with the other.

Halladay's arsenal of pitches is extensive and impressively varied - fast ball, cutter, change, curve, and subtle variations off of those. And last night, he lived on the corners. Even though he ran several 3-ball and 3-2 counts, he was able to escape. His control, especially when it mattered, was meticulous.

Remember, too, his last time out, a loss to the Boston Red Sox, touched off a firestorm of controversy about pitch count, manager Charlie Manuel accused of using up his ace.

Manuel scoffed at the charge and Halladay himself insisted the pounding he took was in no way related to the number of pitches he launched, rather his inability to properly locate them. Translation: The slop I threw up there had "Hit me" written all over it . . . and they did.

1 Linking History Students, History Teachers, and Historians in the History Classroom Sarah Drake Brown and Frederick D. Drake Session 2

Last night, everyone with a bat was at his mercy. They flopped helplessly about like boated bass, flailing wildly or staring incredulously over called strike three and thinking: Hit that? Don't think so.

In all the celebrating, Halladay seemed singularly unimpressed with what he had just done, his bristled face still tight. He still had his Darth Vader face on.

Later, he would loosen. Perfection takes some time getting over.

______

Find this article at: http://www.philly.com/philly/sports/20100529_On_this_night__Halladays_masterpiece_was_flawless.html

2 Linking History Students, History Teachers, and Historians in the History Classroom Sarah Drake Brown and Frederick D. Drake Session 2 “History as Event/History as Account”

May 29, 2010 This Time, It’s Halladay Who’s Perfect

By TYLER KEPNER (New York Times)

In his second career start, for Toronto in 1998, Roy Halladay lost a no-hit bid with two outs in the ninth inning. He did not ascend steadily to greatness, falling back to Class A ball before rising to regain his dominance of the American

League.

Now he has mastered the National League with his new team, the Philadelphia Phillies, and on Saturday he reached the pinnacle of pitching greatness.

Halladay pitched the 20th perfect game in major league history with a 1-0 victory over the Florida Marlins at Sun Life

Stadium in Miami Gardens, Fla. He struck out 11, finishing by getting Ronny Paulino, the third Marlins pinch-hitter in a row, on a groundout to third baseman Juan Castro.

The ball seemed for a moment to be headed for the hole between third base and short, but Castro reached down, spun and fired to first baseman Ryan Howard to end it. Halladay pounded his fist in his glove and embraced his catcher,

Carlos Ruiz, whom he praised in an interview with the Phillies broadcaster Gary Matthews after the game.

“I can’t say enough about the job he did today,” Halladay said. “He mixed pitches. For me it was really a no-brainer — once we got to the fifth or sixth, I just followed him.”

Asked about the contingent of Phillies fans among the crowd of 25,086 at the game, Halladay said: “It was awesome. I don’t know what else to say.”

It was the second perfect game in the majors this month, after the masterpiece by Dallas Braden of the Oakland

Athletics against Tampa Bay on May 9. Yet there is precedent for perfect games so close together; the first two ever thrown, in 1880, came five days apart. Lee Richmond of Worcester pitched one on June 12, 1880, followed by John

Ward of Providence.

The only other Phillie to throw a perfect game was the Hall of Famer Jim Bunning, now a senator from Kentucky, on

June 21, 1964, against the Mets at Shea Stadium.

Halladay was coming off his worst outing of the season, having lost to Boston last Sunday by allowing six earned runs in five and two-thirds innings. He improved to 7-3 and lowered his earned run average to 1.99. In an era when pitchers rarely complete their starts, he recorded his fifth complete game in 11 starts as a Phillie.

Marlins Manager Fredi Gonzalez did all he could to prevent the perfect game in the ninth inning, using three veteran pinch-hitters to bat for three young players. But Mike Lamb, batting for Brett Hayes, flied to Shane Victorino at the edge of the center-field warning track before Wes Helms struck out looking, on a low and inside fastball, while batting for Cameron Maybin.

Then Paulino hit for the pitcher, Leo Nunez. The first time Halladay had been that close to a no-hitter, on the final day of the 1998 season, Bobby Higginson lifted a pinch-hit home run and forced Halladay to settle for a one-hitter. But facing Paulino, a 1-2 off-speed pitch and a smooth play by Castro spared Halladay another bad memory. As his

Phillies teammates swarmed him, the normally businesslike Halladay smiled widely.

