Syllabus

HIS 28004 – Selected Topics: Baseball History and American Culture

Lindenwood University, January 2016

Instructor: Dr. Steven Gietschier (“Dr. G.”)

Office: 313 Butler Library (2nd floor)

Email: SGietschier@lindenwood.edu

Telephone: 636 949-4567

Office hours: MTWR 1:30-2:30 and by appointment

COURSE OVERVIEW

COURSE DESCRIPTION

This course examines the historical development of baseball, both on and off the field, as a cultural institution. It focuses on the game itself, including its rules, playing styles, personalities, and teams, but also studies baseball as a component of American social, economic, and cultural history.

COURSE OBJECTIVES

Lindenwood’s official Mission Statement says, among other things, that the university “is committed to

providing an integrative liberal arts curriculum, . . . focusing on the talents, interests, and future of the student, . . . supporting academic freedom and the unrestricted search for truth, . . . developing adaptive thinking and problem-solving skills.”

As one of the elective courses offered by the Department of History and Geography, HIS 28004 provides an understanding of a critical and underappreciated part of the American historical and cultural experience. This course should prove attractive to students majoring in history and the other humanities, sport management, and the various majors in the School of Sport, Recreation, and Exercise Sciences, among others.

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ASSESSMENT

In order to assess the effectiveness of our instruction, the Lindenwood faculty uses a variety of techniques. We use these to improve instruction and to demonstrate to educational accrediting agencies that Lindenwood University is fulfilling its mission. In turn, these accrediting agencies, such as the Higher Learning Commission of the North Central Association of Colleges and Schools, certify that Lindenwood follows high standards in the granting of degrees. Please note that assessment tests our program, not students as individuals.

TECHNOLOGY-RELATED ACTIVITIES

This class will use a variety of media, all of which are available in PCCommon/ Faculty Folders/Faculty A-H/GietschierS/HIS 280

DIVERSITY-RELATED EXPERIENCES

This course will discuss how various groups in American society have participated in baseball as a sport and cultural activity and how that participation has changed over time.

COPYRIGHT

It is the intent of Lindenwood University that all members of the University community comply with the provisions of the United States copyright law. This copyright policy serves to uphold the University’s commitment to protecting the principles of intellectual property, as well as protecting the rights of its faculty to make appropriate use of copyrighted works for acceptable educational purposes. This policy applies to all University faculty, staff, and students who wish to make use of copyrighted works, whether in print, electronic, or other form. Implicit in this policy is the “Fair Use Act” which applies across the board to uses in the traditional classroom environment and the TEACH Act which is an exception to the “Fair Use Act” for distance learning.

Students may not distribute copies of copyrighted materials to other students. This includes PowerPoint presentations, handouts, podcasts, etc.

INSTRUCTOR BIOGRAPHY

Steven P. Gietschier, PhD, earned his BSFS in International Affairs from the School of Foreign Service at Georgetown University and his MA and PhD in History from The Ohio State University. Before being appointed to the Lindenwood faculty in 2009, he worked for the Ohio Historical Society, the South Carolina Department of Archives and History, and The Sporting News.

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ACADEMIC INTEGRITY AT LINDENWOOD UNIVERSITY

Lindenwood University students belong to an educational community invested in the exploration and advancement of knowledge. Academic integrity is a critical part of that investment: all students have a fair opportunity to succeed, and as such, all students owe their classmates, instructors, administrators, and themselves the duty of scholarly and creative work untainted by plagiarism, dishonesty, cheating, or other infringements of academic integrity. In turn, instructors, staff, and administrators will also uphold these policies in order to promote student intellectual development and preserve the integrity of a Lindenwood degree.

As part of this educational community, students are expected to familiarize themselves with the university’s policies on Academic Honesty in the Lindenwood University Student Handbook and to adhere to these policies at all times. Students are also encouraged to consult the resources of the university library and the Writing Center/Academic Success Center for assistance in upholding the university honesty policy.

