Procedures

• SET UP

  This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

  You can post links to the videos in the lesson along with the related handouts and engage in discussion to share responses on a discussion board or learning management system.

  You can also save and share the following Google resources for students to use with this lesson.

  Handout: Graphic Organizer (Google Doc).

  Handout: Engagement Activity (Google Slides).

  In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

• WARM UP

  Pose the following brainstorming questions to your students, directing them to record their responses in their graphic organizer, share with a partner, and then with the class if they choose.

  • Why do people play sports?
  • Which athlete(s) do you like, follow, or admire? Why?

• INTRODUCTION

  Play the following introductory video clip of former pitcher and author Geoff Gehman providing an overview of his discussion about the 1918 the Bethlehem Steel Baseball League. Direct your students to answer the related questions on their graphic organizer.

  Clip #1: Future Hall of Famers (4:13).

  • For what two reasons has the 1918 Bethlehem Steel League been “lost to history?”
  • Summarize the story Geoff Gehman shares from Bethlehem Steel’s Lebanon, PA plant in late September 1918.
  • In the story, Gehman discusses several famous baseball figures. Choose one of the following, research them, and prepare a one-minute presentation about their career: Branch Rickey, Charles Schaeffer Pop Kelchner, George Herman Babe Ruth Jr., Rogers Hornsby, Stan Coveleski.

• VOCABULARY

  Direct your students to their graphic organizers to view and define the vocabulary terms that will appear in the lesson in the chart in their graphic organizer handout. The vocabulary words are also listed to the right on this webpage. We recommend having your students define and present the terms in a jigsaw activity to save time.

  Depending on time and resources, you may consider having your students define and present the terms in a Frayer's Model activity, where each student takes one or two items. Students can then post their models around the room for reference throughout the lesson. Note: this is not an all-encompassing list of terms included in each video. We recommend you preview the video clips to determine any necessary additions/subtractions to this list for your specific students.

• ENGAGEMENT

  Provide your students with access to the lesson's engagement activity (Google Slides).

  Direct your students to follow the directions to view the six video clips that provide information about the Bethlehem Steel Corporation, the players and teams in the 1918 Bethlehem Steel League, and the games that were played. As they progress through the activity, have them record their answers to the questions on each slide.

  Then, guide the class as each student shares their responses with their classmates.

• Clip #2: The Company (2:33).

  • According to Geoff Gehman, who was Charles M. Schwab?
  • What did Schwab “believe,” and how did this impact Bethlehem Steel?
  • Based on the clip, who was William “Billy” Sheridan and what did he do in 1917?
  • Summarize Bethlehem Steel’s role during World War I, according to Gehman.

• Clip #3: The Scheme (2:13).

  • What did the Secretary of War “declare?” Why?
  • Why was Major League Baseball “scared,” and how did Charles M. Schwab help?
  • According to Geoff Gehman, how many teams were created?
  • Based on the clip, who supervised the league and who was the first player he signed?

• Clip #4: "Safe Shelter League" (2:49).

  • According to Geoff Gehman, who was Shoeless Joe Jackson and why could he not serve in World War I?
  • Why was the Bethlehem Steel League called the "safe shelter league?”
  • What “very important job” did Jackson have at Bethlehem’s Wilmington Shipyard?
  • Based on the clip, why did Jeff Tesreau join the Bethlehem League?

• Clip #5: The Players (6:53).

  • Why does Geoff Gehman know more about the Bethlehem, PA team more than the other teams in the Bethlehem League?
  • How was the Bethlehem team a “motley crew?” Compare the players that Gehman describes.
  • Based on the clip, who was the general manager of the Fore River (MA) team?
  • Who played on the Fore River team, according to Gehman?

• Clip #6: To The Championship (4:23).

  • Describe the “rules” of the Bethlehem Steel League.
  • According to Geoff Gehman, how many games were played? How did this impact the players?
  • Based on the clip, which two teams met in the League Championship? Who played in the game?
  • Which team won and what did they receive, according to Gehman?

• Clip #7: Statistics (5:41).

  • Compare Sam Fishburn and Shoeless Joe Jackson’s accomplishments, based on the clip.
  • According to Geoff Gehman, what did Jackson do on the day of the Bethlehem League Championship?
  • Summarize Babe Ruth’s accomplishments before joining the Bethlehem League, as stated in the clip.
  • When did Ruth join the Bethlehem League and what was his impact, according to Gehman?

• REFLECTION

  Direct students to the reflection section of their graphic organizers. Instruct your students to view the following video clip that provides a wrap up to the lesson. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

  Clip #8: The Armistice and Beyond (6:18).

  • When was the “formal end” of World War I, and what happened to the Bethlehem Steel League?
  • According to Geoff Gehman, when did Babe Ruth leave? What was his "job” at Bethlehem Steel’s Lebanon, PA plant?
  • Based on the clip, what happened to Ruth and Shoeless Joe Jackson in 1919 and beyond?
  • Summarize the end of the story of Ruth that Gehman shares.

• CLOSURE

  After your students are finished sharing their findings from the lesson, direct them to complete the final culminating writing prompt in their graphic organizers, and have students share their responses, comparing their perspectives with their classmates' perspectives: Having now learned about the history of the 1918 Bethlehem Steel Baseball League, describe the purpose(s) it served and its lasting legacy. Be sure to include evidence from the video clips in the lesson to support your response.