EnrichmEnt GuidE

G u i d e
April 11 - May 10 2013
E n r i c h m e n t
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I nside th e G uide
A Note to Teachers and Parents
Setting the Stage
preparing for the play
Synopsis. . . . . . . . . . . . . . . . . . . . . . . . 3–4
About the Playwrite. . . . . . . . . . . . . . . . 5
About the Author. . . . . . . . . . . . . . . . . . 6
Recommended Reading. . . . . . . . . . . . . 8
Pre-Show Questions. . . . . . . . . . . . . . . 8
For Teachers
Curriculum connections
before or after the play
Common Core Standards
and Wisconsin Model
Academic Standards. . . . . . . . . . . . . . . . 7
Science
The Science in Baseball:
Finding the Sweet Spot. . . . . . . . . . . . 16
ELA
Jackie Robinson: Breaking Barriers in Sports,
in Life; An Essay Contest. . . . . . . . . . . 12
Social Studies
Jackie Robinson:
Athlete and Activist . . . . . . . . . . . . . 9–10
Jackie’s Nine Values . . . . . . . . . . . . . . . 11
The Negro League:
A Collection of Baseball Cards. . . . . . 13
Building Community
through Baseball: A Survey. . . . . . 14–15
JACKIE AND ME
Dear Parents and Educators,
Jackie Robinson is more than a legend in baseball; he left his legacy as an activist
for civil rights. Jackie Robinson demonstrated courage, teamwork, determination,
persistence, integrity, citizenship, justice, commitment and excellence, both on
and off the field. Embark on the uplifting journey of JACKIE AND ME that
forever changes a young boy’s definition of courage, and unites generations
through the history and enthusiasm for America’s pastime.
Enclosed in this enrichment guide is a range of materials and activities intended
to help you discover connections within the play through the curricula. It is
our hope that you will use the experience of attending the theater and
seeing JACKIE AND ME with your students as a teaching tool. As educators and
parents, you know best the needs and abilities of your students. Use this guide
to best serve your children—pick and choose, or adapt, any of these
suggestions for discussions or activities. We encourage you to take advantage or
the enclosed student worksheets— please feel free to photocopy the sheets for
your students, or the entire guide for the benefit of other teachers.
Enjoy the show!
Math
Baseball Math: Graphing Statistics. . . . 17
Curtain Call
Julia Magnasco
Education Director
(414) 267-2971
[email protected]
Post-Show Questions. . . . . . . . . . . . . 18
Who Said It?. . . . . . . . . . . . . . . . . . . . . 18
Who Said it? (ANSWERS). . . . . . . . . 19
First Stage Policies
•
•
•
•
.The use of recording equipment and cameras are not permitted during the performance.
.Food, drink, candy and gum are not permitted during the performance.
.Electronic devices are not permitted in the theater space.
.Should a student become ill, suffer an injury or have another problem, please escort him or her
out of the theater space.
• .In the unlikely event of a general emergency, the theater lights will go on and the stage
manager will come on stage to inform the audience of the problem. Remain in your seats,
visually locate the nearest exit and wait for the stage manager to guide your group from the theater.
Seating for people with special needs: If you have special seating needs for any student(s) and
did not indicate your need when you ordered your tickets, please call our School Sales Specialist
at (414) 267-2962. Our knowledge of your needs will enable us to serve you better upon your
arrival to the theater.
Setting the Stage Synopsis
to be hesitant, but agrees to join the Dodgers. We also learn that
the manager of the team, Leo Durocher, is in support of the decision
to have Jackie play despite other players' complaints. The scene ends
with Branch and Joey discussing the addition of Jackie to the Dodgers.
The play begins in darkness with the star spangled banner playing softly
in the background. Lights come up on a groundskeeper tending to a
baseball field. Then Joey, a 10 year old boy, tells the audience he has a
secret power. He tells them that when he holds an old baseball card
it becomes a time machine, and he can make wishes to travel to the
time of that baseball card.
Joey leaves, hoping to find Ebbets Field, and encounters a number of
people on the street who are rude to him. One woman even spits on
him, reminding him that he appears African American to them. Rachel
Robinson, Jackie’s wife, finds Joey and reminds him that they must pick
and choose their battles. Jackie enters returning to Rachel from his
meeting with Branch Rickey, and recognizes Joey, and they invite him to
their apartment for the night, as he has nowhere to stay.
The scene cuts to Joey and his team in the middle of a Little League
baseball game. Joey is up to bat. It's two outs and two men on base.
Joey’s coach is rooting him on, while boys from the other team taunt
and tease him. He recalls his mother telling him not to lose his temper
but he can’t hold it in any longer, when the boys make fun of his Polish
heritage. His temper gets the best of him and he gets into a physical
fight with the boys from the other team. Joey’s team loses the game
and his coach tells him he cannot play in the Little League until he has
solved his anger problem.
At the apartment Joey can’t sleep. He is still a bit confused about his
transformation. Jackie is also awake and the two of them discuss their
role models. They continue their conversation outside where they play
a game of catch together.
Back at Joey’s mother’s house, Joey’s mom and dad are discussing the
day’s events. Joey enters and his father asks him what he would like
to do when he sees him on the upcoming weekend. Joey offers a suggestion and the topic of money being tight for all of them comes up.
His father leaves and Joey and his mother continue talking about Joey
unable to play baseball unless he can control his temper.
The following day, Opening Day at Ebbets Field, the crowd was filled
with people there in support of Jackie. Inside the Dodgers' clubhouse,
Joey and Jackie meet Ant, the clubhouse boy. He puts Joey to work
helping out while he tells him about the players who are in the clubhouse with them. Ant speaks to Joey in a bit of a demeaning way,
which starts to flare Joey’s temper, but Jackie calms him down. Jackie
addresses the other players, but is given a cold shoulder, and he leaves
the clubhouse. The other players continue to pass around and sign a
piece of paper, but not all players decide to sign it. The game begins
as Jackie enters the field and we learn that the paper the players were
signing was a request by the players to be “traded or released rather
than be forced to take the field with a colored man.”
In school the next day, Joey’s teacher announces that for Black History
Month they will be doing oral reports on an influential African
American, and the best and most prepared for report will win three
passes to the Wild Thunder theme park. Joey decides to do his report
on Jackie Robinson and heads to Flip’s Fan Club, the local card shop
looking for the perfect baseball card–a 1947 Jackie Robinson rookie
card–but it doesn’t exist. When he cannot afford to buy the card he
finds, Flip allows him to borrow one for the report he will be giving.
