The Development Of Cricket

ACTIVITY 2 THE DEVELOPMENT OF CRICKET Teacher Notes

Aims:

to learn that cricket is a sport which has evolved over many decades to learn about the main developments in this evolution to learn that developments pre-1850 were mainly in the south east to learn that the first cricket leagues were founded in the industrial north and midlands and were inspired by the success of the FA Cup and the Football League

Related Skills: reading for information making links between historical events and changes use of atlas and maps Time:

two 70 minute lessons

Resources:

‘A General History of Cricket’ worksheet ‘A General History of Cricket’ answer sheet Map A: England, Scotland and Wales Map B: England, Scotland and Wales atlas

Activities:

1. Read ‘A General History of Cricket’ information sheet with the class. Ask children to identify any developments which surprise them. 2. Read the short worksheet on this information and ask children to complete it.

3. Read the instructions for ‘Completing Map A’. Point out that: the type of location - town, city or county - is identified on the labels the small box at the end of the label is for the colour to identify the development there as pre or post 1850. Do the first example, Newenden, with the class before setting them to do the rest either individually or in pairs.

4. When the map is completed, read ‘Interpreting the Map’ with the class. Explain the following rough definitions of areas of England: north: Lancashire, Yorkshire, Durham and further north to the Scottish border midlands: region around Birmingham – the centre of the country south east: region around London south west: region around Bristol 5. Read the instructions for ‘Completing Map B’. Set the children this activity and the section headed ‘Interpreting the Map’. 6. Go through work covered in this section, recapping the main points from the aims at the beginning of these Teacher Notes.

ACTIVITY 2 THE DEVELOPMENT OF CRICKET Curriculum References ENGLISH: En2: Reading Knowledge, skills and understanding: Reading strategies To read with fluency, accuracy and understanding, pupils should be taught to use: 1d contextual understanding. Understanding texts Pupils should be taught to: 2a use inference and deduction 2b look for meaning beyond the literal 2c make connections between different parts of a text. Reading for information Pupils should be taught to: 3a scan texts to find information 3c obtain specific information through detailed reading 3d draw on different features of texts, including print, to obtain meaning. Non-fiction and non-literary texts To develop understanding and appreciation of non-fiction and non-literary texts, pupils should be taught to: 5g engage with challenging and demanding subject matter. Breadth of study 7 During the key stage, pupils should be taught the Knowledge, skills and understanding through the following ranges of literature and non-fiction and nonliterary texts. Non-fiction and non-literary texts The range should include: 9b print information materials (for example, textbooks, reports).

ENGLISH: En3: Writing Knowledge, skills and understanding: Handwriting and presentation Pupils should be taught to: 5b use different forms of handwriting for different purposes (for example, print for labelling maps or diagrams, a clear, neat hand for finished presented work, a faster script for notes).

HISTORY Knowledge, skills and understanding: Chronological understanding Pupils should be taught to: 1a place events, people and changes into correct periods of time 1b Use dates and vocabulary relating to the passing of time, including ancient, modern, BC, AD, century and decade. Knowledge and understanding of events, people and changes in the past Pupils should be taught to: 2d to describe and make links between the main events, situations and changes within and across the different periods and societies studied. Historical enquiry Pupils should be taught: 4b to ask and answer questions, and to select and record information relevant to the focus of the enquiry. Organisation and communication Pupils should be taught to: 5a recall, select and organise historical information 5b use dates and historical vocabulary to describe the periods studied 5c communicate their knowledge and understanding of history in a variety of ways (for example, writing).

Breadth of study: 6 During the key stage, pupils should be taught the Knowledge, skills and understanding through a local history study, three British history studies, a European history study and a world history study. Local history study 7 A study investigating how an aspect in the local area has changed over a long period of time, or how the locality was affected by a significant national or local event or development or by the work of a significant individual. Victorian Britain or Britain since 1930 Teachers can choose between a study of Victorian Britain or Britain since 1930. 11a Victorian Britain: A study of the impact of significant individuals, events and changes in work and transport on the lives of men, women and children from different sections of society.

GEOGRAPHY Knowledge, skills and understanding: Teachers should ensure that geographical enquiry and skills are used when developing knowledge and understanding of places, patterns and processes, and environmental change and sustainable development Geographical enquiry and skills In developing geographical skills, pupils should be taught: 2a to use appropriate geographical vocabulary (for example, industry) 2c to use atlases and maps at a range of scales (for example, using contents, keys) Knowledge and understanding of places Pupils should be taught: 3b the location of places they study and other significant places 3g to recognise how places fit within a wider geographical context (for example, as part of a bigger region or country) and are interdependent (for example, through movements of people)

Breadth of study: During the key stage, pupils should be taught the Knowledge, skills and understanding through the study of two localities and three themes: Localities 6a a locality in the United Kingdom In their study of localities and themes, pupils should: 7a study at a range of scales – local, regional and national

