The Olympic Games: origin, evolution, values and politics.
Worksheet 1: Quiz – Testing previous knowledge
Discuss and answer the following questions in groups of 3/4.
Ancient Olympic Games
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When and where were the first Olympic Games held (according to the existing
written records)?
Who were they dedicated to?
Who could participate (social status, nationality, gender)?
What was the ‘sacred truce’?
When were they abolished? Why?
Modern Olympic Games
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Who founded the Modern Olympic Games? When?
What are some of the characteristics of Modern Olympic Games in terms of
participation and symbols?
What is the meaning of the torch?
The values
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What does the Olympic motto ‘citius, altius, fortius’ mean?
What are the values of the Olympic Games?
Can you name a situation in previous Olympic Games that exemplifies those
values?
Politics
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Do you know of any Olympic event that has challenged politics?
The Olympic Games: origin, evolution, values and politics.
Worksheet 2: Listening
Read the following text and think of possible answers to fill in the gaps. Share your
answers with your partner. Then, watch the video and check your answers.
The Olympic Games were held every (1) ________________ years at (2)
________________. They lasted a whole (3) ________________.
(4)
________________ among the city states stopped during the Olympic Games as a sign
of respect for (5) ________________. (6) ________________ were not allowed to
attend the Games. During the first day religious (7) ________________ were held. (8)
________________ and (9) ________________ were made to Zeus. Some of the sports
events were foot races, (10)________________ contests and boxing matches. For
prizes, the winners of the ancient Olympic Games were given crowns made of
(11)________________.
(Adapted from http://letsclil.blogspot.com.es/2012/10/social-studies-olympic-games.html )
The Olympic Games: origin, evolution, values and politics.
Worksheet 3: Reading
Read the text and fill in the gaps with the following words (use
the right tense). After that, answer the questions below.
win
be
dedicate
participate
compete
travel
become
According to historical records, the first ancient Olympic Games can be traced
back to 776 BC. They were_______________ to the Olympian gods and were staged on
the ancient plains of Olympia. The ancient Olympic Games were initially a one-day
event until 684 BC, when they________ extended to three days. In the 5th century B.C.,
the Games were extended again to cover five days. The ancient Games included
running, long jump, shot put, javelin, boxing, pankration and equestrian events. They
continued for nearly 12 centuries, until Emperor Theodosius banned them for being
"pagan cults" in 393 A.D.
Through the 12 centuries of the Olympic Games, many
wonderful athletes_____________ in the stadium and the
hippodrome of ancient Olympia's sacred area, moving the
crowds with their great achievements. Of the best athletes
who left their mark on the sacred valley of Olympia, some
surpassed all limits and____________ legends by
______________in successive Olympic Games and
remaining at the forefront of their sport for more than a
decade.
All free male Greek citizens were entitled to participate in the ancient Olympic
Games, regardless of their social status. Orsippos, a general from Megara; Polymnistor,
a shepherd; Diagoras, a member of a royal family from Rhodes; Alexander I, son of
Amyndas and King of Macedonia; and Democritus, a philosopher, were all participants
in the Games. Married women were not allowed to ______________in, or to watch, the
ancient Olympic Games. However, unmarried women could attend the competition, and
the priestess of Demeter, goddess of fertility, was given a privileged position next to the
Stadium altar.
A few months before the competitions began, a sacred truce was proclaimed.
Messengers ____________throughout the country announcing the truce which called
for the cessation of wars and conflicts between states. In this way, athletes and
spectators could travel to the competition safely.
(Adapted and modified from http://www.olympic.org/ancient-olympic-games?tab=history and the
Olympic Museum resource pack for teachers)
1. When were the Olympic Games banned? Why?
2. What was the only condition for men to participate in the Olympic Games,
according to the text? Could women attend the competition?
3. What was the sacred truce?
The Olympic Games: origin, evolution, values and politics.
Worksheet 4: Reading
Discuss the following questions in groups.
1. What are some of the benefits of sport for young people?
2. Do you agree to have sport as a school subject?
The birth of the Modern Olympic Games
The 18th century saw the discovery of the site of Olympia, and the start of
excavations in the 19th century created a great deal of interest in the ancient Olympic
Games. During the 19th century, several attempts were made to revive the Games: in
Grenoble (France), Much Wenlock (Great Britain) and Athens (Greece), for example.
These, however, remained local events without any lasting influence in the wider world.
Pierre de Coubertin, born in 1863, was very interested in these Games of the past. He
also took a keen interest in the English education system, which included sport in the
school curriculum, something unheard of at the time in France. Pierre de Coubertin
wanted to make his contemporaries understand the benefits of sport for young people.
Not everyone shared his views. The Baron realised he needed some particularly
convincing arguments to change people’s minds. Then this visionary had an
extraordinary idea: to revive the Olympic Games.