After the game, the Dodger players want to go out for a celebratory
meal, but do not invite Jackie to go with them. Ant enters telling Jackie
that there are a lot of people who want to see Jackie, and they are
gathered at the back door, so that they don’t make a scene out front.
Ant again treats Joey with the disrespect he has been taught to show
towards African Americans.
He returns back home to tell his mother about his plan to time travel
back to 1947. She is aware of his special time traveling skills. His father
comes to the door and suggests he visit the time of Babe Ruth, but Joey
has other plans. His father gives him a suitcase and suggests he fill with
baseball cards from the past to bring back to the future to help with the
family's financial struggles. Joey packs up his things and sets off for 1947.
The following day Joey encounters some other kids on the streets, who
also treat him disrespectfully, and tell him to leave. We learn that one
of these kids is Flip, the future owner of the baseball card shop, when
Joey recognizes the game they are playing with the cards and hears the
name of the boy. Joey, knowing what happens to Flip in the future,
gives him a bit of advice.
NEW YORK 1947 - Joey awakes on the floor of an office disoriented and realizes he is back in 1947. Joey meets Branch Rickey, who
confuses him about his appearance. Joey’s appearance to the audience
in the theater will remain the same, but to Branch, Joey is an African
American kid from 1947. Joey realizes his wish was to see what it was
like for Jackie Robinson, and that’s why he was now, to the people
around him in 1947, an African American child.
Looking for baseball cards to buy, Joey ends up at a corner grocery
store. He meets Mrs. Herskowitz, who treats him with kindness,
regardless of the color of his skin. He asked if she sells cards in the
store, but learns that she just gives them away, and Mrs. Herskowitz
gives Joey the cards she has for him to take as many as he would like.
A delivery man brings in cards that are to be given away with purchase,
and Joey recognizes them to be very valuable in the future. He asks for
more sets of the cards. The delivery man tells Joey to be back at the
store the next morning, and he will bring him more.
Jackie Robinson enters for a meeting with Branch Rickey. Joey is
stunned by his appearance, and is asked to leave by Branch, but Jackie
says he can stay. Branch and Jackie discuss what it would be like for
Jackie to join the Brooklyn Dodgers as the first African American
player, and the challenges that may cause. We learn that Jackie also has
an anger problem and has trouble controlling his temper. Jackie seems
3
Setting the Stage Synopsis
Back in Jackie and Rachel Robinson's apartment they are opening mail;
some good, and some that seems to be threatening to them. When
Joey enters, the Robinsons are confused as to why they couldn’t find
his mother and tell her about his whereabouts. He tells them the truth
about him being from the future and being able to time travel. Rachel
suggests they call a doctor and exits. Jackie is intrigued by Joey’s story,
and asks him some more questions. Joey shows Jackie a baseball card
from the future. They talk about the disappearance of the Negro Leagues,
and how anybody could play on any team in the future, and about those
players who followed in Jackie’s footsteps. Jackie tells Joey about some
of the threatening letters he has hidden from his wife so she will not
be worried, including one that is a death threat and uses the word
“nigger,” which shocks Joey. They talk about how they will fight
this racism that is being show towards him. Should they
“Fight with their fists or something more?” Joey tries
to comfort Jackie with positive events in the future,
including the mention of the first African American
president. All the events Joey says will come
true but Jackie has a hard time believing it.
The following day the Dodgers are
going to Philadelphia for their
next game, Joey picks up
the baseball cards from
the delivery man, and has
a plan to watch Jackie play,
say goodbye, and then return
home to the future with the
baseball cards.
In Philadelphia, the man who ran the
Phillies told them they were not ready to have
a black man on their field, and that the players
on the team would not take the field if Jackie was
playing. Jackie and Rachel Robinson are treated poorly
at the hotel, and are not allowed in with the other players.
Branch Rickey states to the press that he and his team will
never stay at that hotel. In the visitor’s clubhouse of the Phillies
stadium Joey gets settled and talks with Dixie Walker, a teammate of
Jackie’s. Joey learns that the players on the team are just used to “the
way it’s always been” when it comes to integration. Their southern
upbringing causes internal conflict for them. The baseball game against
the Phillies was Jackie’s first game on the road, and it was bad. Joey tells
the audience about the players from the Phillies taunting him, physically
hurt him, and threw intentional pitches trying to hit him with the ball.
Even the fans joined in chanting. A turning point happens when Pee
Wee Reese, a white team mate of Jackie’s, stands up for him and shows
the Phillies and their fans he supports Jackie.
The taunting and physical violence attempts continue for the rest of the
game, even after the confrontation between the two teams. We learn
about Jackie’s near impossible, but successful base stealing to tie the
game and eventually lead to the Dodgers’ victory against the Phillies.
Back in the club house after the game, Joey and Ant have a confrontation about the items Ant has taken out of Joey’s satchel (a game boy, a
baseball card from the future, his Nike tennis shoes). Ant causes Joey’s
temper to flare up. Ant has burned the baseball card Joey was going
to take back to the future and will not give back the card Joey needs
to time travel back home. Joey uses information about the future to
hold Ant’s attention, and gets the baseball card away from Ant when
he reaches for a bat, possibly to attack Joey, but Joey runs away.
Joey tells us about his experience of running away from Ant and the
police. In a frenzy of lights, sounds, and sirens Joey reaches for the
baseball card in his pocket and wishes to go home. He wakes
up to realize he is still in 1947, but now in New York City.
He realizes that Ant had switched the cards and he was
in New York on the day of Game One of the World
Series, and Jackie Robinson is playing in the game.
He goes to the Yankee Stadium Visitor’s clubhouse to find Jackie, and the baseball card
that would send him home. He encounters Ant, and trades him the game
boy for the baseball card. Joey
finds Rachel in the stands and
sits with her for a moment
taking in all of the sites
of a World Series game.
Rachel points out Babe
Ruth in the stands watching
the game and Joey goes down
and asks Babe Ruth to autograph a
baseball card for his father, who was a
huge fan of Babe Ruth’s.
Joey uses his baseball card to time travel back
home, and was returned to his old self again. His
mother greets him and rushes him along to get ready
for school. When his dad comes in, Joey tries to give
the autographed Babe Ruth card to him. Not realizing it is
signed he refuses it. Joey insists he take a look at it. His dad
is speechless.
