Jackie Robinson: More Than a Baseball Player



Jackie Robinson: More Than a Baseball Player

Jason Klokkenga

Normal Community West High School

[pic]

Fall 2007

Corbis Photo

Through the use of primary sources and discussion, students in United States Social & Geographic classes will learn how Jackie Robinson not only broke the color barrier in baseball, but also influenced the Civil Rights Movement.

Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

|Overview Back to Navigation Bar |

|Objectives |Students will: |

| |learn background on Jackie Robinson |

| |become familiar with several primary sources |

| |learn about the Civil Rights Movement and how Robinson played a part |

|Recommended time frame |Three class days (50-minute class periods) |

|Grade level |10th grade |

|Curriculum fit |History, Civil Rights Era |

|Materials |Role Model Assignment |

| |Computer lab |

| |‘Baseball: A Film by Ken Burns’ (DVD player & TV) |

| |Analysis forms for written documents and photographs |

| |Essay explanation |

| |Rubric |

|Illinois State Learning Standards Back to Navigation Bar |

| |English Language Arts: |

| |GOAL 1: Read with understanding and fluency. |

| |1.B. Apply reading strategies to improve understanding and fluency |

| |1.B.4b Analyze, interpret and compare a variety of texts for purpose, structure, |

| |content, detail and effect |

| |GOAL 5: Use the language arts to acquire, assess and communicate information. |

| |• 5.B. Analyze and evaluate information acquired from various sources. |

| |5.B.4a Choose and evaluate primary and secondary sources (print and nonprint) for a |

| |variety of purposes. |

| | |

| |Social Science: |

| |GOAL 16: Understand events, trends, individuals and movements shaping the history of |

| |Illinois, the United States and other nations. |

| |16.A. Apply the skills of historical analysis and interpretation. |

| |16.A.4b Compare competing historical interpretations of an event. |

| |16.D. Understand Illinois, United States and world social history. |

| |16.D.4b US Describe unintended social consequences of political events in United |

| |States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of |

| |inner cities, Vietnam War/anti-government activity). |

| | |

| |GOAL 18: Understand social systems, with an emphasis on the United States. |

| |18.C. Understand how social systems form and develop over time. |

| |18.C.3b Explain how diverse groups have contributed to U.S. social systems over |

| |time. |

|Procedures Back to Navigation Bar |

| |Day One: |

| |Introduce Jackie Robinson to students by having them participate in a role model |

| |activity. Handout to students the role model sheet, read over the definition of a |

| |role model together with them, see if students agree with this definition, and have |

| |them complete questions 1-3. |

| |Once students have completed questions 1-3, explain to students that Jackie Robinson |

| |was a role model for many in the 1940s and 1950s. Tell students that they are going |

| |to be watching a video clip (approximately 20 minutes) from the Ken Burns’ Baseball |

| |series entitled “Up in the Race.” (Contact the school or local public librarian to |

| |obtain the VHS or DVD version.) During this video segment, have students complete the |

| |rest of the role model worksheet. |

| |Collect the sheet when the video is finished and handout to students the article |

| |entitled, “When Jackie made the major leagues: Suddenly anything was possible.” Tell |

| |students to read over this and be prepared to discuss tomorrow in class the following |

| |question: How is Jackie Robinson a role model for Sharpe James? |

| | |

| |Day Two: |

| |Discuss last night’s homework with students and have a few students explain their |

| |answers. |

| |When finished with this, take the students to your media center and explain to them |

| |what the Library of Congress website is. Be sure to specifically focus on the American|

| |Memory section of the website. |

| |Explain to the students the definitions of primary and secondary sources and have them|

| |brainstorm examples of each type of resource to demonstrate understanding. For further|

| |information, consult The Learning Page site through the American Memories collection. |

| |If time, show this website to the class. |

| | |

| |Once students have a foundation for what a primary source is, have students look at |

| |Primary Source #1—The picture of Jackie Robinson talking to Martin Luther King, Jr. |

| |Complete the photo analysis worksheet together with the students. |

| |Explain to students that what we just did together is an example of what they are |

| |going to be working on tomorrow in the media center. |

| | |

| |Day Three: |

| |Explain to students the Essay Assignment—Students will examine the six primary sources|

| |off of the data table and select one of them as the most important. For the source |

