CLEO Freelance Photography. Social Studies

Transcription

1 CLEO Freelance Photography Social Studies In this chapter students discover that basketball is a uniquely American sport, one that has crossed cultures and continents and brings people of all ages and backgrounds together to compete and cooperate. 63

2 LESSON 1 When Basketball Was Invented Students are introduced to basketball as a part of U.S. history and learn what the United States was like when basketball was invented. National Standard: NA-SS-USH.K-4.3 Skills: Understanding the history of the United States and its national heritage; using a time line Estimated Lesson Time: 25 minutes Teacher Preparation Materials Duplicate the When Basketball Was Invented time line on page 66. Review background information. (Optional) Collect pictures from around 1891 including one of President Benjamin Harrison. 1 copy of the When Basketball Was Invented time line on page 66 for each student 1 pair of scissors for each student 1 bottle of glue or 1 glue stick for each student 2 sheets of notebook paper for each student Background Information Can you name a purely American sport? Not baseball it was modeled on an English game called rounders. Not football it has its origins in English soccer and rugby. Golf is said to have originated in Scotland. But basketball was born in the United States, grew up here and transformed here. In this lesson we will be looking at the era in which basketball was born by locating its place in the history of the United States. Benjamin Harrison was the president of the United States when Dr. James Naismith invented basketball in It was a time when great inventions were popping up in America and across the globe. During Harrison s presidency the White House was wired for electricity. Electric lights were such a novelty that President and Mrs. Harrison were hesitant to turn them off and on themselves and retained an electrician named Ike Hoover to live at the White House and take care of that task. We will be looking at some of the great American inventors over a 50-year span and placing them, along with basketball, on a picture time line that gives students a glimpse of how different the world was when basketball was invented. 64

3 Introduce the Lesson Tell the students that basketball was invented in the United States. Today they will be taking a look back to the time when basketball was invented. They will be looking at some things that were invented around 1891 when Dr. Naismith invented basketball. Follow These Steps 1. Distribute the When Basketball Was Invented time line sheets. 2. Look at the inventions pictured. Talk about each one. Who invented it? What was it used for? 3. Ask the students to cut out each invention picture. 4. Have the students glue the inventions on a time line at the year of its invention. The time line should start with 1876 and end with Students should glue their two sheets of paper together to create the time line. Extend and Vary the Lesson Help the students make a school time line. Use dates such as the year their school was established, the number of years the first principal served, date when additions were added and any special events the school has hosted (e.g., important visitors, such as authors or government officials). Help the students decide what other dates to include in their school s history. Brainstorm a list of things that students would like to see invented. How would their inventions make the world better? Invite someone who played basketball in the 1940s or someone who was born in the 1920s or 1930s to speak to the class. Help the students prepare a list of questions to ask the guest, such as the following: What games did you most like to play as a child? How was going to school different then? Who was your favorite president? 65

4 When Basketball Was Invented Name Date Cut out the invention pictures and glue them on the time line where they belong. $5 5 $1$ $4 $ Telephone Bell 1876 Cash register Ritty 1879 Phonograph Edison 1880 Kodak camera Eastman 1888 Basketball Naismith 1891 Movie projector Edison 1892 Zipper Judson 1893 Airplane Wright Brothers Loudspeaker Rice and Kellog 1924 Invention information from Some Famous Inventions, in Compton s Interactive Encyclopedia, 1997 edition. Cedarburg, WI: Compton Multimedia Company, Softkey Multimedia. Sound/motion picture Case 1926

5 LESSON 2 Basketball Around the World 1 Students make connections between basketball and other nations. National Standards: NSS-C.K-4.4, NSS-G.K-12.4 Skills: Recognizing interaction among nations; human systems Estimated Lesson Time: 25 minutes Teacher Preparation Materials Review background information. Find a large map of the world or a globe. Duplicate the Mark It With a Basketball worksheet on page 69 for each student. World map or globe A pair of scissors for each student Glue for each student Kindergarten: A transparency of the Mark It With a Basketball worksheet Grades 1 and 2: 1 copy of the Mark It With a Basketball worksheet on page 69 for each student Background Information From its humble beginnings in 1891 at a Massachusetts YMCA, basketball grew at an amazing rate. It spread first to Canada (Dr. Naismith s home country), then to France and Australia. Within a few months of its invention there were women s teams, and within 10 years basketball was being played at the intercollegiate level. By 1904 Dr. Naismith s invention had become an Olympic sport. Basketball is now an international pastime, bringing people across the globe together in competition and cooperation. In this lesson, we will be reviewing or introducing the seven continents and identifying the six continents on which basketball is played. Introduce the Lesson Remind the students that basketball was invented in America. Say that it was first played in one small gym in a YMCA in Massachusetts, but soon the game was so popular that people in other countries wanted to play it, too. Tell them that by 1936 basketball was played around the world. 67