At school Joey gives his report on Jackie Robinson for his class, and
wins the passes to Wild Mountain.
Joey’s mom allowed him to rejoin the Little League baseball team.
Joey’s team makes it into the playoffs and he on third base, during
the final inning of the game. The pitcher from the other team starts
to taunt and tease Joey. Bobby begins to pitch and Joey takes off of
third base sprinting for home, just like he had seen Jackie Robinson
do. “SAFE,” calls the umpire, and the crowd celebrates. The player
from the other team approaches Joey with instructions from his coach
to say “Good Game” and Joey extends a hand to shake but the other
player refuses and walks away. Jackie appears and shakes Joey’s hand.
Rachel and Branch appear to Joey one final time, and the lights and
music fade out.
4
About the Playwright: Steven Dietz
Taken Directly From: http://www.utexas.edu/finearts/tad/people/dietz-steven
Steven Dietz is one of America's most widely-produced and published
contemporary playwrights. Since 1983, his thirty-plus plays have been
seen at over one hundred regional theatres in the United States, as well
as Off-Broadway. International productions have been seen in England,
Japan, Germany, France, Australia, New Zealand, Sweden, Austria, Russia,
Italy, Slovenia, Argentina, Brazil, Peru, Greece, Singapore, Thailand and
South Africa. His work has been translated into ten languages.
Mr. Dietz is a two-time winner of the Kennedy Center Fund for New
American Plays Award, for Fiction (produced by Roundabout Theatre
Company, Off-Broadway), and Still Life with Iris; as well as a twotime finalist for the Steinberg New Play Award, for Last of the Boys
(produced by Steppenwolf Theatre, Chicago), and Becky's New Car.
He received the PEN USA West Award in Drama for Lonely Planet;
the 2007 Edgar Award® for Drama for his widely-produced Sherlock
Holmes: The Final Adventure; and the Yomuiri Shimbun Award
(the Japanese "Tony") for his adaptation of Shusaku Endo's novel Silence.
His acclaimed conspiracy thriller, Yankee Tavern, was a National
New Play Network featured play. Mr. Dietz was the 2011-12 Ingram
New Works Fellow at Tennessee Repertory Theatre, following previous
recipients David Auburn and John Patrick Shanley. He has received new
play commissions from the Guthrie Theater, Steppenwolf Theater, Actor's
Theatre of Louisville, McCarter Theatre (Princeton), ACT Theatre
(Seattle), Arizona Theatre Company, Milwaukee Repertory Theater, and
the Denver Center Theatre Company, among others.
Other widely produced plays include Shooting Star, Inventing
Van Gogh, God's Country, Private Eyes, The Nina
Variations, Trust, Rocket Man, Halcyon Days, Ten
November, Foolin' Around with Infinity and More Fun
Than Bowling. Other award-winning stage adaptations include
Force of Nature (from Goethe), Over the Moon (from
P.G. Wodehouse), The Rememberer (from Joyce Simmons Cheeka),
Paragon Springs (from Ibsen), Dracula (from Bram Stoker),
Go, Dog. Go! (with Allison Gregory, from P.D. Eastman), and two
of Dan Gutman’s baseball card adventures – Jackie and Me, and
Honus and Me.
https://www.google.com/search?q=steven+dietz&hl=en&tbo=d&source=lnms&tbm=isch&sa=X
&ei=0OwjUZDsBZLV0gHT44GoBQ&sqi=2&ved=0CAcQ_AUoAQ&biw=1455&bih=1024#imgrc=_
Mr. Dietz’s widely-reprinted articles – most of which were first seen in
American Theatre Magazine – include Doom Eager: Writing What We
Need to Know, Developed to Death, An Audience Manifesto, and A Modest
Proposal: On Training Directors for the New Century.
Recent work includes A Year Without Summer, commissioned and
developed by the Guthrie Theater (Minneapolis); Rancho Mirage,
developed at Trinity Rep (Providence), City Theatre (Pittsburgh) and
Tennessee Repertory Theatre; and Mad Beat Hip & Gone (commissioned by UT's College of Fine Arts) — which will premiere in ZACH
Theatre's new Topfer Theatre in April 2013.
Mr. Dietz's work as a director has been seen at many of America's
leading regional theatres. He has directed premiere productions of
new plays at Actors Theatre of Louisville's Humana Festival, Seattle
Repertory Theatre, Denver Center Theatre Company, Northlight
Theatre (Chicago), ACT Theatre (Seattle), San Jose Repertory Theatre,
City Theatre Company (Pittsburgh), Westside Arts (Off-Broadway), and
the Sundance Institute, among many others. He was a resident director
for ten years at the Playwrights' Center in Minneapolis, where he also
served as artistic director of Midwest PlayLabs. In Austin, he regularly
directs at ZACH Theatre.
5
About the Author: Dan Gutman
An Interview with Dan Gutman: MY STORY (AND I'M STICKING WITH IT!)
Taken directly from: http://www.dangutman.com/pages/about.html
"I was born in New York City on October 19, 1955. When I was about
a year old, my family moved to Newark, New Jersey, where I spent
my childhood. It was pretty uneventful until June 1, 1968, when I came
home from a Little League game and found that my dad had suddenly
abandoned my mom, my sister Lucy, and me. It was pretty traumatic, as
you can imagine, but we all survived.
"In 1987, I decided to try my hand at writing about something I
always loved - spor ts. I sold an ar ticle to Discover Magazine about
the science behind the spitball, scuffball, and corked bats. This led
to my first adult baseball book (It Ain't Cheatin' If You Don't Get
Caught). It sold pretty well, and I wrote several more baseball books
for adults. None of them were big sellers, but it was a lot more fun
than writing about computers.
"I attended Rutgers University in New Brunswick, New Jersey, graduating in 1977 with a degree in psychology. After spending a few unhappy
years in graduate school, I decided that psychology was not for me.
What I really wanted to do, I decided, was to be a writer.
"In 1992, when my
son, Sam, was 2
years old, I decided to try writing
for children. I
wrote a few baseball books, then
branched out to
other sports–ice
skating and gymnastics.
"I wanted to write humor, like Art Buchwald and Erma Bombeck. So I
moved to New York City in 1980 (where all starving writers go) and
began cranking out "humorous essays."
