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Hometown Teams Lesson Plan 1: Debates and Controversies 1-1www.museumonmainstreet.org

This is one of six lesson plans derived from Hometown Teams: How Sports Shape America, a traveling exhibition organized by the Smithsonian Institution’s Museum on Main Street program and brought to you by your state humanities council. The materials and activities were compiled to help students observe, encounter, participate, and learn about the importance of and impact of sports in American communities.

The lesson plans that accompany Hometown Teams will help you create meaningful and fun experiences for your students, based on current common core standards for grades 6-10. All the lessons can be adapted for younger or older audiences, so evaluate each lesson before selecting activities for your students.

Help us gauge the effectiveness of the educational activities for Hometown Teams: How Sports Shape America. Please take this short survey, and let us know how you used these materials. Your input is much appreciated.

Sincerely, The Museum on Main Street Team

Hometown Teams is a Museum on Main Street exhibition organized by the Smithsonian Institution Traveling Exhibition Service. Funded by the U.S. Congress. Education materials generously supported by the Smithsonian Women’s Committee.

Palatka vs. Menendez football game, FL. Photo by Lindsay Wiles Gramana.

Hometown Teams: How Sports Shape America

LESSON PLAN 1: Debates and Controversies

http://www.museumonmainstreet.org/


https://www.surveymonkey.com/s/X9G8LTN


LESSON PLAN 1: Debates and Controversies

LESSON OVERVIEWTOPIC: Controversial issues in sports

CORE QUESTION: What are the controversial issues surrounding your favorite sport or team, and what can be done to make progress?

MISSION: Propose a solution to a controversial issue that exists in your sport or team.

OBJECTIVES: Through various proposed activities, students may:

• Analyze primary sources and employ research strategies to obtain primary data from targeted collections of sources

• Pose historical and design questions after analyzing and reflecting on primary sources

• Express original arguments in written and spoken form

• Use subject-specific vocabulary in constructing an argument

MISSION

Propose a solution to a controversial issue that exists in your sport or team.

Women’s rowing team from Bates College, ME, May 2012. Steve Johnson / MAAC.



COMMON CORE STANDARDS GRADES 6–8

SCIENCE

CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

HISTORY

CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

ENGLISH/LANGUAGE ARTS

CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Baseball star Satchel Paige, Library of Congress, LOOK Magazine Collection.


http://www.corestandards.org/ELA-Literacy/RST/6-8/2/


http://www.corestandards.org/ELA-Literacy/RH/6-8/7/


http://www.corestandards.org/ELA-Literacy/W/7/1/






SCIENCE

CCSS.ELA-Literacy.RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

CCSS.ELA-Literacy.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

HISTORY

CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.


CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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 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.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products.

TRY IT!






http://www.corestandards.org/ELA-Literacy/W/9-10/1/





HOMETOWN TEAMS Exhibition Field Trip: Suggested ActivitiesYou might consider doing one or both of these activities when visiting the Hometown Teams exhibit.

1. Divide students into small groups of 2–3, and have each group view one stereoscope image of a sports stadium/arena in the “Fields of Glory” section of the exhibit. Ask each group to imagine themselves as fans at the time the stadium/arena was opened, and write down some ideas of how the sport would have looked different to a fan then vs. now.

2. Divide students into small groups of 2–3, and ask them to explore the Hometown Teams exhibit. Assign each group a sport, and ask them to find evidence in the exhibit (images, objects, text) of controversial issues of any nature (race, gender, safety, health, etc.). Ask each group to share the different controversial issues that can be observed in the exhibit.

Discuss the following questions with the group:

• What could make your favorite sport or team even better?

• Are there health and safety debates that dominate discussions?

• Are there issues regarding who can play the sport?

• Are there issues about compensation of players, or evaluation of players?

• Are there debates about the appropriateness of your favorite team’s name or mascot?

• Are there any environmental issues that come as a result of the sport?

FIELD TRIP

Get in the game by planning a visit with your students to the Hometown Teams exhibit.



