A Social History of Baseball: Ideology, Culture, and Values
History 2280- 3.0 Credits.
James Robinson
215-205-8750
Class: 5:30-6:50 Tuesday & Thursdays. Anderson 202.
Office Hours: 3:00-4:00PM Tuesday & Thursday, Wednesday 1:00-2:00PM, or by appointment. Gladfelter 856.
“Baseball is like church. Many attend, few understand.”
― Leo Durocher
Course Description:
This course will chart the progression of the game of baseball through the history of the United States, as a past-time, as an institution, and as a battleground for larger concepts. How does baseball contribute to the identity of being an “average” American? Who is excluded by that definition? How have women, racial minorities, and immigrants used baseball to empower themselves? What does the history of baseball say about American values in each time period?
Course Expectations:
This is a fairly writing and reading intensive course, which requires students to keep on track of the readings. I will be gaging how much you are grasping the materials, so be prepared to read often for this class. Take notes on the reading and if necessary, mark sections of the reading with a highlighter. You will be expected to attend most, if not all, classes, and if you cannot make classes in which films are being shown, you are expected to watch the films on your own time. We will conduct classroom activities on a regular basis, so students should come prepared, alert, and up to date on the readings.
Course Objectives:
-To be able to analyze the institution of baseball in a larger context, as more than “just a game”
-To be able to critically engage the readings and films, and build a knowledge of the cultural and social impact of baseball in American life and belief structures throughout the last 150 years.
-To be able to research further information in the reflection papers, group project, and final paper.
-To improve your writing skills through reflection papers in preparation for the final paper.
-To be able to work with fellow students on the group project, in-class activities, and discussions to further collective and individual skills of analyzing baseball, by arriving at class well prepared.
-To be able to look at the game with a critical eye today and understand how the institution arrived at this point, and sharpen your ability to analyze cultural institutions.
Reading
Pasttime: Baseball As History by Jules Tygiel
Raceball: How The Major Leagues Colonized The Black And Latin Game by Rob Ruck
Boys of Summer by Roger Kahn
A People’s History of Baseball by Mitchell Nathanson
Selected chapters (all available on Blackboard):
The Empire Strikes Out by Robert Elias
Moneyballby Michael Lewis
Ladies and Gentleman, TheBronx Is Burning: 1977, Baseball, Politics, and the Battle for the Soul of a City by Jonathan Miller
Playing with the Boys: Why Separate Is Not Equal In Sports by Eileen McDonagh and Laura Pappano
A Level Playing Field: African American Athletes and the Republic of Sports by Gerald L. Early
The American Game: Capitalism, Decolonialization, World Domination, and Baseball by John D. Kelly
(All are optional to obtain)
In-class Films: Episode 1 of Ken Burns’ Baseball, A League Of Their Own, Sugar, and The Sandlot
To Watch At Home:TheBronx Is Burning miniseries
Field Trip:
Friday, September 12th, we will go to see the Phillies play the Miami Marlins. The game is scheduled for 7:00PM. I will need a final headcount by Thursday September 4th. If you cannot make this date, you will be required to attend another game.I have attached the September schedules of the Phillies and the Camden Riversharks on the last page of the syllabus. (See me if you need to make arrangements. It does not have to be the Phillies, but could be any baseball/softball game, such as minor league games, neighborhood games, recreation league, for instance.)
Reflection Paper on the Phillies Field Trip/Baseball Game (5%). What did you feel while watching the game? Did anything remind you of concepts brought up in the reading? What were the sights and sounds of the game invoke within you?
Extra Credit: While not a requirement, I highly encourage students to visit the National Museum of American Jewish History’s “Chasing Dreams: Baseball and Becoming American” exhibit. It is $12 for entrance. The exhibit runs until October 26th. I will give extra credit for any student who writes a 2 page response paper.
Class Attendance/Participation (20%)
I will take attendance at the beginning of each class. You will be graded on attending classes, and are expected to make up any missed time by getting notes from fellow students. It is your responsibility to turn in materials on time. It is also your responsibility to inform me of any absences and the reason why. Missed classes cannot be made up.If you are more than 5 minutes late to class, you will be turned away from the class.
We will discuss the readings on a regular basis. You will be graded on class participation, and will receive better grades if you come prepared to talk about the readings. You should be expected to talk on a regular basis in the class and contribute to discussions. We will also do in-class group work regularly and you will harm your own grade and your classmates’ grade if you come unprepared. You should always bring your books to class and be prepared to take notes.
In-class Assignments:
From time to time, students should expect to do class writing assignments, which will not be graded, but simply count towards your class participation. They may vary from reflections, thought processes, and ideas that the reading or discussions that occur within the classroom.
Reflection Papers (20%)
After watching films in the class, and take-home film series, I will ask you to write a reflection paper of 2 pages, double spaced New Times Roman size 12. This will be a journal entry style, in which I will not grade for grammar or content, but simply looking for your reaction. I will mark as complete/incomplete for each assignment.
