More Than Just Games
More Than Just Games: Canada & the 1936 Berlin Olympics
Table of Contents
Unit Overview
The Vancouver 2010 Olympics provide an opportunity to reflect upon past Olympics and
consider the role of international politics in sport. This unit is motivated by many critical
questions surrounding the responsibility of athletes, participating nations, and host nations to
recognize human rights. The 1936 Olympics were held in Berlin, Germany, amidst the
systematic persecution of all human beings that Hitler labeled un-German; yet 49 nations, and
over four thousand athletes participated in these Games. This unit addresses the paradox that
exists between human rights and ‘games.’ Specifically, the unit outlines the historical context of
the 1936 Olympics, the role of the Olympics in Hitler’s Holocaust, the international compliance,
and the voices that stood in opposition. More Than Just Games uses the Berlin Olympics as a
catalyst to examine the political and social issues that have been exposed during other Olympic
Games. These lessons consider the moral obligation of the Olympic Committees to stand up for
international human rights; it challenges those that claim politics can be separated from sport.
This unit is designed to compliment the Social Studies, History, Sociology or English
curriculum. However, as each lesson can be taught in isolation, the content of these lessons can
be used in any classroom that is examining the Olympics, past or present. For example, as image
analysis features in many of the lessons, it could also be woven into photography or art
classrooms. More Than Just Games offers a wide variety of activities intended to meet the needs
of diverse learning styles.
Lesson 1: Veneers & Souvenirs
This lesson looks at the historical background of the events surrounding the 1936 Olympics.
Hitler and the Nazi party used Olympic propaganda to perpetuate the myth of the ideal Aryan
and the villainous Jew. Yet, during the hype leading up to the Games, they concealed antiSemitic policies from the international community. The objective of the lesson is to challenge
students to consider the role of human rights in choosing a host city for the games; as such,
students outline the criteria that they consider most relevant in choosing a city for the Olympics.
Lesson 2: A Ringing Dilemma
Beginning with the choice for Berlin as the host of 1936 Summer Games, this lesson outlines
anti-Semitic practices within Germany prior to the games. Students will consider the prevalence
of anti-Semitism in Canada, as well as the responses of various groups of people in Canada. As
this lesson presents diverse perspectives within Canada, the students consider the
responsibilities and consequences of participating in the Games through a class debate.
Lesson 3: Athletes Banned Together
Using the theme of athletes as activists, this lesson considers the political and social roles that
athletes play in their sports, and in the Olympic Games specifically. The lesson investigates the
life and actions of Jewish athlete Bobbie ‘Fannie’ Rosenfeld. Students consider Rosenfeld’s
participation in sport through the lens of gender activism. Then, they use her later career as a
reporter as a framework for examining Jewish athletes who chose to attend and those who chose
not to attend the 1936 Olympics.
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More Than Just Games
Lesson 4: Silent Applause
After examining the choice of individual athletes to attend the Games in Lesson 3, students are
asked to examine the impact of countries supporting Hitler through their participation in the
Games. Was it possible to participate in the Olympics without supporting Nazi Germany?
Through an analysis of primary and secondary sources, students consider the international
awareness of Hitler’s policies. Finally, students prepare a public awareness campaign about the
human rights discriminations that were occurring prior to, and during, the Olympic Games.
Lesson 5: Reflections
Beginning with an image that is critical of the 2008 Beijing Olympics, this lesson re-visits the
pressing question of human rights responsibilities and the Olympics. Using four iconic images
from past Olympics, students develop their skills in photo analysis and partake in an activity in
which they become museum curators. The lesson ends with students designing their own image
in order to question some of the political, social and environmental concerns surrounding the
2010 Vancouver Olympics.
More Than Just Games was created by Jonathan Friedrichs & Shannon Moore
in conjunction with the Vancouver Holocaust Education Centre
2009
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More Than Just Games
More Than Just Games:
Historical Background of the 1936 Olympics
On May 13, 1931 Berlin was officially chosen by the
International Olympic Committee to be the host city of the
1936 Summer Games. Less than two years later, on January
30, 1933, Nazi leader Adolf Hitler was appointed chancellor
of Germany. Within months Hitler had transformed the
country into a dictatorship. Hitler openly blamed the Jews for
causing the majority of Germany’s problems. Soon after
coming to power, Hitler and the Nazis introduced a series of
anti-Jewish laws that excluded Jews from partaking in most
aspects of German life. Jews lost their jobs, Jewish children
were banned from German schools, Jews were forbidden to
enter certain public places, and Jews were prohibited from joining German sports teams. In 1935 Hitler
introduced the Nuremberg Laws, which took German citizenship away from Jews and made it illegal for Jews to
marry non-Jews. In addition to the persecution of Jews, Hitler also persecuted people with disabilities, blacks,
gays, Gypsies (Roma) and most other people he deemed to be un-German.
Hitler’s racist views stemmed from his belief that Germans of pure blood were the most superior race
of people on earth-- the so-called “Aryan Master Race.” He believed that the racial purity of the “Master
Race” could only preserved by purging the country of all non-Aryans. Because of Hitler’s racial ideology, he
was initially against the Olympics as he was opposed to the idea of blacks and Jews competing side-by-side
with Aryans. The Nazi ideals of racism and conquest were contrary to the Olympic ideals of uniting the
world’s people through peaceful sportsmanship. However, he soon realized the great propaganda value that the
Olympics offered. Hitler had risen to power largely on the promise that he would restore the strength and
honour that Germany lost following World War I. The Olympics would be Germany’s grand “coming out”
party to the world. Hitler came to view the Berlin Olympics as a “war without weapons” (Large, 2007).
Several Jewish groups in Canada, the US, and elsewhere discussed boycotting the Berlin Olympics. These
groups believed strongly that athletes should in no way support a country with such extreme human rights
abuses. Hitler’s racist policies were at total odds with Olympic ideals. Facing pressure from these groups, the
IOC considered moving the Games out of Germany. However, Hitler made just enough concessions to
convince the IOC to keep the Games in Berlin. Leading up to the Games, he ordered the removal of several
anti-Jewish signs in and around Olympic sites, he staged phony Jewish sports events for visiting members of
the IOC, and he also permitted a half-Jewish athlete, Helene Mayer, to compete for Germany in the Summer
Games. Because of these minor concessions, the IOC agreed to keep the Games in Berlin.
The Berlin Olympics were the largest to date. Over 4000 athletes from 49 countries around the world
competed, overshadowing all previous Olympic Games. The Opening Ceremonies alone were striking, capped
off with the release of 20 000 birds wearing coloured ribbons and showcasing the last leg of the Athens-toBerlin torch relay, a tradition created by the Nazis (Hogan et al., 2003). Although some Jewish athletes from
other countries won medals, and the African-American track and field star, Jesse Owens, made headlines by
winning four golds, the 1936 Berlin Games were still a triumphant success for Hitler. The German team won
more medals than any other country and Hitler successfully duped the world into thinking that Germany was
more peaceful and tolerant than had been reported in newspapers around the world.
After the Olympics were over, however, Hitler aggressively renewed his pursuit towards genocide.
Hitler revived his campaign against Jews and all other people living in Germany that did not fit the Aryan
ideal. With the invasion of Poland in September 1939 and the advent of World War II, the Nazi campaign of
racism and anti-Semitism was spread throughout the continent, culminating in the Holocaust and the
devastating mass murder of millions of Europeans.