RESOURCES TO EXPLORE

IN THE COMMUNITY

• Hometown Teams exhibit

• Local museum or historical society

• School library or hall of fame

• Local parks/sports fields

• Sports equipment stores

• Local urban planning/parks departments

• Local or school health office/department

ONLINE

• Women’s Sports Foundation: http://www.womenssportsfoundation.org/

• Performance-Enhancing Drugs Facts: http://www.mayoclinic.com/health/performance-enhancing-drugs/HQ01105

• Timeline of Controversial Team Names: http://www.motherjones.com/politics/2013/10/timeline-history-offensive-sports-mascots-redskins-snyder

• Stadium and Arena Sustainability: http://www.athleticbusiness.com/articles/article.aspx?articleid=3551&zoneid=1

• National Sports Safety Organization: http://www.nssousa.org/index.php

EXPLORE!

Players from Ohio’s Wellington and Independence High Schools, 2011. Anna Norris / Morning Journal, Lorain, OH.

Find resources both in local communities and online.


http://www.womenssportsfoundation.org/

http://www.womenssportsfoundation.org/

http://www.mayoclinic.com/health/performance-enhancing-drugs/HQ01105



http://www.motherjones.com/politics/2013/10/timeline-history-offensive-sports-mascots-redskins-snyder




http://www.athleticbusiness.com/articles/article.aspx?articleid=3551&zoneid=1



http://www.nssousa.org/index.php


ACTIVITIES FOR STUDENTSYou might choose to include all or some of the activities below in lessons for the project.

MISSION

RESEARCH archived newspapers, yearbooks, websites, or other collections to see how the issue has evolved over time.

EXPLORE your school or town’s sports fields or stadiums and do a survey of the impact the stadium has on the immediate environment.

WATCH a game of your favorite sport and determine which activities or practices present a potential health risk to players, and how the body is affected by things players do on and off the field.

DESIGN a system of compensation for the players of the sport you’ve chosen that would be considered fair and just.

DESIGN an alternate logo or mascot for a team with a controversial name or mascot, drawing on the history of the team and its town.

INTERVIEW family and community members to collect oral histories about the controversial issue you’ve selected. What do they know about it, and what are their opinions?



GUIDING QUESTIONS FOR STUDENTS• What will be the future impact on people or

environments if things go unchanged with your sport or team?

• What resources or regulations would be needed to address the issue at hand?

• Which organizations or people have the power to make change on the issue?

• Is there popular knowledge of the issue? Does awareness need to be raised?

• How can technology play a role in addressing the issue?

FINAL STEPS FOR STUDENTS: Choose a format (paper, website, infographic, video recording/documentary, performance) appropriate to discuss your proposed solution to the issue, and create talking points so that you can present your ideas to others.

Paralympic Games champion Tatyana McFadden. Photo courtesy of Tatyana McFadden.



SKILLS RUBRIC

Student demonstrated ability to collect and examine information about the community:

BEGINNING: Student returns from site visit with minimal evidence

DEVELOPING: Student returns from site visit with variety of evidence, but much of it is not project-specific

ACCOMPLISHED: Student returns from site visit with variety of evidence, and some of it is project-specific

EXEMPLARY: Student returns from site visit with thorough, project-specific evidence

Student demonstrated ability to analyze primary sources and employ research strategies to obtain primary data from targeted collections of sources:

BEGINNING: Student relies on one website to conduct research

DEVELOPING: Student relies on one website and one other source medium (book, newspaper, interview)

ACCOMPLISHED: Student uses a variety of media to conduct research, including more than one of each: website, book, news article, interview

EXEMPLARY: Student uses a variety of media to conduct research, including more than one of each: website, book, news article, interview, museum/historic society archives and/or objects

Student demonstrated ability to reflect on and revise work for project:

BEGINNING: Student’s work shows no evidence of incorporating feedback/comments

DEVELOPING: Student completes several revisions of work, showing evidence of incorporating feedback/comments, but changes made unwillingly

ACCOMPLISHED: Student shows desire to make changes and completes several revisions of work, showing evidence of feedback/comments, but changes made with significant facilitation

EXEMPLARY: Student is entirely self-directed, and completes several revisions of work, showing evidence of incorporating feedback/comments



