It Might Not Be a Matter of Life Or Death, but Does Soccer Really Explain the World?1

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It Might Not be a Matter of Life or Death, But Does Soccer Really Explain the World?1

Emma S. Thacker, David Hicks, and Adam M. Friedman

Whether it is called football, fútbol, footy, or soccer, it is little secret that “the ticket could be found for £11 ($19.75 beautiful game” has been and continues to be immensely popular throughout the in 1992 dollars). world. One billion people worldwide viewed the men’s 2014 World Cup final, In contrast, 22 years later to the day, according to estimates.2 Televised soccer has not been as popular in the United Tottenham played against Manchester States; however, an estimated 25.4 million people watched the women’s 2015 United. The increased diversity of World Cup final, in which the U.S. Women’s National Team sealed its third World players was apparent: though 20 of Cup championship. The 2015 final game was the most watched soccer match in the 22 players starting that match were U.S. television history, bettering the men’s 2014 World Cup game between USA European, 11 countries were represented, and Portugal, which had over 18 million viewers, as well as the final game of the and only 9 of the players were English. 2015 NBA playoffs, which had just over 23 million viewers.3 While soccer is a The Tottenham players wore shirts pastime, it is simultaneously a massive worldwide business that has undergone designed by Under Armour and spon- major transformation in the past quarter century, and offers a lens through which sored by AIA (a Pan Asian insurance to teach social studies in an authentic, inquiry-based manner. provider), while Manchester United players’ shirts were designed by Nike Soccer provides a context for learning The English Premier League and and advertised Chevrolet. All players history, economics, and geography. At Globalization: An Illustrative had their names on their shirts, the match the same time, soccer serves as a meta- Case was broadcast live around the world, and phor for global interconnectedness On December 28, 1992, about halfway ticket prices started at £25, going up to by studying who plays (both amateur through the inaugural season of the £81 ($41.25 to $133.65 in 2014 dollars). and professional), where they play, the English Premier League, Tottenham It is now commonplace for foreigners to teams they play for, the leagues and Hotspur and Nottingham Forest played view as well as attend Premier League international tournaments they play in, in London. Of the 22 starting players, matches, as evidenced by the multitude how individuals and corporations con- 18 were from England, with one from of supporters’ clubs around the world, tribute to and are impacted by the eco- Scotland, one Wales, and one Ireland; as well as a worker at their ‘ground’ (sta- nomics of soccer, who watches soccer, only one was not from Great Britain. dium) who noted that he has “spoken to and where and with whom they watch. The Tottenham players wore shirts that fans from North Carolina, New York, In this article, we provide an Inquiry were designed by Umbro and sponsored Florida, and other places.”5 Design Model (IDM) that is framed by by Holsten (a German beer company); This juxtaposition of two matches the compelling question: Does soccer the Nottingham Forest players’ uniform exemplifies the changes that have taken really explain the world?4 Prior to this, was also designed by Umbro and had place and is representative of soccer’s we provide an example of how soccer a Labatt’s (a Canadian beer company) globalization. This is apparent in the can be used with students to illustrate logo on it. Players only wore a number players themselves; in the highest level the concept of globalization. without their name and the match did of English soccer, the English Premier not have a live television broadcast; a League (EPL), the number of English