Photo: http://bizlinks.files.wordpress.com/2008/04/blogolympicflame1936b.jpg
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More Than Just Games
More Than Just Games:
Lesson Plans
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More Than Just Games
More Than Just Games: Lesson 1
Veneers and Souvenirs
Notes
PART 1
PART 2
Teacher Resource:
Athlete Bios
1. Rafael Nadal: No. 1
ranked Spanish tennis
player. 2008 Olympic
gold medal winner.
2. Dara Torres:
JEWISH American
swimmer. Winner of 12
medals over 5 different
Olympic Games.
3. Shawn Green:
JEWISH American allstar baseball player.
4. Kerri Strug:
JEWISH American
gymnast. 1996 Olympic
gold medal winner.
5. Dirk Nowitzki:
German all-star
basketball player. NBA
MVP in 2007.
6. Marty Turco:
JEWISH Canadian NHL
all-star goalie.
7. Jelena Jankovic:
No. 1 ranked Serbian
tennis player.
8. Kurt Angle: JEWISH
American WWE
wrestler. 1996 Olympic
gold medal winner.
9. Tara Lipinski:
American figure skater.
1998 Olympic gold
medal winner.
Lesson Details
PART 1: A
Become a Member of the IOC
Instructions: In groups of 4 or 5, students are to imagine they are part of
the International Olympic Committee and will be creating a set of criteria
for selecting host cities. These criteria should consider a number of factors,
such as social responsibilities and international human rights.
Teachers: Possible criteria might include geographical location, city
infrastructure/adequate sports facilities, human rights and social issues,
economic issues, environmental impact.
Students will then brainstorm the motivations behind becoming an Olympic
host city. For example, what were the motivations behind Vancouver’s bid
to host the 2010 Winter Games?
Student Resources: Lesson 1: Handout 1
PART 1: B
1936 Berlin Summer Games
Instructions: In the same IOC groups, get students to brainstorm answers
to the following questions: Why was Hitler enthused about hosting the 1936
Berlin Olympics? What were his motivations for hosting them? What was
he hoping to accomplish?
Teacher: Hitler had two main goals for the Berlin Olympics
1. Hitler came to power partly on the promise to restore strength and
honour to the German people after it had been lost following World War
The Berlin Olympics were to be an immense show of strength and to
serve as Germany’s “coming out” party to the world.
2. He wanted to prove his racial theory that Aryans of “pure blood” were
the most superior race of human beings. It was imperative to Hitler that
the German Olympic team win more medals than any other race or
country to show that Aryans were the strongest, healthiest and most
athletically fit people in the world.
Student Resources: Lesson 1: Handout 1
PART 2: A
Pictures of Contemporary Athletes
Instructions: As a class, look at the nine pictures of contemporary,
successful athletes. Have students guess which five athletes are Jewish.
Teacher: As there will be a range of answers, students will learn there is
no one look for Jews. There are brief athlete bios in the left margin.
Then show the Nazi propaganda pictures of the physical appearance of
Jews contrasted with the physical appearance of the Aryan ‘master race’.
Ask students to consider the different way the Jews and Aryans were
presented through Nazi propaganda.
Teacher: Students will learn there is no one look for any race or religion,
yet propaganda and media images often convince us otherwise.
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More Than Just Games
Contemporary Athletes
Nazi portrayal of Jews
Nazi portrayal of Aryans
PART 3
Resources: Lesson 1: Handout 2; Lesson 1: Handout 3
PART 2: B
Stereotyping in the Media Today
Instructions: Distribute the Sports Columns handout to each student. For
each sport provided on the handout, students will be directed to write down
the first characteristics that come to mind around race, gender and physical
appearance. Students will then answer the follow-up questions regarding
the portrayal of race and religion in the media.
Resources: Lesson 1: Handout 4
Optional Extension: Other than sport, consider the way that
race is represented in other genres of media (music, movies,
magazines…) Give examples of how racial stereotypes are
perpetuated in these genres.
PART 3
Historical Background of the 1936 Olympics
Instructions: Students will read the one-page historical background of the
1936 Berlin Olympics. After reading the passage, students will respond to
the following questions:
In what ways did Hitler see the Berlin Games as an opportunity?
What impeded the boycott movement?
What means did the Nazis use to deceive the world during the Olympics?
Were these methods successful?
What role did the Berlin Olympics play in Hitler’s Holocaust?
Students Resources: Lesson 1: Handout 5
Extension Activity 1:
Within the Historical Background of the Berlin Olympics, the image of 20 000 birds
being released during the opening ceremonies is described. Using a poem, free-write,
sketch, or formal paragraph, outline how the Nazis freeing of the birds is an example of irony. Your
response should discuss irony, the symbolism of the use of birds and the historical context in
Germany.
Extension Activity 2:
Within the Historical Background of the Berlin Olympics the roots of the torch relay are
traced to Nazi Germany. Knowing that the creation of the torch relay is associated with
the Nazis, do you think that this tradition should continue? Develop a statement of opinion in
response to this question and use three pieces of evidence/opinion to support your statement. These
opinion pieces can be written as op. eds for the newspaper, recorded as radio awareness ads, or
filmed.
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More Than Just Games
More Than Just Games: Lesson 2
The Ringing Dilemma
Notes
PART 1
1931
1936
Lesson Details
PART 1: A
TIMELINE ACTIVITY
Instructions: Read the Timeline. Using classroom resources, library
and/or the internet, add one to two points of your own to all timeline events.
Resources: Lesson 2: Handout 1
PART 1: B
SOCIAL CLIMATE IN CANADA
Instructions: Using the handout that reviews four different groups in
Canada, students are to connect each group to one event on the timeline.
Within these connections, students should consider how each group would
have been impacted or would have reacted.
Resources: Lesson 2: Handout 1; Lesson 2: Handout 2
PART 1: C
FOR OR AGAINST THE BERLIN OLYMPICS
Instructions: Using the four different groups in Canada outlined in
Lesson2: Handout 2, students are to consider which of these groups would
have been in favour of attending the Berlin Olympics, and which would
have been opposed. In the space provided on the handout, students should
indicate the opinions of the groups and the rationale for these opinions.
Resources: Lesson 2: Handout 2
PART 2
PART 2: A
DEBATE
Instructions: Divide the class into two groups. One side will think of
arguments for attending the 1936 Olympics. The other side will think of
arguments for boycotting. Remind the students to consider all the groups
that were examined in Part 1. Once students have finished preparing the
arguments, choose to mediate the debate in the style you see fit. (ie.
Teacher as mediator, using a talking stick, timed debates,
opening/closing/rebutting time frames…)
PART 2: B
Personal Response
Instructions: After the debate, students will write their own personal
response to the issue of whether or not individual athletes or entire
countries should have boycotted the Berlin Games.
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More Than Just Games
More Than Just Games: Lesson 3
Athletes Banned Together
Notes
Lesson Details
Instructions: Use the discussion questions from Lesson 3: Handout 1 with
your class in order to promote thinking about athletes, social responsibility,
and activism.