Academic Dishonesty includes plagiarism, cheating, and lying or deception.

Cheating is giving or receiving unauthorized aid on an examination, assignment, or other graded work. Regardless of where the aid comes from—e.g., cell phone, crib sheet, or another student—it qualifies as academic dishonesty.

Lying/Deception refers to dishonest words, actions, or omissions directed at University personnel by a student in order to improve the academic or financial standing of any student at the University.

Plagiarism is the fraudulent presentation of another person’s ideas or work as the student’s own, or the presentation of the student’s own previous work as new and original. 

o When a student, whether by accident or design, does not properly acknowledge sources in any academic assignment where original work is expected, that student is stealing the ideas and effort of another.

o For all assignments completed entirely or in part out of class, the instructor reserves the right to interview the student about the work to verify authorship. A student who is unable to demonstrate a basic understanding of the submitted work will be reported for academic dishonesty and an appropriate penalty will be applied.

CONSEQUENCES OF ACADEMIC DISHONESTY

The penalty for the first reported offense of academic dishonesty will be determined by the instructor and may result in a reduced or failing grade on the work/test, failure in the course, or other appropriate penalty. Upon a first report of dishonesty, the student is also required to complete an online Academic Integrity Tutorial. A charge for the tutorial will be applied to the student’s Business Office account. For undergraduate students, a second offense will result in failure of the class, and a third offense will lead to expulsion from the university. Graduate students will be expelled after a second offense is reported.

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Any questions concerning this policy should be directed to the Associate Provost, who maintains confidential records of academic dishonesty reports. These records are accessible only to the Provost and Associate Provost and are not linked to the student’s academic or financial records at the University.

STUDENT RESPONSIBILITIES

EXPECTATION OF STUDENT WORK

Student work is defined as assignments, homework, and other academic activities to be completed outside of instructional time, including reading, studying, writing, research, etc.  Students should expect to spend a minimum of two hours per week completing this work for each credit hour enrolled (thus 6 hours of work outside of class for a 3-hour course), although the time spent outside of class may increase based on the topic and level of the course.

In real terms, I want to see your best work all the time.

REQUIRED READINGS

Cassuto, Leonard, and Stephen Partridge. The Cambridge Companion to Baseball. Cambridge University Press. 2011.

Rader, Benjamin G. Baseball: A History of America’s Game. 3rd Edition. University of Illinois Press. 2008.

Other readings are located on PCCommon/Faculty Folders/Faculty A-H/GietschierS/HIS 280

THE BASIC RULES (adapted from the Student Handbook)

Read this syllabus. It is your guide to almost everything that will happen in this course.

Come to every class session, arrive on time, and stay for the whole period.

If you are going to be unavoidably late or have a legitimate reason for leaving early, let me know ahead of

time.

If you cannot be in class for a legitimate reason [as defined by the university], inform me at least 24 hours in

advance. It is your responsibility to ensure that an excused absence is recorded as such. An email from the

Athletic Department or a communication from a friend does not suffice.

No calls, no texting, no gaming, no social media.

Observe proper classroom decorum. Dress appropriately.

Shoes and shirts are required.

Do not speak while the professor or someone else is talking.

Do not fall asleep in class.

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Pay attention and take copious notes.

Read all the assignments and take notes.

Always keep a copy of any paper you turn in.

If you have a question about content or procedure, ask. See me before or after class, send me an email, or

come to my office. Ignorance is no excuse.

Do not cheat, plagiarize, or otherwise lie or deceive (see above).

PENALTY FOR PLAGIARISM, CHEATING, or LYING/DECEPTION

Anyone caught cheating, plagiarizing, or otherwise deceiving on any assignment will receive a zero for that assignment. The penalty for a second offense, according to university policy, is failure for the course.

TURNITIN

Each of your three journal entries must be submitted to Turnitin before the start of class on the due date. I will not grade any assignment not submitted to Turnitin.