6 Follow These Steps 1. Show the students the map or globe. 2. Talk about the differences between a continent and a country. 3. Show them the seven continents (Asia, Africa, North America, South America, Antarctica, Europe and Australia). 4. Tell them that the United States, where basketball began, is on the continent of North America, and that soon Canada (also on North America) and Australia (find that continent) and France (find France s continent) were also playing basketball. 5. Say that today people in North and South America, Europe, Asia, Africa and Australia all enjoy playing basketball. 6. Say that Antarctica is the only continent on which basketball is not played. 7. Kindergarten: Display the Mark It With a Basketball transparency. Draw a basketball or a no-basketball on each continent as appropriate. Grades 1 and 2: Distribute the Mark It With a Basketball worksheet. Extend and Vary the Lesson Show the students (or help them find) flags from countries on the different continents. Brainstorm about why basketball is not played in some places. (Not enough people live there.) Ask the students if they think it is a good thing for people from different countries to get together to play games. Why or why not? (It helps people get to know each other. It helps them to see they have things in common.) 68

7 Mark It With a Basketball Name Date Cut out the 6 basketball pictures and the 1 no-basketball picture at the bottom of the page. Paste a basketball picture on each continent where people play basketball. Place a no-basketball picture on the continent where basketball is not played. North America Europe Asia South America Africa Australia Antarctica 69

8 LESSON 3 Basketball Around the World 2 This lesson introduces students to locations throughout the world where people play basketball. National Standard: NSS-G.K-12.1 Skill: Geography maps, people and places Estimated Lesson Time: 25 minutes Teacher Preparation Materials Review the international students home countries on pages 70 and 71. Locate those countries on a world map. Duplicate the Basketball Jumble worksheet on page 72 for each student. Kindergarten: Transparency of the Basketball Jumble worksheet on page 72 Grades 1 and 2: 1 copy of the Basketball Jumble worksheet on page 72 for each student 1 pencil for each student Map or globe of the world with countries labeled Background Information Students from around the world come to the United States to further their education. Many of these international students are also student-athletes. Basketball welcomes international students to its college and university teams. Playing on these teams gives students from around the world an opportunity to work and play with American studentathletes. In this lesson, we will be locating some of the countries that send their finest student-athletes to the United States to participate at the collegiate level in basketball. Schools With Players From Other Countries Multi-national NCAA teams Student-athlete s home country Idaho State University Kansas State University Lafayette College North Carolina State University Ohio State University Zambia Brazil Liberia Denmark Canada (continued) 70

9 Schools With Players From Other Countries (continued) Multi-national NCAA teams Oral Roberts University Providence College University of Hawaii University of Illinois, Champaign University of Nebraska, Lincoln Rutgers College of William and Mary Xavier University Student-athlete s home country Ivory Coast Sweden Australia Scotland Puerto Rico New Zealand Israel Central Africa, Finland Introduce the Lesson Tell the class that students from around the world come to the United States to go to school and to play on sports teams. Say that basketball is one of the most popular sports among students from other countries. Say that you will learn some of the countries where these college-level basketball players come from and will find them on a world map. Follow These Steps 1. Distribute (or display for kindergartners) the Basketball Jumble worksheet on page Read the instructions on the Basketball Jumble worksheet with the students. 3. Help the students locate on a map or globe the countries where the international students come from. 4. Note that each of the seven continents we discussed in lesson 2, Basketball Around the World 1, is represented in this group of international students, except for Antarctica. 5. On the Basketball Jumble worksheet, have the students draw lines from each continent name listed to the correct continent. (Kindergartners may do this cooperatively while you write their answers on the transparency display.) Extend and Vary the Lesson Have the students choose one of the countries from the table on pages to research. What other sports do the people of that country like to play? What does their flag look like? What is the largest city in that country? Let the students say which country they would most like to visit. Why do they want to go there? Find that country on the map. Imagine that someone from another country came to your classroom to study. What things would the students do to make them feel welcome? 71