Opening Questions:
Resources: Lesson 3: Handout 1
These questions are
Optional Connection: Use a current issue related to an
designed to get
athlete who is in the news as a result of something from their
students thinking about
personal lives. For example, having students create a current
the responsibilities of
events blog may get them talking and thinking about the
athletes, and the role of
intersection of athletes and politics.
politics in sport.
2009 example: Michael Phelps
PRE –LESSON
http://www.cbc.ca/consumer/story/2009/02/02/f-phelps-reaction.html
PART 1
PART 1: A
Biography: Bobbie ‘Fannie’ Rosenfeld
Instructions: Use the exhibit at the Jewish Women’s Archive to explore
Intro to Activism:
The activities in Part 1 the biography of Bobbie ‘Fannie’ Rosenfeld.
Resources: http://jwa.org/exhibits/wov/rosenfeld/
are designed to
Student Resources: Lesson 3: Handout 1
familiarize students
PART 1: B
Activism: Gender
with Jewish Canadian
Instructions: Following the format of the handout (Lesson3: Handout 1),
athlete Bobbie
‘Fannie’ Rosenfeld and students will discuss gender assumptions for males and females, discuss
the concept of athletes gender activism, and consider whether or not Rosenfeld was an activist.
Then in the two subsequent sections, entitled From Athlete to Activist 1& 2,
as activists. Students
students look specifically at Bobbie Rosenfeld as a gender activist.
will be looking at
Student Resources: Lesson 3: Handout 1
Bobbie Rosenfeld
through these three
Optional Quote Connection: Rosenfeld’s father was heard
categories:
saying, ‘Dat’s my girl, Fannie,’ while watching his daughter
1) biography
compete. Is making your parents proud important to you?
2) activism
What medium do you feel you have made a connection with
3) impact
your parents?
PART 1: C
Activism: Impact
Instructions: Students are to answer two questions surrounding the impact
of Rosenfeld’s career as an athlete and a reporter. Then, in the section
entitled Reporting on the Reporter, students are to read two print sources/
examples of Rosenfeld’s writing and consider how she uses her role as a
reporter to continue to challenge stereotypical gender roles.
Student Resources: Lesson 3: Handout 1
Articles can be found at: http://jwa.org/exhibits/wov/rosenfeld/reel.html
References
Jewish Women’s Archive: http://jwa.org/exhibits/wov/rosenfeld/
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More Than Just Games
PART 2
Class Connection:
Students are to
consider the following
questions: Which has
more of an impact,
attending the Olympics
or not attending the
Olympics as a form of
protest?
PART 2
International Athletes
Attended
Helene Mayer
Boycotted
Norman Connors
Lillian Copeland
Milton Green
Syd Koff
Unable to Attend
Gretel Bergmann
Canadian Athletes
Attended
Irving Maretzky
Boycotted
Sammy Luftspring
Henry Cieman
Frank Stack
Henry Cieman,
Norman 'Baby' Yack
Part 2 Pondering
Instructions: For this section students are going to be reflecting on the
actions taken by international athletes in relation to the 1936 Olympics.
Students will be looking at international athletes that attended, boycotted, or
were banned from attending. After looking at the short quotes pertaining to
international Jewish athletes, students are to consider: Which action,
attending or not attending, has more impact as a form of protest?
Resources: Lesson 3: Handout 2
PART 2: A
Biography: Choosing an Athlete
Instructions: Students will first explore the library or internet to find out
which international and Canadian Jewish athletes attended, boycotted, or
were not able to attend the Nazi Olympics. The students have been given a
chart with some names on their handout (duplicated on the left) to get their
research started.
Resources: Lesson 3: Handout 2
Further Instructions: After students have explored a multitude of Jewish
athletes, and placed some more names on the chart, they are to focus on one
Canadian athlete of interest. As they did with Bobbie Rosenfeld, they are
to outline five elements of the athlete’s life.
PART 2: B
Activism
Instructions: After they have focused on an athlete, they are to create their
own activist criteria to compare their athlete to. There is also a piece written
by Sammy Luftspring and Norman Yak regarding their decision not to
participate in the games. Students should use the criteria they created to
reflect on the statements made by Luftspring and Yak.
Resources: Lesson 3: Handout 2
PART 3
Assignment Option
Instructions: Students are to find a current athlete of their
choice who is making a political statement outside of sport.
They are to outline five elements of this athlete’s life, explain
the issue that the athlete represents and evaluate the work of
this athlete according to the criteria created in Part 2:B.
Post Lesson Thinker: Should governments be allowed to ban their athletes from being
political?
Canadian Olympic Committee President Dick Pound made crystal clear to the Canadian Olympians, “If
it is so tough for you that you can’t bear not to say anything, then stay at home.” USA basketball and
Duke coach Mike Krzyzewski said, “None of these athletes [has] a responsibility to be political. They have the
responsibility to represent their country.” http://www.indypendent.org/2008/07/18/protest-begins-at-home/
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More Than Just Games
More Than Just Games: Lesson 4
Silent Applause
PART 1
Lesson Link
In the last lesson we
looked at the athlete’s
choice not to attend as
an act of resistance. In
this lesson we will
look instead at nonaction as an act of
compliance
PART 1: A Opening Writing Activity: Inaction as Participation
Writing Prompt: Choosing not to help when you know there is injustice
occurring is actually choosing to participate in that injustice.
Instructions: Using the prompt, have the students write their initial
reactions to this statement. Either in partners, or in a large group have
students share their initial reactions.
Resources: Lesson 4: Handout 1
PART 1: B
Photo Activity: Inaction as Participation
Instructions: Using the image of the Little Polish Boy, ask students to
write down their initial reactions to the photo using the three question
prompts on the handout. Have students share their responses in pairs.
Resources: Lesson 4: Handout 1
Image: http://isurvived.org/Pictures_Isurvived/Boy-WarsawGhetto.gif
PART 1: C Poem Activity: Inaction as Participation
Instructions: As a class, read the poem, To The Little Polish Boy Standing
With His Arm Up, by Peter Fischl. Have students answer the questions
connected to the poem.
Resources: Lesson 4: Handout 1
Poem: http://www.holocaust-trc.org/FischlPoem.htm
PART 2
PART 2: A Opening Writing Activity: Inaction as Participation
Writing Prompt: Canadians should help people in other nations who are
victims of human rights discriminations.
Instructions: Have the students record their initial reactions to the prompt
Resources: Lesson 4: Handout 2
Partner Connection: Start by sharing initial reactions. Then as a class,
consider why some people think Canada should only be concerned with
internal politics. Ask students if they can think of examples of Canada
helping other nations/or failing to help other nations.
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More Than Just Games
PART 2: B
Inaction as Participation
Instructions: Students are to consider what was known in Canada and
around the world about Nazi policies and practices. Using primary and
secondary source documents from the handout, students will be looking to
prove that Canadians were aware of the human rights discriminations being
committed by the Nazi party. The suggested websites and primary source
documents included on the handout are intended only as a starting place for
research. Further research is encouraged.
Resources: Lesson 4: Handout 2
Statements and Resources:
Statement: The Canadian government had discriminatory immigration laws
Resources: Lesson 4: Handout 2 (Source 1)
http://vhec.org/images/pdfs/openhearts_guide.pdf
Statement: There was anti-Semitism in Canada.