Class ID: 11293402 password: lionsrock

MAKING UP WORK

It is your responsibility to make arrangements with me to make up any work you miss as soon as possible. All assignments must be made up within twenty-four hours unless there are extenuating circumstances.

RECORDING AND ELECTRONIC DEVICES

During classroom instruction and testing, the use of cameras, video, audio taping devices, or any other kinds of electronic devices (including telephones, tablets, Google glasses, and Bluetooth devices) is allowed only after obtaining permission from the instructor; otherwise, the use of such devices is prohibited.

Electronic devices used for prosthetic or accessibility purposes may be used only after the faculty member has received a signed accommodation letter from the Student Support and Accessibility Coordinator.

Any recordings made may not be redistributed to anyone not a member of the class without the express written permission of the instructor and all student subjects of the recording.

STUDENTS WITH DISABILITIES

If you have a disability or believe that you may have a disability that requires reasonable accommodations for participation in this course, you need to contact Jeremy Keye, Student Support and Accessibility Coordinator, at 636-949-4510 or jkeye@lindenwood.edu and notify your professor during the first week of class so that accommodations can be made. Reasonable accommodations will be made to ensure that disabled students have a fair opportunity to perform

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at their potential. Students are responsible for providing the instructor with a Campus Accessibility Faculty Notification Form specifying classroom accommodations.  Your academic advisor can also help with this process.

IN-CLASS ASSESSMENT INSTRUMENTS (i.e., GRADING)

BASEBALL AUTOBIOGRAPHY

Because this is a J-term class, opportunities to assess student performance are necessarily limited. Students are required to complete the following First Day Assignment:

Write your baseball autobiography. In 2-3 typewritten pages, double-spaced, describe how you have interacted with baseball throughout your life as a player, a fan, a spectator, and a reader.

Readings: All readings marked “Day One,” available on PCCommon (www.lindenwood.edu/technology/index.html Click on Access PCCommon; sign in; Faculty Folders; A-H; GietschierS; HIS 280.

This paper will count for ten percent of your grade.

DAILY JOURNAL

Each student will keep a daily journal throughout the course. Students must write a journal entry for every item on the required readings list and for as many items on the optional reading list as the student chooses. The more a student reads, the higher the grade might be.

Each journal entry should be a succinct, yet complete, reflection on the reading, demonstrating without question that the student has read the item and understood its content. Adherence to the rules of proper written English is important.

Journals must be written in Microsoft Word. Students must attach their journals to an email to the instructor BEFORE the beginning of class on Thursday of each week. That is to say, students must submit their journals in three installments on Thursday, January 7, January 14, and January 21. The subject line for the emails must be:

LASTNAME – Week 1 (or 2 or 3).

The journal for the first week should include entries for readings on Days 2-4.

The journal for the second week should include entries for readings on Days 5-8.

The journal for the third week should include entries for readings on Days 9-12.

Each week’s journal will count for thirty percent of your grade. Submitting a journal late will mandate a penalty of at least ten percent.

ATTENDANCE

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Attendance in a J-term class is mandatory. I will take attendance every day, and any absences will affect your grade adversely. Coming late to class, leaving early, or falling asleep will also result in penalties.

GRADING SCALE

Assignment Points Grade Percentage

Autobiography 10 A 90-100

Journal – Week 1 25 B 80-89

Journal – Week 2 30 C 70-79

Journal – Week 3 35 D 60-69

F 0-59

TOTAL 100

Point totals are not definitive. Instructor reserves the right to adjust grades as he sees fit.

