china beijing olympics teacher guide og s1 3 eng

Beijing 2008 Olympic Games Teacher’s Guide

Personal, Social and Humanities Education Section, Education Bureau

Beijing 2008 Olympic Games (Teacher’s Guide) Integrated Humanities Learning and Teaching Resources (S1-3)

Issue: Why do the Olympic Games matter?

Objectives : Students are expected to

1. be aware of the implication of the Olympic Games on themselves

2. understand the aims and development of the Olympic Games

3. explain China’s increasing participation in the Olympic Games

4. analyze the elements of sport commercialisation in the Olympic Games

5. analyze the benefits and problems of hosting and co-hosting the Olympic Games for Beijing and HK

6. evaluate the Olympic Games



Unit & Topic

Learning &Teaching Objectives & Activities

No. of Lesson

Remarks

Unit 1 - The

history of the

Olympic Games

Objectives: Students should be able 1. to understand the Ancient Olympic Games, and the Modern Olympic Games

2. to identify the difference between the modern and ancient Games

2

Activity: 1. Teacher may ask the following questions as an

introduction: How long is the history of the Olympic Games? Who held the first Olympic Games? Can you name some differences between the

ancient Olympic Games and modern Olympic Games?

2. Teacher shows students the PPT file. Students attempt the Quiz to test how much they know about the Olympic Games

3. Students read Sections 1.1 and the sources given in Section 1.2. Contrast the ancient and the modern Olympic Games. Put the answers in the table in Section 1.2.

Powerpoint file Pictures and photos about the ancient Olympic can be obtained in the following websites: The Olympic Games in Antiquity, International Olympic Committee: http://multimedia.olympic.org/pdf/en_report_658.pdf Penn Museum: The real story of the ancient Olympic Games : http://www.museum.upenn.edu/new/olympics/olympicathletes.shtml Archaeological sites of Olympia: http://odysseus.culture.gr/h/3/eh3530.jsp?obj_id=2358



Unit & Topic


No. of Lesson

Remarks

Extended activity: Discussion : If you were Roman Emperor Theodosius I, would you ban the ancient Olympic Games? Give reasons both for and against this proposal.

Unit 2 - The

development of

the modern

Olympic Games

Objectives: Students should be able to 1. identify some changes between the early and late editions

of the Games and 2. identify and explain three of the major changes between

the early and late editions of the Games: (i) increasing popularity, (ii) changing location of the host cities and (iii) women’s increasing participation.

2

Activity: 1. Teacher may ask students whether tug-of-war and golf are

Olympic events. Teacher then tells students that they were once Olympic events and ask them to identify more changes between the early (say, 1896 and 1900) and the late (2000 and 2004) editions of the Games from photos.

Photos of the past Games can be found in the following web sites: http://en.beijing2008.cn/spirit/pastgames/summerolympics/ http://www.olympic.org/uk/games/index_uk.asp



Unit & Topic


No. of Lesson

Remarks

2. Students read the photos and suggest some changes. 3. Teacher demonstrates how to identify the changes in the

popularity of and women’s participation in the Olympic Games in the last one hundred years.

4. Students find the above changes and the causes of them in Section 2.1 and 2.2.

5. Students refer to Section 2.3. Each of them finds the latitude and longitude of a few host cities.

6. Teacher checks students’ answers and lists them on the board.

Teacher should give examples of evidence and cause before asking students to attempt the task. The sentences highlighted by students may be different from those by the teacher. It is OK as long as their choices are reasonable.

7. With the help of the latitudes and longitudes, students locate the host cities in the base map on p.7. Discuss the changing location of the host cities in last one hundred years.

Extended activity: Summarize Sections 2.1 - 2.3 by completing the mind map on Section 2.4. The mind map can be extended by attaching another A4 paper to its right.



Unit & Topic


No. of Lesson

Remarks

Unit 3 - China and

the Olympic

Games

Objective: Students should be able to 1. understand the history of China’s participation in the

Olympic Games, 2. identify some important events in the history of China’s

participation, and 3. understand the slogan and concepts of the Beijing 2008

Olympic Games and identify their expressions.

2

Activity: 1. Teacher introduces briefly to students about the history of

China’s participation in the Olympic Games by asking them the following questions:

When was the first time China sent athlete to compete in the Olympic Games?

Who was the first Chinese to compete in the Olympic Games?

Who was the first Chinese to win a gold medal in the Olympic Games?

How many times did China bid to host the Olympic Games?

