History of Sports Spring 2017/ 3 Credits Department of History

WOH 3245

Dr. Adriana Novoa History of Sports Spring 2017/ 3 credits Department of History

From National to Global Contexts University of South Florida [email protected]

https://www.facebook.com/pages/Latin-American-History/168995186592511

Global Citizens Project, Objectives & associated activities related to self-awareness. objectives.

Global Citizens Project, Objectives & associated activities related to Knowledge objectives.

Global Citizens Assignment Materials

All the readings, videos introducing each u and each week’s readings will be availa through Canvas. Each week’s readings will a include a presentation explaining the m Course Description issues to be analyzed and discussed.

This class will analyze the development of modern sports (soccer, baseball, basketball, netball, tennis) in the Americas. Students will discuss the meaning of sports in modern culture, from the Movies

end of the nineteenth century to globalization. WOH 3245 is certified as a Global Citizens Basketball: course and may be used to fulfill partial requirements of the Global Citizen Awards Hoop Dreams (1994) upon successful completion of the course (final grade of B or higher).

Doin' It in the Park (2013)

Course Objectives Baseball:

9 Innings to Ground Zero (2004) This class will introduced students to Global History, and the way in which historians can

analyzed events that affected many areas simultaneously, from the end of the nineteenth Baseball (2004) century to today. Students will also learn to use a comparative historical approach to understand the different effects events have in a local or global context, which is an Pelotero (2012)

important skill in developing global citizens. Finally, students will apply this knowledge to analyze their own experiences in the present to determine how local and global developments intersect their lives. This class also fulfills two objectives for the GCP: 1- Self- Soccer: Awareness with regard to values, beliefs, attitudes, and behaviors (green), 2- Knowledge of global Once In a Lifetime: The Extraordinary Story of and cultural systems and issues (yellow). the New York Cosmos (2006)

The Two Escobars (2010)

Bend It Like Beckham (2002)

Learning Outcomes The other side of Brazil’s World Cup (2015)

Upon completion of the course, students will be able to http://topdocumentaryfilms.com/other- side-brazil-world-cu 1. identify the main events that led to the organization of modern sports as a global experience as a global experience through the analysis of soccer, tennis, rugby, baseball, netball, and basketball;

2. analyze historical events and be able to explain how they changed over time and why;

3. compare and contrast the development of modern sports across the Americas;

4. debate about the role that modern sports have historically, and the effect they have had on their lives; and

5. argue the importance of sports in society, and the value that they had in national culture.

6. demonstrate the ability to explore how their worldview is shaped by personal values, Useful Links: identity, cultural rules, and biases by developing a final project that will require them Undergraduate Research to introduce changes in the governance or/and the rules of one of the sports analyzed over the semester. http://www.lib.usf.edu/undergraduate-resea

7. demonstrate the ability to identify and describe major global issues that are related to the development of modern sports. Academic Advising

Academic Advising

Major Topics Re-Selecting A Major?

History of Modern Sports, Imperialism, Race and Gender as related to sports, globalization. Declare a Major

Texbook Transitional Advising Center: There will be a reader available through CANVAS. All the articles and books’ chapters are available in the course’s page in a pdf format. Clicking on the link, students can see the • Currently "undecided/undeclared"? whole file, or download it to their computer. Students will need to read and analyze at least two articles for each week. These are some of the readings included: • Pre-Hospitality Management?

• BS in Applied Science?

Learning Assessments • Major Re-selection Appointments?

1. Students will demonstrate their ability to connect the information discussed in the readings for each section. They will also demonstrate comparative ability to connect events from different areas. This will be done for weekly discussions (answering leading New Transfer Student Information

questions), and short and final exams. Counseling Center

2. Students will need to incorporate everything discussed over the semester into the final How to Register on Oasis? assignment. The final question will be conceptual, asking students to analyze one sport

across different regions (for example, baseball in Cuba and the US).

Student Success 3. Over the semester, students will complete short answer assignments related to how sports are a reflection of racial, social and gender attitudes in their communities, and how these Student Support Services relate (or not) to their lives. In addition, they will need to reflect on how knowing and Students with Dissabilities analyzing these facts helps them to understand complex social relationships that are important in daily life, work, and personal relationships (regarding race, gender, and social Career Center class).

Evaluation

2 Short Exams: 25 points each (3 pages each min.) Each exam will have two components. The first section will evaluate your acquisition of the knowledge provided by the readings. The second will consist on a short essay that will require that you reflect on the issues introduced in the context of your own values, beliefs, attitudes, and behaviors.

Scholarships & Fellowships

Foreign Languages Weekly Online Discussion: 10 points Business/Economics/Finance Each week students will need to write a reflection on the week’s readings. Each comment will need to define personal values and beliefs in relationship with the knowledge acquired Improve Study Skills through the readings and other materials introduced for the given topic. Learning Support

Test Preparation (GRE, MCAT, etc.)