| |chosen, each student will need to complete the appropriate analysis guide (document or|

| |photograph) as well as write, in a short essay, why this primary source is the most |

| |important source explaining the importance of Jackie Robinson. |

| |Give students the class period to analyze the primary sources and work on their essay.|

| |Explain to students that their essay is due by the end of the period. |

|Evaluation Back to Navigation Bar |

| |Students will be composing an essay where they have selected 1 primary source and must|

| |argue why if a person could only have access to 1 primary source about Jackie |

| |Robinson, he/she would want this one. |

|Extension Back to Navigation Bar |

| |Think of a popular role model today who is influencing a major issue in our |

| |country/world and compare/contrast that person to Jackie Robinson's influence during |

| |the Civil Rights Movement. |

Primary Resources from the Library of Congress

Back to Navigation Bar

|Image |Description |Citation |URL |

|[pic] |Jackie Robinson and Martin Luther |Corbis Photo |

| |King Jr. talk before a press | |.org/experience/thematic_units/civi|

| |conference in New York City | |l_rights/robinson_king.html |

| |(September 19, 1962) | | |

|[pic] |TELEGRAM |Dwight D. Eisenhower Library |

| |JACKIE ROBINSON TO E. FREDERICK |White House Central Files |essons/jackie-robinson/images/teleg|

| |MORROW |Box 733 |ram-1957.jpg |

| |AUGUST 13, 1957 |File: OF-142-A-5 | |

|[pic] |LETTER |Dwight D. Eisenhower Library |Page 1: |

| |JACKIE ROBINSON TO PRESIDENT DWIGHT|White House Central Files |

| |D. EISENHOWER |Box 731 |essons/jackie-robinson/images/lette|

| |MAY 13, 1958 |File: OF-142-A-3 |r-1958-01.jpg |

| | | |Page 2: |

| | | |

| | | |essons/jackie-robinson/images/lette|

| | | |r-1958-02.jpg |

|[pic] |LETTER |John Fitzgerald Kennedy Library |Page 1: |

| |JACKIE ROBINSON TO PRESIDENT JOHN |Harris L. Wofford Papers |

| |F. KENNEDY |File: Jackie Robinson |essons/jackie-robinson/images/lette|

| |FEBRUARY 9, 1961 |7/28/61-9/5/61 |r-1961-01.jpg |

| | | |Page 2: |

| | | |

| | | |essons/jackie-robinson/images/lette|

| | | |r-1961-02.jpg |

|[pic] |TELEGRAM |John Fitzgerald Kennedy Library |Page 1: |

| |JACKIE ROBINSON TO PRESIDENT JOHN |White House Central Name Files |

| |F. KENNEDY |File: Jackie Robinson |essons/jackie-robinson/images/teleg|

| |JUNE 15, 1963 | |ram-1963-01.jpg |

| | | |Page 2: |

| | | |

| | | |essons/jackie-robinson/images/teleg|

| | | |ram-1963-02.jpg |

| | | |Page 3: |

| | | |

| | | |essons/jackie-robinson/images/teleg|

| | | |ram-1963-03.jpg |

|[pic] |PHOTOGRAPH |National Archives and Records |

| |JACKIE ROBINSON AND SON (DAVID) |Administration |essons/jackie-robinson/images/dc-ma|

| |BEING INTERVIEWED AT THE MARCH ON |Records of the United States |rch-photo.jpg |

| |WASHINGTON |Information Agency | |

| |AUGUST 28, 1963 |Record Group 306 | |

|[pic] |TELEGRAM |Lyndon Baines Johnson Library |

| |JACKIE ROBINSON TO PRESIDENT LYNDON|White House Central Files |essons/jackie-robinson/images/teleg|

| |B. JOHNSON |Name Files |ram-1965.jpg |

| |MARCH 9, 1965 |File: Jackie Robinson | |

|[pic] |LETTER |Lyndon Baines Johnson Library |Page 1: |

| |JACKIE ROBINSON TO PRESIDENT LYNDON|White House Central Files |

| |B. JOHNSON |Subject Files |essons/jackie-robinson/images/lette|

| |APRIL 18, 1967 |File: EX-HU 2 2/4/67-5/31/67 |r-1967-01.jpg |

| | | |Page 2: |

| | | |

| | | |essons/jackie-robinson/images/lette|

| | | |r-1967-02.jpg |

Rubric

Back to Navigation Bar

Name: ________________________________

Date: _______________________ Hour: ____

Jackie Robinson: More Than a Baseball Player Write-Up

(15 Points)

