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Tag Archives: US History

Sports and “The -tions”

22 Saturday Dec 2012

Posted by decollins1969 in 1, Academia, culture, Eclectic, High Rise Buildings, Politics, Pop Culture, race, Sports, Work

≈ Leave a comment

Tags

"Social Political Economic", African American History, De-industrialization, Declining Cities, Economic Inequality, Gentrification, High School Social Studies Teaching Formula, Higher Education, History, History of American Sports, History of Education, Immigration, Industrialization, Migration, social mobility, Suburbanization, Teaching History, The -tions, Urbanization, US History, World History


Gentrification via sports collage, December 22, 2012. [Includes aerial view of location of new DC baseball stadium site, June 22, 2006, http://www.wreckingcorp.com; Nationals Park Greeting Card; Baseball Stadium Price Tag cartoon, March 27, 2008 (Nate Beeler/Washington Examiner)]

Gentrification via sports collage, December 22, 2012. [Includes aerial view of location of new DC baseball stadium site, June 22, 2006, http://www.wreckingcorp.com; Nationals Park Greeting Card; Baseball Stadium Price Tag cartoon, March 27, 2008 (Nate Beeler/Washington Examiner)]

Off and on for the past twenty years, I’ve attempted to wean my students off the ridiculous high school social studies formula for addressing an essay question or writing a history paper. Thinking about history — particularly modern world history or US history — purely in social, political and economic terms misses so much. History is about patterns, trends and dynamic processes involving people and human tendencies. So in my discussion sections for US History Since 1877 in the fall of ’92, I began to discuss the idea that you can better understand history through applying what I started to call “the -tions” as a series of trends, processes and patterns.

I did this because I’d already grown tired of students who had adopted “the formula.” The formula goes something like this. First, write an introduction (usually, without mention of the need for a clear thesis statement). Then, put facts, events, ideas and evidence in the social, political and economic changes silos (it always has to be these three). Then, write a conclusion that restates the introduction, with a “my essay/paper has proven” sentence.

Steel grain silos, Ralls, Texas, October 12, 2010. (Leaflet via Wikipedia). In public domain.

Steel grain silos, Ralls, Texas, October 12, 2010. (Leaflet via Wikipedia). In public domain.

It’s a terrible way to teach history, and a terrible way to write about it. It leaves so much out, including the idea that history is a constantly evolving process, not a static picture of events involving larger-than-life individuals herding billions of people through one period of history or another. So I decided to make immigration, industrialization, urbanization, and migration (sometimes called internal migration) a bigger focus with my students my second year of graduate school at Pitt. Some liked it, some didn’t, and some just kept writing their formulaic five-paragraph essays for their midterm and final exams. Oh well.

So, in expanding my list of -tions to include de-industrialization, suburbanization, globalization and gentrification over the years, I’ve begun to see patterns beyond what I typically teach or even write about. The rise and decline of American cities are a case in point. Especially if one compares this to the rise and decline of mainstream American team sports over time. That baseball, football and basketball have all been the nation’s first or second most popular sports at one point or another since the 1890s is a reflection of the leisure activities available to ordinary Americans living in growing or declining cities.

Of course, I could also include boxing (as this was America’s most popular sport through the first four decades of the twentieth century). But as an individual sport wrought with even more racial overtones than baseball, boxing deserves a separate discussion. For team sports, though, their rise or decline in popularity seems to have followed a number of trends related to the -tions.

Baseball was the nation’s most popular team sport from the 1890s through the 1950s, mirroring the growth of American cities (urbanization) during the same period. Immigrants from Southern and Eastern Europe helped grow these cities, as they left behind rural poverty, religious persecution and pogroms for industrial exploitation here in the US. Native-born Whites, already enamored with baseball, essentially introduced these immigrant groups to the sport, which in turn made it more popular. Of course, many sons of these immigrants became great baseball players. Blacks migrating to cities such as New York, Pittsburgh, Kansas City and Chicago also adopted the pastime. Every -tion is involved, at least, that’s my argument.

As we well know, though, baseball has declined in popularity since the 1950s, as the professional game became an integrated sport, and as millions of Whites began moving to the suburbs, taking millions of jobs with them. Blacks underwent a second massive wave of migration after 1940 that grew during the 1950s and 1960s.

During this transition, basketball and football (especially the latter) became more popular sports. Both were sports whose history and records were less revered than those in baseball, and at least appeared to be more welcoming of athletes of color than baseball. In the migration of Whites from cities to suburbs and Blacks to cities, the shuffling of team sports’ popularity and their locations began.

Pittsburgh's Civic Arena under demolitiion, March 11, 2012 (AVPHOTOGRAPHICS PGH via Flickr.com). In public domain. The "Igloo" (home of the Pittsburgh Penguins) itself was built after the demolition of the Lower Hill District between 1958 and 1961, displacing thousands of Blacks in the process.

Pittsburgh’s Civic Arena under demolition, March 11, 2012. (AVPHOTOGRAPHICS PGH via Flickr.com). In public domain. The “Igloo” (home of the Pittsburgh Penguins) itself was built after the demolition of the Lower Hill District between 1958 and 1961, displacing thousands of Blacks.

Once the US economy began to decline, and then de-industrialize, in the 1970s, 1980s, and 1990, the role of declining cities attempting to hold on to their sports franchises became a new theme. Declining post-industrial cities like Baltimore, Detroit and Cleveland lost their teams entirely to other cities, or lost them to the suburbs. While Sunbelt cities like Dallas-Fort Worth, Atlanta, Phoenix, Denver and Houston have picked up some of these pieces.