PSHE & CITIZENSHIP Knowledge, skills and understanding: Developing good relationships and respecting the differences between people Pupils should be taught: 4b to think about the lives of people living in other places and times and people with different customs

ACTIVITY 2 THE DEVELOPMENT OF CRICKET Timeline I 1300 1344 1550 1646 1676 1709 1744 1751 1767 1771 1787 1788 1880 1814

1828 1836

first reference to cricket (at Newenden, Kent) in clothing accounts of King Edward I ‘club-ball’, an early form of cricket played cricket played at ‘The Free School’, Guildford, Surrey first recorded cricket match, Coxheath, Kent first reference to cricket abroad, played by English residents at Aleppo, Syria first ‘county match’, Kent v London laws of cricket drawn up, a revision of an earlier code cricket mentioned in Yorkshire and Durham formation of the Hambledon club, Hampshire, whose players develop new and much advanced techniques Sheffield v Nottingham one of the first ‘major matches’ in the north MCC (Marylebone Cricket Club) formed MCC revise laws of cricket publication of first book on technique by Thomas Boxall Lord’s cricket ground opened as headquarters of The MCC and of cricket in Marylebone, London. It is still regarded as the ‘home of cricket’. bowlers allowed to raise bowling arm above waist, but not shoulder; it is called ‘round arm bowling’. first reference to batting pads

1846

1848

1852 1859 1860-61 1864

1877 1880 1882

1883

1888

1889-90

1890 1892-93 1926

‘The All England XI’, a team of professionals organised by William Clarke, begin playing ‘against the odds’ matches (e.g. 11 v 18 or 11 v 22) all over the country. For the first time, many local people have the chance to see and copy techniques of best players in the land. WG Grace born at Downend near Bristol – by 1870 he becomes world’s first sporting superstar and the most famous Victorian after the Prime Minister and the Queen ‘The United England XI’ formed by John Wisden. Now two such XIs touring the country first overseas tour by English cricketers – to North America first overseas tour by English cricketers to Australia overarm bowling legalised; bowling arm can now be raised above the shoulder; regarded as ‘birth of modern cricket’. first Wisden Cricketers’ Almanac published; Wisden is still the main annual cricket publication first Test Match, Australia v England at Melbourne first Test Match in England, England v Australia at The Oval, London ‘The Ashes’ invented after a ‘fully representative’ England team is beaten for the first time at The Oval by Australia. Some ladies burn the bails and placed them in an urn, representing the cremation and ashes of English cricket. Series between England and Australia have been played for ‘The Ashes’ ever since. First competition for amateur clubs – Heavy Woollen Cup – a knockout competition for clubs within a six-mile radius of Batley Town Hall. The Football League is founded. Its success inspires the formation of many cricket leagues. Between 1888 and 1893 cricket leagues founded include: Bolton, Birmingham, Lancashire (based around Burnley), Central Lancashire (based around Rochdale), Leeds, West Yorkshire, West Riding, West Riding Central (based around Dewsbury) and Huddersfield. South Africa’s national cricket competition, The Currie Cup, is founded

first official county championship Australia’s national cricket competition, The Sheffield Shield is founded. The Women’s Cricket Association formed.

1928 1932-33

1938 1949 1957 1963

1965 1969 1970 1971 1975 1977

2003

Don Bradman, world’s greatest ever batsman, makes debut for Australia. ‘Bodyline’ controversy between England and Australia. England bowl short and fast at the body, intimidating batsmen to give catches as they use the bat to defend themselves from injury. Australian board protest, describing tactic as ‘unsportsmanlike’ and almost causing break down in diplomatic relations between the two countries. first televised test match record crowds as enthusiasm for sport peaks; sport symbolises a return to normality after World War II Gary Sobers, world’s greatest all-rounder, makes debut for West Indies distinction between amateurs and professionals in English first class cricket abolished. Previously, amateurs, as the ‘upper class’ cricketers who could officially afford to play for nothing, had been afforded more privileges – better dressing rooms, better food etc. Unofficially, the ‘expenses’ paid to some amateurs were higher than the wages paid to some professionals. first limited overs competition for counties and cricket’s first major sponsorship deal – The Gillette Cup first Sunday cricket competition for counties – a limited overs league – The John Player League. South Africa isolated from international cricket owing to apartheid regime first limited-overs (one-day) international, Australia v England at Melbourne first World Cup, a limited overs competition coloured clothing, floodlights and batting helmets used in Kerry Packer’s World Series Cricket Tournament in Australia, all innovations later adopted by cricket across the world Twenty20 (20 overs per side) introduced as a shorter, faster form of cricket to appeal to modern tastes