Resources: Lesson 4: Handout 2 (Sources 2, 3 & 4, 5)
http://www.virtualmuseum.ca/Exhibitions/orphans/english/themes/pdf/the_where.pdf
http://vhec.org/images/pdfs/openhearts_guide.pdf
Statement: The attitude of the Canadian government at the Evian Conference was antiSemitic.
Resources: Lesson 4: Handout 2 (Sources 5 & 6)
http://www.virtualmuseum.ca/Exhibitions/orphans/english/themes/pdf/KingDiary.pdf
Statement: The refusal of the SS. St. Louis to dock in Canada was an act of antiSemitism.
Resources: Lesson 4: Handout 2 (Sources 7a &7b)
http://www.virtualmuseum.ca/Exhibitions/orphans/english/themes/pdf/Telegram.pdf
Overall Question:
The Canadian government/people knew about Nazi policies and human rights violations
PART 2: C
A Concerto For You: Inaction as Participation
Instructions: For this activity students will be connecting to the ideas
presented in Peter Fischl’s poem. Fischl wanted to make a concerto, a
monument, a painting, a composition, so that the world would know and
not be able to turn their heads away. The students will be creating a public
awareness campaign that embraces Fischl’s ideas and passion.
Resources: Lesson 4: Handout 3
Optional connection: Make a video, radio ad, newspaper ad,
or internet campaign about a human rights violation that is
occurring in the world right now.
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More Than Just Games
More Than Just Games: Lesson 5
Reflections
Notes
Lesson Details
Instructions: Using the image and the questions from the discussion
section of the handout, consider the role of human rights in the Olympics.
Resources: Lesson 5: Handout 1
2008 Olympics: http://www.rorylewisband.com/docs/05_issues.html
PART 1
Becoming Museum
Curators
PART 1: A
Basic Image Analysis
Instructions: As a class, look at the images and answer the basic, first
impression prompts on each image.
Resources: Lesson 5: Handout 1
1936 Olympics: http://www.sportvox.fr/IMG/owens_long1.jpg
1968 Olympics: http://i.a.cnn.net/si/2007/writers/dave_zirin/09/27/carlos/carlos.jpg
1972 Olympics: http://img.dailymail.co.uk/i/pix/2008/04_05/munichAP2504_468x335.jpg
2008 Olympics: http://freetibet2008.org/wp-content/uploads/2008/08/tibetanflagsprotest-small.jpg
Optional Connection: There has been a documentary film
made about the famous 1968 Olympics podium picture. The
film outlines the historical background, impact and stories of
the athletes involved. www.salutethemovie.com
PART 1: B
Research
Instructions: Divide your class into groups of three. Assign each group
one Olympic image, there will be more than one group doing the same
image. Students are to research the incident that the image represents and
outline the historical context of the incident.
Resources: Lesson 5: Handout 1
Recommended Time: One library or lab period
Optional Connection: Using the 1936 podium picture, is
there a difference in the way the students view the American
salute and the Nazi salute? Consider what each represents.
PART 1: C
Creating An Exhibit
Instructions: Students will be using their research to help them create a
museum wall hanging that includes a copy of their image and a ‘picture
tag’. Students will be using their research templates to complete this task.
Specific criteria for this activity is on the accompanying handout.
Resources: Lesson 5: Handout 1
Further Instructions: Have the students display their wall hangings. In
their curator groups, have the students proceed through the class, as if
wandering through a museum, and take notes about each image on the
walkabout portion of their handout.
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More Than Just Games
Optional Activity: Have students find an image of their own
choice from the Olympics outlined above, or from an
Olympics of their choice. Then follow the steps of filling in
the research template, creating an exhibit, and conducting a
walkabout.
PART 2
Vancouver 2010
Olympics
PART 2: A
Vancouver 2010 Research
Class discussion: Brainstorm the social, environmental, and economic
conflicts surrounding the 2010 Vancouver Olympics. Have the students
record these ideas on the brainstorm charts on the handout. The brainstorm
is intended to help guide the students’ research for the next step.
Instructions: Using newspaper articles or the internet, have the students
do further research into some of the issues related to the 2010 Olympics.
Ensure students have filled in a few examples in each category (social,
environmental, and economic). They will be using them for the drawing
activity.
Resources: Lesson 5: Handout 2
PART 2: B
Vancouver 2010 Political Cartoon
Instructions: Students will be using a blank Olympic podium template to
create political cartoons that focus on the social, environmental and
economic conflicts.
Resources: Lesson 5: Handout 3
Assignment Criteria:
The cartoon represents at least one of the issues related to the
Vancouver 2010 Olympics.
 provide a 2-3 sentence written explanation of the issue you are
trying to encapsulate
Image
 neatness and originality
 uses either symbolism, satire, caricature, exaggeration, caption,
labels, thought balloons or word balloons.
Title
 appropriate and original
Optional Activity: Using the same assignment criteria,
students can create their own cartoon without the podium
template provided.
Post Lesson Thinker: What possible positives can result from the Olympic Games?
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More Than Just Games:
Resources
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More Than Just Games
More Than Just Games
Lesson 1: Handout 1
PART 1: A
Become a Member of the IOC
Instructions: Imagine you are members of the International Olympic Committee, and
you need to construct a clear set of criteria for selecting an Olympic host city. You must:




Use five different pieces of criteria
Consider the responsibilities of the city to its citizens
Consider the responsibilities of the host country to the international community
Consider the appropriateness of the city for an event of this magnitude
Criteria
Justification
Now, choose a city that you think best meets your criteria.
City Choice:
Justification:
Brainstorm the motivations behind becoming an Olympic host city. For example, what were the
motivations behind Vancouver’s bid to host the 2010 Winter Games?
Why was Hitler enthused
about hosting the 1936 Berlin
Olympics? What were his
motivations for hosting them?
What was he hoping to
accomplish?
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More Than Just Games
More Than Just Games: Athlete Images
Lesson 1: Handout 2
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More Than Just Games
More Than Just Games: Nazi Propaganda
Lesson 1: Handout 3
Nazi portrayal of Jews
Nazi portrayal of Aryans
All images from this handout are referenced at the end of the unit.
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More Than Just Games
More Than Just Games: Sports ‘Columns’
Lesson 1: Handout 4
Fill in the blank spaces below by writing down the first characteristics that come to mind for each
sport. If someone were to say to you “What does a typical hockey player look like?” what traits
would you come up with? What are a typical hockey player’s race, gender and physical
appearance? If you know the name of a famous athlete of that sport write it down as well and see
how closely it matches your descriptions.
SPORT
RACE
GENDER
PHYSICAL
FAMOUS
APPEARANCE
ATHLETE
Hockey
Basketball
Karate
Table Tennis
Figure Skating
100 Metre
Dash
Boxing
Follow-Up Questions
1) Choose 3 of the sports listed above and describe why you came up with your
descriptions.
2) Do you think the media’s portrayal of athletes in newspapers, magazines, ads, or TV
influenced what you wrote down?
3) The Nazis used propaganda to portray Jews negatively and Aryans positively. Do you think
propaganda is used in society today to portray certain races or religions well and others poorly?
Explain using specific examples.