10 Basketball Jumble Name Date Draw a line from each continent name to the correct continent. Asia Africa Europe South America Antarctica North America Australia 72

11 LESSON 4 The Basketball Court As a Map Students relate the layout of a basketball court to maps, identifying cardinal points and boundaries. National Standard: NSS-G.K-12.1 Skill: Learning about geography the simple elements of a map Estimated Lesson Time: 20 minutes Teacher Preparation Materials Photocopy the Court Map worksheet on page 75 for each student. Review the concepts of cardinal points (north, south, east and west) and boundary lines. (Optional) Make a transparency of the Court Map worksheet for your kindergarten students. Kindergarten: Transparency of the Court Map worksheet on page 75 Grades 1 and 2: 1 copy of the Court Map worksheet on page 75 for each student 1 pencil for each student A large map of North America for demonstrating the U.S.-Canadian border Background Information Early cartographers (mapmakers) sometimes made guesses to go along with what they knew about the world. One well-known map drawn before the time of Columbus showed an outline of the land mass the cartographer knew about and the water surrounding it. When the cartographer had drawn all he knew of the world, he wrote at the edge, Here Be Dragons. Today cartographers map only what they know to be true and do not make guesses about what they do not know. We use maps to help us find our way around. Maps can be made of the stars in a galaxy or a room in a house, of a nation or a park. Basketball courts have a sort of map painted on them, the key boundaries. Today we will be using a drawing of a basketball court to reinforce such mapping concepts as directions and boundaries. Introduce the Lesson Tell the students that a person who draws a map is called a cartographer. Explain that maps help us in many ways. We use maps to find our way in new places and to help us 73

12 figure out how far we have to go and in which direction. Maps help us discover where one thing stops and another begins. Basketball courts have a sort of map key boundaries painted on them. Today, students will be looking at a basketball court and learning about such things as directions and boundaries. Follow These Steps 1. Talk about the cardinal points (north, south, east and west). Ask, Who can tell me in which direction you see the sun rise? (The east.) 2. Talk about the idea of boundaries. Say that a boundary is a line (either real or imaginary) that separates one thing from another, such as the imaginary line drawn on a map that separates the United States from Canada. 3. Hand out a copy of the Court Map worksheet on page 75 to each student (or display the transparency). 4. Have the students locate the legend on the worksheet. Explain that a legend box contains symbols that stand for specific things on a map 5. Look at the compass rose in the legend of the Court Map. Explain that north and south are always opposite each other on the compass rose. Point out that east and west are always opposite each other. Help the students notice that when north is pointing straight up, east is always to the right of north and west is always to the left. 6. Explain that the lines drawn on the basketball court are like the boundaries on a map. The center court line is the boundary between the two teams halves of the court. Other key boundaries are the free throw line, the 3-point line and the center circle. 7. Read and follow the instructions on the Court Map worksheet (either individually or as a class). Extend and Vary the Lesson Locate the north, south, east and west walls of your classroom and mark them as such. Allow students to move in each direction on command. Have the children draw a map of the classroom. Include the students desks. Have the students mark their desks on the map with their initials. On a map of your town, use the legend to find your local NCAA college or university, schools, parks, lakes and so on. Using a street map of your town, find the streets where the students live. Find the street for your school. 74

13 Court Map Name Date Use the following clues to put directions on your map. 1. Can you find the north end goal? Write an N on it. 2. Can you find the south end goal? Write an S on it. 3. Can you find the east sideline? Write an E on it 4. Can you find the west sideline? Write a W on it. Match these basketball court lines (boundaries) from the legend. 1. Can you find the center court line on the court map? Write a C on it. 2. Can you find the 3-point arc? Write a 3 on it. 3. Can you find the shooting key? Write a K on it. 4. Can you find an out-of-bounds line? Write an O on it. W N S E Centerline with tip-off circle 3-point arc Shooting key Out-of-bounds lines 75