Halladay threw 115 pitches (72 for strikes) and distributed his outs fairly evenly — eight in the air and eight on the ground to go with the 11 strikeouts. He had a close call in the eighth, when Jorge Cantu lashed a sharp one-hopper to third, but Castro dropped to his knees to snare it and whipped a throw to first for the out.

These are heady times for Philadelphia sports fans, who are generally conditioned to disappointment. The Phillies won the 2008 World Series, followed it with another National League pennant last season and have led the National

League East nearly all season. And on Saturday, while Halladay was humbling the Marlins, the Philadelphia Flyers were opening the Stanley Cup finals with a 6-5 loss to the Chicago Blackhawks.

______Find this article at: http://www.nytimes.com/2010/05/30/sports/baseball/30phillies.html

4 Linking History Students, History Teachers, and Historians in the History Classroom Sarah Drake Brown and Frederick D. Drake Session 2 “History as Event/History as Account”

Phillies' Roy Halladay throws perfect game against Florida Marlins BY CLARK SPENCER (Miami Herald)

For a second, perhaps two, Chris Coghlan thought he had drawn a leadoff walk and began to head toward first base. But before he could get very far, he stopped dead in his tracks when plate umpire Mike DiMuro yelled out, ``Strike three!''

That borderline pitch by Philadelphia Phillies ace Roy Halladay to the first batter he faced Saturday was about as close as the Marlins got all night to putting a runner on base at Sun Life Stadium. The 26 batters who followed Coghlan fared no better, and Halladay ended up with the 20th perfect game in major-league history and the second this season.

When Ronny Paulino grounded out to third baseman Juan Castro for the final out of the game -- a 1-0 victory for the Phillies -- Halladay clapped his fist in his glove as teammates swarmed on the field and a crowd of 25,086 stood and applauded the rare baseball feat.

``Once you think it's possible, it's probably two outs in the ninth,'' Halladay said. ``The fans were awesome. To be on the road and see them that into it, it was really special. It made it all the more memorable.''

Halladay's masterpiece marked the second time that the Marlins have been held hitless. Ramon Martinez no-hit the Marlins at Dodger Stadium in 1995. But Halladay was even better, dazzling the crowd with his pitching artistry in becoming one of the few to face 27 batters and retire every one of them. Jim Bunning in 1964 was the only other Phillies pitcher to perform the feat.

Dallas Braden of the Oakland Athletics threw a perfect game against the Tampa Bay Rays on May 9, making this the first time two perfect games have been thrown in one season in the modern era. Interestingly, six of the 20 perfect games have been decided by 1-0 scores.

``Look who's pitching -- Roy Halladay,'' Marlins outfielder Cody Ross huffed when asked if it was embarrassing to be on the losing end of a perfect game. ``He's the best pitcher in baseball. It's not embarrassing.''

Halladay, a former Cy Young Award winner, struck out 11, induced eight groundouts and survived only three real scares. Shortstop Wilson Valdez went into the hole to glove Cameron Maybin's grounder in the sixth and threw out the speedster by a step. Castro came up with Jorge Cantu's sharp one-hopper in the eighth before throwing him out. And pinch-hitter Mike Lamb hit a deep drive to center that was hauled in by

Shane Victorino with his back to the wall to start the ninth.

``I was hoping for some wind,'' Lamb said.

Otherwise, the Marlins posed few challenges for the 33-year-old pitcher, who defeated them once before this season in Philadelphia. Halladay went to three-ball counts on seven batters, including Coghlan in the first, but never threw a fourth ball to any of them. ``I'm not a guy who really argues calls,'' Coghlan said.

But Coghlan thought Halladay's 3-2 pitch to him in the first was ball four.

``I thought it was close -- a ball -- but obviously it was a strike to the umpire [Saturday night], and that's all that matters,'' Coghlan said.

Hanley Ramirez also appeared surprised when an inside pitch on a 3-2 count in the seventh was called strike three.

While Halladay was flawless, his counterpart, Josh Johnson, was nearly equal to the challenge. Johnson gave up seven hits, and the only run he allowed was unearned.