19
More Than Just Games
More Than Just Games: Historical Background of the 1936 Olympics
Lesson 1: Handout 5
On May 13, 1931 Berlin was officially chosen by the
International Olympic Committee to be the host city of the 1936
Summer Games. Less than two years later, on January 30, 1933,
Nazi leader Adolf Hitler was appointed chancellor of Germany.
Within months Hitler had transformed the country into a
dictatorship. Hitler openly blamed the Jews for causing the
majority of Germany’s problems. Soon after coming to power,
Hitler and the Nazis introduced a series of anti-Jewish laws that
excluded Jews from partaking in most aspects of German life.
Jews lost their jobs, Jewish children were banned from German schools, Jews were forbidden to enter certain
public places, and Jews were prohibited from joining German sports teams. In 1935 Hitler introduced the
Nuremberg Laws, which took German citizenship away from Jews and made it illegal for Jews to marry nonJews. In addition to the persecution of Jews, Hitler also persecuted people with disabilities, blacks, gays, Gypsies
(Roma) and most other people he deemed to be un-German.
Hitler’s racist views stemmed from his belief that Germans of pure blood were the most superior race
of people on earth-- the so-called “Aryan Master Race.” He believed that the racial purity of the “Master
Race” could only preserved by purging the country of all non-Aryans. Because of Hitler’s racial ideology, he
was initially against the Olympics as he was opposed to the idea of blacks and Jews competing side-by-side
with Aryans. The Nazi ideals of racism and conquest were contrary to the Olympic ideals of uniting the
world’s people through peaceful sportsmanship. However, he soon realized the great propaganda value that the
Olympics offered. Hitler had risen to power largely on the promise that he would restore the strength and
honour that Germany lost following World War 1. The Olympics would be Germany’s grand “coming out”
party to the world. Hitler came to view the Berlin Olympics as a “war without weapons” (Large, 2007).
Several Jewish groups in Canada, the US, and elsewhere discussed boycotting the Berlin Olympics. These
groups believed strongly that athletes should in no way support a country with such extreme human rights
abuses. Hitler’s racist policies were at total odds with Olympic ideals. Facing pressure from these groups, the
IOC considered moving the Games out of Germany. However, Hitler made just enough concessions to
convince the IOC to keep the Games in Berlin. Leading up to the Games, he ordered the removal of several
anti-Jewish signs in and around Olympic sites, he staged phony Jewish sports events for visiting members of
the IOC, and he also permitted a half-Jewish athlete, Helene Mayer, to compete for Germany in the Summer
Games. Because of these minor concessions, the IOC agreed to keep the Games in Berlin.
The Berlin Olympics were the largest to date. Over 4000 athletes from 49 countries around the world
competed, overshadowing all previous Olympic Games. The Opening Ceremonies alone were striking, capped
off with the release of 20,000 birds wearing coloured ribbons and showcasing the last leg of the Athens-toBerlin torch relay, a tradition created by the Nazis (Hogan et al., 2003). Although some Jewish athletes from
other countries won medals, and the African-American track and field star, Jesse Owens, made headlines by
winning four golds, the 1936 Berlin Games were still a triumphant success for Hitler. The German team won
more medals than any other country and Hitler successfully duped the world into thinking that Germany was
more peaceful and tolerant than had been reported in newspapers around the world.
After the Olympics were over, however, Hitler aggressively renewed his pursuit towards genocide.
Hitler revived his campaign against Jews and all other people living in Germany that did not fit the Aryan
ideal. With the invasion of Poland in September 1939 and the advent of World War 2, the Nazi campaign of
racism and anti-Semitism was spread throughout the continent, culminating in the Holocaust and the
devastating mass murder of millions of Europeans.
1)
2)
3)
4)
In what ways did Hitler see the Berlin Games as an opportunity?
What might have resulted from a successful boycott movement?
What means did the Nazis use to deceive the world during the Olympics? Were these methods successful?
What role did the Berlin Olympics play in Hitler’s Holocaust?
20
More Than Just Games: Timeline
Lesson 2: Handout 1
More Than Just Games
Instructions: Using the timeline points on the right hand side, add one or two notes of your own to the
space on the left hand side. You may use the internet, classroom resources or the library to complete
this task.
May 13, 1931
International Olympic Committee chooses
Berlin to host 1936 Summer Games
January 30, 1933
Adolf Hitler becomes Chancellor of
Germany
March 20, 1933
Nazis build the first permanent
concentration camp at Dachau
April 1933
Jews excluded from government, national
sports teams, and many professions
September 15, 1935
Nuremberg Laws passed in Germany
1935
Canadian Jewish Congress identifies 12
anti-Semitic groups in Canada
1934-1936
Canadian Jewish Congress unsuccessfully
pushes for Canada to boycott the Games
Summer 1936
Removal of anti-Semitic signs around
Olympic sites
August 1936
Summer Olympics in Berlin
August 1936
The Canadian Olympic team wins 9
medals—among them, Jewish basketball
player Irving Meretsky
21
More Than Just Games
More Than Just Games: Perspectives
Lesson 2: Handout 2
PART 1: B
SOCIAL CLIMATE in CANADA in the 1930s
The perspectives of four different groups or individuals are indicated below. Connect these
groups to the events on your timeline. Consider how each group would have been impacted or
would have reacted to one event on the timeline.
Member of the Canadian
Prime Minister William Lyon
Jewish Congress
Mackenzie King
The CJC was an advocacy group for Jewish Was not publicly sympathetic to the Jewish
rights in Canada. They reported on antiplight at home or abroad.
Semitic groups in Canada. They pushed
the Canadian government to boycott the
Olympics due to Germany’s anti-Jewish
laws.
Jewish Canadian Olympic athlete
Non-Jewish Canadian Olympic athlete
Jewish athletes wanted to compete
Olympic athletes have devoted their entire
internationally in their sport but were torn
lives to training and excelling in their sport.
between giving up their dreams and
participating in Hitler’s Olympics.
PART 1: C
FOR OR AGAINST THE BERLIN OLYMPICS
Consider which of these groups would have been in favour of attending the Berlin Olympics and
which would have been opposed. In the boxes below, indicate the opinions of the groups and the
rationale for these opinions.
Member of the Canadian
Prime Minister William Lyon
Jewish Congress
Mackenzie King
Jewish Canadian Olympic athlete
Non-Jewish Canadian Olympic athlete
22
More Than Just Games
More Than Just Games: Athletes Banned Together
Lesson 3: Handout 1
PRE-LESSON DISCUSSION QUESTIONS:
1. Do you think athletes have a
3. Can you think of any examples of
responsibility to uphold a particular image, athletes who have successfully carried
as they are often role models for youth?
through with a cause?
2. Do you think athletes should use their
4. If you were a professional athlete, what
fame to pursue social, political or
cause, if any, would you promote?
environmental causes?
Explain.
PART 1: A
Biography: Bobbie ‘Fannie’ Rosenfeld
Choose five aspects of Bobbie Rosenfeld’s life to highlight. These are the five events that
you feel are the most relevant to her life.
Event
Explanation: Expand on the event & why it is important
Resources to start your research:
Jewish Women's Archive. "JWA - Bobbie Rosenfeld - Biography."
<http://jwa.org/exhibits/wov/rosenfeld/bio.html> (January 18, 2009).
Jewish Women's Archive. "JWA - Bobbie Rosenfeld - Timeline."