14 LESSON 5 Some Basketball Rules Students will explore how rules and laws bring order and make fair competition possible. They will invent a new game of their own and decide on its rules. National Standard: NSS-C.K-4.1 Skill: Understanding purposes of rules and laws Estimated Lesson Time: 25 minutes Teacher Preparation Materials Review the first 5 of Dr. Naismith s 13 rules of basketball found in the background information. Duplicate the Inventing a New Game worksheet on pages for each student. Students will work in teams of 2 or 3 to invent games. Secure a coach a student from an upper-grade classroom for each team. 1 copy of the Inventing a New Game worksheet on pages for each team 1 pencil for each group Background Information When Dr. Naismith invented basketball, his goal was to design a game that could be played indoors almost anywhere. He wanted something less aggressive than American football. He wanted a safe game that would result in few injuries and one that could be played by teams as opposed to individual players. So he took advantage of the materials at hand and came up with a game that grew so quickly in popularity that within 14 years of its invention it was an Olympic sport. For any game to be played fairly and safely, there must be a set of rules for players to follow. At the college level, the NCAA designs and administers the rules by which college teams play sports. The NCAA helps to ensure that games are played the same way in Alaska as they are in Missouri and Massachusetts. The NCAA helps to keep the college-level competitions fair and safe. The following are five of Dr. Naismith s original rules. 1. The ball may be thrown in any direction with one or both hands. 2. The ball may be batted in any direction with one or both hands (never a fist). 3. A player cannot run with the ball. The player must throw it from the spot on which he catches it, allowance to be made for a man who catches the ball when running if he tries to stop. 76

15 4. The ball must be held by the hands. The arms or body must not be used for holding it. 5. No shouldering, holding, pushing, tripping or striking of an opponent shall be allowed. The first infringement of this rule by any player shall count as a foul, the second shall disqualify him until the next goal is made, or if there was evident intent to injure the person, for the whole of the game, no substitute allowed. Introduce the Lesson Tell your students that all games have rules so that the players know what is allowed to happen in a game and what is not. Rules help games go smoothly and help everyone know what to expect when they are playing, whether it is a board game such as checkers, a card came such as Go Fish or a team game such as basketball. Tell the students that today they will get to make up a brand-new game of their own. They will get to decide on the rules of play, which will make the game fun and safe for everyone. Follow These Steps 1. Talk about some of the rules that Dr. Naismith established for basketball (see background information). 2. Ask the students why they think some of the rules were included. Talk about rule 5 in particular. 3. Distribute the Inventing a New Game worksheets. 4. Read the instructions aloud with the students. 5. Divide the students into teams of two or three (with their coaches) to brainstorm a new game. 6. Regroup and let each game-building team share its game idea with the class. 7. Save the invented game sheets for use in social studies lesson 7, Sports Communities. Extend and Vary the Lesson Talk about who makes the rules for different places. Who makes the family s rules? Who makes your school s rules? Who makes your town s rules? Who makes the rules for the country? Talk about your classroom rules. Ask the students to explain why each rule is important. Have an authority figure (e.g., a local NCAA basketball coach and/or NCAA basketball student-athlete, a police officer, your principal or a game coach) visit the class to discuss rules and laws and why they are important. 77

16 Inventing a New Game Name Date Make up a new game that no one has ever played before. Use these questions to help you decide what kind of game you will make and what the rules will be. 1. What kind of game will you make? A board game? A movingaround game? A card game? 2. Where can your game be played? Inside? Outside? 3. How much space will you need to play your game? 78

17 4. What kind of special equipment will you need? Cards? Balls? Bats? Game pieces? Body protection (helmets, knee pads)? 5. Will you score points? How? 6. What kinds of rules will you make to be safe? 7. What kinds of rules will you make so the game is fair? 79

18 LESSON 6 NCAA History This lesson introduces the NCAA as the governing body of college sports. National Standard: NSS-USH.K-4.3 Skill: History of the United States national heritage Estimated Lesson Time: 25 minutes Teacher Preparation Materials Review the background information. Duplicate the NCAA Logo worksheet on page 82 for each student. Obtain a picture of President Theodore Roosevelt. 1 copy of the NCAA Logo worksheet on page 82 for each student 1 pencil for each student 1 blue crayon or marker for each student Background Information President Theodore Roosevelt was concerned about how rough college-level sports were becoming. Football in particular had caused some serious injuries, and several players had even died. Some people felt that intercollegiate football should be banned. In 1905 President Roosevelt called together the athletics directors of several colleges and universities to explore what could be done to retain college-level team sports and to make them safe. Out of these conferences the Intercollegiate Athletic Association of the United States (IAAUS) was born on March 31, In 1910 the IAAUS was renamed the National Collegiate Athletic Association (NCAA). From that date on, the NCAA s mission has been the safety of college student-athletes and furthering their education. In this lesson students will learn what the letters NCAA stand for, and some of the organization s responsibilities. Introduce the Lesson Say that students who do well in academics and athletics may receive an opportunity to play on teams when they get to college. Tell the students that a long time ago in 1905 some of the college football teams were playing so roughly that players were being hurt very badly and some of the players even died. Tell the students that the president of the United States stepped in to help make playing sports in college safe. 80