"My essays weren't all that funny, though I did publish some in a Staten
Island newspaper, The Advance. My first check (for $15) is on the wall
over my desk as I write this. I also had some of my photos published in
the children's humor magazines Cracked and Crazy.
"Up until this
point, all my
books were nonfiction. I never
thought I would
be any good at
creating a story,
but in 1994, I
http://media.northjersey.com/images/
decided to give fiction
DanGutman_120811_mt_tif_.jpg
a try. Surprisingly, I sold
the first novel I wrote (They Came From Centerfield). It was fun to write,
kids loved it, and I discovered how incredibly rewarding it is to take a
blank page and turn it into a WORLD.
"I tried writing magazine articles, with little success. I wrote a few
screenplays, but never sold them. I thought I had some good book
ideas, but publishers weren't interested. I received hundreds of rejection letters. It was very frustrating, but I was very determined and persistent. I felt that I had some ability as a writer, but I didn't know where
to direct it.
"In 1982 the video game Pac-Man was a huge craze, and I started a video
games magazine called Video Games Player. This was the first (and only)
job I ever had. The magazine sold pretty well, and two years later it was
renamed Computer Games. Most importantly, I met my future wife Nina
while working on the magazine. She was working as an illustrator, and we
hired her to draw game screens. We got married in 1983.
"Finally, after 15 years, I figured out what my career should be— writing
fiction for kids. For the first time, I felt that I was doing something I was
good at, something that was fun, creatively rewarding, and appreciated
by an audience.
"Whether I deserved it or not, I became known as a "computer expert."
This was astonishing to me, because I knew next to nothing about computers (I still don't). But being the editor of Computer Games enabled me to
write articles on the subject. I even wrote a newspaper column that was
syndicated in The Philadelphia Inquirer, Miami Herald, and many other papers.
I felt like a fraud the whole time.
"Kids often tell me that my books make them laugh. This is funny
to me, because writing humor was what I wanted to do when I got
started back in 1980! It just took me a while to figure out the best
way to do it.
"When Computer Games went out of business in 1985, I decided to take
a gamble and become a full time freelance writer. At first I wrote about
computers, but gradually I started tackling other topics. Eventually, my
writing creeped into Esquire, Newsweek, Science Digest, Writer's Digest,
Success, Psychology Today, New Woman, USA Today, and The Village Voice.
I was gaining confidence as a writer, but I still hadn't found the type of
writing I really wanted to do.
"I am a member of SABR (Society for American Baseball Research)
and SCBWI (Society of Children's Book Writers and Illustrators). I live
in Haddonfield, New Jersey with my wife Nina and our children Sam
and Emma.
6
Common Core Standards and Wisconsin Model
Academic Standards
Below is a list of the Common Core Standards and Wisconsin Model Academic Standards addressed in the activities
throughout the JACKIE AND ME Enrichment Guide. Common Core State Standards—
English Language Arts
Wisconsin Model Academic
Standards—Social Studies, History
Performance Standards
CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or
concepts in a historical, scientific, or technical text, including what
happened and why, based on specific information in the text.
B.4.1 Identify and examine various sources of information that
are used for constructing an understanding of the past, such as
artifacts, documents, letters, diaries, maps, textbooks, photos,
paintings, architecture, oral presentations, graphs, and charts
CCSS.ELA-Literacy.RI.4.5 Describe the overall structure (e.g.,
chronology, comparison, cause/effect, problem/solution) of events,
ideas, concepts, or information in a text or part of a text.
B.4.3 Examine biographies, stories, narratives, and folk tales
to understand the lives of ordinary and extraordinary people,
place them in time and context, and explain their relationship to
important historical events
CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts
in a historical, scientific, or technical text based on specific information in the text.
B.4.4 Compare and contrast changes in contemporary life with
life in the past by looking at social, economic, political, and cultural
roles played by individuals and groups
CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or
texts, supporting a point of view with reasons and information.
•CCSS.ELA-Literacy.W.4.1a Introduce a topic or text
clearly, state an opinion, and create an organizational
structure in which related ideas are grouped to support
the writer’s purpose.
•CCSS.ELA-Literacy.W.4.1b Provide reasons that are supported by facts and details.
•CCSS.ELA-Literacy.W.4.1c Link opinion and reasons
using words and phrases (e.g., for instance, in order to,
in addition).
•CCSS.ELA-Literacy.W.4.1d Provide a concluding statement or section related to the opinion presented.
B.4.5 Identify the historical background and meaning of important political values such as freedom, democracy, and justice
Wisconsin Model Academic
Standards—Science, Physical
Science Performance Standards
D.4.1 Understand that objects are made of more than one substance, by observing, describing and measuring the properties of
earth materials, including properties of size, weight, shape, color,
temperature, and the ability to react with other substances
CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or
texts, supporting a point of view with reasons and information.
•CCSS.ELA-Literacy.W.5.1a Introduce a topic or text
clearly, state an opinion, and create an organizational
structure in which ideas are logically grouped to support
the writer’s purpose.
•CCSS.ELA-Literacy.W.5.1b Provide logically ordered
reasons that are supported by facts and details.
D.4.7 Observe and describe physical events involving objects and
develop record-keeping systems to follow these events by measuring and describing changes in their properties, including:
•position relative to another object
•motion over time
•and position due to forces
Wisconsin Model Academic
Standards—Social Studies
Political Science and Citizenship
Performance Standards
•CCSS.ELA-Literacy.W.5.1c Link opinion and reasons using
words, phrases, and clauses (e.g., consequently, specifically).
•CCSS.ELA-Literacy.W.5.1d Provide a concluding statement or section related to the opinion presented.
C.4.1 Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and
respect for diversity
CCSS.ELA-Literacy.SL.4.4 Report on a topic or text, tell a
story, or recount an experience in an organized manner, using
appropriate facts and relevant, descriptive details to support main
ideas or themes; speak clearly at an understandable pace.