ACTIVITY 2 THE DEVELOPMENT OF CRICKET Timeline II

Read the information sheet ‘Timeline’. What is the connection between the developments of 1828 and 1836? ______________________________________________________________ ______________________________________________________________ The ‘birth of modern cricket’ is said to date from the year overarm bowling was allowed. When was this? ____________ Read the developments of 1846 and 1852. ‘22 of Todmorden’ played the ‘United England XI’ in 1864 and the ‘All England XI’ in 1868. How would these matches have helped local cricketers to improve their game? ______________________________________________________________ ______________________________________________________________

Completing Map A Put an asterisk (*) on the sheet ‘A General History of Cricket’ to mark developments which happened at particular places in England. Use your atlas to locate these places. Write the labels for them in the boxes on Map A. Using small circles at the ends of labelling lines on the map, mark developments which happened before 1850 in red, and developments which happened after 1850 in blue. Use these colours to complete the key to the map. If a match is mentioned, the label shows the place of the first named team as that is where the match was played. For example, Kent v London was played in Kent. If a town is mentioned, such as Guildford, the label is to an exact point on the map. If a county is mentioned, such as Durham or West Yorkshire, the label points to the general area of the county. Marylebone is a borough in northwest London. Interpreting the Map Circle the part of England where most of cricket’s early developments took place. NORTH

MIDLANDS

SOUTH EAST

SOUTH WEST

Circle the two parts of England where the early cricket leagues were formed. NORTH

MIDLANDS

SOUTH EAST

SOUTH WEST

Links between cricket, football and rugby Football and rugby developed into the games we know today in the 1860s and 1870s. Before that they were basically the same game and very violent. Are you surprised that cricket was a recognised and organised sport over 100 years before football was invented? ___________ Why? ______________________________________________________________ ______________________________________________________________

Completing Map B ‘Founder members’ are those who join together to start something. The following clubs are the 12 founder members of the Football League (with their place name in bold): Accrington; Aston Villa (in Birmingham); Blackburn Rovers; Bolton Wanderers; Burnley; Derby County; Everton (in Liverpool); Notts County (in Nottingham); Preston North End; Stoke; West Bromwich Albion; Wolverhampton Wanderers. The Football League was so popular that cricket immediately copied football and formed its own leagues. Leagues were also formed in rugby union in Lancashire and West Yorkshire in the early 1890s leading to the split of rugby league from rugby union in 1895. Use your atlas to locate the places which had founder members of the Football League. Write the labels of the names of the teams in the boxes on Map B. Interpreting the Map Circle the two parts of England where the founder members of the Football League came from. NORTH

MIDLANDS

SOUTH EAST

SOUTH WEST

Are these roughly the same areas in which the first cricket leagues were founded, or different areas? _______________

ACTIVITY 2 THE DEVELOPMENT OF CRICKET Answers A General History of Cricket The legalisation of round arm bowling enabled bowlers to bowl more quickly. Batsmen therefore needed greater protection from injury and this led to the introduction of batting pads. 1864 is regarded as the year when modern cricket was ‘born’. Todmorden’s matches against the United England and the All England teams, for instance, allowed local players to see and copy the techniques of the best players in the land.

Completing Map A Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Place Newenden Guildford Coxheath Kent Yorkshire and Durham Hambledon Sheffield Marylebone (London) Downend (nr Bristol) Bolton Birmingham Burnley Rochdale Leeds Dewsbury Huddersfield

Colour red red red red red red red red red blue blue blue blue blue blue blue

Interpreting the Map Most of cricket’s early developments took place in the SOUTH EAST. The early cricket leagues were formed in the NORTH and MIDLANDS. Links between cricket, football and rugby Children may answer ‘yes’ or ‘no’ to the question: ‘Are you surprised that cricket was a recognised and organised sport over 100 years before football was invented?’. The key to the answer is that they support their feelings with a logical reason.

Completing Map B Number 1 2 3 4 5 6 7 8 9 10 11 12

Team Accrington Burnley Blackburn Rovers Preston North End Bolton Wanderers Everton Derby County Notts County Stoke Wolverhampton Wanderers West Bromwich Albion Aston Villa

Interpreting the Map The founder members of the Football League came from the NORTH and MIDLANDS.

The Birth of the Leagues 1. The first national team competition was the FA Cup. It was first played in 1872. 2. In a league competition every team plays every other team, usually twice, home and away. This guarantees a season of matches, all of them played for points which are added up so that a comparison with other clubs can be made in a league table. In a knockout competition once a team loses they do not play any more games. This only guarantees teams one match.

3. Name of Ground Thorneyholme Road

Name of Cricket Team

Turf Moor

East Lancashire Burnley

Name of Football Team Accrington Blackburn Rovers

4. Before league cricket, clubs played challenge matches. 5. Two years passed between the formation of the Football League and the formation of the Lancashire League. 6. The Lancashire Cricket League copied the points system of two for a win, one for a draw and none for a defeat from the Football League. 7. ‘Unique’ means ‘the only one’. 8. Todmorden’s ‘unique and special’ achievement was to be a founder member of both the Lancashire and Central Lancashire leagues, the two most famous cricket leagues in the world in the 20th century.