Requirements: Writing Center -Your entries should not consist merely in general opinions, feelings, or loose comments Writing Center about the readings. The journals need to show that you were reading all the material, and

reflecting on the main ideas expressed by the different authors we will use this semester. This part of your assignment has to do with your intellectual engagement with the material, and this is what’s important Writing Workshops to me in assigning grades. In addition, I need to see in your journal your personal interaction with the material, connections that were important to you about the readings, if you learned something new that is relevant to other courses you are taking, etc. In this sense, you are free to experiment with your ideas. I encourage exploring your thoughts in all directions, without being concerned about the rigid format of a paper. I will not determine your content as long as your journal provides a rich and insightful development of your own ideas. You should consider the following guidelines:

-Do not only write about whether you liked the material or not. If you decide to write about this, you need to explain, and with good reasoning, the cause of your judgment.

-At the end of your journal I want you to write a final entry evaluating your progress in the class. You can feel free to write an honest evaluation. I guaranteed you would not be punished for its content.

Does your GPA need a boost?

Group Activity: Students will be organized in groups at the beginning of the semester. Each group will complete the weekly discussions and the final project together. The entries will be individual, but the outcome will be collective. The grade will depend on the quality of the thread produced every week and on the final project students will turn in.

Assignment: students will need to pick one of the different sports analyzed over the semester (soccer, baseball, tennis, netball, basketball). After agreeing on a sport, students will write individual entries to complete different tasks.

1- On the first week they will need to discuss what changes in the selected sport they would make, either/and in the rules or in the governance of the international association. They need to make suggestions and explain why based on how these suggestions are related to personal values and beliefs. For example: “I will eliminate sex segregation in soccer allowing co-ed teams. I believe that the current situation enforces sex discrimination, and values that oppose our current system of beliefs, since it implies the inferiority of women and that men and women cannot compete together.” (10 points)

2- In the second week students will discuss which of the suggestions is better suited to transform society’s present values and beliefs. Students also can choose to analyze how the

Tutorials/ Handouts/ Grammar

Online Tutoring selected topic is the best in terms of continuing enforcing current values and beliefs. (10

points)

3- During the final week students will write an individual essay on what they learned in Student Success terms of how sports can challenge or/and enforce current values and beliefs. They will also Student Support Services need to write a final suggestion of what they would change in a sport of their choosing paying attention to the knowledge acquired over the semester. (20 points) Students with Dissabilities

Career Center

Scholarships & Fellowships

Academic Advising

Contact an academic advisor in your college, learn how to declare or change your major, find out about counseling services available to students, view a registration tutorial and more.

Tutoring and Learning Services

Take advantage of academic support services including tutoring, workshops, test prep, a Writing Center and more to enhance learning. Find out about services and opportunities available through the tutoring center located in the USF Library Learning Comm

NOTE: Since the submission system does not allow to upload files larger than 2MB, I cut several pages describing class policies, and information that can be useful to students.

We e k l y P l a n

Video: Introduction to the Course

Module 1: Modern Sports

Vi de o: Introduction to Module 1

We e k 1 :

Pr es ent a t i on 1

Readings

The Origins of Modern Sports and its meaning

“The Emergence of the Modern Sports.” McComb, David G. Sports in World History. Hoboken: Taylor and Francis, 2004.

“From Ritual to Record.” Guttmann, Allen. 2004. From ritual to record the nature of modern sports. New York: Columbia University Press. http://public.eblib.com.ezproxy.lib.usf.edu/choice/publicfullrecord.aspx?p=909492.

Pr es ent a t i on 2

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Sports and Ethics: Performance Enhancers and the Culture of Honor

Tamburrini, Claudio. "Enhanced bodies." Enhancing Human Capacities (2011): 274-290.

Tamburrini, Claudio M., and Torbjörn Tännsjö. "Transcending human limitations." Sports, Ethics and Philosophy 1, no. 2 (2007): 113-118.

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Lad Sessions, William. "Sportsmanship as honor." Journal of the Philosophy of Sport 31, no. 1 (2004): 47-59.

Sigmund Loland, “Sports as the moral discourse of nations.” In, Tännsjö, Torbjörn, and Claudio Tamburrini. Values in sport: elitism, nationalism, gender equality and the scientific manufacture of winners. E & FN Spon Ltd, 2000.

* Highlighted readings are the ones you will need to incorporate in your weekly discussion for this week. They are not mentioned in the presentations. This assignments will reflect your ability to grasp the concepts introduced in the module.

Vi de o: Introduction to Module 2

Module 2: Sports, Imperialism and Colonialism

Pr es ent a t i on 3

We e k 4 :

Guttmann, Allen. "The Diffusion of Sport and the problem of Cultural Imperialism." (1993).

Allen, Dean. “Games for the Boys. Sports, Empire, and the Creation of the Masculine Ideal.” Hargreaves, Jennifer, and Eric Anderson. 2014. Routledge handbook of sport, gender and sexuality.

We e k 5 :

Cooper, Ian. “Game, Set, Match. Lawn Tennis, from Early Origins to Modern Sports.” Dunning, Eric; Malcolm, Dominic; Waddington, Ivan. Sport Histories : Figurational Studies in the Development of Modern Sports. Hoboken: Taylor and Francis, 2004.

