Grade Level 7-12
Time for Activity: 1-3 hours

Objective
Students will create a poster to celebrate the 60th anniversary of the All-American Girls Professional Baseball League, which will be held in Syracuse, New York in the fall of 2003.

TEACHER BACKGROUND
On a regular basis, the former members of the All-American Girls Professional Baseball League (AAGPBL) meet at various locations throughout the nation to celebrate their baseball years and to continue a time honored tradition of camaraderie and teamwork. In the fall of 2003 the AAGPBL will be commemorating their 60th Anniversary as a league, in Syracuse, New York. These former players represent players from all league teams and span the history of the league (1943 - 1954). These women are currently active in a variety of educational and community events that promote what they feel embody the spirit of the AAGPBL.

PROCEDURE
Students will research, as a group or individually, information that will provide a foundation for the creation of the reunion poster. Possible resources for specific information about the event and the league can be found below.

Websites
• All-American Professional Girls Baseball League [http://www.aagpbl.org]
• Women Playing Baseball [http://www.womenplayingbaseball.com]
• Public Museum of Grand Rapids [http://www.grmuseum.org]

Primary Sources
• Past Reunion Posters
• League Advertisement Posters

Based on their research, students will organize and design a poster that reflects the event.

Requirements
• Poster must be 12"x18"
• "60th Anniversary: 1943-2003" must be included
• Reunion dates: "September 10-14, 2003" need to be included
• Syracuse, NY, and Cooperstown, NY, must be represented
• Date and City of Reunion
• AAGPBL Logo in some form
• Representation of women in baseball
• Clearly advertise the event
• All graphics need to be related to the AAGPBL

EVALUATION

EXTENSIONS
• Pennant
• Program
• Commercial
• Electronic Ad for AAGPBL website
• Billboard
• Newspaper Ad

NATIONAL STANDARDS

Visual Arts

1. Select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices.
2. Employ organizational structures and analyze what makes them effective or not effective in the communication of ideas.
3. Select and use the qualities of structures and functions of art to improve communication of their ideas.
4. Integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks.
5. Use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks.
6. Describe and place a variety of art objects in historical and cultural contexts.
7. Analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry.
8. Describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures.
9. Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts.

Mathematics

1. Uses a variety of strategies in the problem-solving process.
2. Uses basic and advanced procedures while performing the processes of computation.
3. Understands and applies basic and advanced properties of the concepts of measurement.
4. Understands and applies basic and advanced properties of the concepts of geometry.

Language Arts

1. Students adjust their use of spoken, written and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
2. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
3. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
4. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and communicate knowledge.
5. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
6. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.