Why did Coubertin succeed where so many others had failed? His genius was to
immediately give the Games an international and modern dimension, and to see them
as part of a wider strategy of education through sport. Pierre de Coubertin was sincere
in his convictions, had faith in his vision, and persevered despite several reversals of
fortune. He achieved his goal with the creation of what would become known as the
International Olympic Committee in Paris on 23 June 1894 and with the first
celebration of the modern Olympic Games in Athens in 1896.
(Text taken from: How well do you know the Olympic Games by the Olympic Museum)
VOCABULARY:
Paraphrase the following phrases. Then, write sentences using the original expressions.
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A great deal of :
To take a keen interest:
To achieve a goal:
COMPREHENSION ACTIVITIES
1. What led to revive the interest in the Olympic Games?
2. What was Pierre de Coubertin’s role in the revival of the Olympic Games? What were his
believes?
3. What was the key to Pierre de Coubertin’s success?
The Olympic Games: origin, evolution, values and politics.
Worksheet 5: Speaking
Read the text and make sure you understand it. Your partner will ask you questions
about the information in your text and you will ask him questions about his or her text.
TEXT A: The five Olympic Rings
The five rings that make up the Olympic symbol represent the union of the five
continents and the meeting of athletes from all over the world during the Games.
They symbolise the universality of the Olympic Movement.
The rings are interlocking and arranged in a trapezoid shape. The colours of the rings
are: blue / black / red / yellow / green. If the number of rings represents the continents,
the colours (six of them, counting the white background) were chosen to ensure that
every country would have at least one of the colours in its national flag included.
At the time of the Games, the rings are everywhere: they appear on the clothes, hats and
bags (and even sometimes on the faces!) of Olympic participants and public alike.
Through the rings, athletes and spectators are united under one and the same banner.
Pierre de Coubertin first proposed this symbol at the 1914 Olympic congress in Paris.
The five rings on a white background form the Olympic flag, which was unveiled
during the same congress. The flag flew for the first time in an Olympic stadium in
1920 during the Antwerp Games.
(Text taken from: How well do you know the Olympic Games by the Olympic Museum)
---------------------------------------------------------------------------------------------------------ASK YOUR PARTNER THE FOLLOWING QUESTIONS:
1. Were there torch relays in the Ancient Olympic Games? What is their meaning
nowadays?
2. Where and when is the Olympic flame lit?
3. Why is the route of the Olympic flame chosen carefully?
The Olympic Games: origin, evolution, values and politics.
Worksheet 5: Speaking
Read the text and make sure you understand it. Your partner will ask you questions
about the information in your text and you will ask him questions about his or her text.
TEXT B: The torch relay
The Olympic torch relay is an invention of the modern celebration of the Games.
Although torch relays took place in Athens, there were none at the ancient Olympic
Games. However, the way the flame is lit corresponds to the method used by the
Ancient Greeks to light the flames that burned constantly on the altars in their temples.
Several months before the opening of the Games, the Olympic flame is kindled in
Olympia, in Greece. The flame is then carried by the Olympic torch in a relay to the city
that is hosting the Games.
The route varies depending on the destination, but it is carefully chosen in order to
maximise exposure to the inhabitants and their customs, as well as taking in important
natural or historical sites.
On its travels, the Olympic flame is met with great enthusiasm by the public. The flame
heralds the coming celebration of the Olympic Games and conveys a message of peace
and friendship.
The torch relay creates a link between Ancient Greece and modern Olympic Games.
(Text taken from: How well do you know the Olympic Games by the Olympic Museum)
---------------------------------------------------------------------------------------------------------ASK YOUR PARTNER THE FOLLOWING QUESTIONS:
1. What’s the meaning of the 5 rings? What do they represent?
2. How many colours are there in the rings? Which are they and why?
3. When was this symbol proposed? By whom?
The Olympic Games: origin, evolution, values and politics.
Worksheet 6: Writing
Read the text and write about the three values of Olympism: excellence, respect and
friendship. In what ways are they present in the Olympic Games? Then, share your
opinion with your partner and complement your texts.
The values and spirit of the Olympic Games
The Olympic motto consists of three Latin words “citius, altius, fortius”
which means faster, higher, stronger.
Practised in Olympic spirit, sport is an amazing tool which helps to build a better world.
The Olympic spirit can be expressed through three core values: excellence, respect and
friendship. Anyone who wants to take part in the Olympic Games must bear these in
mind.
Athletes seek excellence in terms of the goal they set themselves……..
………………………………………………………………………………………….…
………………………………………………………………………………………….…
………………………………………………………………………………………….…
…………………………………………………………………………………………….
Athletes
show
respect
to
others
and
to
themselves
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………..…………………………………………………………………….
Athletes celebrate friendship…………………………………………………. …………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
Putting these three values into practice is part of the quest for balance and harmony.
That is the mark of a true champion, both on and off the field of play.