19 Follow These Steps 1. Show the picture of President Theodore Roosevelt. 2. Tell the students he was president of the United States in Tell the students that when Roosevelt was president, college football players were getting badly hurt from playing the game, and some even died. 4. Say that President Roosevelt called together the people in charge of sports at colleges and universities to study what to do about keeping sports safe for college students to play. 5. Tell the students that the sports leaders decided to form a group to oversee sports in college to make them safe and to make the rules the same for everyone. 6. Say that at first the group was called the Intercollegiate Athletic Association of the United States, and that later it changed its name to the National Collegiate Athletic Association, or the NCAA for short. 7. Say that the NCAA helps students who do well in academics and athletics to get an education and to be safe. Extend and Vary the Lesson Visit the NCAA Basketball Web site at and select your local or favorite men s or women s NCAA college basketball team. From there, link to that institution s Web site to locate basketball student-athlete profiles. Print out some of the profiles of student-athletes there and help your students read through them to get to know the student-athletes. Let the students pick a student-athlete and write a letter to him or her. Ask a coach or athletic trainer from a local college or university or high school to visit and talk about safety in sports. 81

20 NCAA Logo Name Date Connect the dots to see the NCAA logo. Color the circle blue. Color the letters white. R 82

21 LESSON 7 Sports Communities This lesson explores how groups with common interests work together. National Standard: NSS-G.K-12.4 Skill: Human systems related to NCAA Estimated Lesson Time: 2 sessions one 15-minute session for game selection and planning, and one 40-minute session for playing the game (on a different day from session 1) Teacher Preparation Materials Review the completed Inventing a New Game worksheets (games invented by the students) from social studies lesson 5, Some Basketball Rules. Secure a place to play the games (reserve the gym, have table or floor space available or make plans to visit a playground). Secure the upper-grade student helpers from lesson 5 to assist. Duplicate the In the Locker Room worksheet on pages for each student. The completed Inventing a New Game worksheets from social studies lesson 5 The equipment that students list on the game sheets during the first session of this lesson 1 In the Locker Room worksheet on pages for each student 1 pencil for each student Background Information College sports have grown in scope and popularity since the days when President Roosevelt intervened on their behalf. The NCAA helps promote student-athlete success and helps to involve communities in college sports. Your students games will help involve them with each other and with upper-grade students. This lesson will give the students experience in designing and adapting game plans and will help them learn to cooperate with each other and with upper-grade students. Introduce the Lesson Session 1: Remind the students about the games they invented with their upper-grade coaches. Say that today you will be selecting a few of the games to play, and you will be deciding what equipment you will need and who will be responsible for supplying it. Session 2: Tell the students that today you will be playing the games they invented. 83

22 Follow These Steps Session 1 1. Distribute the Inventing a New Game worksheets. 2. Review the possibilities and vote on one or two games to implement. Decide how many players will be needed to play each game. 3. Make a list of equipment needed to play. 4. Assign people to bring or make needed equipment. 5. Set a time to play the games. Session 2 1. Review the rules for the invented games. 2. With your upper-grade coaches, go to the gym or playground and play the game(s). 3. After the game, distribute the In the Locker Room worksheets. 4. Say that coaches and players often go over the games they have just played to see how they can improve. Tell the students this is what they will be doing today with their invented games. Extend and Vary the Lesson Visit the NCAA Web site at Make a list of the team sports the NCAA is involved in. Look up the history of another game or sport. Answer these questions: How did it start? How has it changed? Who plays it? Where is it played? Take a field trip to a local college or university men s or women s NCAA basketball game in your town. 84

23 In the Locker Room Name Date Answer these questions about your new game. 1. What is the name of your game? 2. What is the best thing about it? 3. Did you have the right equipment for it? 4. If not, what would work better? 85

24 5. Did your rules work well? 6. Next time you play your game, will you change anything about it? 7. If yes, what changes will you make? 8. Why will you make these changes? 9. How did it feel to invent a new game? 86