SKILLS RUBRIC (continued)

Student demonstrated subject-specific vocabulary as relevant to the project

BEGINNING: Student rarely uses vocabulary beyond initial discussions

DEVELOPING: Student uses at least one relevant vocabulary term each session

ACCOMPLISHED: Student uses at least two relevant vocabulary terms each session

EXEMPLARY: Student uses at least three relevant vocabulary terms each session

Student demonstrated initiative in activities of project:

BEGINNING: Student is off-task completely

DEVELOPING: Student is directed by teacher to revise work

ACCOMPLISHED: Student seeks facilitation from teacher and is then self-directed

EXEMPLARY: Student is self-directed

A total of six Hometown Teams lesson plans are available free of charge as both .pdf files and a downloadable .ePub for mobile devices at the Museum on Main Street website.

Don’t forget to take a few moments to help us improve our educational materials by taking a quick survey. Thanks in advance.

FYI!

Five additional lessons can be found on the Museum on Main Street website in both .pdf and .ePub formats.


http://www.museumonmainstreet.org


Hometown Teams Lesson Plan 2: Fields of Glory 2-1www.museumonmainstreet.org

“Hometown Glory” by Brenda Read Photography.







LESSON PLAN 2: Fields of Glory





LESSON PLAN 2: Fields of Glory

LESSON OVERVIEWTOPIC: Sports/Facilities

CORE QUESTION: What is involved in the design of a sports facility or field?

MISSION: Propose a design for a new addition or improvement to a local sports facility, and present your ideas to relevant groups.






• Apply principles of math to real-world scenarios

MISSION

Propose a design for a new addition or improvement to a local sports facility, and present your ideas to relevant groups.




MATH

CCSS.Math.Content.7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

CCSS.Math.Content.7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers.


CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content

CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

SCIENCE

CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Newkirk High School football players, OK, 2012. Photo by Tiffany Ruhl for Museum on Main Street.


http://www.corestandards.org/Math/Content/7/G/B/6

http://www.corestandards.org/Math/Content/7/NS/A/3



http://www.corestandards.org/ELA-Literacy/SL/7/4/





MATH

CCSS.Math.Content.HSG-MG.A.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).


CCSS.ELA-Literacy.RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.


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.

SCIENCE

CCSS.ELA-Literacy.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

CCSS.ELA-Literacy.RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Apply geometric methods to solve design problems.

TRY IT!


http://www.corestandards.org/Math/Content/HSG/MG/A/3



http://www.corestandards.org/ELA-Literacy/SL/9-10/4/





1. Divide students into small groups of 2-3, and assign each group to look at one of the stereoscope images in the “Fields of Glory” section of the exhibit. Ask each group to observe the image closely and develop a list of pros and cons of the facility’s design, thinking about perspectives of players, fans, coaches, referees. Ask each group to share their thoughts.

2. Ask students to briefly explore the Hometown Teams exhibit, then do a short activity (10–15 minutes) where each student designs a dream stadium/field for his/her favorite sport using paper and pen. Ask students to share and discuss what qualities of their designs made them ideal, and how their design would make the experience of the sport better for all involved.


• What are some of the sports facilities in this town?

• Do you think there are any problems in the design of those facilities for players?

• Do you think there are any problems in the design of those facilities for fans?

• Are there any sports stadiums/arenas around the world that you think are great examples of design?

FIELD TRIP


Coach Dorothy Franco-Reed encourages a player during a volleyball match. Photo by Tom Reed.




IN THE COMMUNITY






• Local urban planning/parks departments

• Local or school health office/department

ONLINE

Listing of stadiums around the world: http://www.worldstadiums.com/north_america/countries/united_states.shtml

Stadium design flaws: http://www.realclearsports.com/lists/stadium_design_flaws/

Roomle, free 3D-visualization and design software: http://www.roomle.com/

Athletic Facility Design magazine: http://www.athleticfacilitydesign.com/v3i7/9.htm

EXPLORE!