That came in the third inning when Maybin was frozen for a moment in center by Chase Utley's line drive before retreating toward the wall. Maybin reached up in the air for the ball, but it skipped off the top of his glove for a three-base error that scored Valdez from first.

Maybin thought he might have gained a small measure of redemption in the sixth when he grounded a ball into the hole between short and third. But Valdez made the play and threw him out.

``When I hit a ball like that, I always smell a base hit,'' Maybin said. ``But he made a great play, a great, strong throw.''

Halladay needed only 115 pitches and 2 hours, 13 minutes to dispense of the Marlins, who were held to two unearned runs in Friday's loss to the Phillies and have scored three runs or less in seven of their past nine games.

By losing four in a row and seven of their past nine, the Marlins have also fallen into last place.

``Right now, it stinks,'' manager Fredi Gonzalez said of being on the losing end of Halladay's gem. ``Maybe 10 years from now you can say I was sitting in the dugout the last time this happened.''

It was the second time that Gonzalez has been on the wrong end of a perfect game. He was the third-base coach for the Braves when Arizona's Randy Johnson threw a

perfect game against Atlanta on May 14, 2004. Gonzalez pulled out all the stops in a futile bid to apply the first blemish on Halladay, sending three pinch-hitters to the plate in the ninth. But Halladay erased that trio, just as he did the 24 Marlins preceding it, retiring Lamb on the deep fly ball, striking out Wes Helms and getting Paulino to bounce out to third.

Afterward, Marlins owner Jeffrey Loria found his way to Halladay and told him that he would give him the pitching rubber to keep as a memento. Sure enough, with the lights out at Sun Life Stadium and a postgame concert in progress on the field, workers dug out the white slab. Halladay made it his property along with Saturday's masterpiece. © 2010 Miami Herald Media Company. All Rights Reserved. http://www.miamiherald.com

“History as Event/History as Account”

Questions to Discuss:

How did the accounts compare to the event? How were the accounts related to the event? How did the accounts capture or fail to capture the full event? Is it possible for accounts to capture events fully?

How did the accounts differ? Did they use different facts? Different sources? Different pictures? Different language?

Did the accounts identify different turning points or significant events in the game? Were the accounts connected to each together? Are there other possible accounts of the event? Speculate.

Did the accounts serve different purposes? What explains the fact that people studying the same event create differing accounts? Can one account be better than another?

How can we assess competing truth claims?

Source: The above questions are for history teachers and history students to use as they discuss the distinction between “History as Event and History as Account.” The questions are drawn from Robert B. Bain, “Into the Breach: Using Research and Theory to Shape History Instruction,” in Knowing, Teaching, & Learning History: National and International Perspectives, eds. Peter Stearns, Peter Seixas, and Sam Wineburg (New York: New York University Press, 2000), 331-53.

How do these accounts enable us to engage our students in aspects of historical thinking? (See Disciplinary Concepts, Historical Thinking in the National Standards, and Habits of Mind.)

DISCIPLINARY CONCEPTS

 Time – Measured through a conventional system of dates; allows students to order past events and processes in terms of sequence and duration. Historians clump and partition segments of time not as bits of time but as events, processes, and states of affairs that appear to belong together from certain perspectives.

 Change – Generally understood in terms of changes in states of affairs; it is not equivalent to the occurrence of events. Students often mistakenly identify change as when “nothing was happening” and then an event took place. Research suggests that students tend to think of the direction of change as automatically involving progress, and this tendency is more marked in the United States.

 Empathy – Showing that what people did in the past makes sense in terms of their ideas about the world; people in the past did not always share our way of looking at the world. We must understand the ideas, beliefs, and values with which different groups of people in the past made sense of the opportunities and constraints that formed the context within which they lived and made decisions about what to do.

 Cause – Involves a network of relationships in which the relationships among the elements matter as much as the elements themselves; how they came together is often a point of focus. The questions we choose to ask push some factors into the background and pull others to the foreground to be treated as causes.

 Evidence – Materials used to know about the past; usually concerned with the establishment of particular facts. The preconception that history is dependent on true reports encourages students to think of the reliability of a source as a fixed property, rather than something that changes for different questions. It is crucial for students to replace the idea that we are dependent on reports with the idea that we can construct a picture of the past by inference.