C.4.3 Explain how families, schools, and other groups develop,
enforce, and change rules of behavior and explain how various
behaviors promote or hinder cooperation
7
Recommended Reading
Babe & Me (Baseball Card Adventures) by Dan Gutman
Honus & Me (Baseball Card Adventures) by Dan Gutman
Best of the Best (Baseball Great) by Mike Lupica
The Batboy by Tim Green
Who Was Jackie Robinson? (Who Was...?) by Gail Herman
Heat by Mike Lupica
I Never Had It Made: An Autobiography of Jackie Robinson by Jackie Robinson and Alfred Duckett
Time For Kids: Jackie Robinson: Strong Inside and Out (Time for Kids Biographies) by Editors of TIME For Kids
Stealing Home: The Story Of Jackie Robinson (Scholastic Biography) by Barry Denenberg
The Story of Jackie Robinson: Bravest Man in Baseball (Dell Yearling Biography) by Margaret Davidson
Pre-Show Questions
1. In the show Jackie and Me, Joey can time travel to any time by holding a baseball card in his hand. He
decides to do a book report on Jackie Robinson, his idol, and travels back to 1947 to meet him. If you
could time travel, who would you want to meet and why?
2. Jackie and Me, is a blend of two literary genres: science fiction (time travel) and historical fiction
(based on historical events of 1947 and Jackie Robinson’s life). Can you think of examples of other books
that blend two literary genres?
3.Like many sports, baseball creates a community from its fans. What defines community? Discuss the
communities that you are a part of: school, neighborhood, sports. How is community created? What are
the benefits of being part of a community?
4. Jackie Robinson’s nine values helped him to achieve his goals and overcome adversity. These values
include: Courage, Determination, Persistence, Teamwork, Integrity, Justice, Commitment, Justice, and
Excellence. When have you seen these values demonstrated in school and in your community. How
have you demonstrated these values?
5.The play, Jackie and Me, will feature scenes from baseball games. How do you think the games will
look on the stage? How will the set design team create the look and feel of a baseball game through the
set, lights, and sound?
8
Jackie Robinson: Athlete and Activist
Social Studies Classroom Information
Taken Directly From: The U.S. National Archives and Records Administration. “Teaching with Documents: Beyond the Playing Field—Jackie Robinson, Civil Rights Advocate.” http://www.archives.gov/education/lessons/jackie-robinson/, http://www.archives.gov/education/lessons/jackie-robinson/dc-march-1963.html.
Jack Roosevelt Robinson (1919-72), the first black
man to "officially" play in the big leagues in the 20th
century, possessed enormous physical talent and a fierce
determination to succeed. In the course of a distinguished
10-year career beginning in 1947, Robinson led the
Brooklyn Dodgers to six National League titles and one
victorious World Series. Beyond his many and stellar
baseball feats, Jackie Robinson went on to champion the
cause of civil rights when he retired from the game.
The National Archives and Records Administration holds
numerous records relating to Jackie Robinson, many
of which per tain to his period of civil rights advocacy.
Several belonging to that time have been reproduced
here for educators teaching courses that involve civil
rights events and issues, character education, and effective
citizenship skills.
Robinson, proud of being black, challenged racial
pretensions throughout his life. As a child he fought
with rocks against taunting neighbors; as an adolescent
he went to jail for a traffic altercation involving a white
motorist; and as a college star in four spor ts, he took no
guff from race-baiting competitors. As an Army lieutenant,
he so resisted effor ts to make him move to the back of
a southern bus that he eventually faced cour t-mar tial
proceedings (where he was found innocent); and as a ball
player, he railed against teams and individuals he believed
to be racist. This vigilance against racial wrongdoing was a
legacy he wanted to pass on to his children–to be willing
to stand up for what they believed and to lawfully press
for their rights as full-fledged Americans who happened
to be black.
9
http://www.hdwallpaperspk.com/wp-content/uploads/2013/02/
Jackie_Robinson_Biography.jpg
Photograph: Jackie Robinson and son (David) being interviewed
at the March on Washington. August 28, 1963. National Archives
and Records Administration. Records of the United States
Information Agency Record Group 306.
Jackie Robinson: Athelete and Activist
Social Studies Class Information
Taken directly from: Marybeth Lorbiecki. BEYOND BASEBALL with JACKIE ROBINSON: A Lesson Plan that can be adapted—2nd to 8th graders. http://www.marybethlorbiecki.com/pdf/tg_jrobinson.pdf
Jackie Robinson
No. 42 on the Brooklyn Dodgers
Born:
Died:
Major League Debut:
Position:
Hitting:
Sports Awards:
U.S. National Awards:
Jan. 31, 1919 in Cairo, Georgia, grandson of slaves
Oct. 24, 1972 of heart attack in his home at Stamford, Connecticut
April 15, 1947 with Brooklyn Dodgers
Started for the Brooklyn Dodgers at 1st Base but later returned to 2nd, his primary spot. He threw right and batted right, and stole like crazy (29 bases alone
his first season!).
Won the National League batting title in 1949 with .342 average; lifetime average .311
Rookie of the Year, 1947; All Star, six times (1949-54); National League MVP 1949;
Inducted into Hall of Fame 1962
Presidential Medal of Freedom awarded posthumously to him by President
Ronald Regan 1984, see: http://www.medaloffreedom.com/JackieRobinson.htm.
Congressional Gold Medal awarded posthumously to him by President George
W. Bush 2006
Achievements Beyond Baseball
• Opened men’s clothing store in Harlem (1952-58)
• First African American to hold executive post with major radio or TV station—he was director of Community
Activities for WNBC and WNBT in New York, influencing programming, public relations, and merchandising
• Ran radio show for children on WMCA, where he interviewed famous people
• Was executive of Chock Full O’Nuts stores, vice president of personnel 1957, worked for improvement of
workers’ lives: extensive training, promotions, better pay for service employees
• Wrote a syndicated newspaper column
• Wrote a children’s book on baseball and his autobiography
• Served as active board member of the NAACP, National Association for the Advancement of Colored People
• Served as chairman of the million dollar drive for the NAACP’s civil rights Freedom Fund Drive
• Received honorary degrees from University of Maryland, Franklin Pierce College, Sacred Heart University,
Pace University and Howard University
• Was given the NAACP’s Spingarn Medal and the PUSH (People United to Serve Humanity) Humanitarian
Award. After death, was awarded National Medal of Freedom from President Regan and National Medal of
Honor from President George W. Bush
• Became one of six national directors of Governor Nelson Rockefeller’s run for president
• Picketed and marched in Civil Rights protests; participated in war on drugs events
• Organized “Afternoon of Jazz” events with his wife at their home to raise money for bail for imprisoned Civil
Rights workers
• Helped found and served as chairman of the board of the Freedom National Bank in Harlem and to spur economic activity among African Americans; created branches in Brooklyn, Bedfored–Stuyvesant, and Flatbush.
