Changing the Game , livre ebook

CHANGING THE GAME
REACTING TO THE PAST is an award-winning series of immersive role-playing games that actively engage students in their own learning. Students assume the roles of historical characters and practice critical thinking, primary source analysis, and argument, both written and spoken. Reacting games are flexible enough to be used across the curriculum, from first-year general education classes and discussion sections of lecture classes to capstone experiences, intersession courses, and honors programs.
Reacting to the Past was originally developed under the auspices of Barnard College and is sustained by the Reacting Consortium of colleges and universities. The Consortium hosts a regular series of conferences and events to support faculty and administrators.
Note to instructors: Before beginning the game you must download the Gamemaster s Materials, including an instructor s guide containing a detailed schedule of class sessions, role sheets for students, and handouts.
To download this essential resource, visit https://reactingconsortium.org/games , click on the page for this title, then click Instructors Guide.
CHANGING THE GAME
Title IX, Gender, and College Athletics
Kelly McFall and Abigail Perkiss

The University of North Carolina Press Chapel Hill
2022 The University of North Carolina Press
All rights reserved
The University of North Carolina Press has been a member of the Green Press Initiative since 2003.
Cover illustration: iStock.com/RyanJLane
ISBN 978-1-4696-7066-9 (pbk.: alk. paper)
ISBN 978-1-4696-7231-1 (e-book)
ABOUT THE AUTHORS
KELLY McFALL is professor of history and chair of the humanities division at Newman University in Wichita, Kansas. Since 2013, he has run a popular podcast focusing on new books in genocide studies. In 2014, he won the inaugural Faculty of Distinction award from the Kansas Independent College Association, recognizing his teaching excellence. He is a member of the Reacting to the Past editorial board and author of a second Reacting to the Past game, The Needs of Others: Human Rights, International Organizations, and Intervention in Rwanda, 1994 .
ABIGAIL PERKISS is assistant professor of history at Kean University in Union, New Jersey. Her first book, Making Good Neighbors: Civil Rights, Liberalism, and Integration in Postwar Philadelphia (Cornell University Press, 2014), examined the creation of intentionally integrated neighborhoods in the latter half of the twentieth century. She completed a joint JD/PhD in U.S. history at Temple University. She is the managing and pedagogy editor of the Oral History Review and vice president of oral history in the mid-Atlantic region.
CONTENTS
PART 1: INTRODUCTION
Brief Overview of the Game
Prologue
How to React
Game Setup
Game Play
Game Requirements
Skill Development
PART 2: HISTORICAL BACKGROUND
Chronology
Sports, Gender, and Equality: The Origins of Title IX
The Emergence of Modern Sports in Europe
The Development of Sports in the United States
Regulation and the NCAA
The Fight for Inclusion
The Passage of Title IX
Implementing Title IX: A Fight for Control
Distributive Justice: Toward a Theory of Compliance
How Does a University Work?
Budgets and Fund-Raising
University Athletics
The Role of Faculty
PART 3: THE GAME
Major Issues for Debate and Learning Objectives
Rules and Procedures
Objectives and Victory Conditions
The Setting: What Do We Know about UNEU?
Game Play
Other Locations for Action: The Bar, the Quad, and the Kiosk
Demonstrations and Other Kinds of Protests
Personal Influence Points (PIPs)
The University Budget and How It Constrains Your Choices
Reporters and Newspapers
Basic Outline of the Game
Outline of Assignments and Duties
Written Assignments
Class Participation
Outside Research
Counterfactuals
PART FOUR: FACTIONS AND INDEPENDENTS
PART FIVE: CORE TEXTS
U.S. Congress, Title IX, 1972
Office of Civil Rights, Clarification of Intercollegiate Athletics Policy Guidance: The Three-Part Test, 1996
All-American Girls Professional Baseball League, Rules of Conduct, 1943-1954
Heather Ross Miller, Half-Court Basketball: Power and Sex, 1992
Betty Friedan, National Organization for Women s Statement of Purpose, 1966
Bil Gilbert and Nancy Williamson, Sport Is Unfair to Women, 1973
Brenda Feigen, Give Women a Sporting Chance, 1973
Department of Health, Education, and Welfare, Policy Interpretation: Title IX and Intercollegiate Athletics, 1979
R. Vivian Acosta and Linda Carpenter, Women in Intercollegiate Sport: A Longitudinal, National Study: Thirty-Seven Year Update, 2014
Jessica Gavora, How Women Beat Men at College Sports, 1995
U.S. Congress, Hearing on Title IX of the Education Amendments of 1972
APPENDIX
Appendix A: Fact Sheet: UNEU and Newtown, Massachusetts
Appendix B: Abbreviations
Selected Bibliography
Notes
Credits
Acknowledgments
CHANGING THE GAME
PART 1: INTRODUCTION
BRIEF OVERVIEW OF THE GAME
Drive by any YMCA or rec center on a Saturday morning and you ll find fields teeming with kids playing soccer and softball, courts reserved for youth basketball and volleyball, and pools packed with club swim teams. The scenes are commonplace to the point of clich . The parking lots full of minivans. The trays of sliced oranges. The spectators-moms and dads, uncles and aunts, siblings and friends-filling the bleachers, waiting in anticipation for their kid to make the play of the game.
But viewed historically this is not commonplace at all. The idea that girls would want to spend their Saturday morning playing sports would have been almost unthinkable a century ago. And the notion that parents should allow them to do so would have been deeply controversial just a few decades ago. Only the passage of a law called Title IX, and the cultural changes created and fostered by the law, made this modern scene possible.
Changing the Game is about this dramatic change in American society. It asks you to consider the role of women and men in athletics. And it asks you to consider the role of athletics themselves. What does it mean that children spend their weekends on the ball field or that students spend their evenings at games or on the practice field rather than at theater rehearsals or math camp or just playing with friends in the backyard? Is it good that we devote so many resources to sports in our society?
Changing the Game examines both of these sets of issues by plunging students into a debate about the role and cost of athletics at a fictional school, Upper New England University, in the middle of the 1990s. 1 The game begins with debate over the role of athletics at UNEU. But it quickly expands to encompass urgent demands that women s sports receive more resources and female athletes more opportunities. The result is a firestorm of controversy on and off campus. Players debate these pressing issues and propose solutions in a variety of venues, including listening sessions called by the president and student government, talk radio shows, town meetings, and impromptu rallies. The game culminates in a final decision by the University s board of directors.
The game provides a variety of roles for players, including students (some athletes, some not), members of the faculty and administration, residents of the town in which the University is located, members of national lobbying/pressure groups, members of the national media, and donors to/boosters of the University. While many players start the game with their mind already made up, several are unsure what strategy is best. They are available to be convinced by persuasive arguments and lobbying.
Changing the Game is set in the mid-1990s, but the issues it raises are alive and well today. Debate about what it means to make women and men equal hasn t gone away. As the game begins and you take part in the conflict simmering on and off campus at UNEU, you ll encounter questions that are just as relevant nearly three decades later: what does it really mean for men and women to be equal and how should our social institutions play a role in fostering gender equality?
PROLOGUE
Its September in New England-your favorite time of year. Growing up in Tempe, Arizona, you always craved the changing seasons. On TV, winter always had snow, spring was green, summer was hot, and fall well, fall offered crisp air and orange leaves and drinking hot chocolate at football games. With the start of the school year, you can almost taste it. The hint of bite in the air. Plans in the works for the homecoming tailgate.
When you were a kid, you and your dad went to every one of the Arizona State University Sun Devils football games. You were in the crowd in Tucson when they beat the University of Arizona to win the Pac-10 championship in 1986 and were cheering from your living room when they beat Michigan the following month in the Rose Bowl.
But still, watching football in shorts and a T-shirt never felt quite right. You wanted those snowy winters and lush summers. You wanted to go to a game bundled up in three layers, steam misting from your mouth with each breath.
It was one of the things that drew you to Massachusetts when you began looking at colleges; and when you sent in your initial deposit, your first purchase was that bulky hooded sweatshirt, perfect for long hours at the stadium on Saturday afternoons.
First, though, you need to make it through the initial few weeks of junior year.
As part of a project for your history seminar on the civil rights era, you need to interview someone about growing up in the 1950s and 1960s, so last week, you called your mom and asked about her life. You wanted to start with something simple to ease into the conversation, so you asked your mom about her hobbies growing up.
I took piano lessons from the time I was six or seven years old, she recalled. And I liked to dance. My friends and I would go to dances