<http://jwa.org/exhibits/wov/rosenfeld/tmline.html> (January 18, 2009).
PART 1: B
Gender Activism
"If any single individual epitomized women's sport in the 1920's, she did." (JWA)
DISCUSSION QUESTIONS: In groups/partners list the societal expectations for gender
Societal expectations for males
Societal expectations for females
SPORT SPECIFIC:
In what ways does sport have the
potential to disrupt gender norms?
In what ways does sport solidify gender
assumptions?
23
More Than Just Games
In what ways did Rosenfeld challenge stereotypical gender roles?
From Athlete to Activist 1: Read the quote about Rosenfeld and then consider the question:
Many watching this performance realized that Rosenfeld could have continued her push forward
and won another medal. Instead she, "stayed at Jean's shoulder to the finish and then let Jean
finish fourth, taking fifth for herself." As the team manager Alexandrine Gibb remembered it,
"Bobbie Rosenfeld's sportsmanship in this event was one of the high spots of the games....In the
annals of women's athletics, there is no finer deed than this." (JWA).
Student Questions: Do you read this story at all through gender?
Is being a ‘good sport’ a form of activism?
From Athlete to Activist 2: Using five statements made by Rosenfeld, students are to consider:
In what ways did Rosenfeld use sport as a medium for activism?
"No longer are we athletes the pretty maids of yesteryear. Our perfect 36's are being ruined, our features
are becoming quite 'Frankensteinish,' shout these croquet and pat-ball advocators, all because we are no
longer satisfied with being just a 'rib of Adam', but we have elected to hurl the discus, throw the javelin,
run and jump as 'Adam' does...."(JWA)
“The modern girl is a better worker and a happier woman by reason of the healthy pleasure she takes in
tennis, hockey, lacrosse, swimming, running, jumping and other sports. The sacrifices which girls have
to make to keep themselves fit are all for the good. They work better because they play better. When one
sees the well-filled playing fields today, one has no fear for the future of Canadian
womanhood...."(JWA)
“The girl athletes have successfully crashed the sacred sanctum of men's sports realms. The sporting
public likes them and wants them..."(JWA)
“Would all this ballyhoo of leathery-limbs, flat chests, physical injury, be a direct result of male
resentment to the female intrusion of their athletic circle? Can it be that they just 'can't take it?'"(JWA)
“Athletic maids to arms!...We are taking up the sword, and high time it is, in defense of our so-called
athletic bodies to give the lie to those pen flourishers who depict us not as paragons of feminine
physique, beauty and health, but rather as Amazons and ugly ducklings all because we have become
sports-minded...” (JWA)
PART 1: C
Activism: Impact
Link: What long lasting impact do you think Rosenfeld’s involvement in sport would have?
How did her activism continue in her career as a reporter?
Reporting on the Reporter: Students are to read the two print sources/ examples of Rosenfeld’s
writing and consider how she uses her role as a reporter to continue to challenge stereotypical
gender roles. http://jwa.org/exhibits/wov/rosenfeld/reel.html
24
More Than Just Games
More Than Just Games: Athletes Banned Together
Lesson 3: Handout 2
PART 2 PONDERING
After looking at the short quotes pertaining to international Jewish athletes, consider: Which
action, attending or not attending, has more impact as a form of protest?
Attended
Boycotted
Hoping ‘to show what a Jew could do,’
and ‘to use [her] talent as a weapon
against Nazi ideology,’ Margaret Lambert
(nicknamed Gretel) wanted to compete in
the 1936 Olympics for Germany. Though
she tied the German high-jump record, she
was not allowed to compete. Lambert
emigrated to the United States in 1937. The
stadium she was not allowed to enter as an
athlete in 1936 is now named for her.
Herman Neugrass, American sprinter,
speaking to New Orleans Times-Picayune:
“ I feel it to be my duty to express my
unequivocal opinion that this country
should not participate in the Olympic
contests, if they are held in Germany”
(Large, 2007).
http://jwa.org/discover/infocus/olympics/
PART 2: A
Biography: Choosing an Athlete
Instructions: Explore the library or internet to find out which international and Canadian
Jewish athletes attended, boycotted, or were not able to attend the 1936 Olympics. Start by
looking at athletes who have been included on the chart below. Record your additions on the
chart.
International Athletes
Attended
Helene Mayer
Canadian Athletes
Attended
Irving Maretzky
Boycotted
Norman Connors
Lillian Copeland
Milton Green
Syd Koff
Boycotted
Unable to Attend
Gretel Bergmann
Unable to Attend
Sammy Luftspring
Henry Cieman
Frank Stack
Norman 'Baby' Yack
25
More Than Just Games
Further Instructions: After you have explored a multitude of Jewish athletes, and placed some
more names on the chart, choose one Jewish Canadian athlete of interest. As you did with
Bobbie Rosenfeld’s biography, you are to outline five elements of the athlete’s life.
Event
Explanation: Expand on the event & why it is important
Activism
Instructions: Would you consider the athlete you have chosen an activist? Why or why not?
Response Format: Create three pieces of criteria that you would use to identify an activist.
Compare the athlete of your choice to this criteria.
Criteria
Comparing Your Athlete
On July 7, 1936, The Toronto Star printed a letter to the editor that
part:
Would you
consider
Luftspring and
read in
Yak activists?
By Sammy Luftspring & Norman ‘Baby’ Yak
“We desire to advise you that we have decided not to take part in the boxing trials to be held in Montreal
to select the Canadian Olympic team. It is a matter of keen disappointment to us to turn down the
opportunity of trying for the great honor and privilege of making a place on the Canadian team.
However, we have gone into the question very carefully with our families and friends in the community,
and find that we cannot act differently from what we have decided. We know that we, as Canadian boys,
would be personally safe, and perhaps well received in Germany. But can we forget the way the German
Government is treating the Jewish boys in Germany?
We are making a personal sacrifice in refusing the chance, and we are sure that all true Canadian
sportsmen will appreciate that we would have been very low to hurt the feelings of our fellow-Jews by
going to a land that would exterminate them if it could. We wish the Canadian team every success.”
http://sports.aol.com/voices/blackistone/_a/olympians-need-to-lead protests/20080402103809990001
26
More Than Just Games
PART 3
Assignment Option
Instructions: Find a current athlete of your choice who is making a political statement outside of
sport. You should:
 outline five elements of this athlete’s life
 explain the issue/cause/political statement that the athlete represents
 evaluate the work of this athlete according to the criteria that you created
Post Lesson Thinker: Should governments be allowed to ban their athletes from being
political?
The British Olympic Association told its teams in writing that they are forbidden to speak
out “on any politically sensitive issues.” Other countries have done the same. Canadian
Olympic Committee President Dick Pound made crystal clear to the Canadian Olympians,
“If it is so tough for you that you can’t bear not to say anything, then stay at home.” USA basketball
and Duke coach Mike Krzyzewski said, “None of these athletes [has] a responsibility to be political.
They have the responsibility to represent their country.” And International Olympic Committee head
Jacques Rogge has also said that “political factors” need to be kept away from the games.
http://www.indypendent.org/2008/07/18/protest-begins-at-home/
27
More Than Just Games
More Than Just Games: Silent Applause
Lesson 4: Handout 1
PART 1: A
Opening Writing Activity: Inaction as Participation
Instructions: In a free-write, express your reactions to this statement. Consider whether you
agree or disagree. Consider this statement in relation to a situation in the school, such as
bullying. Consider this statement in relation to a situation in society, such as the use of racial
slurs or racist language.