 Accounts – Concerned with how students view historical narratives or representations of whole passages of the past. Students tend to address the problem that true statements do not guarantee acceptable historical accounts by believing that if accounts are not clearly and unambiguously true or untrue, they must be matters of opinion. Difficulties are also caused when students think a true account is a copy of the past rather than a representation of the past. Students can assess the relative merits of alternative accounts by asking the right questions.

Source: Peter J. Lee, “Putting Principles into Practice: Understanding History,” in How Students Learn: History in the Classroom, ed. M. Suzanne Donovan and John D. Bransford (Washington, D.C.: The National Academies Press, 2005), 31-77.

Historical Thinking: National Standards for History

A. Distinguish between past, present, and future time. B. Identify the temporal structure of a historical narrative or story. C. Establish temporal order in constructing historical narratives of their own. Chronological Thinking D. Measure and calculate calendar time. E. Interpret data presented in time lines and create time lines. F. Reconstruct patterns of historical succession and duration; explain historical continuity and change. G. Compare alternative models for periodization. A. Identify the author or source of the historical document or narrative and assess its credibility. B. Reconstruct the literal meaning of a historical passage. C. Identify the central question(s) the historical narrative addresses. D. Differentiate between historical facts and historical interpretations. Historical Comprehension E. Read historical narratives imaginatively. F. Appreciate historical perspectives. G. Draw upon data in historical maps. H. Utilize visual, mathematical, and quatitative data. I. Draw upon visual, literary, and musical sources. A. Compare and contrast differing sets of ideas. B. Consider multiple perspectives. C. Analyze cause-and-effect relationships and multiple causation, including the importance of the individual, the influence of ideas. D. Draw comparisons across eras and regions in order to define enduring issues. Historical Analysis and E. Distinguish between unsupported expressions of opinion and informed Interpretation hypotheses grounded in historical evidence. F. Compare competing historical narratives. G. Challenge arguments of historical inevitability. H. Hold interpretations of history as tentative. I. Evaluate major debates among historians. J. Hypothesize the influence of the past. A. Formulate historical questions. B. Obtain historical data from a variety of sources. Historical Research C. Interrogate historical data. D. Identify the gaps in the available records, marshal contextual knowledge Capabilities and perspectives of the time and place. E. Employ quantitative analysis. F. Support interpretations with historical evidence. A. Identify issues and problems in the past. B. Marshal evidence of antecedent circumstances. Historical Issues-Analysis C. Identify relevant historical antecedents. and Decision-Making D. Evaluate alternative courses of action. E. Formulate a position or course of action on an issue. F. Evaluate the implementation of a decision.

Source: From National Center for History in the Schools, National Standards for History, Basic Edition (Los Angeles: National Center for History in the Schools, 1996), 62-70.

10 Linking History Students, History Teachers, and Historians in the History Classroom Sarah Drake Brown and Frederick D. Drake Session 2 History’s Habits of Mind

Understand the significance of the past to Grasp the complexity of historical causation, their own lives, both private and public, and respect particularity, and avoid excessively to their society. abstract generalizations. Distinguish between the important and the inconsequential, to develop the Appreciate the often tentative nature of “discriminating memory” needed for a judgments about the past, and thereby avoid discerning judgment in public and personal the temptation to seize on particular life. “lessons” of history as cures for present ills. Perceive past events and issues as they were Recognize the importance of individuals who experienced by people at the time, to develop have made a difference in history, and the historical empathy as opposed to present- significance of personal character for both mindedness. good and ill. Appreciate the force of the nonrational, the Acquire a comprehension of diverse cultures irrational, and the accidental, in history and and shared humanity. human affairs. Understand how things happen and how things change, how human intentions matter, but also how their consequences are shaped Understand the relationship between by the means of carrying them out, in a geography and history as a matrix of time tangle of purpose and process. and place, and as a context for events. Comprehend the interplay of change and Read widely and critically to recognize the continuity, and avoid assuming that either is difference between fact and conjecture, somehow more natural, or more to be between evidence and assertion, and thereby expected, than the other. to frame useful questions. Prepare to live with uncertainties and exasperating, even perilous, unfinished business, realizing that not all problems have solutions.

Source: From National Council for History Education, Building a History Curriculum: Guidelines for Teaching History in Schools (Washington, D.C.: Educational Excellence Network, 1988), 9.