• Established the Jackie Robinson Construction Company to build housing for families with low to moderate
incomes. After his death, this became the Jackie Robinson Development Corporation.
• Worked for peace among all people, and against racism, anti-Semitism and other forms of intolerance and disrespect.
10
Jackie’s Nine Values
Social Studies Classroom Activity
Taken from: Scholastic. Breaking Barriers in Sports, in Life. http://www.scholastic.com/browse/article.jsp?id=3751127, http://www.scholastic.com/browse/article.jsp?id=3751131
Activity
1.Begin with a class discussion. Ask students what they think the word barrier means. Guide them to define
barrier as: a problem or obstacle that stops you from moving forward.
a.Continue by discussing how barriers can be physical or conceptual. Explain that a physical barrier is
something you see, such as a fence; allow students to come up with additional examples of physical barriers. A conceptual barrier is something that you can’t see, such as being afraid of something.
2.Brainstorm as a class different barriers that people face. Ask students to explain why each barrier prevents
people from moving forward or accomplishing something. Create a list of suggested barriers on the board.
3.Place students into partners. With their partner, have them choose one of the conceptual barriers listed on
the board and discuss how a person may overcome this barrier in their life. Students should record their
ideas on paper.
a.After allowing students to explore overcoming barriers with their partner, have a few students share
their ideas with the class.
4.Next, had out the short biography of Jackie Robinson, “About My Father,” (http://www.scholastic.com/content/collateral_resources/pdf/m/mlb_09r1_about_father.pdf) and read this out loud as a class.
a.Ask students to identify the barriers Jackie Robinson faced, and ways in which he overcame these barriers.
5.List Jackie Robinson’s Nine Values on the board: Courage, Teamwork, Determination, Persistence,
Integrity, Citizenship, Justice, Commitment, Excellence. Explain to students that Jackie Robinson’s
Nine Values can be useful in facing barriers today.
6.Divide students into nine small groups, and assign each group one of Jackie Robinson’s Nine Values.
7.Instruct each group to create a poster board illustrating and explaining the importance of the Value they’ve
been assigned and how it can be used to face a barrier.
a.On their poster board, students must include their definition of the Value they have been assigned, pictures of historical figures who exemplify their Value, examples of their Value in action, and how young
people can exemplify this Value on a daily basis.
8.Once the posters are completed, ask for each group to present their Value and their poster with the class,
explaining what they chose to include on their poster, and why. Afterwards, hang these Nine Values posters
throughout your classroom.
9.To conclude this lesson, hare the quote with students: “A life is not important except for the impact it has on
other lives,” by Jackie Robinson. Ask students how Jackie Robinson impacted the lives of others. Then, ask
students what this quote means to them; how can they impact the lives of others?
11
Jackie Robinson: Breaking Barriers in Sports, in Life; An Essay Contest
EL A Classroom Activit y
Taken directly from: Scholastic: http://www.scholastic.com/breakingbarriers/kids/.
Scholastic’s Essay Contest for students in grades 4-8
Contest Deadline: March 14, 2013
The Breaking Barriers Essay Contest is a chance for students in grades 4-8 to share their personal stories
and how they use Jackie Robinson’s values to face their own barriers.
Student Essay Requirements
1.Write an essay about a barrier that you have faced.
Explain how you faced this barrier by using one or
more of Jackie Robinson’s Nine Values:
•Courage
•Persistence
•Justice
•Determination
•Integrity
•Commitment
•Teamwork
•Excellence
•Citizenship
2.On each entry, include the following information:
•student’s name
•school name
•student’s grade
•school city/state
•teacher's name
3.Each essay should be at least 200 words long and
not exceed 700 words in length. Limit one entry per
student. All essays must be factual and based on the
student's real-life experience. Fictional stories will be
disqualified.
http://collider.com/wp-content/uploads/jackie-robinson-01.jpg
Official Rules, Terms of Use and Privacy Policy, and more information about the essay contest can be found at:
http://www.scholastic.com/breakingbarriers/kids/
12
The Negro League: A Collection of Baseball Cards
Social Studies Classroom Activity
Taken from: Scholastic. Jackie Robinson: Breaking Barriers in Sports, in Life. http://www.scholastic.com/browse/article.jsp?id=3756695.
Negro League Baseball. http://www.negroleaguebaseball.com/players/players_index.html
Activity
1.Begin by reading together as a class Scholastic’s article, About the Negro Leagues, found at: http://www.scholastic.com/breakingbarriers/pdfs/negro_leagues.pdf.
2.After finishing the narrative, hold a classroom discussion to reinforce key facts about the Negro Leagues:
a.Why were the Negro Leagues formed? What was life like for players in the Negro Leagues? How good
were the players and who were some of the great ones? What barriers did African-Americans have to
overcome to play baseball?
3.Players in the Negro League accomplished great feats, both on and off the field. To learn more about the significant players in the Negro League, and remember their accomplishments, students will be creating baseball
cards for Negro League baseball players.
4.Place students into pairs, and assign each pair a different Negro League baseball player. Notable players
include:
a.Oscar Charleston, Leroy Satchel Paige, Josh Gibson, Buck Leonard, John Henry “Pop” Lloyd, Jackie
Robinson, Hank Aaron, Jim Armstead, Monte Irvin, Wilber “Bullet” Rogan, Andrew Rube Foster, John
W. Bud Fowler, Moses Fleetwood, Frank Grant;
5.Baseball cards can be created on blank index cards, and must include a picture of the baseball player on front
side, and the following stats on the backside:
Name:
Birth Date:
Position:
Teams played for:
Date of career:
Batting Average:
Honors:
Why remembered:
6.Students can find information about their
Negro League player by searching the
following sites:
a.Negro League Baseball:
http://www.negroleaguebaseball.
com/players/Bell.html
Negro League Baseball Players
Association: http://www.nlbpa.
com/the-athletes
Negro League Database:
http://www.seamheads.com/
NegroLgs/index.php
7.Once the cards are complete, bring
the pairs together and allow them to
“trade” cards, to learn more about the
other Negro League baseball players.
13
Building Community through Baseball: A Sur vey
Social Studies Classroom Activity
Taken directly from: National Baseball Hall of Fame. School Programs: Curriculum. Cultural Diversity: Diversity in the Dugout - Level 2. http://baseballhall.org/sites/default/files/all/Education/CulturalDiversity/
diversity_2.1.2012.pdf.