Social Education 234 players was halved. Players’ names on in expert groups before coming back tracks provide corresponding resources shirts illustrate the growth of individual together to collaborate and share ideas student expert groups could use as they player brands as well as team brand. in base jigsaw groups. We developed work to complete a formative perfor- Uniform makers such as Umbro (an two “tracks” through which students mance task for supporting questions English company) and Under Armour could investigate the compelling ques- one, two, or three. For example, in the and Nike (American companies) along- tion. In this way, teachers have the option national track, as students compare and side shirt sponsors such as insurance to choose the track that is most relevant contrast the salaries of male and female companies from Asia and car makers for their students and course content or professional soccer players, they will from the United States reflect devel- combine the two tracks into one inquiry. be prompted to analyze the economic opments in international marketing as One track focuses on national interpre- inequality between the two groups. To various industries strive to reach an ever tations of soccer’s globalization; the other organize their emerging expert knowl- growing global audience. offers an international lens. Throughout edge about their assigned supporting Soccer Studies, we contend, can be the national track, students explore the question and prepare for reporting an engaging inquiry-based pathway to professional soccer leagues in the United back to their base group, students can learning social studies. The inquiry- States—Major League Soccer (MLS) and complete a graphic organizer such as an based sequences outlined in this article the National Women’s Soccer League adapted FRAME (See figure 1).10 follow the Inquiry Design Model (IDM) (NWSL). Throughout the international Each track builds to a suggested sum- format (developed in response to the track, students explore the international mative performance task, to be com- C3 Framework), which emphasizes the governing body of soccer, the Fédération pleted in the base jigsaw groups, which use of compelling and supporting ques- Internationale de Football Association represents the culmination of the inquiry tions and follows the C3 Inquiry Arc.6 (FIFA), and look at the English Premier through which students communicate Compelling questions are open-ended League (EPL) as a case study of one their argument about the compelling and require students to “apply disciplin- international league. Following the question. In the summative performance ary concepts” and use evidence to “con- IDM format, the inquiry is organized task, students share their expert note struct arguments and interpretations.”7 into three supporting questions. The two FRAMES as they collaborate to craft Supporting questions align with a compelling question to help students inves- Figure 1. Example of an expert notes FRAME tigate the compelling question as they move through an inquiry; they “focus on Does soccer really explain the world? descriptions, definitions and processes about which there is general agreement Expert Notes—Group# Key Topics 8 within the social studies disciplines.” Soccer Studies is about… Supporting questions have an answer, Exploring how soccer explains the world: Expert Group 1–Who plays soccer? and as students figure out those answers, they build their understanding and their Main idea from exploring resources argument about the compelling question as well. The Inquiry Arc is “a set of inter- locking and mutually reinforcing ideas” Essential details to support your main idea built from the four dimensions of the C3 Framework: (1) Developing questions and planning inquiries; (2) apply- ing disciplinary concepts and tools; (3) evaluating sources and using evidence; and (4) communicating conclusions and taking informed action.9

Soccer Studies and the C3 Inquiry Arc To explore the inquiry, “Does soccer really explain the world?” in a timely Signiﬁcance? (What’s important to understand and be ready to share?) manner, we envision a jigsaw method, in which students work to investigate one of the three supporting questions

September 2 017 235 an argument for the compelling ques- can consider how these factors reflect range and types of industries that spon- tion. Finally, we envision a full class dis- national and/or global issues, such as sor teams over time. Students can also cussion and deliberation as base groups population patterns, economic inequal- evaluate women’s soccer and the continu- share their ideas and arguments for the ity, religious trends, and impacts of glo- ing gender inequalities in the World Cup, summative performance task. The class balization. In the national track, students in FIFA investment and leadership, as could create a final class FRAME, using will explore MLS and NWSL, taking well as in the NWSL. deliberation strategies to come to a con- note of the teams’ rosters, including the In supporting question 3, “How does sensus on how to answer the compelling nationality of the players, and comparing soccer shape and reflect our affiliations?,” question, or each individual student the roster rules for the two leagues. In students take a broader look at the socio- could create a final argument after hear- the international track, students look at cultural, political, and geographical ing ideas from each group. FIFA and its members (more countries implications of soccer and soccer teams. are members of FIFA than the United In Great Britain, for example, the seem- Initiating the Inquiry and Engaging Nations!) and also tape an in-depth ingly simple revelation of which team Students look at the players in the World Cup one supports can also indicate whether Prior to beginning an inquiry, IDM and where they play soccer. In addition, a person is Catholic or Protestant. emphasizes the importance of “staging students will focus on the players in the Soccer can be a source of conflict and the question” to engage students in the EPL and how the international makeup rivalry, but it can also be a uniting force. inquiry.11 This can take many forms and of players has increased over time. The Christmas Truce of 1914 between teachers can use knowledge of their Supporting question 2, “How has the German and British troops in World students to build interest and intrigue. soccer economy changed over time?,” War I is a famous example of the sport’s One possibility for staging this inquiry focuses on the rapid growth of the fraternal potential. is to view a short clip from The sport and business of soccer. Corporate By examining how soccer shapes and Simpsons in which much of Springfield sponsorship and players’ salaries have reflects affiliations, students can con- attends a soccer game. In the suggested increased significantly with the rising sider how these affiliations do or do not clip (https://ww.youtube.com/watch?v= popularity of soccer. By investigating explain the world. For example, in the qjp1Zrvn8VQ), two announcers contrast changes to the soccer economy, students national track, students will examine sharply. The American announcer is vis- consider globalization, the political ram- the geography of fans of MLS teams, as ibly and audibly bored with the game ifications of this growing economy, and well as compare the EPL to tradition- while the international announcer enthu- the social and civic issues these changes ally American sports leagues such as siastically hangs on every touch of the bring. Specifically, in the national track, the National Football League (NFL), ball. The clip can lead into a class discus- students will compare MLS and NWSL Major League Baseball (MLB), and the sion on the American conception and salaries, noting inequalities in pay National Basketball Association (NBA). stereotypes of soccer as a dull sport between the two leagues. Like interna- Finally, students will explore data from versus the popularity of the sport globally. tional soccer leagues, MLS is a large and the Pew Research Center that points From there, we suggest that students expanding business, with sponsors pur- to some demographic trends in soc- could complete an anticipation guide chasing advertisements on players’ shirts. cer fandom. In the international track, about the popularity of youth soccer in Students can compare shirt sponsorships students examine the location of EPL the U.S., prior to exploring some local/ of MLS teams to those of international stadiums—with many teams located in national data (www.usyouthsoccer.org/ teams, noting that while sponsorships close proximity to each other, even in media_kit/keystatistics ) on youth soccer within MLS are growing (LA Galaxy, for the same towns—as a way to understand to help them fill in the guide. example, is sponsored by Herbalife at the geographical and historical implica- Following the IDM format, Table 1 $4.4 million per year), international club tions of team affiliations. Additionally, outlines the supporting questions, cor- sponsorships for the top teams are more students examine social media trends to responding resources, and performance lucrative and draw more international trace the relationship between the geo- tasks for the inquiry. sponsorships (Bayern Munich is spon- graphic location of fans worldwide and Supporting question 1, “Who plays sored by Deutsche Telekom, a major the EPL clubs they follow. Students will soccer?”, draws upon geography, eco- European telecommunications company, also examine the ‘Old Firm,’ one of the nomics, culture, and civics content as at $37.3 million per year). In the interna- most famous rivalries in international students consider the multiple factors tional track, students will again focus on soccer, between Celtic and Rangers in that influence the diversity—or lack the EPL, looking at shirt sponsorships the Scottish League; the Old Firm is a thereof—of the game of soccer nationally over time as the industry has grown and storied rivalry with religious, cultural, and/or globally. With the overarching become more global in scale. In doing political, and geographical roots and compelling question in mind, students this, students can trace and categorize the implications.