COURSE AGENDA

DAY ONE – THE MYSTIQUE OF BASEBALL

Required Readings:

Cambridge Companion to Baseball, Introduction

Roger Angell, “The Interior Stadium” in The Summer Game (New York: Viking Press, 1972), 291-303. [PCCommon]

Roger Angell, “The Web of the Game,” in Late Innings: A Baseball Companion (New York: Simon and Schuster, 1982), 361-379. [PCCommon]

Richard Greenberg, “Mason’s monologue” in Take Me Out: A Play (New York: Faber and Faber, 2003), 35-38. [PCCommon]

Donald Hall, “Baseball and the Meaning of Life,” in Fathers Playing Catch with Sons: Essays on Sport [Mostly Baseball] (New York: Laurel Books, 1986), 47-51. [PCCommon]

Albert Spalding, The National Game (excerpt) in Nicholas Dawidoff, ed., Baseball: A Literary Anthology (Library of America, 2002), 46-52. [PCCommon]

In-Class:

Video: Ken Burns, Baseball, Inning 1, Our Game, 1840s-1900 (excerpt)You Tube: Abbott & Costello Who’s on First

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DAY TWO – BASEBALL’S ORIGINS AND RULES

Required Readings:

Cambridge Companion to Baseball, Chapter 1

Rader, Baseball: A History of America’s Game, Chapter 1

Richard Hershberger, “The Base Ball Convention of 1857,” Base Ball 7 (2013), 28-44. [PCCommon]

MLB Official Rules, Rule 1: Objectives of the Game, mlb.mlb.com/mlb/downloads/y2014/official_baseball_rules.pdf [DO NOT USE www.] [also on PCCommon]

Tom Shieber, “The Evolution of the Baseball Diamond,” Baseball Research Journal 23 (1994), 3-13. [PCCommon]

Optional Readings:

David Block, “German Book Describes das englishe Base-ball, But Was It Baseball or Rounders?” Base Ball 5 (Spring 2011), 50-54. [PCCommon]

David Block, “John Newberry Publishes A Little Pretty Pocket-Book, and with It Our First Glimpse of the Game of English Baseball,” Base Ball 5 (Spring 2011), 32-36. [PCCommon]

Richard Hershberger, “Baseball and Rounders,” Base Ball 3 (Spring 2009), 81-93. [PCCommon]

Richard Hershberger, “The Creation of the Alexander Cartwright Myth,” Baseball Research Journal 43 (Spring 2014), 13-21. [PCCommon]

Eric Miklich, “Nine Innings, Nine Players, Ninety Feet, and Other Changes: The Recodification of Baseball Rules in 1857,” Base Ball 5 (Spring 2011), 118-121. [PCCommon]

Robert H. Schaefer, “The Changes Wrought by the Great Base Ball Match of 1858,” Base Ball 5 (Spring 2011), 122-126. [PCCommon]

In-Class:

Video: Base Ball Discovered

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DAY THREE – BASEBALL IN THE 19 TH CENTURY

Required Readings:

Rader, Chapter 3 and Chapter 4

John Thorn, “Union and Brotherhood” in Baseball in the Garden of Eden: The Secret History of the Early Game (New York: Simon & Schuster, 2011), 181-205. [PCCommon]

Optional Readings:

Bill Felber, ed., Inventing Baseball: The 100 Greatest Games of the 19th Century (Phoenix: Society for American Baseball Research, 2013), 1-7, 10-12, 19-21, 36-38, 60-62, 65-67, 71-73, 77-78, 97-99, 116-118, 125-126, 149-151, 161-163, 222-224. [PCCommon]

In-Class:

Video: Signs of the TimePowerPoint: Day 3PP – 19th Century

DAY FOUR – BASEBALL’S GOLDEN AGE, 1900-1945

Required Readings:

Cambridge Companion to Baseball, Chapter 3

Rader, Chapter 7, Chapter 9, and Chapter 10

Optional Readings:

Heywood Broun, “Ruth Comes Into His Own With 2 Homers, Clinching Second for Yanks, 4-2,” reprinted in Baseball: A Literary Anthology, ed. Nicholas Dawidoff (Library of America, 2002), 108-113. [PCCommon]

