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Geography: Baseball Coast to Coast

by  National Baseball Hall of Fame and Museum

Program image

Have a hot dog at the home park and some cotton candy at the coliseum as you take your students on this interactive road trip that teaches geography concepts of direction, scale, landforms, regions and population. From the Green Monster at Fenway to a "Mile High" in Denver, students in grades four through eight will journey to famous baseball stadiums in this barnstorming study of how technological advances, transportation and westward migration have shaped American history in every decade since the 1890s

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About This Program

Cost

By Request: $150.00


Participants in the Baseball Hall of Fame Membership Program receive a $25 discount on each of their programs. Visit www.Baseballhall.org for more information on the Hall of Fame's Membership Program.

Length

One hour


Target Audience

Education: Grade(s) 4, 5, 6, 7, 8, 9, 10, 11, 12

Minimum participants:

n/a

Maximum participants:

There is no maximum number of participants. However, for optimum interactivity we suggest you limit the group to no more than 30 participants. If your program must exceed this number please contact the Hall of Fame at Education@Baseballhallofame.org or (607)547-0347 to discuss your programming optio


Primary Disciplines

Social Studies/History, Mathematics


Program Delivery Mode

Videoconference – Webcam/desktop (Zoom, Google Meet, Cisco WebEx, GoToMeeting, Microsoft Teams, Blue Jeans, etc...)



Booking Information

Book it!

Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

If the program is cancelled or rescheduled at least one week prior to the date of the program, then no fee is charged. If the program is cancelled or rescheduled less than one week prior to the scheduled date of the videoconference, then a $25.00 administrative fee may be charged.

Programs cancelled without notice by the school will be charged the entire program fee.

About This Provider

Content Provider logo

 

National Baseball Hall of Fame and Museum

Cooperstown, NY
United States

The National Baseball Hall of Fame and Museum is a not-for-profit educational institution dedicated to fostering an appreciation of the historical development of baseball and its impact on our culture by collecting, preserving, exhibiting and interpreting its collections for a global audience, as well as honoring those who have made outstanding contributions to our National Pastime.

Contact:
Education Department
Education@Baseballhall.org
6075470347

Program Details

Format

1. This program begins with a brief introduction to the National Baseball Hall of Fame and Museum.
2. Discussion about where baseball is played.
3. Begin interactive roadtrip game.
4. Question and answer period.
Please see: http://www.baseballhalloffame.org/education/units/content/geography.htm

Objectives

The participant will:

A. Examine historical photos, diagrams, maps and primary source documents.

B. Analyze how the effects of westward migration, innovations in transportation and the Industrial Revolution have impacted American culture as reflected in the location and construction of baseball stadiums.

C. Understand, through reasoning and critical thinking, how population shifts, economic variables and geographic factors often determine the location of major league baseball teams.

Standards Alignment

National Standards

A. History

1) Assess how increased leisure time promoted the growth of professional sports, amusement parks and national parks.

2) Investigate new forms of popular culture and leisure activities at different levels of American society.

3) Distinguish between past, present and future time.

4) Reconstruct the literal meaning of a historical passage by identifying who was involved, what happened, where it happened, what events led to these developments and what consequences or outcomes followed.

5) Appreciate historical perspectives:--(a) describing the past on its own terms, through the eyes and experiences of those who were there, as revealed through their literature, diaries, letters, debates, arts, artifacts and the like; (b) considering the historical context in which the event unfolded--the values, outlook, options and contingencies of that time and place; and (c) avoiding "present-mindedness," judging the past solely in terms of present-day norms and values.

11) Draw upon data in historical maps in order to obtain or clarify information on the geographic setting in which the historical event occurred, its relative and absolute location, the distances and directions involved, the natural and man-made features of the place, and critical relationships in the spatial distributions of those features and historical event occurring there.

6) Utilize visual, mathematical, and quantitative data presented in charts, tables, pie and bar graphs, flow charts, Venn diagrams, and other graphic organizers to clarify, illustrate, or elaborate upon information presented in the historical narrative.

7) Draw upon visual, literary and musical sources including: (a) photographs, paintings, cartoons, and architectural drawings; (b) novels, poetry and plays; and, (c) folk, popular and classical music, to clarify, illustrate or elaborate upon information presented in the historical narrative.

8) Compare and contrast differing sets of ideas, values, personalities, behaviors and institutions by identifying likenesses and differences.

9) Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries.

10) Hypothesize the influence of the past, including both the limitations and the opportunities made possible by past decisions.

11) Employ quantitative analysis in order to explore such topics as changes in family size and composition, migration patterns, wealth distribution and changes in the economy.

B. Language Arts

1) Students adjust their use of spoken, written and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

2) Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

C. Geography

1) Students understand how to use maps and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective.

2) Students understand how to analyze the spatial organization of people, places and environments on Earth's surface.

3) Students understand the physical and human characteristics of places.

4) Students understand how culture and experience influence people's perceptions of places and regions.

5) Students understand the characteristics, distribution and migration of human populations on Earth's surface.

6) Students understand how human actions modify the physical environment.

7) Students understand the changes that occur in the meaning, use, distribution and importance of resources.

8) Students understand how to apply geography to interpret the past.

D. Math

1) Develop and use strategies to estimate the results of rational-number computations and judge the reasonableness of the results.

2) Represent, analyze, and generalize a variety of patterns with tables, graphs, words and, when possible, symbolic rules.

3) Develop and evaluate inferences and predictions that are based on data.

E. Visual Arts

1) Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas.

2) Students analyze, describe and demonstrate how factors of time and place (such as climate, resources, ideas and technology) influence visual characteristics that give meaning and value to a work of art.

3) Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry.

4) Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods or cultural context.

F. Science

2) Students develop understandings about science and technology.

3) Students develop understanding about populations, resources and environments.

4) Students develop understanding about science and technology in society.

G. Economics

1) Understand scarcity is the condition of not being able to have all of the goods and services that one wants. It exists because human wants for goods and services exceed the quantity of goods and services that can be produced using all available resources.

2) Understand as consumers, people use resources in different ways to satisfy different wants. Productive resources can be used in different ways to produce different goods and services.