Social Education 236 Table 1. Soccer Studies Inquiry Inquiry Design Model (IDM) Blueprint Compelling Does soccer really explain the world? Question

Selected indicators from the C3 Framework (NCSS, 2013). Individually and with others, students… D1.4.9-12: Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D2.Civ.9.9-12: Use appropriate deliberative processes in multiple settings. D2.Eco.15.9-12: Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. Standards D2.Geo.2.9-12: Use maps, satellite images, photographs, and other representations to explain relationships and Practices between the locations of places and regions and their political, cultural, and economic dynamics. D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people’s perspectives. D3.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D4.6.9-12: Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportuni- ties faced by those trying to address these problems over time and place.

Discuss the varying popularity of soccer nationally and globally using popular culture (The Simpsons clip, Staging the https://www.youtube.com/watch?v=qjp1Zrvn8VQ) and data on Youth Soccer in the U.S. (http://www. Question usyouthsoccer.org/media_kit/keystatistics/) to ground the conversation.

Supporting Supporting Supporting Question 1 Question 2 Question 3 Who plays soccer? How has the soccer economy changed over time? How does soccer shape and reflect our affiliations? Formative Formative Formative Performance Task Performance Task Performance Task Use the FRAME format to summarize key Use the FRAME format to summarize key points Use the FRAME format to summarize points and supporting details from sources. and supporting details from sources. key points and supporting details from sources. Featured Sources Featured Sources Featured Sources National National National

Portal to MLS teams; each team has pub- MLS salaries: Comparison of fandom for profes- lished its roster, complete with background http://www.sounderatheart.com/2013/5/6 sional soccer and NFL, NBA, NHL, information on players: /4306550/mls-player-salaries-analysis- MLB: http://www.mlssoccer.com/clubs charts-and-tables http://fivethirtyeight.com/datalab/ the-distribution-of-fandom-in-pro- leagues/ MLS roster rules: NWSL salaries: http://pressbox.mlssoccer.com/content/ http://www.bbc.com/sport/0/football/ roster-rules-and-regulations 33114171 Geographic trends of MLS fans: http://www.foxsports.com/soccer/ inside-mls/fox-soccer-facebook- project-mls-fans-in-united-states- and-canada-maps-030615