Sp o r t s a n d I m pe r i a l i s m i n t h e U S :

Gems, Gerald R. "Sport, Colonialism, and United States Imperialism." Journal of sport history 33, no. 1 (2006): 3-25.

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Bloyce, Daniel. “Baseball. Myths and Modernization.” Dunning, Eric; Malcolm, Dominic; Waddington, Ivan. Sport Histories : Figurational Studies in the Development of Modern Sports. Hoboken: Taylor and Francis, 2004.

th Roosevelt, Theodore. “School Athletics.” In Andrew Sloan Draper, Self-Culture for Young People. New York: 20 Century Self-Culture Association, 1906. Pp. 20-21.

Pr es ent a t i on 4

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Naismith, Jas. “Basketball.” In Andrew Sloan Draper, Self-Culture for Young People. New York: 20th Century Self-Culture Association, 1906. Pp. 55-59.

Pryer Allen, James. “Basketball, the Athletic Fad this Year.” In The Sportsman’s Magazine Vol.1 n. 4 (January 1897), pp. 288- 296.

We e k 8 :

Elias, Robert. Empire Strikes Out. New York: New Press, 2010. Chapter 2.

Gems, Gerald, “Cuba and the Rehabilitative Qualities of Sport.” Gems, Gerald R. 2006. The athletic crusade sport and American cultural imperialism. Lincoln, Neb: University of Nebraska Press.

We e k 9 :

------“Sport and Economic Retaliation in the Dominican Republic.” Gems, Gerald R. 2006. The athletic crusade sport and American cultural imperialism. Lincoln, Neb: University of Nebraska Press.

------“Sport and Restoration of Pride in Puerto Rico.” Gems, Gerald R. 2006. The athletic crusade sport and American cultural imperialism. Lincoln, Neb: University of Nebraska Press.

* Highlighted readings are the ones you will need to incorporate in your weekly discussion for this week. They are not mentioned in the presentations. These assignments will reflect your ability to grasp the concepts introduced in the module.

Pr es ent a t i on 5

We e k 1 0 :

Mangan, J. A. "The early evolution of modern sport in Latin America: A mainly English middle-class inspiration?." The International journal of the history of sport 18, no. 3 (2001): 9-42.

Brown, Matthew. “British informal empire and the origins of association football in South America.” Soccer & Society Vol. 16, Iss. 2-3, 2015.

We e k 1 1 :

Kissinger, Henry. “World Cup According to Character.” The Los Angeles Times. Sunday, June 29, 1986.

“How We Play the Game.” The New York Times. June 15, 2014. http://www.nytimes.com/interactive/2014/06/15/sports/worldcup/how-we-play.html?_r=0

Kissinger, Henry. “Worlds of Wonder.” Newsweek, June 12, 2006.

Smart, B. “Not playing around: global capitalism, modern sport and consumer culture.” Global Networks, 7: 113–134.

Vi de o: Introduction to Module 3

Module 3: Race, Gender and Sexuality

Pr es ent a t i on 6

We e k 1 2 :

Dreier, Peter. “Jackie’s Robinson’s Legacy. Baseball, Race, and Politics.” In Elias, Robert. 2001. Baseball and the American dream: race, class, gender, and the national pastime. Armonk, N.Y.: M.E. Sharpe.

Burgos, Adrian. "Left Out Afro-Latinos, Black Baseball, and the Revision of Baseball's Racial History." Social Text 27, no. 1 98 (2009): 37-58.

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Maranhão, Tiago. "Apollonians and Dionysians: the role of football in Gilberto Freyre’s vision of Brazilian people." Soccer & Society 8, no. 4 (2007): 510-523.

Pr es ent a t i on 7

Spencer, Nancy E. "Venus Williams, racism and professional women’s tennis." Andrews, David L., and Steven J. Jackson. 2001. Sport stars the cultural politics of sporting celebrity. London: Routledge, 2001.

We e k 1 4 :

Pr es ent a t i on 8

Knijnik, Jorge. “Gendered Barriers to Brazilian Female Football: Twentieth Century Legacies.”

Treagus, Mandy. “Playing Like Ladies: Basketball, Netball and Feminine Restraint.” The International Journal of the History of Sport Vol. 22, Iss. 1, 2005.

Pierman, Carol J. “Baseball, Conduct, and True Womanhood.” Women's Studies Quarterly, Vol. 33, No. 1/2, Women and Sports (Spring - Summer, 2005), pp. 68-85.

We e k 1 5 :

Pr es ent a t i on 9

Butterworth, Michael L. "Pitchers and Catchers Mike Piazza and the Discourse of Gay Identity in the National Pastime." Journal of Sport & Social Issues 30, no. 2 (2006): 138-157.

Elsey, Brenda. “Messi, Maradona, and Argentine Machismo” The Allrounder. Nov. 17, 2014.

Pieper, Lindsay Parks. "Gender Regulation: Renée Richards Revisited." The International Journal of the History of Sport 29, no. 5 (2012): 675-690.

* During weeks 13 to 15 students will not complete the weekly discussions. All the work will be devoted to the group project. Students will turn in their final essay at the assigned day in final’s week.

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