Assignment: Group Presentation (20%)
For this class, the midterm assignment will be a group presentation. This will enable you to interactively engage your fellow students about a topic of your choosing or further pursue a subject which has sparked your interest, learn research skills, and present the information back to the rest of the class. Your grade will count for 20% of your final grade.
Week #4
For this assignment, you will design a group presentation. I will break the class down into groups of 3. You will do a presentation on a topic of the group’s choice, due in weeks 7-9.
Potential topics:
-Racial Integration of Major League Baseball (how did it happen?)
-Gambling in baseball (a history)
-Steroids and other performance enhancing drugs
-The 1994 MLB Strike and its further ramifications
-Women in baseball, the AAGPBL, softball and gender related issues in baseball
-The growth of baseball in countries outside the US (Japan, Korea, Venezuela, the Dominican Republic, etc.)
-An individual athlete/coach/official and their contribution to our understanding of baseball (Ty Cobb, Babe Ruth, Satchel Paige, Jackie Robinson, Roberto Clemente, Curt Flood, Reggie Jackson, Tony La Russa etc.)
-Other topic
Students will have an opportunity to discuss which topic they would like to do, near the end of class. Students are encouraged to exchange contact information if they need more time to choose a topic.
Week #5
Each group will propose a topic at the beginning of class. We will go around the room and each group will present which topic they would like to do. I will approve each group’s topic. If a group wishes to do a topic not listed above, I will need to know the larger relevance to understanding of sports and issues related.
This week, the groups will sign up for days to present.
We will have a librarian do a brief presentation on how to navigate academic databases. You will be able to contact them afterwards if you need further help.
Week # 7-9
Group presentations.
Students may use PowerPoint, props such as magazine articles, or other multimedia. In designing a PowerPoint, I would recommend the slides have a mixture of text, pictures, and videos, and try to stay away from any “bling” PowerPoint effects. Try not to simply read from the slides or notes, but explain in your own words your topic.
I expect the presentations to be informative about the topic and make some sort of argument. Whether or not I am convinced by your argument will have no impact on the group’s grade. The presentation should be equally broken down into three parts, so all parts of the groups are sharing in responsibility for the work involved.
In addition to the presentation, the following will be handed in, on the day of presentation:
1. Students should do research for the presentation. I will expect a short bibliography of the sources involved in the project, to hand in after the presentation. It is required at least 3 sources are cited, whether they be books or journal articles.
2. A paragraph detailing what each student did to prepare for the presentation to get a fuller idea of each individual’s contribution.
The presentation should be about 15 minutes.
I will inform each group of their grade the following week.
Grading Breakdown:
70% Presentation
20% Bibliography
10% Explanation of individual contributions
Final Paper (10 Pages) (35%):
For the finalof this class, you will write a research paper on a topic of the social history of baseball of your choosing. Topics could feature concepts like gender, race, class, sexuality, or religious background. Topics could be on historical struggles or current day issues, like debates about gender, race, public financing of stadiums, labor disputes, or media portrayal of athletes. Students may also look to the topics explored in group presentations and further expand upon the research. The paper should be 10 pages in length, and incorporate at least 5 sources, including books, film, or newspaper. Students may use sources provided in class.
The paper should contain a bibliography, a thesis statement, and evidence to back up the thesis, with clear organization. You should not simply summarize your sources, but use them to make an argument about “why should we care?” I am looking for a grasp of your subject material, and using concepts we have reviewed in class.
Students will be allowed to hand in a second draft to count as the final grade. The grade will count towards 20% of your final grade in the course.
This research project will enable you to pursue topics we have not covered in class that interested you, or expand upon topics you wanted to learn more about. You are encouraged to hand in a second draft, and any questions or inquiries are encouraged. You may contact me through email or attend my office hours. This assignment should help you become a better researcher and writer.
Final Paper Grading Breakdown:
40% Clear thesis and argument
50% Use of evidence, citations, clear structure
10% Proper Grammar and format.
Paper Format:
All papers handed in on the course must:
-Be in Times New Roman, size 12, double spaced, and with 1 inch margins.
-Contain a descriptive title of the contents
-Have a heading which includes your name, my name, the title of the course, and the date.
-Adhere to MLA standards.
Papers must be handed in on time, meaning at the beginning of the class of which on the day they are due. If you cannot attend the class on which the papers are due, you must make arrangements to hand the paper in early. Do not email me the papers unless I say otherwise. Papers handed in late will be docked half a letter grade for each day late (from A to A-, for example.) Papers more than a week late will receive an automatic F.
The Writing Center:
If you are having difficulty with writing, I highly recommend a visit to The Writing Center. It never hurts to have another set of eyes going over your writing to help you refine your ideas and achieve clarity in what you are arguing. It also will help you in the long run of your academic career to achieve basic writing skills.
Student and Faculty Academic Rights and Responsibilities Policy: Freedom to teach and freedom to learn areinseparable facets of academic freedom. The University has a policy on Studentand Faculty and Academic Rights and Responsibilities (Policy #03.70.02) whichcan be accessed through the following link: temple. edu/getdoc.asp ?policy no=03. 70. 02.