Choosing not to help when you know there is injustice occurring is actually choosing to
participate in that injustice.
PART 1:B
Photo Activity: Inaction as Participation
http://isurvived.org/Pictures_Isurvived/Boy-WarsawGhetto.gif
Initial Reactions:
1) Write down a list of words for all of the things that are seen in this image?
2) What stands out the most for you in the image? Explain.
3) What is your emotional reaction to the image? What emotional words
would you
attach to this image?
Follow-Up Question
Consider all of the people connected to this photo, including the photographer. Which of
these people do you consider participants in the Nazi actions?
28
More Than Just Games
PART 1: C
Poem Activity: Inaction as Participation
To The Little Polish Boy Standing with his Arms Up
-Peter L. Fischl
To The Little Polish Boy Standing With His Arms Up
I would like to be an artist
So I could make a Painting of you
Little Polish Boy
Standing with your Little hat
on your head
The Star of David
on your coat
Standing in the ghetto
with your arms up
as many Nazi machine guns
pointing at you
I would make a monument of you
and the world who said nothing
I would like to be a composer
so I could write a concerto of you
Little Polish Boy
Standing with your Little hat
on your head
The Star of David
on your coat
Standing in the ghetto
with your arms up
as many Nazi machine guns
pointing at you
I would write a concerto of you
and the world who said nothing
I am not an artist
But my mind had painted
a painting of you
Ten Million Miles High is the Painting
so the whole universe can see you Now
Little Polish Boy
I would write a concerto of you
and the world who said nothing
I am not an artist
But my mind had painted
a painting of you
Ten Million Miles High is the Painting
so the whole universe can see you Now
Little Polish Boy
Standing with your Little hat
on your head
The Star of David
on your coat
Standing in the ghetto
with your arms up
as many Nazi machine guns
pointing at you
And the World who said nothing
I'll make this painting so bright
that it will blind the eyes
of the world who saw nothing
Ten billion miles high will be the
monument
so the whole universe can remember of you
Little Polish Boy
Standing with your Little hat
on your head
The Star of David
on your coat
Standing in the ghetto
with your arms up
as many Nazi machine guns pointing at you
What is the impact
of using such
exaggerated
images?
And the monument will tremble so the blind world
Now
will know
What fear is in the darkness
The world
Who said nothing
I am not a composer
but I will write a composition
for five trillion trumpets
so it will blast the ear drums
of this world
The world's
Who heard nothing
I
am
Sorry
that
It was you
and
Not me
Which stanza do you think
has the most impact?
Explain.
Why do you think Peter Fischl wrote this poem? What is the message of the poem?
29
More Than Just Games
More Than Just Games: Silent Applause
Lesson 4: Handout 2
Instructions: Using the primary and secondary sources on the following pages, consider the
following statements. You should develop an opinion statement, in agreement or disagreement
with the statements below, and then use specific pieces of evidence from the documents to
support your opinion.
The Canadian government had discriminatory immigration laws.
Opinion:
Evidence:
There was anti-Semitism in Canada.
Opinion:
Evidence:
The attitude of the Canadian government at the Evian Conference was anti-Semitic.
Opinion:
Evidence:
The refusal of the SS St. Louis to dock in Canada was an act of anti-Semitism.
Opinion:
Evidence:
Overall Statement:
The Canadian government/people knew about Nazi policies and human rights violations.
Opinion:
Evidence:
30
More Than Just Games
31
More Than Just Games
Anti-Semitism & Immigration Laws
SOURCE 1: http://vhec.org/images/pdfs/openhearts_guide.pdf
Source 1:
Timeline
32
More Than Just Games
SOURCE 2: http://www.virtualmuseum.ca/Exhibitions/orphans/english/themes/pdf/the_where.pdf
Source 2:
CJC &
Jewish
Children
SOURCE 3: http://www.virtualmuseum.ca/Exhibitions/orphans/english/themes/pdf/the_where.pdf
Source 3:
UNRRA
Letter
33
More Than Just Games
SOURCE 4: http://vhec.org/images/pdfs/openhearts_guide.pdf
Source 4:
Immigration
Director
Immigration Policy & The Evian Conference
SOURCE 5: http://www.virtualmuseum.ca/Exhibitions/orphans/english/themes/pdf/the_immigration.pdf
Source 5:
Immigration
Policy & The
Evian
Conference
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More Than Just Games
SOURCE 6: http://www.virtualmuseum.ca/Exhibitions/orphans/english/themes/pdf/KingDiary.pdf
Source 6:
Prime Minister
King’s Diary
The SS St. Louis
SOURCE 7a & b: http://www.virtualmuseum.ca/Exhibitions/orphans/english/themes/pdf/the_immigration.pdf
Source 7a &b:
Discussion of
SS St. Louis
and letter to
the
government
requesting
entry for
passengers
35
More Than Just Games
More Than Just Games: Silent Applause
Lesson 4: Handout 3
Instructions: For this assignment, you will be
connecting to the ideas presented in Peter Fischl’s
poem. Fischl wanted to make a concerto, a
monument, and a painting, so that the world would
know and not be able to turn their heads away.
Using Fischl’s passion and commitment to making
the world see, you will be creating a public
awareness campaign that outlines the human rights
discriminations being committed by Hitler and the
Nazis and that demands action.
Assignment Criteria
Your campaign must outline at least three specific human rights discriminations
committed by Hitler and the Nazi party.
Your campaign must find a way to get the public’s attention. Some ideas for
your campaign:
Image
Letter to the public
Song
Propaganda Poster
Newspaper column
Monument
Rally
Public Awareness Day
Idea of Your Own
You will be submitting a proposal and example of the materials you will be
using.
Your campaign must outline three concrete expectations. These are
expectations of:
1. the government
2. the people
3. immigration policies
36
More Than Just Games
More Than Just Games: Reflections
Lesson 5: Handout 1
Discussion
1. What is the message of this image?
2. Do you think the human rights should be
considered when choosing a country to host
the Olympics?
PART 1: A
Basic Image Analysis
Using the four images consider the following questions:
1. Describe what you see at the centre of each picture.
2. What are the prominent colours or shades?
3. Who/ What is in the background of each picture?
4. Where/from what distance is the photographer in relation to the main image?
5. What action is taking place?
6. What emotions or feelings does this image convey?
Berlin 1936
Munich 1972
Mexico City 1968
Beijing 2008
Shirt says: Team Tibet 37
‘08
More Than Just Games
PART 1: B
Research
After you have been assigned your image, in groups of three fill out the template below:
Capturing The Incident
When:
Where:
Who:
What:
Backwards Through Time
Trace the conflict backwards. What led to this incident?
1.
2.
3.
4.
5.
Title
Author(s)
Sources
Publisher
City
Year
Websites Used:
PART 1: C
Creating an Exhibit
Assignment: Imagine that you are a museum curator, and your museum is hosting an exhibit of
monumental/controversial Olympic images. As a curator, you must decide what text will
accompany your image. What story do you want told?
