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Baseball Card Lesson Plan
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Baseball Card Lesson Plan
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Negro Leagues
Baseball Card Project

Lesson Summary:
Students will use teaming skills to research Negro Leagues baseball players, paraphrase and summarize information and use formatting skills to present information.

Key Features of Powerful Teaching and Learning:
(National Council for the Social Studies. “A Vision of Powerful Teaching and Learning in the Social Studies: Building Social Understanding and Civic Efficacy.”

Meaningful: The impact of the Negro Leagues on society and the affects of society on the Negro Leagues can open insights on the effect of discrimination.

Integrated: Students will understand the history of the time period and will use critical reading and researching skills.

Value-based: Students will need to understand the affect of one group on society as a whole.

Challenging: Students will read critically, summarize and compare information.

Active: Students will work individually and with team members to research and produce a final product.

Students will use teaming skills to research Negro Leagues baseball players, paraphrase and summarize information and use formatting skills to present information.

1. Students will use analysis to determine which baseball players to research and which information to include on a baseball card.
2. Students will select information that reflects an understanding of the team members and of the team culture.
3. Students will paraphrase and summarize information and maintain the author’s intent.
4. Students will use teaming skills.
5. Students will use formatting skills that best present their information.

Procedures and Activities:
Use the following information as an introduction to the lesson:

The Negro Leagues baseball developed in 1920, in Kansas City, Missouri. Because Blacks were not allowed to play on white teams, talented Black baseball players turned to Negro Leagues teams to display their talents. People in the United States were able to attend the Negro Leagues games to see some of the finest baseball players of all time.

The student’s task:
A well-known cereal company is ready to market a new cereal- Energy Pop. The makers of Energy Pop have decided to market their new cereal by placing two baseball cards that feature talented Negro Leagues baseball players on the back of each box. There will be an 8 ½ inch by 11 inch space devoted to these cards. Your job is to determine who belongs on the cards, determine the information that belongs on the cards and make these cards.

The process of the task:
Form a team of four members. Each team member is to take on one of these roles:

Team Leader- This student will make sure that everyone works together. He/She will determine when the team needs to meet and will determine what needs to be accomplished at team meetings.

Task Organizer- This student will make sure that everyone is staying on task and is accomplishing the goals of the assignment. He/She will check/report progress at team meetings. He/She will also make sure that each day’s schedule is followed.

Liaison Officer- This student will make sure that the teacher’s directions are being followed and will make sure that a timeline following the teacher’s guidelines for the project’s completion is followed. He/She will also make sure that the four black baseball team members that the team chose are not being produced by other teams in the classroom.

Art Director- This student will determine the design of the card. He/She will make sure that the card includes all the needed information in an attractive and easy to read design.

Team members will be responsible for the following:
• Completing team role.
• Researching in order to determine the four Negro Leagues baseball team members to place on their cards- making sure that the same players chosen are not being used by other teams in your class.
• Assigning each team member to research one of the selected baseball players. Each team member will be responsible for the following information about his/her assigned player.

1. Research and find the statistics that prove the talents of the player assigned.
2. Research and find personal information such as:
• The teams he/she played for
• The years he/she played
• The location of his/her hometown
• The dates of his/her birth and death
• A picture of the player
• A unique piece of information about the player
• The statistics that best show his/her greatness
• An anecdote that reveals the culture he/she lived in

Timeline: (use the task organizer as a guide to help students progress through the lesson in a timely manner)

Day 1-3:
Team: Determine team roles

Individual Team Members: Research and determine at least two possible Negro Leagues baseball team members to recommend to the group on Day 2. Each team member must have at least two reasons written down to support his/her recommendation. Members are to find information on as many players as possible before determining the two recommendations to make to the team.

Suggestion: Players in the Hall of Fame or those who went on to play Major League Baseball will be the easiest to research. There is generally more written about them.

Team: Determine four baseball members to appear on the team's baseball cards.
The team leader will begin the meeting and make sure each member has the opportunity to make his/her suggestions. The task organizer will collect the notes each team member had on his/her suggestions and will turn in the notes to the teacher. Team decisions on the final four must be based on which player best represents the skills and talents of the Negro Leagues baseball teams. The liaison officer posts the choices on the board only if another team has not already posted those choices. If another team has already posted a choice, the team must meet again and choose another player.

Team: Assign each team member the responsibility to research one of the selected players. Complete a timeline so that each member will complete his/her research on time.
Task organizers will keep all notes on assignments and timeline. The task organizer will make sure that the research is completed and that the cards are completed.

Individual Team Members: Begin research. Take notes on the information needed for the card. Information selected should fit the criteria. Each team member must use a minimum of three sources. After taking notes from a source, the team member must include the following source information.
• Title of page (if one is there)
• Author (if one is there)
• Date (if no date is found, place n.d. instead)
• Sponsoring Organization
(Note: If you cannot find the information on the first page, you may need to return to the home page of the site)

Team: Begin discussion of baseball card design. Art director solicits ideas from all team members, and he/she assigns each team member to come with a possible design. Designs must include a place for the picture and for the information about the baseball player.

Individual Team Members: Continue research and note taking.

Day 4-5:
Team: Check on research progress of individual team members.

Team: Task organizer checks on research progress of individual team members. Task organizer notes any problems that would prevent research and note taking from being completed.

Team: Discuss design recommendations of each team member. Art director records the ideas that everyone agrees on.

Individual Team Members: Finish research and note taking.

Team: Determine final design of baseball card. Art director makes the prototype with input from all team members.

Day 6-9:
Team: Each team member presents an overview of his/her research.

Team: Team members pair up. The team leader and the liaison officer comprise one team; the other team consists of the art director and the task organizer. Each team uses the computer to make one card for the top half of one 8 ½ by 11 ½ page and one card for the second half of the page. The team should experiment with font sizes and shapes but should stick to the basic prototype already established. Each pair will print a final product to show to the other pair. Each pair must keep track of font names and font sizes.

Team: Both pairs will present the product. Team members will make final decisions about font types and sizes and any other considerations of graphics.

Pairs: Pairs will return to computers and will change the final product to match the other team members. Print a final copy.

Team: All team members give the liaison officer their individual notes plus their source (documentation) information. The task organizer should make sure the notes/documentation are completed and labeled with the name of the individual team member responsible. Each pair gives the liaison officer the page of two cards printed earlier.

Liaison Officer: Turns in individual notes and the four cards.

Primary Resources:

Negro Leagues Players. (2000-2005).
This site, sponsored by the League Baseball Players Association, lists the players. Beside each player’s name is a HOF label- if the player was a member of the Hall of Fame and MLB- if the player was on a Major League Baseball team. Clicking on the name will provide a picture of the player and some basic facts about the player.

Players of the Negro Leagues. (1998-2004).
This site contains excellent information on the players who made the Hall of Fame and on other excellent players.

Negro Leagues (2003).

Going to this site will give you some player profiles. Also, you can find a list of those who played in at least five East-West All Star games.

Negro Leagues Legacy. (2001-2005).

The profiles on this site are more complete than on some other sites.

Use your own research skills to find a site that gives you quality information on the player you are researching. Remember that your source must be a reliable one.

Click on the link below for information that will help you decide if you are using a good web site:

Grade level: 9
Subject: Social Studies

NCSS Standards: I, II
ISTE Standards: 1, 2, 3, 5
Missouri Standards: 5, 6, 7

Time Allotment:
9, 50-minute periods