Directions: Analyze the six remaining primary sources from our data table and select the one primary source that does the best job explaining the influence of Jackie Robinson to the Civil Rights Movement and write a page to a page and a half review, double-spaced, of that source. In your write-up, you need to do the following:

• Identify which source is the most important. ____/1

• Briefly describe why (provide at least 3 reasons) this source does the best job of explaining to someone the importance of Jackie Robinson and his impact on the Civil Rights Movement.

____/6

• Briefly explain why the other five sources aren’t as crucial for one to see as the source chosen. Be sure to give specific reasoning here.

____/5

• The paper is free from major spelling and grammatical errors. ____/3

0-1 mistake 3 points

2-3 mistakes 2 points

4-5 mistakes 1 point

More than 5 mistakes 0 points

Total ____/15

Handouts

Back to Navigation Bar

Name:

Written Document Analysis Worksheet

(15 Points)

|TYPE OF DOCUMENT (Check one): |

|(1 point) |

| |Newspaper | |Map |

| |Advertisement | |Congressional Record |

| |Letter | |Telegram |

| |Patent | |Press Release |

| |Census Report | |Memorandum |

| |Report | |Other |

|UNIQUE PHYSICAL CHARACTERISTICS OF THE DOCUMENT (Check one or more): |

|(1 point) |

| |Interesting Letterhead | |Notations |

| |Handwritten | |“Received” stamp |

| |Typed | |Seals |

| |Other | | |

|DATE(S) OF DOCUMENT: (1 point) |

| |

|AUTHOR (OR CREATOR) OF THE DOCUMENT: (1 point) |

| |

|POSITION (TITLE): (1 point) |

| |

|FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN? (1 point) |

| |

|DOCUMENT INFORMATION (There are many possible ways to answer A-E.) |

| |

|A. List three things the author said that you think are important: (3 points) |

| |

| |

| |

| |

| |

|B. Why do you think this document was written? (2 points) |

| |

| |

| |

| |

| |

|C. What evidence in the document helps you know why it was written? Quote from the document. (1 point) |

| |

| |

| |

| |

| |

|D. List two things the document tells you about life in the United States at the time it was written. (2 points) |

| |

| |

| |

| |

| |

|E. Write a question to the author that is left unanswered by the document: (1 point) |

| |

| |

| |

Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 20408

Name:

Photo Analysis Worksheet

(15 Points)

Step 1. Observation

(6 points)

Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. Next, divide the photo into quadrants and study each section to see what new details become visible.

Use the chart below to list people, objects, and activities in the photograph.

|Activities |People |Objects |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

Step 2. Inference

(3 points)

Based on what you have observed above, list three things you might infer from this photograph

1.

2.

3.

Step 3. Questions

What questions does this photograph raise in your mind? (3 points)

Where could you find answers to them? (3 points)

Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 2040

U.S. Social & Geographic History Name: __________________________

Jackie Robinson/Role Model Assignment Date: ______________ Hour: _______

Direction: Review the definition and then answer the questions that follow.

ROLE MODEL-A person who serves as a model in a particular behavioral or social role for another person to emulate.

Source: The American Heritage College Dictionary, 3rd Edition 1993

1. Most people can identify an individual that is their role model. Who is one of your role models? Why is this person your role model?

2. List at least 5 characteristics that role models typically possess in the space below.

•

•

•

•

•

3. How has your role model positively impacted your life?

After viewing the video clip about Jackie Robinson, answer the remaining questions.

4. In what ways does Jackie Robinson fit or not fit the definition of role model as discussed in class. Be specific.

5. How might Jackie Robinson have impacted the lives of Americans once he broke “the color barrier” in professional baseball? Be specific.

6. How can Jackie Robinson’s triumph over adversity serve as an inspiration to Americans living today?

7. Do you think it is appropriate for famous Americans (athletes, entertainers, etc…) to use their fame to support political causes? Explain.

8. Should athletes and other famous Americans feel compelled to live up to the image of “role model” simply because they are in the spotlight? Explain.

[pic]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download