Gentrification, backed by a politically conservative model for economic growth and nary a concern for the declining income of city residents, has led to a return of professional sports teams to city centers. Billions of taxpayer dollars have gone into sports arenas and stadiums in Washington, DC, Brooklyn, Seattle, Detroit, Boston, San Jose, and so many other places across the country. But with little to no benefit for the people living in these cities, especially the poor. As a result of the inflation that came with gentrification and these commercial building ventures, millions of America’s poor have been forced to move out into poorer suburban communities that often border major cities.

Maybe it’s just me. I just don’t find much to celebrate about the business side of sports today, because it reflects the trends of growing economic inequality and much more difficult social mobility. It shows how desperate the mayors of declining cities are for growing their municipalities, without regard for its poor and working-class residents. It’s emblematic of our culture’s inability to see that the shift from industrial work to service industry work has left millions without the ability to live decent lives in city or suburb, whether they migrate to Houston or stay in New York. Sports is a reflection of these trends, but they also exacerbate them as well.

Rate My Students Dot Dot Dot

09 Wednesday Nov 2011

Posted by decollins1969 in 1, Academia, culture, Eclectic, Politics, race

≈ 1 Comment

Tags

Academia, Communications, Email Exchange, Racism, Rating Systems, Student Evaluations, Students, Teaching, Teaching and Learning, US History


Thumbs Up, Thumbs Down, April 14, 2010. (http://http://teachingjobsportal.com).

Because there’s a website called RateMyProfessors.com, there also ought to be one called Rate My Students.com. Unfortunately, the only thing we have as faculty that indicates student performance is their grade in a course. But student demeanor, attitudes toward learning and their professors, about their level of commitment to being good students? For that, the only thing we have to go on are our communication exchanges with students and their responses, particularly on an evaluation. Below is one such exchange:

—–Original Message—–
From: Anonymous Student
Sent: Sat 9/10/2011 12:45 AM
Subject: Paper feedback question

I mentioned in my paper that the US feared soviet control of the Middle East and you said that it was never a concern. However, on page 61 of “Present Tense” It mentions the soviets backing a separatist movement in Iran and pressed Turkey to give the Soviet’s joint control over the Dardanelles which make some in the US government nervous that “the soviets would make a sweep across Turkey and Iran, which would give it control over much of the Middle East and its oil reserves.” The book then mentions that Truman sent a Naval task force into the Mediterranean as a warning to the Soviets.

My question is, how was the Soviet presence in the Middle East hardly a concern if it made Truman nervous enough to take military action. Granted it wasn’t a concern for long, and I could have gone more in depth, but I’m still getting conflicting information. Thanks

On Sat, Sep 10, 2011 at 6:28 AM, Donald Collins wrote

Thanks for your email. You didn’t get credit for this point because it was a blanket and general statement, without any detail or nuance. You made it sound as if the Middle East was on the same level of concern as Europe, East Asia and the US itself. Plus, Turkey was and is not considered an oil state, and US concern over Greece and Turkey was much more a European concern than a Middle Eastern one — it helped lead to the first installment of what became the Marshall Plan. Only with Iran do you have a small point, but Iran wasn’t mentioned in your paper. And, more to that point, if the Middle East was such a concern, why didn’t Truman send a naval task force into the Persian Gulf in the late 1940s?

Yes there was fear and concern, but the actual decisions and actions that came out of it were so limited that one cannot simply say that the US feared control of the Middle East because of their tremendous oil reserves — in 1947…

But the real issue here is that you lost sight of the forest on this topic question, concentrating instead on this tree regarding the Middle East. You did not do enough to outline and analyze the factors involved in promoting and escalating the Cold War. You talked about events as examples of the Cold War, with some (like the Middle East) lacking in factual detail or explanation as to what, if any, factor or factors they fit in. Like the Soviet’s desire for a buffer zone in Eastern Europe and with eastern Germany. Or the US policy of aggressive containment of communism, as your example of the Middle East could’ve indicated, if it had been more specific — the Korean War or the Berlin Airlift are much better examples of this factor. Or the nuclear weapons and related systems races, including for long-range bombers, missiles, submarines from 1949 onward — bringing both countries ever closer to a possible hot and nuclear war.

The textbooks are just that, textbooks. They are not the Bible, and they are not even ones that I would choose to use if I could order my own textbooks. They are a guide, but, then again, so are my lecture notes, which would have helped clear up much of your confusion on this issue. I hope that this helps.

Professor Collins

From: Anonymous Student
Sent: Sat 9/10/2011 4:09 PM
Subject: Re: Paper feedback question

I figured the main problem was not going in depth enough, but I was worried about lingering for too long on certain subjects.

Anonymous Student’s response via evaluation (received October 27, 2011):

Donald Collins is very well versed in the events of the civil rights movement and not much else. Several times during the course he marked down assignments that I had completed based on what he incorrectly perceived to be factual errors. The one time I brought this up to him via email he wrote it off as “not important enough in the grand scheme of things” ignoring the fact that he stated that an event had never occurred despite being talked about in more than one of the assigned texts for the class….I still received a low grade on that assignment as well as others because of Collins’ seeming insistence that everything be tied into the civil rights movement regardless of how unrelated what I was writing about may have been to it…

—

This isn’t the first time I’ve received a racist response from a student for doing my job, and I’m certain it won’t be the last. But if I could, I’d recommend that this person learn how to be a good student first before pushing his deficiencies and bigotry onto me and other faculty.

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