Instructions: Using your research template, create a ‘picture tag’ to go with your image.
Your ‘picture tag’ should:
1. Be presented in good copy format
2. Be paired with a print of your image
3. Include a description of the image
4. Outline the historical context
5. Include a meaningful title
38
More Than Just Games
Walkabout Sheet
Image Response
What Olympics?
Questions
Do you have any questions about the image
that were not answered in the picture tag?
Incident:
Historical Context:
What Olympics?
Do you have any questions about the image
that were not answered in the picture tag?
Incident:
Historical Context:
What Olympics?
Do you have any questions about the image
that were not answered in the picture tag?
Incident:
Historical Context:
What Olympics?
Do you have any questions about the image
that were not answered in the picture tag?
Incident:
Historical Context:
What Olympics?
Do you have any questions about the image
that were not answered in the picture tag?
Incident:
Historical Context:
Post Walkabout Reflection:
1. After viewing all of the images, which do you consider to be the most significant?
Explain.
2. What overall story do these images tell?
39
More Than Just Games
More Than Just Games: Reflections
Lesson 5: Handout 2
PART 2: A
Social
Vancouver 2010 Research
Environmental
Economic
Now, use the internet to add to this chart. Use the brainstorm as a guide for your research.
PART 2: B
Vancouver 2010 Political Cartoon
Instructions: As many iconic Olympic images have taken place on the Olympic podium, you
will be using a blank Olympic podium template to create a political cartoon for the Vancouver
2010 Olympics. You can either use each step of the podium to represent a social, environmental
and economic conflicts, or you can choose to focus on one of the categories.
Assignment Criteria:
The cartoon represents at least one of the issues related to the Vancouver 2010 Olympics.
 provide a 2-3 sentence written explanation of the issue you are trying to encapsulate
Image
 neatness and originality
 uses either symbolism, satire, caricature, exaggeration, caption, labels, colour, or light
and dark
Title
 appropriate and original
40
More Than Just Games
More Than Just Games: Reflections
Lesson 5: Handout 3
41
More Than Just Games
General References
Hogan, David J. (Ed.). (2003). The Holocaust chronicle: A history of words and pictures.
Lincolnwood, IL: International.
Large, David Clay. (2007). Nazi games: The Olympics of 1936. New York: W.W. Norton
Company & Company Inc.
Picture References for Lesson 1: Contemporary Athletes
Lesson 1: Handout 2 (References correspond with numbers on the photos)
1. http://nbcsportsmedia4.msnbc.com/j/msnbc/Components/Photos/060611/060611_nadal_vmed_9a.widec.jpg
2. http://lh5.ggpht.com/_u-YazUSletg/SHIybhxgqXI/AAAAAAAAD1M/LtahCfaBsc4/DARA+TORRES.jpg
3. http://upload.wikimedia.org/wikipedia/commons/thumb/0/02/Shawn_Green.jpg
4. http://sportsillustrated.cnn.com/2008/images/08/11/p1_strug.jpg
5. http://www.hoopsvibe.com/IMG/crop-580x580/1-40w.jpg
6. http://www.dallasnews.com/sharedcontent/dws/img/05-08/508marty_sm.jpg
7. http://img253.imageshack.us/img253/8155/c014dbbdbd0b8744eaed2b8at2.jpg
8. http://assets.sbnation.com/assets/45846/kurt_angle_medium.jpg
9. http://img.timeinc.net/time/olympics2002/moments/images/1998.jpg
Picture References for Lesson 1: Nazi portrayal of Jews
Lesson 1: Handout 3 (References correspond with photos from left to right)
1. Yad Vashem Photo Archives
2. Yad Vashem Photo Archives
http://www6.yadvashem.org/wps/portal/!ut/p/c1/hY_LDoIwEEU_aUYoVJcVjYgvECiFjWGhgCkFETTx64XExBU6szz3nslAAv2q9FFkaVtUKp
UgIDFPa1Nj5nqm48FnFmoO46EXGoiW3vN4nBP6px0N98YTG_qbkw_HkWEIe7sqzxBDQrW1YIMlmUwDSnqiBPgqmrK_tsABJKTf8V6t72r3Wt2cF_Lrt24trO16HFObtI4XqSZp8LpeCm73Ja5zuuUVHtNSybP8XNYFCXAgs3L97M5Hm6/dl2/d1/L0lDU0lKSmhpbW1BIS9JTFNBQ0lpTXlDSkF5SXBpUU1nSzZHRGcvWUE0NTQ1MC0
1Rnl0d0EhIS83X0k2MkE2STkzMEdENEMwMkpFVDhVNzAzMDAxL3dsX19fNDkvZGV0YWls/
3. Yad Vashem Photo Archives
http://www6.yadvashem.org/wps/portal/!ut/p/c1/04_SB8K8xLLM9MSSzPy8xBz9CP0os_hAEws_NzcPIwML_zA3AyOvQBcLH8cQQwMLU6
B8JJK8gaG_Ouje3yzQzMLQwN2IgO5wkH24VbgboM1jMR8kb4ADOBro-3nk56bqRpHmeO0xdtMPywvvygX6NsQ_Ugn_YLcCIPMgIxMAGCHxM0!/dl2/d1/L01DU01KSmhtS2FZIS9JSFNBQ01pTXlDSkF5SW9rRElodUpBeU
FZWTRCL1lBNDU0NTAtNUZ5dHBISEvN19RNDhORkZIMjA4T1ZGMDJKUUQ4TEFUMTBLNi86UV9fXzg5L2RldGFpbA!!/
4. Photo from Der Stürmer
http://www.newworldencyclopedia.org/entry/Anti-Semitism
5. Yad Vashem Photo Archives
http://www6.yadvashem.org/wps/portal/!ut/p/c1/hY_LDoIwEEU_aUYoVJcVjYgvECiFjWGhgCkFETTx64XExBU6szz3nslAAv2q9FFkaVtUKp
UgIDFPa1Nj5nqm48FnFmoO46EXGoiW3vN4nBP6px0N98YTG_qbkw_HkWEIe7sqzxBDQrW1YIMlmUwDSnqiBPgqmrK_tsABJKTf8V6t72r3Wt2cF_Lrt24trO16HFObtI4XqSZp8LpeCm73Ja5zuuUVHtNSybP8XNYFCXAgs3L97M5Hm6/dl2/d1/L0lDU0lKSmhpbW1BIS9JTFNBQ0lpTXlDSkF5SXBpUU1nSzZHRGcvWUE0NTQ1MC0
1Rnl0d0EhIS83X0k2MkE2STkzMEdENEMwMkpFVDhVNzAzMDAxL3Q1cl9fMTUyL2RldGFpbA!!/
6. “Der Jude”
http://www.calvin.edu/academic/cas/gpa/posters/derjude.jpg
Picture References for Lesson 1: Nazi portrayal of Aryans
1. Volk und Rasse
http://www.ushmm.org/museum/exhibit/online/olympics/detail.php?content=race_hygiene&lang=en
2. Aryan Women
http://www.wienerlibrary.co.uk/Assets/Images/WLS/Stories/Childhood%20Under%20the%20Swastika/001-pm-0004_568klein.jpg
3. Torch Relay Poster
http://www.ushmm.org/museum/exhibit/online/olympics/images/d40-1.jpg
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