Find resources both in local communities and online.


http://www.worldstadiums.com/north_america/countries/united_states.shtml

http://www.worldstadiums.com/north_america/countries/united_states.shtml

http://www.realclearsports.com/lists/stadium_design_flaws/

http://www.realclearsports.com/lists/stadium_design_flaws/

http://www.roomle.com/

http://www.roomle.com/

http://www.athleticfacilitydesign.com/v3i7/9.htm

http://www.athleticfacilitydesign.com/v3i7/9.htm



MISSION

INTERVIEW teams and coaches who use the sports stadium or field you’ve decided to focus on to determine what changes they would want to see made.

RESEARCH designs of sports stadiums/fields across your state, and compare the similarities and differences between them.

EXPLORE the area surrounding the sports stadium or field you’ve decided to focus on, and identify what plant and animal life might be impacted by new design.

USE geometric methods to develop a 3D model of your proposed addition or improvement. How much space and materials will be needed?

WATCH videos of buildings or parks under construction. Identify what properties of physics are involved in the construction of a facility.

RESEARCH archived newspapers, yearbooks, or other collections to learn about the history of the stadium/field. Has its use changed over time?



GUIDING QUESTIONS FOR STUDENTS• What would improve the quality of sports played in

this sports facility?

• What kinds of movements take place in this facility— on the part of both players and fans?

• What kind of materials would have to be involved in your proposed design?

• What impact would your proposed addition or improvement have on the surrounding environment?

• How much would the project cost?

FINAL STEPS FOR STUDENTS: Choose a format (paper, website, infographic, video recording/documentary, performance) appropriate to present your new sports facility, and create talking points so that you can present your ideas to others.

Durham Athletic Park, NC. Durham Bulls Baseball Club.



SKILLS RUBRIC

Student demonstrated ability to collect and examine information about the community





Student demonstrated ability to analyze primary sources and employ research strategies to obtain primary data from targeted collections of sources





Student demonstrated ability to reflect on and revise work for project







SKILLS RUBRIC (continued)Student demonstrated subject-specific vocabulary as relevant to the project





Student demonstrated initiative in activities of project





FYI!







Hometown Teams Lesson Plan 3: Tastes of the Game 3-1www.museumonmainstreet.org






2012 Rose Bowl pep rally, University of Oregon / Jack Liu.


LESSON PLAN 3: Tastes of the Game





LESSON PLAN 3: Tastes of the Game

LESSON OVERVIEWTOPIC: Food culture

CORE QUESTION: What is the food culture surrounding your favorite sport or team?

MISSION: Design a new food item to be part of the experience of a favorite sport or team, and propose it to the appropriate groups to obtain the resources needed to produce it.






• Apply principles of math to real-world scenarios

MISSION

Design a new food item to be part of the experience of a favorite sport or team.





CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.


HISTORY


SCIENCE


MATH

CCSS.Math.Content.7.RP.A.3 Use proportional relationships to solve multistep ratio and percent problems.

CCSS.Math.Content.7.EE.B.3 Solve multi-step, real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically.The Primanti Brothers sandwich is a

Pittsburgh, PA, favorite. Dominique King (www.midwestguest.com).






http://www.corestandards.org/Math/Content/7/RP/A/3

http://www.corestandards.org/Math/Content/7/EE/B/3



SCIENCE

CCSS.ELA-Literacy.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

HISTORY


CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

MATH

CCSS.Math.Content.HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems.




Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.

TRY IT!





http://www.corestandards.org/Math/Content/HSA/CED/A/1





1. Divide students into small groups of 2–3, and assign each group one of the nontraditional sports included in the “Name That Sport” section of the exhibit (slamball, footvolley, quidditch, pickleball, underwater hockey, bike polo). Give each group 10 minutes to come up with a creative food item that draws on the sport’s history and spirit to become part of the experience of the game. Ask each group to share what they came up with, and what influenced their design.

2. Divide students into small groups of 2–3, and ask them to explore the Hometown Teams exhibit, including the “Tastes of the Game” section. Ask each group to find as many different food items represented in the exhibit (through objects, images, or text), and ask them to pick one of the food items they found and think about the history of that food item. Was it always part of the sport? Would you consider it a vital part of the experience of that sport? Does it have origins in the places where that sport was traditionally played?


