Baseball Grows Up

 Relevant National Learning Standards

A.     U.S. History

1)      Distinguish between past, present and future time.

2)      Identify the temporal structure of a historical narrative or story: its beginning, middle and end (the latter defined as the outcome of a particular beginning).

3)      Establish temporal order in constructing their [students’] own historical narratives: working forward from some beginning through its development, to some end or outcome; working backward from some issue, problem or event to explain its origins and its development over time.

4)      Interpret data presented in timelines and create timelines by designating appropriate equidistant intervals of time and recording events according to the temporal order in which they occurred.

5)      Reconstruct patterns of historical succession and duration in which historical developments have unfolded, and apply them to explain historical continuity and change.

6)      Differentiate between historical facts and historical interpretations but acknowledge that the two are related; that the facts the historian reports are selected and reflect therefore the historian’s judgement of what is most significant about the past.

7)      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.

8)      Analyze cause-and-effect relationships bearing in mind multiple causation including (a) the importance of the individual in history; (b) the influence of ideas, human interests and beliefs; and (c) the role of chance, the accidental and the irrational.

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10)  Formulate historical questions from encounters with historical documents, eyewitness accounts, letters, diaries, artifacts, photos, historical sites, art, architecture and other records from the past.

11)  Obtain historical data from a variety of sources, including: library and museum collections, historic sites, historical photos, journals, diaries, eyewitness accounts, newspapers and the like; documentary films, oral testimony from living witnesses, censuses, tax records, city directories, statistical compilations and economic indicators.

12)  Identify issues and problems in the past and analyze the interests, values, perspectives and points of view of those involved in the situation.

13)  Formulate a position or course of action on an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem and choosing a plausible solution from a choice of carefully evaluated options.

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 employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

3)      Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

4)      Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

5)      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.

6)      Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion and the exchange of information).

C.     Math

1)      Understand measurable attributes of objects and the units, systems and processes of measurement.

2)      Apply appropriate techniques, tools and formulas to determine measurements.

3)      Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships.

4)      Create and critique inductive and deductive arguments concerning geometric ideas and relationships, such as congruence, similarity and the Pythagorean relationship.

5)      Use visualization, spatial reasoning and geometric modeling to solve problems.

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

7)      Organize and consolidate their mathematical thinking through communication.

8)      Communicate their mathematical thinking coherently and clearly to peers,

teachers and others.

9)      Use the language of mathematics to express mathematical ideas precisely.

10)  Recognize and use connections among mathematical ideas.

11)  Recognize and apply mathematics in contexts outside of mathematics.

12)  Create and use representations to organize, record and communicate

mathematical ideas.

D.    Technology

1)      Students demonstrate a sound understanding of the nature and operation of technology systems.

2)      Students are proficient in the use of technology.

3)      Students understand the ethical, cultural and societal issues related to technology.

4)      Students practice responsible use of technology systems, information and software.

5)      Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits and productivity.

6)      Students use technology tools to enhance learning, increase productivity and promote creativity.

7)      Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications and produce other creative works.

8)      Students use telecommunications to collaborate, publish, and interact with peers, experts and other audiences.

9)      Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

10)  Students use technology to locate, evaluate and collect information from a variety of sources.

11)  Students use technology tools to process data and report results.

12)  Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

13)  Students use technology resources for solving problems and making informed decisions.

14)  Students employ technology in the development of strategies for solving problems in the real world.

E.     Science

1)      Understand properties and changes of properties in matter.

2)      Understand motions and forces.

3)      Understand transfer of energy.

4)      Understand abilities of technological design.

F.      Physical Education and Health

1)   Demonstrate responsible personal and social behavior in physical activity settings.

2)   Demonstrate understanding and respect for differences among people in physical activity settings.

3)   Understand that physical activity provides opportunities for enjoyment, challenge, self-expression and social interaction.

4)   Distinguish between safe and risk or harmful behaviors in relationships.

5)   Develop injury prevention and management strategies for personal and family health.

6)   Demonstrate ways to avoid and reduce threatening situations.

7)   Understand risks and benefits.

8)   Understand science and technology in society.