September 2 017 237 and Implications of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Washington, D.C.: NCSS, 2013). 7. C3 Framework, 97. 8. Ibid., 105. 9. Ibid., 17. 10. Edwin S. Ellis, The Content Enhancement Series: The Framing Routine (Lawrence, Kans.: Edge Enterprises, Inc., 1998); Darren W. Minarik and David Hicks, “Toward an Inclusive Social Studies Classroom,” in Strategies for Teaching K-12 Social Studies in Inclusive Classrooms, ed. Timothy Lintner and Windy Schweder, (Charlotte, N.C.: Information Age, 2011), 47-56. 11. Grant, Lee, and Swan, “The Inquiry Design Model.” 12. Wilfred Chan, “Abby Wambach, Wife Sarah Huffman Share Kiss after U.S. World Cup Win,” Figure 2. CNN (July 7, 2015), http://edition.cnn. com/2015/07/06/football/womens-world-cup-abby- wambach-wife-kiss/. 13. Aubrey Allegretti, “England’s Official Twitter Subsequent to groups completing their World Cup (above) was quickly removed Account Deletes ‘Breathtakingly Sexist’ Tweet in in-depth consideration of supporting after a wave of criticism.13 Women’s World Cup Aftermath” The Huffington Post – United Kingdom (July 6, 2015), www. question 1, 2, or 3, they will work within We hope this article serves as a gen- huffingtonpost.co.uk/2015/07/06/england-football- their expert groups to prepare to bring erator of ideas for using soccer to facili- team-womens-world-cup-tweet_n_7735344.html. their understandings back to their jigsaw tate student learning in social studies, base groups to complete the summative rather than a prescription for how to performance task. do so. Ideally students would end the inquiry with more questions about how Conclusion to explain the world, and we encourage By considering whether soccer really teachers to take time at the end of the explains the world, students tackle inquiry to allow students to share and issues of gender inequality, globalization, discuss their questions. migration/emigration of skilled workers, and political, social, economic, and other Notes sources of power. Soccer has a rich his- 1. The title is from two sources: (1) former Liverpool manager Bill Shankly is credited with saying “Some tory and continues to evolve as evidenced people believe football is a matter of life or death…. by the recent FIFA global corruption I can assure you it is much, much more important than that”; and (2) the second phrase is attributed scandal under investigation by the U.S. to Franklin Foer, How Soccer Explains the World: An Unlikely Theory of Globalization (New York: government. There are various ways to is an Assistant Professor of Social 2004). Emma Thacker creatively extend the present inquiry; Studies Education in the Department of Early, Ele- 2. FIFA, “2014 FIFA World Cup Reached 3.2 Billion for example, students could share and Viewers, One Billion Watched Final,” FIFA Media mentary, and Reading Education at James Madi- explore new compelling questions and Release (December 16, 2015), www.fifa.com/ son University in Harrisonburg, Virginia, where she worldcup/news/y=2015/m=12/news=2014-fifa-world- teaches courses in elementary social studies methods investigate different levels and leagues of cuptm-reached-3-2-billion-viewers-one-billion- and curriculum design. After experiencing Brazil’s soccer. Further, given the recent Supreme watched--2745519.htm . 2002 World Cup win in Rio de Janeiro, she cheers Court ruling in Obergefell et al. v. Hodges 3. Matt Bonesteel, “Women’s World Cup Draws Huge for the Brazil National Team. She can be reached at TV Audience,” The Washington Post (July 6, 2015), [email protected]. et al., which effectively legalized same- www.washingtonpost.com/blogs/early-lead/wp/2015 sex marriage in all U.S. states, the media /07/06/womens-world-cup-final-draws-huge-tv-ratin Adam M. Friedman is Associate Professor of g/; Justin Block, “Women’s World Cup Final was Social Studies Education and Chair of the Depart- coverage and support of the kiss between the Most Watched Soccer Match in U.S. History— ment of Education at Wake Forest University in For Men or Women,” The Huffington Post (July 6, U.S. soccer player Abby Wambach and Winston-Salem, North Carolina. He teaches under- 2015), www.huffingtonpost.com/2015/07/06/most- her wife, Sarah Huffman, at the end of watched-us-soccer-game_n_7736438.html?utm_hp_ graduate and graduate social studies methods, gradu- the game, can prompt a look at broader ref=sports&ir=Sport. ate research courses, and created and teaches a First social issues reflected in soccer.12 As a 4. S.G. Grant, John Lee, and Kathy Swan, “The Year Seminar titled Sports, Culture, and Geography. Inquiry Design Model” (C3 Teachers, 2014), www. His favorite team is Tottenham Hotspur Football Club. further extension surrounding gender c3teachers.org/idm/. COYS! He can be reached at [email protected]. issues reflected in soccer, students could 5. Steve Hayward, email message to author, June 2, consider why the “breathtakingly sexist” 2015. David Hicks is a Professor in the School of Cogni- 6. Grant, Lee, and Swan, “The Inquiry Design tive Engineering at Virginia Tech in Blacksburg, Vir- tweet published by the England team’s Model”; for the full copy of the C3 Framework, ginia, and a Huddersfield town fan – go Terriers. He official twitter account welcoming home see National Council for the Social Studies, Social can be reached at [email protected]. the women’s soccer team after the 2015 Studies for the Next Generation: Purposes, Practices,

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