For this U.S. History activity, you are going to create and design a baseball card featuring an important individual from unit 4.The sport of baseball was becoming the National Pastime during this time period and became a major feature of many American lives. Your task in creating your Baseball Card will need to contain these requirements.
On the front side of your baseball card, you will create a design including these requirements
- Your individual’s name
- 1 large picture of your individual
- 1 small picture of your individual
- What was your individual known for…actor, soldier, athlete, politician, musician, artist, author, etc?
On the back side of your baseball card, you will create a design and must include these “stats.”
- Your individual’s name
- 1picture of your individual
- 3 interesting facts about your individual that are important during this time period.
- 1 major accomplishment and its impact in history that your individual was involved in
- Why was your individual important during this time?
Individuals that will be used for the Unit 4 Baseball Card project
- Babe Ruth
- Woodrow Wilson
- Henry Ford
- Charlie Chaplin
- Louis Armstrong
- Rudolph Valentino
- Warren G. Harding
- Calvin Coolidge
- Herbert Hoover
- Knute Rockne
- Al Capone
- Charles Lindbergh
Baseball Card Rubric / 6 / 5-4 / 3-2 / 1-0
Meets Basic Requirements / Student’s project follows all instruction points. / Student’s project is missing a minor requirement from instructions / Student’s project is missing a major requirement / Student’s project does not conform to more than one major requirement
Organization & Preparation / The baseball card is of excellent quality & it’s apparent that the student spent time preparing it. / The baseball card is of good quality and it is apparent that the student spent some time. / The baseball card is of fair quality and seems rushed. / The baseball card appears to have been hastily created and appears messy or disorganized.
Knowledge & Concept of the Topic / The baseball card demonstrates higher level understanding of an issue. / The baseball card demonstrates an understanding of an issue. / The baseball card demonstrates recognition of an issue but not a clear understanding. / The baseball card demonstrates that the student is still struggling to understand the issue.
Creativity of the Product / The baseball card’s style, color, & impact align perfectly w/the students’ ideas. / The baseball card’s style, color, and impact align well with the students ideas. / The baseball card’s style, color, and impact do not align well with the students ideas. / The baseball card’s style, color, and impact seem disjointed and rushed.
Visual Expression of Ideas / The baseball card is rich with symbolism. The message goes beyond a statement and reflects an in-depth opinion answering all of the “questions to answer.” / The baseball card is rich with symbolism. The message goes beyond a statement and reflects an in-depth opinion answering one of the “questions to answer.” / The baseball card demonstrates little symbolism. The message does not really go beyond a statement and does not reflect an in-depth opinion answering more than one of the “questions to answer.” / The baseball card demonstrates little to no symbolism. The message does not really go beyond a statement and does not reflect an in-depth opinion.
Point Breakdown=50 Points
30 Points=Individual student’s baseball card project
20 Points=Completion of part II of project (trading baseball cards & completion of handout)
Unit 4 Baseball Card Project—Part II
Your next task is to trade your baseball card with 10 other individuals in your class. You will examine your classmate’s baseball card and hopefully learn a little more about their individual. You will need to complete this handout by adding the individual’s name and two significant facts written in complete sentences as well.
Unit 4 Individuals / Significant Fact #1 / Significant Fact #2Example:
Alice Paul / Leader of the National Woman's party that campaigned for an equal rights amendment to the Constitution. / She opposed legislation protecting women workers because such laws implied women's inferiority.