• What are some your favorite teams/sports?

• What traditions are associated with your favorite sport or team?

• What kind of food items are associated with your favorite sport or team, and is there anything you could introduce to make the fan experience even better?

• Do you think sports foods should have some kind of tie to the location of the team? (e.g. lobster rolls in New England, crabcakes in Baltimore)

FIELD TRIP





IN THE COMMUNITY





• Local restaurants

• Local grocery stores

ONLINE

Food Network tailgating recipes: http://www.foodnetwork.com/tailgating/package/index.html

Superbowl recipes: http://homecooking.about.com/od/superbowlrecipes/

America’s best stadium food: http://www.travelandleisure.com/articles/americas-best-stadium-food

ESPN report on stadium food violations: http://sports.espn.go.com/espn/eticket/story?page=100725/stadiumconcessionsPawtucket Red Sox Baseball Club, RI.


http://www.foodnetwork.com/tailgating/package/index.html

http://www.foodnetwork.com/tailgating/package/index.html

http://homecooking.about.com/od/superbowlrecipes/

http://homecooking.about.com/od/superbowlrecipes/

http://www.travelandleisure.com/articles/americas-best-stadium-food

http://www.travelandleisure.com/articles/americas-best-stadium-food

http://sports.espn.go.com/espn/eticket/story?page=100725/stadiumconcessions

http://sports.espn.go.com/espn/eticket/story?page=100725/stadiumconcessions



MISSION

INTERVIEW local restaurant and grocery store workers as well as family members who make recipes from scratch. Ask how to read and write recipes.

DETERMINE the climate for your favorite team/sport, and research food from other cultures with similar climates. Is there anything that can be adapted from another culture’s food traditions?

RESEARCH locally grown or produced foods in your community and develop a list of potential base ingredients from what’s local.

CALCULATE proportions of ingredients needed for your food item and how much of each ingredient would be needed to serve a whole stadium/park.

CREATE a visual chart that explains the origins of the ingredients in your food item. What plants or animals did they start from?

VIDEO yourself preparing the food item you’ve designed. What properties of physics are at work in the preparation process? What biological processes are at work when eating and disgesting?



GUIDING QUESTIONS FOR STUDENTS• What types of foods make sense for the season and

climate in which the sport is played?

• What ingredients would be needed, and where would they come from?

• What is the capacity of the stadium/park where you favorite team plays? If your item was sold there, how much of each ingredient would you need to serve the whole stadium/park?

• How would your new food item need to be priced to generate a profit?

FINAL STEPS FOR STUDENTS: Choose a format (paper, website, infographic, video recording/documentary, performance) appropriate to present your new food item, and create talking points so that you can present your ideas to others.

Nachos became a popular game-day snack during the 1970s. Margaret Montgomery.



SKILLS RUBRIC


















SKILLS RUBRIC











FYI!







Hometown Teams Lesson Plan 4: Team America 4-1www.museumonmainstreet.org

1966 NCAA basketball champion Texas Western plays against Kentucky. UTEP Athletics.







LESSON PLAN 4: Team America





LESSON PLAN 4: Team AmericaTOPIC: Evolution of sports in a community or region

CORE QUESTION: What is the history of sports in my community, and how has it changed over time?

MISSION: Create a campaign to convince sports commentators that your local team should be considered America’s team—that it best represents America and sports in America.



• Pose historical questions after analyzing and reflecting on primary sources


• Obtain and use new foreign language vocabulary

MISSION

Create a campaign to convince sports commentators that your local team should be considered America’s team.




HISTORY

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).



CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content.

CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

TRY IT!





http://www.corestandards.org/ELA-Literacy/WHST/6-8/1/






HISTORY

CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.



CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.

CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

CCSS.ELA-Literacy.WHST.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.

The U.S. Military Academy and the U.S. Naval Academy compete in the annual Army-Navy football game. Danny Wild/USMA











1. Divide students into small groups of 2–3, and have each group listen to one of the audio interviews in the “Heart of Our Hometowns” section of the exhibit and/or watch the video interviews in the “Sports Explosion” section of the exhibit. After listening to the interviews, ask each group to write down ideas for what clues or keywords that would make someone choose this team as “America’s team.” Ask each group to share out their ideas.