Robert Creamer, “Revolution in Baseball: Ruth Reaches New York” and “Encore: Topping the Amazing Season,” in Babe: The Legend Comes to Life (New York: Simon and Schuster, 1974), 217-227, 237-243. [PCCommon]

Eric Rolfe Greenberg, excerpt from The Celebrant (repr.; Lincoln: University of Nebraska Press, 1993), 11-27. [PCCommon]

W.C. Heinz, “The Rocky Road of Pistol Pete,” reprinted in Baseball: A Literary Anthology, ed. Nicholas Dawidoff (Library of America, 2002), 275-293. [PCCommon]

Harold Seymour, “An Elected Czar,” in Baseball: The Golden Age (New York: Oxford University Press, 1971), 311-323. [PCCommon]

In-Class:

Video: Ken Burns, Baseball, Inning 4, A National Heirloom, 1920-1930 (excerpt) PowerPoint: Day 4PP – Golden Age

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DAY FIVE - BASEBALL’S TIME OF TROUBLES, 1946-1968

Required Readings:

Cambridge Companion to Baseball, Chapter 7

Rader, Chapter 12 and Chapter 13

Jules Tygiel with John Thorn, “Jackie Robinson’s Signing: The Untold Story” in Extra Bases: Reflections on Jackie Robinson, Race, and Baseball History (Lincoln: University of Nebraska Press, 2002), 24-34.

Optional Readings:

Jim Brosnan, excerpt from The Long Season in Baseball: A Literary Anthology, ed. Nicholas Dawidoff (Library of America, 2002), 294-298. [PCCommon]

Robert Creamer, excerpt from Stengel: His Life and Times in Baseball: A Literary Anthology, ed. Nicholas Dawidoff (Library of America, 2002), 543-551. [PCCommon]

Lee Lowenfish, “An Historic Meeting in Brooklyn,” in Branch Rickey: Baseball’s Ferocious Gentleman (Lincoln: University of Nebraska Press, 2007), 371-384. [PCCommon]

Jules Tygiel, “The Homes of the Braves: Baseball’s Shifting Geography” in Past Time: Baseball as History (New York: Oxford University Press, 2000), 165-197, 239-243. [PCCommon]

John Updike, “Hub Fans Bid Kid Adieu,” reprinted in Baseball: A Literary Anthology, ed. Nicholas Dawidoff (Library of America, 2002), 301-317. [PCCommon]

In-Class:

PowerPoint: Day 5PP – Time of Troubles

DAY SIX - BASEBALL IN THE MODERN AGE, 1969-

Required Readings:

Cambridge Companion to Baseball, Chapter 6

Rader, Chapter 15, Chapter 16, and Chapter 17

Optional Readings:

Jim Bouton, “The Grip,” in The Armchair Book of Baseball, ed. John Thorn (New York: Charles Scribner’s Sons, 1985), 90-92. [PCCommon]

Joseph Durso, “Aaron Hits 715th, Passes Babe Ruth, in The Armchair Book of Baseball, ed. John Thorn (New York: Charles Scribner’s Sons, 1985), 118-120. [PCCommon]

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Curt Flood, “Why Am I Challenging Baseball,” in The Armchair Book of Baseball, ed. John Thorn (New York: Charles Scribner’s Sons, 1985), 125-132. [PCCommon]

John Helyar, excerpt from Lords of the Realm: The Real History of Baseball (New York: Villard Books, 1994), 16-26. [PCCommon]

W.P. Kinsella, “Shoeless Joe Jackson Comes to Iowa,” in Shoeless Joe Jackson Comes to Iowa (Ottawa, Ontario, Canada: Oberon Press, 1980), 38-54. [PCCommon]

Daniel Okrent and Tracy Ringolsby, “Ban the DH . . . Save the DH,” in The Armchair Book of Baseball, ed. John Thorn (New York: Charles Scribner’s Sons, 1985), 222-231. [PCCommon]

In-Class:

Guest Speaker

DAY SEVEN - BASEBALL AS A BUSINESS

Required Readings:

Cambridge Companion to Baseball, Chapter 14

Rader, Chapter 2, Chapter 5, Chapter 6, and Chapter 14

Optional Readings:

Roy Blount, Jr., “We Had a Ball,” in The Armchair Book of Baseball, ed. John Thorn (New York: Charles Scribner’s Sons, 1985), 67-82. [PCCommon]

Mark Harris, excerpt from It Looked Like Forever (New York: McGraw-Hill, 1979), 194-205. [PCCommon]

Charles P. Korr, “The Union’s Sternest Test,” in The End of Baseball as We Knew It: The Players Union, 1960-81 (Urbana: University of Illinois Press, 2002), 210-230. [PCCommon]

Roberta Newman, “Here’s the Pitch: Baseball and Advertising,” in Edward J. Rielly, ed., Baseball and American Culture: Across the Diamond (New York: Haworth Press, 2003), 123-135. [PCCommon]

In-Class:

PowerPoint: Day 7PP – Free Agency

DAY EIGHT - BASEBALL AND THE MEDIA

Required Readings:

Cambridge Companion to Baseball, Chapter 9 and Chapter 15

Jules Tygiel, “New Ways of Knowing: Baseball in the 1920s” in Past Time: Baseball as History (New York: Oxford University Press, 2000), 64-86, 229-232. [PCCommon]

Optional Readings:

Bill James, “What Does It Take? in The Armchair Book of Baseball, ed. John Thorn (New York: Charles Scribner’s Sons, 1985), 173-180. [PCCommon]

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John Thorn, “The Baseball Press Emerges,” Base Ball 5 (Spring 2011), 106-110. [PCCommon]

George Grella, “The Hall of Fame and the American Mythology,” in Edward J. Rielly, ed., Baseball and American Culture: Across the Diamond (New York: Haworth Press, 2003), 151-160.

Curt Smith, “Beginnings (1921-33),” in Voices of the Game (New York: Simon and Schuster, 1987), 6-24. [PCCommon]

James R. Walker and Robert V. Bellamy, Jr., “The First Seasons of Televised Baseball,” in Center Field Shot: A History of Baseball on Television (Lincoln: University of Nebraska Press, 2008), 22-42. [PCCommon]

In-Class:

Guest Speaker

DAY NINE - BASEBALL OFFICIATING

Required Readings:

Cambridge Companion to Baseball, Chapter 13

Rader, Chapter 8

Shaun McCready, “An Umpire School Diary” [PCCommon]

Larry R. Gerlach, “History of Umpiring” at http://www.sdabu.com/umpire_history.htm [also on PCCommon]

Optional Readings:

John Dowd, excerpts from “The Dowd Report,” Cover Sheet, Table of Contents, and pp. 1-6, 216-225, and “Agreement and Resolution” available at www.thedowdreport.com [PCCommon]

Larry R. Gerlach, “Emmett Ashford,” in The Men in Blue: Conversations with Umpires (Lincoln: University of Nebraska Press, 1994), 265-287. [PCCommon]

Keith Hernandez with Mike Bryan, excerpt from Pure Baseball in Baseball: A Literary Anthology, ed. Nicholas Dawidoff (Library of America, 2002), 707-711. [PCCommon]

In-Class:

Video: The Third Team

DAY TEN - BASEBALL STATISTICS

Required Readings:

Phil Birnbaum, “A Guide to Sabermetric Research” at www.sabr.org/sabermetrics/single-page [also on PCCommon]

Alan Schwarz, “The March of On-Base Percentage,” in The Numbers Game: Baseball’s Lifelong Fascination with Statistics (New York: St. Martin’s Press, 2004), 215-233. [PCCommon]

Jules Tygiel, “The Mortar of Which Baseball Is Held Together: Henry Chadwick and the Invention of Baseball Statistics” in Past Time: Baseball as History (New York: Oxford University Press, 2000), 15-34, 224-227. [PCCommon]

