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Diversity 3.3.2012 Cultural Diversity: Diversity in the Dugout - Level 3 Lesson 3 - Pre-Visit United Nations of Baseball Objective : Students will be able to: • Understand how the game of baseball has helped shape the culture of many countries, especially in Central and South America. • Practice mapping and library research skills. • Practice foreign language skills. • Understand that baseball is a sport that has multicultural appreciation. Time Required : 2 - 4 class periods Advance Preparation: - Schedule a session for your class in your school library or media center. - Request that the librarian pull source material such as encyclopedias, atlases, almanacs, or other geography-related sources such as travel guides. Materials Needed : - Country information sheets/graphic organizers in English or Spanish (included) - Internet access for student research - A map of the world - Library time for student research - Other materials as needed depending on the types of projects chosen by students. Vocabulary: Diversity - The condition of having or being composed of differing elements, especially the inclusion of different types of people in a group or organization 20 Cultural Diversity: Diversity in the Dugout - Level 3 Applicable Common Core State Standards: CCSS.ELA-Literacy.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. CCSS.ELA-Literacy.W.9-10.7, W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.9-10.9, W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. CCSS.ELA-Literacy.SL.9-10.1, SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-appropriate topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. 21 Cultural Diversity: Diversity in the Dugout - Level 3 Applicable Common Core State Standards ( Continued ): CCSS.ELA-Literacy.SL.9-10.5, SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Additional Relevant National Learning Standards: (Based on Mid-continent Research for Education and Learning) Foreign Language. Standard 1. Level IV [Grade: 9-12]. Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information Foreign Language. Standard 2. Level IV [Grade: 9-12]. Understands and interprets written and spoken language on diverse topics from diverse media Foreign Language. Standard 3. Level IV [Grade: 9-12]. Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics Foreign Language. Standard 4. Level IV [Grade: 9-12]. Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture Foreign Language. Standard 5. Level IV [Grade: 9-12]. Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages Geography. Standard 4. Level IV [Grade: 9-12]. Understands the physical and human characteristics of place 22 Cultural Diversity: Diversity in the Dugout - Level 3 Lesson & Activity 1. To begin this lesson, discuss that more than 25% of major leaguers are from Latin America and another 5% are Latinos born in the United States. 2. Baseball’s roots in Latin America can be traced back nearly 150 years. Over that time, the game has become deeply woven into the social and cultural fabric of Cuba, the Dominican Republic, Mexico, the Commonwealth of Puerto Rico, Venezuela, and other countries of the Caribbean Basin. 3. Introduce the activity by explaining that students will be doing research to learn more about the geographic and cultural elements that make each of these places unique, and presenting final projects that will demonstrate that information. 4. Divide students into 5 small groups. Assign each group a country from the list below: • Cuba • The Dominican Republic • Puerto Rico • Mexico • Venezuela 5. Provide each group with the appropriate country information sheet/graphic organizer (included). Explain that each sheet contains a brief history of baseball in that country, as well as an outline to help guide students’ research. 6. *Optional * For Spanish classes, depending on your students’ language abilities, you may choose to give students the country information sheets in Spanish (included). You may also have students present their final projects in Spanish. 7. Explain that students may present the results of their research in a variety of ways. They may choose from the following: • Create a PowerPoint presentation (at least 10 slides) exhibiting information about the country. • Create a video about the country. • Write a 7-10 page research paper about the country. • Another project discussed and approved by the teacher. 23 Cultural Diversity: Diversity in the Dugout - Level 3 8. Students are free to choose which type of project they would like to complete. Each project must illustrate general information about the country as well as the history of baseball in that country. 9. Provide students with additional research parameters: • Groups must use at least four sources. • A bibliography must be turned in with the final product. 10. Provide all students with a due date for their projects. 11. Point out that each country’s information sheet doubles as a graphic organizer. The categories listed in the grid are meant to help guide students’ research. As a class, brainstorm a list of potential sources that might be helpful in researching the culture and geography of these different countries. Write down students' ideas on the board or on a piece of chart paper. 12. Go to the school library during your scheduled time slot. Have groups use reference materials such as encyclopedias, atlases, almanacs, or other geography-related sources such as travel guides. Depending on equipment availability, students may also use the Internet for research purposes. 13. Remind students that, as with any research paper, they are expected to develop a bibliography for this project. The bibliography should be turned in as part of the final project. Conclusion: To conclude this lesson and check for understanding, have each group share their final projects with the class. Optional: The Education Department at the Baseball Hall of Fame loves student work! If you would like to send some of your students' projects to be considered for display in our Learning Center, please contact us via e-mail at [email protected] . 24 Cultural Diversity: Diversity in the Dugout - Level 3 United Nations of Baseball Cuba Cuba lies at the heart of Caribbean baseball. The game arrived on the island in the 1860s when returning students brought it home from the United States. Baseball spread like wildfire, partly as a symbolic rejection of Spanish colonial rule. Crisscrossing the region, Cubans then shared the game throughout the Caribbean, earning the title, "Apostles of Baseball." At home, Cubans established the Caribbean's first pro league in 1878. Playing in winter, the league featured some of the world's best baseball for over 80 years as major leaguers, Negro leaguers and Caribbean stars played together. In 1961, Fidel Castro replaced the professional Cuban League with
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