2. Divide students into small groups of 2–3, and ask them to explore the Hometown Teams exhibit. Assign each group a sport, and ask them to find evidence in the exhibit (images, objects, text) that would convince someone why their assigned sport could be considered iconic of America. Ask each group to share what they found and what arguments they would make.


• What sports do you play?

• What sports did your parents and grandparents play?

• What sports have been played in our community since its founding?

• Do you think there was a turning point in the sports of your community?

FIELD TRIP





IN THE COMMUNITY






ONLINE

US Olympic Committee: http://www.teamusa.org/

Breaking Records, Breaking Barriers online exhibition: http://amhistory.si.edu/sports/

Library of Congress Sports and Recreation resources: http://www.loc.gov/topics/content.php?cat=11

National Alliance for Youth Sports: http://www.nays.org/

Summer practice for Woodstock High School ski team, VT, 2012. Vermont Standard photo by Charles Kahn.


http://www.teamusa.org/

http://amhistory.si.edu/sports/

http://www.loc.gov/topics/content.php?cat=11

http://www.loc.gov/topics/content.php?cat=11

http://www.nays.org/

http://www.nays.org/



MISSION

RESEARCH archived newspapers, yearbooks, or other collections to see how your hometown team has changed over time. Were there any turning points for the team?

RESEARCH the history of your town before it was officially settled. What is the legacy of American Indian sports in your community?

FIND photographs or memorabilia from recent years of your hometown team, and imagine what a visitor from another country might learn about America from those objects.

RESEARCH the national sports of other countries and create a list or a visual map of what they have in common, and what makes them unique.

READ a novel or watch a movie centered around sports and analyze the themes, symbols, and motifs explored and how they connect to ideas of being American.

INTERVIEW family and community members to collect oral histories about what sports they played and watched growing up.



GUIDING QUESTIONS FOR STUDENTS• What defines a national icon, and what are some

examples?

• What traditions or characteristics do you think a sport would need to represent America?

• How does the history of your hometown team reflect the broader history of America?

• How do you think the sport might continue to evolve in the future?

FINAL STEPS FOR STUDENTS: Choose a format (paper, website, infographic, video recording/documentary) appropriate to convince sports commentators of your argument, and create talking points so that you can present your ideas to others.

Steven Felschundneff / Claremont Courier.



SKILLS RUBRIC





























FYI!







Hometown Teams Lesson Plan 5: Traditions and Rituals 5-1www.museumonmainstreet.org

The Milan High School basketball team in 1954, inspiration for the film “Hoosiers.” Milan 1954 Museum.







LESSON PLAN 5: Traditions and Rituals





LESSON PLAN 5: Traditions and Rituals

LESSON OVERVIEWTOPIC: Team/sport traditions

CORE QUESTION: What are the traditions that surround a sport or sports team, and how do they develop?

MISSION: Develop a new tradition to be integrated into your favorite sports team, and create a campaign to convince your school/community that it should become part of the experience of that team.


• Analyze primary sources and employ research strategies to obtain data from targeted collections of sources

• Pose historical questions after analyzing and reflecting on primary sources


• Obtain and use new foreign language vocabulary

MISSION

Develop a new tradition to be integrated into your favorite sports team, and create a campaign to convince your school/community that it should become part of the experience of that team.





CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

HISTORY

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.


Kearney Catholic plays at Loup City, NE. Harold Houser


http://www.corestandards.org/ELA-Literacy/L/7/3/








CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.9-10.5 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.

HISTORY

CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.


Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led).

TRY IT!


http://www.corestandards.org/ELA-Literacy/L/9-10/1/






HOMETOWN TEAMS EXHIBITION FIELD TRIP: SUGGESTED ACTIVITIESYou might consider doing one or both of these activities when visiting the Hometown Teams exhibit.

1. Have students sit on the bleachers in the exhibit, and ask volunteers to read the sports traditions explored on the cushions (cushions give more information when flipped). Ask each volunteer to share with the class what tradition their cushion discussed, and if they’ve ever personally experienced that tradition.