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Optional Readings:

Roger Angell, “Box Scores” in The Summer Game (New York: Viking Press, 1972), 3-5. [PCCommon]

Stephen Jay Gould, “The Extinction of the .400 Hitter,” in The Armchair Book of Baseball, ed. John Thorn (New York: Charles Scribner’s Sons, 1985), 144-151. [PCCommon]

Michael Lewis, “The Science of Winning an Unfair Game,” in Moneyball: The Art of Winning an Unfair Game (New York: Norton, 2003), 119-137. [PCCommon]

Andy McCue, “Allan Roth,” Baseball Research Journal 43 (Spring 2014), 7-12. [PCCommon]

David Nichols, “Expected Runs/Chances of Scoring Table” at http://www.nssl.noaa.gov/users/brooks/public_html/feda/datasets/expectedruns.html [also on PCCommon]

Pete Palmer, “Runs and Wins,” The National Pastime: A Review of Baseball History, Fall 1982, 78-79. [PCCommon]

“Wins Above Replacement,” http://www.baseball-reference.com/bullpen/Wins_Above_Replacement, and “Wins Above Replacement,” http://en.wikipedia.org/wiki/WIns_Above_Replacement [also on PCCommon]

In-Class:

Video: Behind the Seams: The Stats StoryPowerPoint: Day 10PP - Chadwick

DAY ELEVEN: BASEBALL ETHNICITY AND GENDER

Required Readings:

Cambridge Companion to Baseball, Chapter 4, Chapter 5, Chapter 11, and Chapter 12

Rader, Chapter 11

Optional Readings:

Jean Ardell, “For Love and Money: Professional Players” in Breaking into Baseball: Women and the National Pastime (Carbondale: Southern Illinois University Press, 2005), 102-135.

Brian Carroll, “From Jackie to Elvis, from Selma to St. Petersburg: The Desegregation of Spring Training,” in Edward J. Rielly, ed., Baseball and American Culture: Across the Diamond (New York: Haworth Press, 2003), 49-59.

Carol J. Pierman, “The All-American Girls Professional Baseball League: Accomplishing Great Things in a Dangerous World,” in Edward J. Rielly, ed., Baseball and American Culture: Across the Diamond (New York: Haworth Press, 2003), 97-107.

Jules Tygiel, “Unreconciled Strivings: Baseball in Jim Crow America” in Past Time: Baseball as History (New York: Oxford University Press, 2000), 116-143, 234-237. [PCCommon]

In-Class:

Video: Ballplayer: Pelotero

DAY TWELVE: BASEBALL AND POPULAR CULTURE

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Required Readings:

Cambridge Companion to Baseball, Chapter 2, Chapter 8, and Chapter 10

Jules Tygiel, “Populist Baseball: Baseball Fantasies in the 1980s” in Past Time: Baseball as History (New York: Oxford University Press, 2000), 198-222, 243-245. [PCCommon]

Optional Readings:

Derek Catsam, “On Fenway, Faith, and Fandom: A Red Sox Fan Reflects,” in Edward J. Rielly, ed., Baseball and American Culture: Across the Diamond (New York: Haworth Press, 2003), 21-34.

E. Michael Brady, “A Distinct Sense of Belonging,” in Edward J. Rielly, ed., Baseball and American Culture: Across the Diamond (New York: Haworth Press, 2003), 3-12.

Martin Manning, “Globalization of Baseball in Popular Culture,” in Edward J. Rielly, ed., Baseball and American Culture: Across the Diamond (New York: Haworth Press, 2003), 109-120.

In-Class:

Video: Not Exactly CooperstownYou Tube: Casey at the Bat with Tim Wiles – New York State Baseball Hall of Fame

COURSE SYLLABUS CHANGE STATEMENT: This course syllabus is subject to change if the instructor deems it necessary in order to accomplish the course objectives.

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