Vocabulary
Camaraderie: A good feeling existing between friends.
Closed-ended question: A question that results in a fixed, often single word, response such as "yes" or "no."
Diversity: The condition of having or being composed of differing elements, especially the inclusion of different
types of people in a group or organization.
Open-ended question: A question that cannot be answered with a fixed response such as "yes", "no", or
"don't know."
Respondent: A person who responds to a poll.
Survey: A data collection tool used to gather information about individuals.
Activity
1. As a class, discuss the theme "community". The word "community" actually has many meanings. According to the MerriamWebster Dictionary, community could refer to:
a. "the people with common interests living in a particular area"
b. "an interacting population of various kinds of individuals in a common location"
c. "a group of people with a common characteristic or interest living together within a larger society"
2.Share with students that the place in which you live is a community made up of many different. people. Everyone has a different
background, different skills, and different interests. When people of similar backgrounds, skills, or interests get together, they also
form communities - even though they may not live in the same place.
3.Discuss that some communities to which students belong are the same. All of the students in your class attend the same school
and live in the same geographic area. However, students also belong to many different communities based on their interests.
Perhaps your class includes students who belong to the soccer-fan community, or the cheese pizza-lovers community.
4. Continue by asking if there are any students who belong to the baseball fan community.
a. Discuss that baseball is a game that brings people together. The ballpark is a meeting ground for people of all backgrounds
and the game unites fans. Explain that you would like to find out more about the baseball fan community. For example:
i.How often do they watch baseball?
ii. Why is baseball important to them?
iii.Do they give anything back to the game?
b. Ask students, "How could I find this information?" As a class, brainstorm a list of ways that more information could be
gathered about fans. Some suggested responses may include:
i. Read a fan's blog or visit a fan's website.
ii. Do a survey.
iii.Interview someone who watches baseball.
5. Explain that one of the best ways to find out this sort of information is to do a survey. Discuss that surveys are used to find out all
sorts of information including what TV shows are popular, who people plan to vote for in an election, and what brand of breakfast cereal they like best.
14
Building Community through Baseball: A Sur vey
(continued)
Taken directly from: National Baseball Hall of Fame. School Programs: Curriculum. Cultural Diversity: Diversity in the Dugout - Level 2. http://baseballhall.org/sites/default/files/all/Education/CulturalDiversity/
diversity_2.1.2012.pdf.
6.As a class, brainstorm a list of questions that might be useful for a survey of baseball fans. Record student ideas on the board or
on a sheet of chart paper. Possible questions include:
a.How long have you been a fan?
Do you watch games on TV?
Do you attend live games?
Do you fill out a score card at a live game?
Do you own a baseball jersey or cap?
Does anyone in your family play baseball?
Do you participate in fantasy baseball?
7.There are two different kinds of questions, each has a different purpose. Open-ended questions are meant to invite the other
person to offer more information, or tell stories. Open-ended questions are commonly used in interviews.
a. Work with the class to develop a list of open-ended questions. Record student ideas. Some examples include:
i.How did you become a baseball fan?
Which team is your favorite and why?
What do you think of today's game compared to the way the game was when you were a child?
Can you describe your favorite experience as a baseball fan?
8.Explain that even though the questions may seem suitable, open questions may not be very useful in a survey, because they take
a long time to record and they may be harder to analyze. Discuss that sometimes, offering multiple choice answers to an openended question is more useful. For example,
a. What is the best aspect of being a baseball fan?
i.The feeling of pride in your team
ii. Being in the stadium with other fans
iii.Following the team throughout the season
9. Closed-ended questions are questions resulting in a 'yes' or 'no' or other simple answer. Using closed-ended questions can often
result in short, quick answers that are useful in a survey.
a. Work with the class to develop a list of closed-ended questions for the survey. Record student ideas. Some examples
include:
i.How often do you attend a baseball game?
Have you ever played baseball?
What team(s) do you support?
How many years have you been a fan?
10.Review all student ideas for survey questions recorded on the board. Then have students vote to select 10-15 questions to use
for their survey.
11.Have students practice taking the survey prior to interviewing others to familiarize themselves with the questions, and to make
sure they understand each question.
12.Discuss who students will survey, how students plan to access their respondents, and any additional options such as conducting
the surveys by phone, e-mail, or U.S. mail.
13.Give students one week to survey five people. Offer students five points for each completed survey they turn in.
14.When all surveys have been returned, tally the results. As a class, determine the most effective way of showing the survey results
in graph form. Graph the survey results accordingly.
15.To conclude this lesson, have students write a journal entry in response to the following questions: Who makes up the wide
range of people that are baseball fans? What are some things that fans have in common with one another? What are some of
their differences? How does diversity among fans benefit everyone? Discuss the importance of camaraderie among baseball fans.
15
The Science in Baseball: Finding the Sweet Spot
Science Classroom Activity
http://www.exploratorium.edu/baseball/sweetspot.html. KQED Education Network: Quest. Out of the Park: The Physics of Baseball. http://laserpablo.com/baseball/112a_physicsofbaseball.pdf.
Using a wooden bat and hammer, you can find one of the "sweet spots" on a baseball bat.
Materials
A bat
A hammer
A friend (optional)
To find one of the "sweet spots" on a baseball bat, hold the bat,
hanging down, loosely between your thumb and index finger, just
below the knob on the bat's handle. Have a friend tap the bat gently with a hammer, starting at the fat end and moving toward the
handle. (You can also do it yourself, although it's easier and more
fun with a friend.) You should feel a vibration in your fingers whenever the bat is struck, except when the "node" is hit; then you'll feel
nothing. You may also notice a slightly different sound when the
node is struck.
What’s Happening?
When you hit a ball just right, you've hit it on one of the three
"sweet spots" of the bat. One of these sweet spots relates to vibration. Whenever an object is struck, it vibrates in response. These
vibrations travel in waves up and down the length of the object. At
one point, called "the node," the waves always cancel each other
out. If you hit the ball on the bat's node, the vibrations from the impact will cancel out, and you won't feel any
stinging or shaking in your hand. Since little of the bat's energy is lost to vibrations when this spot is hit, more
can go to the ball. The node sweet spot differs from the "center of percussion" sweet spot. When a ball hits the
node, you don't feel any vibration in your hand. When it hits the center of percussion, your hand doesn't feel
any force pushing against it.
Go outside and...
Hit the ball on its sweet spot
• With a friend, practice hitting the ball at different positions on a bat.