2. Divide students into small groups of 2–3, and ask them to explore the Hometown Teams exhibit. Assign each group a sport, and ask them to find evidence in the exhibit (images, objects, text) of as many different traditions associated with that sport as they can. Ask each group to share the traditions they found represented in the exhibit, and discuss whether there are similarities across the different sports that were assigned.


• What traditions do the fans of our school/hometown team have?

• What traditions do the players of our school/hometown team have?

• Are there rituals, music, or other things that mark that team?

• What are your favorite sports/sports teams, and how do the traditions of that team compare with traditions of other sports?

• How do traditions of your favorite sports/sports team compare with the traditions of the popular sport of another culture or country?

FIELD TRIP





IN THE COMMUNITY



• Local library




ONLINE

College Sports Traditions website: http://www.collegesportstraditions.com/cst/index.php

Tailgating website: http://www.tailgating.com/

Bleacher Report: Best Sports Traditions: http://bleacherreport.com/articles/430099-the-best-traditions-in-all-of-sports

Bleacher Report: Sports Rituals: http://bleacherreport.com/articles/521720-the-25-strangest-rituals-in-sports

Yukon High School vs. Edmond Santa Fe High School, OK. Photo by Bryan Terry, © 2011, The Oklahoman.


http://www.collegesportstraditions.com/cst/index.php

http://www.collegesportstraditions.com/cst/index.php

http://www.tailgating.com/

http://bleacherreport.com/articles/430099-the-best-traditions-in-all-of-sports

http://bleacherreport.com/articles/430099-the-best-traditions-in-all-of-sports

http://bleacherreport.com/articles/521720-the-25-strangest-rituals-in-sports

http://bleacherreport.com/articles/521720-the-25-strangest-rituals-in-sports



MISSION

RESEARCH archived newspapers, yearbooks, fan websites, or other collections to see how traditions of your favorite sport or sports team have changed over time.

READ a novel or watch a movie that centers around the sport you’ve chosen. Analyze the novel/movie’s themes, and the role traditions play in it.

CHOOSE a different country and research traditions that are associated with that country’s most popular sport.

GATHER research and interviews, and brainstorm a new tradition to propose for your chosen sport or sports team.

BRING in to class a memento from your favorite sports team. Write a creative story inspired by that memento and incorporate any common traditions into that story.

WATCH a match/game of your favorite sport or sports team and interview community members to collect oral histories about their favorite traditions.



GUIDING QUESTIONS FOR STUDENTS• What purpose would the new tradition serve?

• How would it fill a gap in the traditions that already exist?

• How would the new tradition bring the community together?

• Is there a role that technology can play in new traditions?

FINAL STEPS FOR STUDENTS: Choose a format (paper, website, infographic, video recording/documentary, performance) appropriate to convince your school or the sports community about your proposed new tradition, and create talking points so that you can present your ideas to others.

Neighborhood hockey, MN, 1948. Minnesota Historical Society: Al Heitman



SKILLS RUBRIC





























FYI!







Hometown Teams Lesson Plan 6: Wide World of Sports 6-1www.museumonmainstreet.org

brianbielmann.com This is one of six lesson plans derived from Hometown Teams: How Sports Shape America, a traveling exhibition organized by the Smithsonian Institution’s Museum on Main Street program and brought to you by your state humanities council. The materials and activities were compiled to help students observe, encounter, participate, and learn about the importance of and impact of sports in American communities.






LESSON PLAN 6: Wide World of Sports





LESSON PLAN 6: Wide World of Sports

LESSON OVERVIEWTOPIC: Sport/game design and origins

CORE QUESTION: What is a sport, what are the different aspects that make up a sport?

MISSION: Design a brand new sport that represents your community, and present to relevant groups to see if you can get the resources you need to make it real.



• Create an original argument using primary sources


• Apply mathematical and geometric principles to create original design

MISSION

Design a brand new sport that represents your community.

The Lonestar Rollergirls. Photo by Earl McGehee for Texas Roller Derby.




MATH

CCSS.Math.Content.7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.

CCSS.Math.Content.7.RP.A.2 Recognize and represent proportional relationships between quantities.

CCSS.Math.Content.7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers.

CCSS.Math.Content.7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

SCIENCE



CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

HISTORY



Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

TRY IT!




http://www.corestandards.org/Math/Content/7/NS/A/3

http://www.corestandards.org/Math/Content/7/G/B/6







SCIENCE

CCSS.ELA-Literacy.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

MATH

CCSS.Math.Content.HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

CCSS.Math.Content.HSG-MG.A.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).



CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.


HISTORY


Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

TRY IT!



http://www.corestandards.org/Math/Content/HSN/Q/A/1

http://www.corestandards.org/Math/Content/HSG/MG/A/3







HOMETOWN TEAMS EXHIBITION FIELD TRIP: SUGGESTED ACTIVITIESYou might consider doing one or both of these activities when visiting the Hometown Teams exhibit.

1. Divide students into small groups of 2–3, and ask them to explore the Hometown Teams exhibit to find one image that they would include in a dictionary to help define the word sport. Ask groups to share the images they chose, and explain why.

2. Divide students into small groups of 2–3, and ask them to explore the exhibit to compare two different sports that are represented (basketball, football, baseball, swimming, golf, lacrosse, skateboarding, rodeo, street hockey, water polo, surfing, kayaking, track and field, volleyball, tennis, gymnastics, wrestling, karate, boxing, skiing, figure skating, hockey, soccer, climbing, horse racing). Ask each group to create a list of what the two sports chosen/assigned have in common. Ask groups to share the lists they develop.


• How would you define a sport?

• Are there any sports or games that people disagree on whether it can be defined as a sport?

• What sports are played in our community?

• What or who are the icons or hallmarks of your town/community?

FIELD TRIP





IN THE COMMUNITY



• Local library




• Local urban planning office/parks department

• Clothing store/tailor

ONLINE

Olympics website: http://www.olympic.org/sports

NCAA website: http://www.ncaa.org/

International Quidditch Association: http://www.iquaquidditch.com/

Sepak Takraw official website: http://www.sepaktakraw.org/

Slamball official website: http://www.slamball.net/

Ultimateball official website: http://www.ultimateball.co.uk/

Chessboxing: http://espn.go.com/espn/eticket/story?page=chessboxingWakeboarder Trever Maur. Thomas Gustafson, www.thomasgustafson.com.


http://www.olympic.org/sports

http://www.ncaa.org/

http://www.iquaquidditch.com/

http://www.iquaquidditch.com/

http://www.sepaktakraw.org/

http://www.slamball.net/

http://www.ultimateball.co.uk/

http://www.ultimateball.co.uk/

http://espn.go.com/espn/eticket/story?page=chessboxing





MISSION

EXPLORE official rulebooks and guidelines of sports to determine what information should be included so others will know how to play.

DESIGN a field approporiate for the sport using geometric methods.

DESIGN a system of scoring: How many points will different actions earn? How will time be divided in the game? What statistics of teams and players will be important to measure?

DESIGN a model for uniforms, using appropriate units so that they could actually be produced.

WORK with a partner to record some of the movements of the sport in action. Describe what bodily processes are at work during play. Describe what properities of physics are at work during play.

CONDUCT interviews with community members to see what or who others would define as icons/hallmarks of the community. Synthesize those answers and compare them with your own thoughts.



GUIDING QUESTIONS FOR STUDENTS• Would it be a team sport or an individual sport?

• In what ways would it represent your town/community?

• What would be the rules and objectives of the sport?

• What skills would be needed, and what systems of the body would be at work while it’s played?

• What properties of physics would be at work while it’s played?

• In what type of location or field would it be played?

• How would it be scored?

• What would the design of the uniforms be like?

FINAL STEPS FOR STUDENTS: Choose a format (paper, website, infographic, video recording/documentary) appropriate to convince your school or community about your proposed new sport/game, and create talking points so that you can present your ideas to others.

Youth rugby player, Seattle, WA, 2010. © 2012 Steven Seiller / Summit Lights Photography.



SKILLS RUBRIC





























FYI!







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