The Ceography

and EconomIcs of
asebaII
Resources ]or your clcss
Created by: Joe Pachal
E
John Lakus
What Is the goaI of today!
ProvIde you wIth resources for your SocIal
StudIes classroom.
Use sports (baseball) as a relevant tool to
demonstrate geography and economIcs.
|ake learnIng more enjoyable.
ASEALL!!! ThInk SprIng!!!
ThInk of your favorIte team. Why do you
watch them: s It entertaInment or busIness:

EconomIcs and asebaII
Sports economIcs: What we do not see behInd
the entertaInment aspect of sports.
Lesson learnIng goals/targets:
1) Focus on dIfferent economIes (CapItalIsm
and SocIalIsm)
2) ProfIt drIven busInesses
J) |ath component for school S|AFT Coals
honeybaII
ThIs lesson Is desIgned
around the |oneyball
aspect. UsIng numbers,
equatIons, economIcs
to fInd the best
baseball players for
the best prIce.
ecomIng a hL owner
The students have the opportunIty to become
owners of theIr own baseball team.
Students scout for 2 top players for theIr
team
FIll out equatIons
Present materIal
What equatIons!
8Ill James (|oneyball Idea) came up wIth
equatIons to fInd out who the best
players were In specIfIc sItuatIons.
Also, a good way to save money for small
market teams.
Funs Created, became a good IndIcator.
Puns Created Number
UsIng the Funs Created (FC) equatIon to fInd
out If you have a good baseball player. 70
beIng a good average.
Pyan raun 2011 stats
Follow along on your green sheets. (note,
steroIds are not factored Into the equatIon)
Now you can try
Cet Into groups and work wIth someone who
has a smartphone.
FInd the 201J FC number for one of these
players. Use the equatIon and baseball
reference.com
|Ike Trout
PrInce FIelder
Adam 0unn
PESULTS
hIke Trout: PC of 140.77
PrInce FIeIder: PC of 101.52
Adam 0unn: PC of 73.73
So who Is the best player:
What about the money!
After students fInd theIr 2 players, they need to
fInd out the cost of each player.
|Ike Trout: S510,000 In 201J
PrInce FIelder: S2J,000,000 In 201J
Adam 0unn: S15,000,000 In 201J
0IvIde salary by FC number to fInd cost per run
PesuIts: Cost per run
|Ike Trout: SJ,62J
PrInce FIelder: S226,556
Adam 0unn: S20J,445
For each run that Is created, the cost to the
team Is a specIfIc amount. The lower the cost
the better.
Student FoIIow Up
Students would complete the project on a
poster or on a medIa devIce.
Follow up conclusIon questIons need to be
responded to (Step 4 In packet)
EssentIal Knowledge: "dentIfy that teams
want the most productIon for the lowest cost
to earn profIt"
Ceography and asebaII
LearnIng Coals/Targets:
1. |ap where the largest cItIes In the UnIted
States and Canada are.
2. Understand the relatIonshIp between
baseball franchIses and populatIon mIgratIon.
J. ExplaIn the benefIts of locatIng sports
franchIses In hIgh populatIon urban areas.
The Largest hetro Areas In 150 and 2000
1. Locate and mark the 15 largest |etro areas
In 1950 wIth Drange 0ots.
2. Locate and mark the J0 largest |etro areas
In 2000 wIth red dots.
Add the Teams!
Add the 1950's teams to theIr locatIons.
Add the 2000's teams to theIr locatIons.
What Can We Learn From What We
Have happed!
1. Why do sports teams choose large cItIes:
2. Why were some cItIes In the 1950's able to
support more than one team:
J. Why dId some cItIes lose teams:
4. s there a connectIon between populatIon
movement and the movement of sports teams:
5. Why are people movIng out of some areas:
6. Why are some cItIes gaInIng teams:
7. WhIch cItIes mIght be good bets to get
teams In the future: