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ncaa hall of champions presents: Middle School Madness …
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Language: english
Created: Wed Jan 9 17:38:31 2002
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ncaa hall of champions
presents:
Middle School
Madness
For Educators
NCAA Hall of Champions
Middle School Madness Program Goals:
Communicate the NCAA mission and values to the general public. "To maintain intercollegiate athletics as an integral part of
the educational program and the athlete as an integral part of the student body."
To make students aware of the values of athletics in education.
To allow students to enjoy the NCAA tournaments in an unconventional way while learning valuable curriculum requirements.
Make students aware of a broad range of colleges and universities in which to continue their education.
Provide a source of inspiration and motivation to students by introducing them to NCAA student-athletes.
To provide an opportunity for local and regional schools to have a quality field trip to the Hall of Champions.
Indiana Standards
The Middle School Madness program was written with the following Indiana proficiencies and competencies in mind:
English Language and Communication
Comprehend developmentally appropriate materials.
Write for different purposes and audiences producing a variety of forms.
Recognize the interrelatedness of language, literature, and culture.
Health Education
Growth and development
Understand that growth and development is multidimensional, follows a predictable sequence, and yet is unique for each person.
Nutrition
Determine how nutritional intake and eating patterns affect and are affected by physical, social, mental, economic, and cultural factors.
Family Life
Understand how an individual's relationships influence and are influenced by the family that has evolved as a result of the inter-
action of social, economic, and cultural factors.
Personal health
Evaluate and integrate the complexity of forces that influence personal health principles and behavior in decision-making for the
attainment of high level wellness throughout the life cycle.
Alcohol, Tobacco & Other Drugs
Recognize the use of alcohol and other drugs arises from a variety of motivations, and the effects have an impact on the health of
the individual, the family, and the community.
Physical Education
Demonstrate the ability to develop, combine, and refine fundamental techniques in games and sports.
Apply rules and strategies learned in physical education activities.
Develop leadership and following skills.
Demonstrate sportsmanship.
Possess knowledge of sport and fitness consumerism.
NCAA Hall of Champions
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Mathematics and Science
Develop and practice effective communication using the language of mathematics.
Recognize and make connections.
Develop an understanding of geometric terms and concepts and apply those concepts in problem-solving activities.
Develop measurement skills.
Social Studies
Historical Perspectives
Evaluate the effect of historical events, figures, and decisions on cultures.
Examine the relationship and significance of themes, concepts, and movements in the development of United States history.
Individuals & Society
Examine the influence of individuals and groups on the development of the United States.
NCAA Hall of Champions
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How The Game Got Started
Take a bored gym class, a snowy day, and a creative teacher. . .what do you get? Basketball! Dr. James Naismith, a teacher in
Springfield, Massachusetts, invented the game in 1891. Dr Naismith's gym class at the international YMCA Training School
was stuck inside for the winter, and the indoor sports Naismith knew how to play were too rough. A Canadian, Dr. Naismith
had played rugby, hockey, and soccer.
Naismith brainstormed ideas. What kind of game had little body contact, was physically challenging, allowed points to be made
and encouraged teamwork? He came up with an idea.
The game he invented was based on a game he had played as a young boy. He chose a round ball that could be tossed and
bounced from player to player. He borrowed two peach baskets as goals and hung them from the balcony railings, chose teams
and started to play. The rules Naismith set out are the same basic rules of today's game.
In today's game the equipment is still simple, but it has changed over time. The peach basket eventually became a basket with
a hole in the bottom, and then that gave way to a metal hoop. Finally, nets of string were hung from metal rims.
The original ball Naismith used was a soccer ball. He soon realized that a bigger ball would be better. The first large sized balls
were made of leather patches sewn together with shoelaces. They were too lumpy! In the 1940's manufacturers began produc-
ing uniform rubber balls covered with leather. Uniforms of yesteryear were made mostly of wool and cotton-backed synthetics
with footwear of leather and canvas.
Where can you play basketball? Naismith believed the game could be played anywhere. To protect spectators when basketball
games were played in unusual spaces, cages were built around the area. We no longer have to use cages, but basketball can still
be played in a variety of places. Unofficially, you can shoot hoops anywhere: on the playground, parking lots, and gyms.
Officially, basketball is played on a standard court with regulation floor markings.
It did not take women long to start playing the new sport of basketball. The women's game was invented at Smith College in
Northampton, Massachusetts in 1891. Senda Berenson, Director of Physical Education at Smith College, is known as the
Mother of Women's Basketball. She adapted the rules of the game for women, and the first women's basketball game was played
in 1893 at Smith College between the freshman and sophomore classes. The freshmen won! By 1895, hundreds of women's
teams existed across the country.
At first, women's teams had rules that were very different than men's teams. Women's teams were allowed to have up to 10
players in the early years of the game; from 1938 to 1971, women's teams had six players. Since 1971, five women have been
allowed to take the court, same as in the men's game.
Once launched, the game of basketball spread around the world with incredible speed. Within two decades, it had spread to six
continents and had become the most popular sport in America. The Naismith Memorial Basketball Hall of Fame in
Springfield, Massachusetts stands as an international museum and shrine to Dr. James Naismith and to all the great names of
basketball who have carried the game to all corners of the world.
NCAA Hall of Champions
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History of Women's Basketball
1892
Gymnastics instructor Senda Berenson adapts James Naismith's basketball rules for women and introduces
the game to her students at Smith College.
March 13, 1895
Clara Gregory Baer publishes the first basketball rules for women, called "Basquette."
April 4, 1896
The first women's intercollegiate basketball game takes place at the Armory Hall in San Francisco between
Stanford University and the University of California, Berkeley. Stanford won the contest 2-1.
1926
Amateur Athletic Union (AAU) sponsors first-ever national women's basketball championship,
using men's rules.
1953
Overtime period established: following one overtime, games are decided by sudden death.
1971
Five-player, full-court game and 30-second shot clock become official.
1972
First year of NAIA Women's national championship.
June 23, 1972
President Richard Nixon signs Title IX of the Educational Amendment of 1972.
January 27, 1975
Immaculata College defeats the University of Maryland 85-63 in the first-ever regular-season, nationally tel-
evised game.
1982
First year of NCAA Women's National Championship.
1984
The U.S. women's basketball team captures its first Olympic gold medal in Los Angeles.
1985
Former University of Kansas guard Lynette Woodard, 28, becomes the first woman to play for the
Harlem Globetrotters.
1988
USA wins gold medal at the Seoul Olympics.
1992
The U.S. wins the bronze medal at the Barcelona Olympics.
1993
The Women's Basketball Hall of Fame is planned for Knoxville, Tennessee.
June 21, 1997
The inaugural WNBA season begins.
2001
The 20th Anniversary of the NCAA Women's Final Four is hosted by the Missouri Valley Conference in St. Louis,
Missouri on March 30 and April 1.
NCAA Hall of Champions
4 www.ncaahallofchampions.org
English/Language
BASKETBALL VOCABULARY
alley-oop: A designed play in which a player lobs the ball toward the basket and a teammate jumps up, catches the ball in
mid-air and scores usually by dunking it.
assist: A statistic for which a player receives credit for passing the ball to a teammate who then scores immediately.
Thus, the player who throws the pass "assists" in the scoring play.
backcourt: A team's backcourt consists of the defensive half of the court, including the opponent's basket, the in-bounds part
of the backboard and the entire baseline. After the offensive team enters its frontcourt, it is a violation to return
to the backcourt with the ball unless the ball has been touched by an opposing team's player immediately prior to
entering the offensive team's backcourt.
bonus: When one of the teams commits more than their allotted number of fouls (10) and their opponents get to shoot
free-throws.
center: One of the player positions. Usually, but not always, the tallest player on the team. Scores from in close, blocks
shots and does the bulk of the team's rebounding.
defense: The team without the ball, who tries to prevent the offense from scoring.
double dribble: On offense, when the player who has the ball dribbles with two hands at one time or picks up their dribble and
starts to dribble again. The ball is then given to the defense.
dribble: To push the basketball to the floor. A player holding the ball must remain stationary on his or her pivot foot; in
order to move or advance with the ball, he or she must dribble. The dribble ends when the dribbler touches the
ball with both hands simultaneously or an opponent knocks the ball away. Dribbling with both hands simultane-
ously is a violation, although you may alternate hands between dribbles.
dunk: To drive, force or stuff the ball through the basket. One of the more exciting and athletic plays of the game.
field goal: A shot made from inside or outside the three-point arc with the clock running
worth two or three points, respectively.
flagrant foul: Unnecessary and/or excessive contact committed against an opponent.
shot: An attempt to shoot the ball into the basket to score.
shot clock: A clock, separate from the game clock, that limits the amount of time the offense has to attempt a shot. For
example, in women's college basketball, a team has 30 seconds to attempt a shot. If a shot is not taken in that
time span, the ball is turned over to the opposing team. When the ball hits the basket or changes possession, the
shot clock is reset.
three-pointer: A shot made from outside the three-point arc, worth three points.
timeout: Stoppage of play for a determined length. Either team may signal for a timeout when in possession of the ball.
Timeouts are usually used to stop the clock or to discuss strategy.
tip-off: The start of the game. The ball is thrown in the air by the referee, and a player from each team tries to tip the ball
to a teammate.
travel: A violation that occurs when the player with the basketball moves his or her feet illegally. Common examples
include running without dribbling (taking more than two steps), dragging the pivot foot from its original spot, or
jumping in the air and landing without shooting or passing the ball.
turnover: On offense, to lose the ball to the defense without taking a shot. Examples include losing the ball out of bounds,
violations such as traveling or double dribbling, or the defense intercepting an errant pass.
NCAA Hall of Champions
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Language Skills and Journalism
Projects
The Sports Page
1. Write a short sports article about a foreign player. Be sure to include information about a recent game, such as which team won,
the score, and outstanding performances. Describe how well or poorly the player performed. Try to use the language of the sports
section that has particular meaning to sports fans.
2. Have students write a letter to the local newspaper editor concerning a sporting event that is occurring at the present time or
has occurred recently. You can make it more interesting and meaningful for them if you actually send them to the newspaper.
3. For a group project, have the students conduct mock interviews or press conferences and have them videotape the per-
formance and watch them during class.
Communication
1. Divide into small groups. Each group should choose one or two facets of the game of basketball and report on them
(offense, defense, shooting, rebounding, timeouts, fouls, etc.).
2. Team up with a partner and create a collage representing an international basketball player. Describe the player name, team,
position. Use pictures or words to represent his or her birth country. Find out about native foods and customs and add them to
the collage. You can also use a player not listed on the one provided.
This will be a contest. Please call 317/916-HALL for more information.
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Physical Education and Health
How Do You Measure Up?
1. Measure your height in inches. Compare yourself to the tallest and shortest players on tournament teams. Try to predict
your future height as an adult. How do you compare to the college players? Explain why height may be an advantage in
the game of basketball.
2. Identify activities or habits that would contribute to the overall good health and optimum conditioning of a basketball
player. Make a list.
Last Shot
3. Choose teams and shoot free throws and/or lay-ups. See which team can score ten first.
4. Divide into small groups. Have each group describe specific skills needed to play the game. Include what players would
do to stay in top physical form. What parts of the body and what muscle groups are involved in that skill? Display all
your information on a chart.
Let's Eat
5. Nutrition is important to all athletes. Review the food pyramid in class. What kinds of foods should an athlete be eating
to stay in shape and stay healthy? What foods should be avoided? Make a collage of healthy foods that you can eat at
home or school. Make a list or diagram of your favorite foods and show what part of the food pyramid they come from.
6. Keep a journal of everything you eat for 3 days. What could you add or subtract in the food groups that would make your
diet healthier (proteins, fats, sugars, carbohydrates, etc.)? How could your activity level improve? What would you do
differently? What does food intake and activity have to do with overall health and fitness at this time in your life?
7. Discuss the effects of drugs and alcohol on an individual and how they are harmful to the body. Also, discuss how they
can cause a student-athlete to get in trouble with the law, or in the case of collegiate sports, with the NCAA, their team
and their school.
8. Talk about eating disorders (anorexia and bulimia) and their effects on the athlete's body that is training or involved in sports.
Body Games: You are an athlete
9. The jump: How high can you jump? Try standing in place on both feet and jump. Now try on one foot. Have a friend
mark how high you reach. Lastly, take two steps forward and then jump. How high did you go? Which jump was the
highest? What is the average jump in your class? What is the boys' average vs. the girls' average? Make a graph to repre-
sent this information.
NCAA Hall of Champions
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Mathematics & Science
Measure for Measure
1. The NCAA basketball court is 94 feet long and 50 feet wide. Using a ruler, draw an NCAA court to scale (1 inch = 8 feet).
2. What is the total square footage of the NCAA basketball court?
3. The lane area, or key, under each basket is a rectangle 12 feet wide by 19 feet long. Draw a key on your court that you made in #1.
What is the square footage of the key? Write a fraction to tell what proportion of the court the key takes up.
4. If a high school basketball court is slightly smaller than a college court (74x50), what is the square footage of a high school court?
What is the difference between the area of a college court and a high school court?
Area of a 2-Dimensional Figure
Formulas:
Area of rectangle = length*width
Area of circle = P*radius_
Problem
Given: The college court is a 94ft.*50ft. rectangle, with the radius of the small center circle of 2ft.?
Find: The percent of the court that is taken up by _ of the center circle.
Plan: 1. Find area of the court.
2. Find the area of the circle.
3. Find the percentage of the court taken up by the circle.
Solution: See answer page.
Assist/Turnover Ratio
Point guards are a significant part of any basketball team. Their assist/turnover ratio is a good measure of their success. This ratio can
be found by dividing the number of assists by the number of turnovers. If he/she has a ratio higher than 1:1, they are considered to be
doing a good job.
Player Assists Turnovers Ratio
Ashley 32 10 :
Amy 49 3.1:1
John 28 2:1
Dave 97 45 :
1. What is Ashley's assist/turnover ratio?
2. How many turnovers did Amy have during the season?
3. How many assists did John have during the season?
4. What was Dave's assist/turnover ratio?
Challenge Problem
1. Stacey made the same number of free throws, two-point shots, and three-point shots. If she scored 30 points altogether in the
game Saturday night, how many points did she score on three-point shots?
2. Missy scored 35 points in Friday night's game. She did not make any three-pointers and she hit twice as many field goals as free
throws. How many field goals and free throws did she make?
3. During the game last night, Washington University scored 10 more than twice as many points as Stacey scored. How many did
Washington University score?
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Painting the Floor
Many times, special courts are designed for arena floors. What are the dimensions for each of the following courts?
1. Suppose that the court is the standard size of 94-ft long and 50-ft wide. If the floor extends an extra four feet at each side and four
feet at each end, what is the length and width of the floor?
2. What then is the total area of the floor?
3. If a single piece of wood being used is 4-ft long and 4-ft wide, what is the area of the piece?
4. Use your answers to questions 2 and 3 to determine how many pieces of wood would be needed to make the entire floor.
Box Scores
Looking at a box score can give you a great deal of information about a game. Look at the box score below and answer the
questions that follow.
Player Minutes Field goals Free throws Offensive Rebounds- Offense Personal fouls Total points
made-attempted made-attempted Rebounds Total Assists
Beth 30 9-16 2-4 3-6 5 1 21
Tammy 25 4-7 0-0 1-2 2 0 8
Kevin 27 3-8 3-4 1-4 3 2 9
Joel 32 8-14 2-4 4-6 3 4 20
Alia 35 11-18 5-8 6-13 2 3 27
Brian 25 4-8 2-5 2-3 4 2 11
1. The third column is the field goal column. It says, for example, that Joel made 8 shots and attempted 14.
How many total field goals did this team attempt during the game?
2. How many total free throws did they make in the game?
3. Alia had 6 offensive rebounds and 13 total rebounds.
How many of her rebounds came at the defensive end of the court?
4. The assist column means that a player passed the ball to a teammate and they made a basket.
How many assists did they have on this particular night?
5. How many total offensive rebounds did they have in the game?
6. Which player had the best free throw percentage in the game?
7. If Beth had 21 points and 16 of these came from two-point field goals, how many three pointers did she have?
Running Drills
1. To get in shape for the upcoming season, Angela and Mary have to do a drill called running lines.
They start on the baseline and run to the foul line and back. Then they run to half court and back. After that, they run to the
opposite foul line and back to the baseline. Finally, they run to the opposite baseline and back. Their coach says that this is one
set of lines. How far, in feet, did the girls run to complete one set of lines?
2. The team completes five sets of lines at the beginning of practice.
How far does each team member have to run?
3. If the team runs another five sets of lines at the end of practice, what is the total distance, in feet, each player runs for the day?
4. Calculator problem: If the team keeps up this pace of running for six days a week during all fifteen weeks of the season,
how far will Angela and Mary each run? How many miles is that?
NCAA Hall of Champions
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Swishful Science
Ball Experiments
1. Angles: For a ball to go through the hoop, it must be at an angle greater than 32 degrees. If you think of 90 degrees as
straight up, what do you think would be the most successful angle for a shot taken 25 feet from the basket to go through the
hoop? Use a piece of graph paper and a protractor to help you draw what you think would be the best angle for a shot.
Explain your thinking.
2. Spin: If a ball has backspin (a spin that tends to reverse the line of motion of an object), it has less air resistance. A ball
without spin does not travel far. Throw a ball out in front of you without much spin. Using the same speed of throw, throw
the ball using backspin. Which goes further? Can you tell?
3. Ball Bounces: An official women's basketball is 9.2 inches in diameter, or 29 inches around, and weighs between 20-22
ounces. When dropped from a height of six feet, how high do you think it will bounce? Try dropping the ball from two,
four, six and eight feet. Record how high it bounces in each instance. Try doing it on different surfaces. What surface pro-
vides the greatest bounce? Why? What surface provides the least bounce? Why? You can also compare different types of
balls used in the experiment.
Volume of a Sphere
The volume of a basketball can be figured the same way as finding the volume of a sphere:
V = 4/3Pr_.
If you fill a hemisphere with water, then empty the water into a cylinder, with the same height and base area as the hemisphere,
the water will fill two-thirds of the cylinder.
The volume of a cylinder is V = (Pr_)*h, so the volume of the hemisphere would be:
V = 2/3*(Pr_)*h.
The height is also the radius in the hemisphere so the volume of a sphere (2 hemispheres) would be:
V = 4/3*P*r_.
Problem
1. Find the volume of a women's basketball. (A women's ball has a radius of 4.6".)
2. A men's basketball has a diameter of about 9.5 inches. If it is put into a cube-shaped box for shipping to the Final Four,
what percentage of the box is filled by the basketball?
3. The volume of a sphere is 268 cubic meters. Find its diameter to the nearest meter.
4. A sphere had the surface area of 100_. What is its volume?
5. What is the difference in the volume of a men's basketball and the volume of a women's basketball?
Statistics
Statistics is a good indicator of how well, or how poorly, a team or individual is doing. They can give clues to strengths and weaknesses
for an individual game, or an entire season. However, statistics can also be misleading if they are not interpreted correctly.
There are three fundamental rules when working with statistics: relative and absolute data, amount of data, and same unit calculations.
Relative & Absolute Data
Relative data can distort a picture, but it can also clarify it. For example, Ryan has played in 20 games and scored a total of 300
points. Sean has played in 150 games and scored a total of 300 points. Looking at the two players' total (300 each), it appears
that they have equal ability. In this instance, one should use averages to determine the better player. In this case, Ryan averages
15 points a game, whereas Sean averages two points a game. Therefore, Ryan is a better scorer.
Amount of Data
When working with statistics, it is important to gather as much data as possible. The more data, the more accurate your results will
be. For example, if you flip a coin ten times, it is impossible to know the combination of heads and tails you will get. The "expect-
ed" result is five heads and five tails because there is an equal chance that the coin would land on either side. However, you proba-
bly did not get 5 and 5. Try flipping the coin 10 or 20 more times, chances are, your total results were closer to _ and _.
NCAA Hall of Champions
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This same idea applies in basketball:
Name Games Points Rebounds Assists
Kathy 81 1620 244 698
Linda 40 800 251 321
Name Games Points Rebounds Assists
per game per game per game
Kathy 81 20 3.6 10.4
Linda 40 20 4.5 5.7
These stats show that Kathy and Linda are nearly equal in points and rebounds, but Kathy has an advantage in the assist col-
umn. Which player's statistics are more accurate?
Kathy and Linda meet in the Women's Final Four championship game, and each score 60 points. Kathy's points per game
increases to 20.5 whereas Linda's increases to 21.0, making it appear that Kathy is the better player. However Linda has only
played half as many games as Kathy. The best solution is to find and compare the averages of Kathy and Linda over the past
several years.
Same unit calculations
In basketball, there are many different statistics. What makes a player the "best?" The one with the most points? The most
rebounds? The most steals? In order to deal with the different kinds of data, it is important to convert it all into the same unit.
One way is to convert stats such as points, rebounds, assists, steals, turnovers, missed shots, and fouls into a single rating which
can then be compared with other players and teams.
In basketball, the following is a common way of converting stats:
Positives
Points ~ Each point is worth 1 point.
Rebounds ~ An offensive rebound gives an opportunity for scoring, and a defensive one takes away your opponents chance
of scoring. Either one is worth 1.5 points because there is a chance you will take away an opponent's opportu-
nity to score.
Assists ~ A player directly helps his/her team score, so it is worth 2 points.
Steals ~ Gives the team a chance to score, so it is worth 1.5 points.
Blocks ~ Sometimes a block alters a shot, often enough for it to miss the basket. Therefore, it is worth 2 points.
Negatives
Turnovers ~ Since it gives up the chance at a shot, it is worth 1.5 points.
Personal Fouls ~ Not only does a foul give a team a possible chance to shoot a free throw, but it also hinders playing time for a
player who gets close to the 5 foul limit. That is why it is worth 2 points.
Shots Missed ~ A missed shot gives the opponent a chance for a rebound and to score, as well as not scoring. However, an
offensive rebound can make up for that. Each missed shot that is not rebounded by the same player has a 50-50
chance of being rebounded by either team. So then the difference (missed shots-offensive rebounds)
is worth 1 point.
{[(points)+(rebounds*1.5)+(Assists*2)+(Steals*1.5)+(Blocks*2)]-
[(Turnovers*1.5)+(Fouls*2)+(Shots Missed-Offensive Rebounds)]}/Games Played
Activity
Look at the statistics of local college teams either in the newspaper or on the internet at www.ncaabasketball.net to "The
Game" section for statistics. Track the player's statistics for the season. Determine by using the formula above which player or
players are doing the best for each team.
NCAA Hall of Champions
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Answers for Math
Measure for Measure Running Drills
2. 4700 1. 2,350 ft.
3. 304; 304/4700 = 76/1175 2. 4,700 ft.
4. 74ft. x 50ft. 3,700 sq. ft. 3. 432,000 ft. = 80.1 miles
4,700-3,700 = 1,000 sq. ft.
Area of a 2-Dimensional Figure Volume of a Sphere
1. 94ft. * 50ft. = 4700 sq. ft. 1. 407.7 in._
2. 3.14 * 2 * 2 12.57 sq. ft. 2. 52.4%\
3. 12.57/4700 = .0027 3. 8 meters
.0027*100% = .27% 4. 523.6 cubic units
5. 463.2 407.7 = 55.5
Assist/Turnover Ratio
Player Assists Turnovers Ratio
Ashley 32 10 3.2:1
Amy 49 16 3.1:1
John 56 28 2:1
Dave 97 45 2.2:1
Challenge Problem
1. 15 points
2. 14 field goals; 7 free throws
3. 70 points
Painting the Floor
1. 102 ft. long and 58 ft. wide
2. 5916 sq. ft.
3. 16 sq. ft.
4. 369.75 pieces
Box Scores
1. 71 field goals
1. 14 free throws
2. 7 rebounds
3. 19 assists
4. 17 offensive rebounds
5. Kevin
6. 1--remember she made 2 free throws also
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Social Studies
PLAYERS BY HOME STATE
Let's study where team players come from. By the end of this exercise, we will have produced a thematic map a special-purpose map
showing a graphic description about a single theme.
STATE TABLE
Alabama (AL) Louisiana (LA) Ohio (OH)
Alaska (AK) Maine (ME) Oklahoma (OK)
Arizona (AZ) Maryland (MD) Oregon (OR)
Arkansas (AR) Massachusetts (MA) Pennsylvania (PA)
California (CA) Michigan (MI) Rhode Island (RI)
Colorado (CO) Minnesota (MN) South Carolina (SC)
Connecticut (CT) Mississippi (MS) South Dakota (SD)
Delaware (DE) Missouri (MO) Tennessee (TN)
Florida (FL) Montana (MT) Texas (TX)
Georgia (GA) Nebraska (NE) Utah (UT)
Hawaii (HI) Nevada (NE) Vermont (VT)
Idaho (ID) New Hampshire (NH) Virginia (VA)
Illinois (IL) New Jersey (NJ) Washington (WA)
Indiana (IN) New Mexico (NM) West Virginia (WV)
Iowa (IA) New York (NY) Wisconsin (WI)
Kansas (KS) North Carolina (NC) Wyoming (WY)
Kentucky (KY) North Dakota (ND)
Step 1: Tally How Many Players Come From Each State
Select a team from the list provided. Research it's current roster. Use the State Table above to help tally the number of players
from each state.
Step 2: Chart the State Values
To group the values, use the Chart below to organize states by their number of players. For example, let's say that four players
come from hometowns in Missouri. Place the state name abbreviation "MO" in column 4 of the NUMBERS OF PLAYERS
chart. Continue for all 50 states. Hint: Most states will fall into row zero.
S
T
A
T
E
S
0 1 2 3 4 5 6 7 8 9 10+
Step 3: Group the State Values
A common method of grouping is to look for natural breaks in the Chart data values. For example, your first natural break would
most likely fall after 0. You can use a wide range of groupings, depending on your data. Once the natural breaks have been deter-
mined, create a classification legend for your map. Your legend should have symbols or patterns to represent values. Remember
to establish a hierarchy (states with the most players should be shaded dark, or use a dark colored pencil, or use a heavy pattern).
Step 4: Map Your Values
Now you are ready to make a thematic map, using the statistical information you started with and a U.S. base map. Using your
groupings, shade or color each state as it should be represented.
Step 5: Group Discussion
Discuss the results of your thematic map. Which state(s) stand out? Can you explain why so many players come from certain states?
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NCAA Member Institutions
In the State of Indiana
Anderson University (Indiana)
Ball State University
Butler University
DePauw University
Earlham College
University of Evansville
Franklin College
Hanover College
Indiana State University
Indiana University, Bloomington
Indiana University-Purdue University at Indianapolis
Indiana University-Purdue University, Fort Wayne
University of Indianapolis
Manchester College
University of Notre Dame
Oakland City University
Purdue University
Rose-Hulman Institute of Technology
Saint Joseph's College (Indiana)
Saint Mary's College (Indiana)
University of Southern Indiana
Valparaiso University
Wabash College
Big 10
University of Illinois, Champaign
Indiana University, Bloomington
University of Iowa
University of Michigan
Michigan State University
University of Minnesota, Twin Cities
Northwestern University
Ohio State University
Pennsylvania State University
Purdue University
University of Wisconsin, Madison
Great Lakes Valley Conference
Bellarmine University
Indiana University-Purdue University, Fort Wayne
University of Indianapolis
Kentucky Wesleyan College
Lewis University
University of Missouri, St. Louis
Northern Kentucky University
Quincy University
Saint Joseph's College (Indiana)
University of Southern Indiana
Southern Illinois University, Edwardsville
University of Wisconsin, Parkside
Heartland Collegiate Athletic Conference
Anderson University (Indiana)
Bluffton College
Defiance College
Franklin College
Hanover College
Manchester College
College of Mount St. Joseph NCAA Hall of Champions
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Horizon League
Butler University
Cleveland State University
University of Detroit Mercy
University of Illinois at Chicago
Loyola University (Illinois)
University of Wisconsin, Green Bay
University of Wisconsin, Milwaukee
Wright State University
Mid-American Conference
University of Akron
Ball State University
Bowling Green State University
University at Buffalo, the State University of New York
Central Michigan University
Eastern Michigan University
Kent State University
Marshall University
Miami University (Ohio)
Northern Illinois University
Ohio University
University of Toledo
Western Michigan University
Basketball, A World Game
1. Select a team and then identify the players who are from other countries. If the team you choose does not have a player
from another country, choose another team.
2. Locate the country on a world map and identify its capital as well. Mark the capital with a star. Locate the part of the
world your ancestors are from. Mark them on the map, too. Find the distances from one place to another. Calculate the
distance from some of the countries to Indianapolis.
3. Choose one country and make a list of what you know, what you think you know, and what you would like to know about
that place. Choose another country you do not know much about, do some research and find out as much as you can
about it. List five pieces of information you found through your research of the country.
4. Look at the table again. List the continent on which each country is located. Are you missing any of the continents? Can you
guess why basketball is played on some continents and not others? List some reasons for this and share them with the class.
Also discuss the climate, plants, animals, foods and customs that one might find if they traveled to one of these countries.
Foreign Language
5. What is the major language spoken in the country you chose from the table? What are other national languages or official
languages spoken there? What is the word used for basketball? Is basketball played in that country?
6. Why would it be important to know the language of a country? State three reasons.
7. Describe some cultural traditions (like holidays, food, etc.) of another country that may be very different from your experience.
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