Original text
The values and spirit of the Olympic Games
The Olympic motto consists of three Latin words “citius, altius, fortius”
which means faster, higher, stronger.
Practised in Olympic spirit, sport is an amazing tool which helps to build a better world.
The Olympic spirit can be expressed through three core values: excellence, respect and
friendship. Anyone who wants to take part in the Olympic Games must bear these in
mind.
Athletes seek excellence in terms of the goal they set themselves. Then they must push
themselves to exceed these goals. The aim is not to come first so much as to explore
your own capacities; it is in giving your utmost that you experience victory.
Athletes show respect to others and to themselves. This means accepting the rules and
playing fair.
Athletes celebrate friendship. In practising sport, they meet others, welcome
differences and show tolerance. These three values are inseparable: you cannot have one
without the others. Putting these three values into practice is part of the quest for
balance and harmony. That is the mark of a true champion, both on and off the field of
play.
(Text taken from: How well do you know the Olympic Games by the Olympic Museum)
The Olympic Games: origin, evolution, values and politics.
Worksheet 7: Listening and Writing
Watch Dr Jim Parry lecturing about the Olympic Games and Olympism (twice). Take
notes of what he says and pay special attention to the following points:
Video: http://www.youtube.com/watch?v=mccUwtfSn7s (first 7 minutes)
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What is Olympism?
What are the values of Olympism?
What is the Olympic movement?
What is the most challenging goal of the Olympic movement?
Examples of organisations that promote olympism
Write a summary of the video referring to the points presented before and other pieces
of information.
The Olympic Games: origin, evolution, values and politics.
Worksheet 8: Reading and Speaking
There are numerous personalities, many of whom are now legends, who have served the
cause not only of sport but also of human rights and the values of olympism, who
fought for a better world.
STUDENT A
Read the text below and answer your partners’ questions. Then, ask you partner to
summarise his/her text and to tell you how Olympism was achieved in the story
described in their texts.
Luz Long and Jesse Owens in Berlin.
Jesse Owens and Luz Long competed against each other for the gold medal in long
jump in an exemplary sporting spirit during the 1936 Olympic Games in Berlin.
Promised to the German, Luz Long – the prototype of the new Aryan man promoted by
the Nazi regime – the medal was finally won by Owens, with a jump of 8.06 metres on
his last attempt. Long, who had broken the Olympic record in the preliminary round,
had advised him not to go too close to the foul line when taking off – a great gesture of
fair play. Finishing first and second, the two athletes went on to do their lap of honour,
arm in arm, in front of the dignitaries of the Nazi regime.
“It took a lot of courage for him to express his friendship to me in front of Hitler”,
Owens said. “You can win all the medals and cups I have and they wouldn’t be a
plating on the 24-carat friendship I felt for Long at that moment. Hitler must have gone
crazy watching us embrace victoriously.” Ever since these historic Games, Jesse Owens
and Luz Long became true global icons of the fight against racism and of friendship
between peoples: the revenge of the sporting spirit over the ideology of hatred! Seventythree years after his achievements, the African American sprinter was one of the
symbols of the World Athletics Championships in Berlin in 2009.
(Text taken from: Hope, the educational Kit of the Olympic Museum)
The Olympic Games: origin, evolution, values and politics.
Worksheet 8: Reading and Speaking
There are numerous personalities, many of whom are now legends, who have served the
cause not only of sport but also of human rights and the values of olympism, who
fought for a better world.
STUDENT B
Read the text below and answer your partners’ questions. Then, ask you partner to
summarise his/her text and to tell you how Olympism was achieved in the story
described in their texts.
Cathy Freeman, the first gold medallist of Aboriginal origin.
Winner of the 400 metres at the Games in Sydney, Cathy Freeman received an
exceptional authorisation to perform a lap of honour wrapped in the Australian and
Aboriginal flags. The first Australian Aboriginal Olympic athlete (Barcelona 1992), she
passed the feat on to win in Sydney, inspired by the weight of her country’s history and
overcoming her own destiny, itself tragic in many ways.
Ten years ago, the Aborigines officially represented 2.1 per cent of Australia’s 20
million inhabitants, but they were at the heart of these Games thanks to Cathy Freeman.
She gave a whole nation hope for the future, and won consideration for a community
which is from now on a part of national policy. “What happened this evening is a
symbol, it’s true,” Freeman said after her success, which had a considerable impact
throughout the world. “Something will change for the Aborigines: the attitude of people
in the street, politicians’ decisions… I know that I’ve made many people happy,
whatever their lives and histories, and I myself am happy to have achieved that”.
Cathy Freeman quit competing in 2003 but continues to defend the cause of Aboriginal
children with her association, created in 2007, to enable them – like she did – to realize
and believe in their potential.
(Text taken from: Hope, the educational Kit of the Olympic Museum)