Academic Integrity:
You are forbidden from plagiarism. Plagiarism is using other people’s work without acknowledging that it is not your own work or giving them credit. If you are caught plagiarizing, you will receive an automatic 0 for the assignment, in addition to facing academic discipline by the Dean’s Office. It is very easy for me to catch plagiarism, so do not even try. If you are not sure whether or not you are plagiarizing, just ask me beforehand. I will gladly explain what you must do to give someone proper credit.
As quoted by Temple’s document “Student Responsibilities”:
“Academic cheating is, generally, the thwarting or breaking of the general rules of academic work or the specific rules of the individual courses. It includes falsifying data; submitting, without the instructor's approval, work in one course which was done for another; helping others to plagiarize or cheat from one's own or another's work; or actually doing the work of another person.
The penalty for academic dishonesty can vary from receiving a reprimand and a failing grade for a particular assignment, to a failing grade in the course, to suspension or expulsion from the university. The penalty varies with the nature of the offense, the individual instructor, the department, and the school or college.
Students who believe that they have been unfairly accused may appeal through the school or college's academic grievance procedure.”
Cellphone use:
Turn your cellphones off. If I hear your cellphone go off during class, I will take it from you to be returned at the end of class. Usage of cellphones, whether it be texting, internet surfing, or even just it ringing or vibrating during class is very distracting to both teachers and fellow students.
Disabilities:
If you have a documented disability of any kind and need accommodations to take this class, please talk to me as soon as you can. I will work with you to ensure a full classroom experience.
Any student who has a need for accommodation based on the impact of a documented disability, including special accommodations for access to technology resources and electronic instructional materials required for the course, should contact me privately to discuss the specific situation by the end of the second week of classes or as soon as practical. If you have not done so already, please contact Disability Resources and Services (DRS) at 215-204-1280 in 100 Ritter Annex to learn more about the resources available to you. We will work with DRS to coordinate reasonable accommodations for all students with documented disabilities.
Course Schedule:
Week 1: Introductions, Review of Course, Baseball and the United States
Tuesday August 26th
Student Introductions, Review of syllabus
Thursday August 28th
Origins Of Baseball
Reading: Tygiel ix-15
In class writing activity: Your relationship with baseball. (Ungraded)
Week 2
Baseball’s Early Days, Formation of Leagues, the “original sin” of segregation
Tuesday September 2nd:
Film: Ken Burns Baseball 1st Episode
Thursday September 4th
Reading: Tygiel 15-64
Due: Reflection Paper On Ken Burns Baseball Episode
Please RSVP to Phillies Field Trip by this point.
Week 3
Baseball Grows Up: Growing Pains, The Cultural Explosion, Jim Crow Baseball
Tuesday September 9th
Reading: Tygiel 64-115
Thursday September 11th
Reading: Tygiel 116-164
Short Clips on Babe Ruth, Ty Cobb, Satchel Paige, and Jackie Robinson
Friday September 12th 6PM Field Trip to see the Philadelphia Phillies vs the Miami Marlins
Week 4
Wrapping Up Tygiel to the present, Revisiting Jim Crow Baseball
Tuesday September 16th
Reading: Tygiel 165-222
Group Assignment: Review of Group Presentation. Class will be broken down into groups of 3.
Thursday September 18th
Reading: Reading: Ruck 1-48
Week 5
The End of Jim Crow, the Complicated History of Integration, the decline of Black Participation in Baseball
Tuesday September 23rd
Reading: Ruck 49-96
Group Assignment: Groups will propose a topic for their presentation. Groups will also sign up for days in which to present.
Thursday September 25th
Ruck 97-117
Due: Reflection Paper on Attending A Baseball Game and how it relates to our readings
Week 6
Baseball and Latin America: A New Imperialism?
Tuesday September 30th
Film: Sugar
Reading: Ruck 119-171
Thursday October 2nd
Reading: Ruck 172-222
Due: Two Page Reflection Paper on Sugar
Week 7
Baseball and Cultural Memory
Tuesday October 7th
Reading: Excerpts from A Level Playing Field: African American Athletes And The Republic of Sports by Gerald Early p. 70-109 (available on Blackboard);
Group presentations: 1-3 (10-15 minutes each)
Thursday October 9th
Reading: Kahn 3-56
Group Presentations 4-6 (10-15 Minutes Each)
Week 8
Baseball and Cultural Memory (cont’d)
Tuesday October 14th
Reading: Kahn 57-100
Group Presentations 7-9 (10-15 Minutes Each)
Thursday October 16th
Readings: Kahn 100-149
Assignment: Begin watching Bronx Is Burning series (It can be attained from the library, bought cheaply, the bookstore, or from services such as Netflix)
Week 9
Gender and Masculinity reinforced through baseball, softball
Tuesday October 21st
Film: A League Of Their Own
Readings: Kahn 150-205
Thursday October 23rd
Finish A League Of Their Own
Reading: Excerpts from Playing with the Boys: Why Separate Is Not Equal In Sports by Eileen McDonagh and Laura Pappano p. 192-224 (available through Blackboard)
Week 10
Baseball Imagery And Media Presentations
Tuesday October 28th
Film: The Sandlot
Readings:Nathanson 28-66