Activity Overview
In this activity, students will read a news article about the Dominican Republic and their current experience and role in the major leagues. Students then compare the life of minorities in the Negro Leagues to those playing in the Dominican Republic.
In this example, two differences have been identified and are supported with textual evidence.
Player Treatment
Jackie Robinson “received death threats, and someone even threatened to kidnap his little boy. On the field, the fans called him names and threw stuff at him.”
"There are many opportunities for athletes to make it big in the country, thanks in part to the support from American leagues. There are player showcases, many different training academies, and professional leagues."
Love for the Game
“We were fortunate men. We got to play baseball for a living, something we would have done even if we hadn’t gotten paid for it.”
"Kids wearing local teams’ uniforms shouted in Spanish as they scrambled up the walls, trying to get a view of the action. Some people climbed over the walls or perched on the top of the dugouts to watch the game."
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Students will compare the life of minorities from the book to those playing in the Dominican Republic.
- Click "Start Assignment".
- Label the column headings "We are the Ship" and "Here, Baseball is Life".
- Label the row headings "Player Treatment", and "Love for the Game".
- In the description boxes, write examples of player treatments and love for the game.
- Add illustrations for each cell, using appropriate scenes, characters, items, and dialogue.
- Save and Exit
Lesson Plan Reference
Activity Overview
In this activity, students will read a news article about the Dominican Republic and their current experience and role in the major leagues. Students then compare the life of minorities in the Negro Leagues to those playing in the Dominican Republic.
In this example, two differences have been identified and are supported with textual evidence.
Player Treatment
Jackie Robinson “received death threats, and someone even threatened to kidnap his little boy. On the field, the fans called him names and threw stuff at him.”
"There are many opportunities for athletes to make it big in the country, thanks in part to the support from American leagues. There are player showcases, many different training academies, and professional leagues."
Love for the Game
“We were fortunate men. We got to play baseball for a living, something we would have done even if we hadn’t gotten paid for it.”
"Kids wearing local teams’ uniforms shouted in Spanish as they scrambled up the walls, trying to get a view of the action. Some people climbed over the walls or perched on the top of the dugouts to watch the game."
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Students will compare the life of minorities from the book to those playing in the Dominican Republic.
- Click "Start Assignment".
- Label the column headings "We are the Ship" and "Here, Baseball is Life".
- Label the row headings "Player Treatment", and "Love for the Game".
- In the description boxes, write examples of player treatments and love for the game.
- Add illustrations for each cell, using appropriate scenes, characters, items, and dialogue.
- Save and Exit
Lesson Plan Reference
How Tos about Integrating Information - We Are the Ship
Organize student comparisons using a graphic organizer
Help students visually sort similarities and differences by creating a T-chart or Venn diagram. Graphic organizers make it easier for students to compare key aspects from the Negro Leagues and Dominican Republic baseball cultures.
Guide students in finding and citing textual evidence
Show students how to locate quotes and details from the reading to support each comparison. Model how to use direct quotes or paraphrase information, and discuss why evidence makes arguments stronger.
Encourage creative illustrations for each comparison
Prompt students to draw or digitally create scenes showing player treatment and love for the game in each context. Visuals help deepen understanding and engage students in storytelling.
Facilitate a gallery walk to share student work
Arrange student charts around the classroom and invite classmates to observe, ask questions, and leave feedback. Sharing fosters discussion and reflection on cultural similarities and differences.
Frequently Asked Questions about Integrating Information - We Are the Ship
How can I teach students to compare the experiences of minority baseball players in 'We Are the Ship' and the Dominican Republic?
Guide your students to read both the news article about the Dominican Republic and excerpts from 'We Are the Ship.' Use a comparison chart with columns for each setting and rows for Player Treatment and Love for the Game. Have students find examples from the text to support their comparisons, then illustrate each cell with relevant scenes or dialogue.
What is an effective activity for comparing baseball experiences in 'We Are the Ship' and the Dominican Republic?
Create a chart with your students labeled 'We Are the Ship' and 'Here, Baseball is Life.' Use rows for Player Treatment and Love for the Game. Students fill in each section with examples and illustrations, helping them see similarities and differences between the two groups of players.
What are some differences between player treatment in the Negro Leagues and the Dominican Republic?
Negro League players like Jackie Robinson faced discrimination, threats, and hostile fans, while players in the Dominican Republic often have strong support, access to training academies, and opportunities to advance in American leagues.
How do students add illustrations to their comparison charts in this lesson?
Students draw or select images that represent scenes or characters from both 'We Are the Ship' and the Dominican Republic article. These illustrations should match the examples they've written for Player Treatment and Love for the Game in each chart cell.
What skills do students practice with the 'Integrating Information - We Are the Ship' activity?
Students practice comparing and contrasting, finding textual evidence, and synthesizing information from multiple sources, while also developing visual literacy and collaborative skills if working in groups.
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