• Can you find the node or sweet spot? What reaction does that have on the ball? Is it easier to hit the ball or
harder? How does the bat vibrate when you hit the ball in different places on the bat?
Experiment with…
Designing your own bat
• After reading the Web site below, design your own bat and explain your reasoning behind your design.
• Would you make it out of wood or aluminum? Why?
• How do nodes and vibrations affect your design?
• http://www.kettering.edu/~drussell/bats.html
16
Baseball Math: Graphing Statistics
Math Classroom Student Worksheet
Taken from: TeacherVision: http://www.teachervision.fen.com/lesson-plan/group-work/48535.html#ixzz2Jgbv5LBF. Scholastic. Jackie Robinson: Breaking Barriers in Sports, in Life. http://www.scholastic.com/content/collateral_resources/pdf/m/mlb_repro4.pdf.
Graphs are useful for displaying data. A bar graph compares different categories of data by showing each category as a bar whose length is proportional to the number it represents.
Below is a chart that lists the top 10 Active Career Hit Leaders at the end of the 2012 season. Use the information in the chart below to create a bar graph illustrating the top 10 Active Career Hit Leaders.
Rank
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Player
Derek Jeter
Alex Rodriguez
Omar Vizquel
Johnny Damon
Chipper Jones
Ichiro Suzuki
Vladimir Guerrero
Manny Ramirez
Bobby Abreu
Todd Helton
Hits
3304
2901
2877
2769
2726
2606
2590
2574
2437
2420
Steps in the Process
1.Decide on a title for your graph (MLB Active Career Hit Leaders).
2.Draw the vertical and horizontal axes.
3.Label the horizontal axes (Player).
4.Write the names of baseball players where the bars will be (Jeter, Rodriguez, and so on).
5.Label the vertical axes (Number of Hits).
6.Decide on the scale. You should consider the least and the greatest number shown on the graph. Decide
what range of numbers should be shown on this bar graph (Begin at 1,000 and count by 50s).
7.Draw a bar to show the total for each item.
17
WHO SAID IT?
1. You can’t let it get to you, Joey. You’ve got to turn the other cheek.
2. You could have killed him with that bat.
3. You cannot write about a ball player again. You always do that…
4. After the war, paper and ink were scarce. So there’s no Jackie Robinson rookie card at all.
5.This can be my birthday and my Christmas present, okay?
6. Look at that boy, Joey. There in the window. See that reflection? That’s a boy that loves baseball.
7. Baseball won’t be America’s game until all Americans can play.
8. You want a man who’s afraid to fight back?
9. All he knew was that my skin was black. And what I saw in his eyes…was hate.
10.You and me—we’ve got to be smart about the fights we pick. Stay brave—but be smart about it.
11. I don’t care if you like me or not. I only want your respect.
12.I wanna be able to see my shiny white teeth in the toes of those cleats.
13.There’s only one kind of people I don’t serve. Yankee fans. You’re not one of them are ya?
14.I’d want to find that guy. Find out where he lives and go up there and hit him—hit him so hard!
15.Sometimes I think I can block it all out with my back. If I can’t stand between these people and Jack—I
believe I can stop him from hearing all those words.
16.Why don’t you pick on someone that can fight back?!
17.You’re the trickster here—but now I’ve got it all figured out!
18.My baseball days are long, long gone.
19.And I believe that society can remain good only as long as we are able to fight for it.
20.My Coach says I’m supposed to tell you “good game.”
Post-Show Questions
1. What significant change does Joey go through when he travels back to 1947? Why is this important to his journey and the story?
2. What are the similarities between Joey and Jackie? In what ways do they differ? Compare and contrast their
actions and personalities.
3. In the beginning of the play, Joey gets into a physical fight when Bobby continually makes fun of him. In situations like these, it takes a lot of courage and self control to make a stronger choice. Instead of getting into a fight,
what could Joey have done when he noticed that he was starting to lose his temper with Bobby?
4. Rachel Robinson says, “You and me—we’ve got to be smart about the fights we pick. Stay brave—but be
smart about it.” What does she mean when she says this to Joey? Which fights are worth “picking”?
5. What happens during the Phillies game that makes the crowd go silent? Why did that moment have an affect
like that? This prompts Jackie to say to Joey, “…we have to put our fight in the game.” What does that mean?
6. Which characters are supportive to Jackie during the season? How do they show their support? How was this
a brave choice to make at that time? What would you have done if you were a Brooklyn Dodger playing with
Jackie at that time?
7.How did Jackie, Pee Wee Reese, and Joey demonstrate any of Jackie’s nine values for achieving success?
18
WHO SAID IT? ANSWERS
1. You can’t let it get to you, Joey. You’ve got to turn the other cheek.
2. You could have killed him with that bat.
MOM
COACH
3. You cannot write about a ball player again. You always do that…
MS. LEVITT
4. After the war, paper and ink were scarce. So there’s no Jackie Robinson rookie card at all.
5.This can be my birthday and my Christmas present, okay?
FLIP
JOEY
6. Look at that boy, Joey. There in the window. See that reflection? That’s a boy that loves baseball.
BRANCH RICKEY
7. Baseball won’t be America’s game until all Americans can play.
8. You want a man who’s afraid to fight back?
BRANCH RICKEY
JACKIE
9. All he knew was that my skin was black. And what I saw in his eyes…was hate.
JOEY
10.You and me—we’ve got to be smart about the fights we pick.
Stay brave—but be smart about it.
RACHEL
11. I don’t care if you like me or not. I only want your respect.
JACKIE
12.I wanna be able to see my shiny white teeth in the toes of those cleats.
ANT
13.There’s only one kind of people I don’t serve. Yankee fans. You’re not one of them are ya?
MRS. HERSKOWITZ
14.I’d want to find that guy. Find out where he lives and go up there and hit him—hit him so hard!
JOEY
15.Sometimes I think I can block it all out with my back. If I can’t stand between these people and Jack—I believe
RACHEL
16.Why don’t you pick on someone that can fight back?! PEE WEE REESE
17.You’re the trickster here—but now I’ve got it all figured out! ANT
18.My baseball days are long, long gone. BABE RUTH
I can stop him from hearing all those words.
19.And I believe that society can remain good only as long as we are able to fight for it.
20.My Coach says I’m supposed to tell you “good game.”
19
BOBBY FULLER
JACKIE