Teacher may also introduce the topic by showing students the videos about China’s participation in the Olympic Games : Team China (1) http://en.beijing2008.cn/video/historyv/teamchina1/index.shtml Team China (2) http://en.beijing2008.cn/video/historyv/teamchina2/index.shtml (Putonghua version only)



Unit & Topic

Learning &Teaching Objectives& Activities

No. of Lesson

Remarks

2. Students discuss and choose five important years about China’s participation in the Olympic Games. They also discuss which year is the most important among the five and explain their answers.

3. Teacher summarizes students’ answers on the board. Students give reasons to classmates to explain why these five years are more important than other years.

Teacher may write students’ reasons on the board and ask students to induct the similarity among them. This helps develop students’ induction skill.

4. Teacher explains the slogan of the Beijing Olympic Games (Section 3.3) to students.

5. Students watch promotional video “One World One Dream” and cite evidence from the video to tell how the Olympic Games are a chance to show the spirit of “One World One Dream”.

“One World One Dream”: http://en.beijing2008.cn/video/promotional/one/index.shtml

6. Students classify the examples in Section 3.3 into the three concepts and complete the Venn diagram.

Extended activity: Write a proposal on making your school a “Green”, “Hi-tech” and “People’s” school.



Unit & Topic


No. of Lesson

Remarks

Unit 4 - Elements

of Chinese culture

in the Beijing 2008

Olympic Games

Objective: Students should be able to 1. understand the meaning of “culture”, 2. identify the elements of certain culture in day-to-day life

and in the Olympic Games, and 3. understand the elements of Chinese culture in the slogan

and images (emblem, medals, torch, pictographs and mascots) of the Beijing Olympic Games.

1

Activity: 1. Students brainstorm the term “Chinese culture”. Teacher

writes students’ findings on the board.

2. Teacher explains the meaning of culture (Section 4.1) and emphasizes that culture is expressed in day-to-day life.

When writing students’ findings on the board, teacher is advised to classify similar findings, for example into groups like “wear”, “eat”, “play”, “educate”, “dwell” and “travel”. It helps students to aware that “culture” is expressed in day-to-day life.

3. Teacher tells students that big sporting events like the Olympic Games are always a good chance for a country to promote its culture, and shows students photos of the 2004 Olympic Games. Students identify the elements of Greek culture from the photos (Section 4.2).

4. Teacher shows the pictures of the Beijing Olympic slogan and images (emblem, torch, pictogram and mascot) and tells students that they carry elements of Chinese culture.

Teachers may (i) show students pictures of ancient Greek Olympics before the students attempt the activity, or (ii) explain the elements of Greek culture shown in the photos by themselves. Related images can be found in this web site : http://en.beijing2008.cn/spirit/beijing2008/



Unit & Topic


No. of Lesson

Remarks

5. Teacher briefly explains the elements of Chinese culture listed in p.4. Students match these elements with the Olympic slogan and images.

Unit 5 - Hosting

the Olympic

Games

Objective: The students should be able 1. to understand Beijing’s and Hong Kong’s preparations for

hosting the Beijing 2008 Olympic Games, 2. to understand the possible benefits and problems

associated with hosting the Games, and 3. to suggest possible ways to relieve the problems

4

Activity: 1. Teacher shows students the video “We Won(2)” as an

introduction to the mini-project (Section 5.3). Teacher may follow up by asking students these questions:

Who were excited? Who might be the most excited? If you were a Beijing citizen, would you be so excited too?

Why/Why not?

Teacher concludes by telling students that the past Games brought both benefits and problems to host cities, and inform students their task.

We won(2) : http://en.beijing2008.cn/video/historyv/index.shtml



2. Teacher guides students to complete the information

collection exercise in Section 5.1. Students collect more information (articles, web pages etc) at home for the use next lesson.

3. Prioritize - Students name five problems associated with hosting the Olympic Games. Guided by the teacher, they select an urgent and important one to solve(Section 5.2.1).

4. Choosing solution - Students follow the steps in Section 5.2.2 to select an appropriate way to solve the problem. Teacher summarizes students’ choice and highlights the criteria behind the choice (effectiveness, cost and reasonability)

Extended activity: Modifying the solution - Students brainstorm the weaknesses of the solution and suggest ways to make it better (to make possible improvement in practicability and effectiveness, to reduce the adverse side effects).

Unit 6 - What do

the Olympic

Games mean to us?

Objectives: students should be able to: 1. understand the aspirations and strengths of oneself in

self-excellence, 2. understand how one’s self-concept is affected by external

factors , 3. consider themselves as active participants in local / global

events, and 4. know the social norms and virtues of a local and global

citizen.



Unit & Topic


No. of Lesson

Remarks

Activity: 1. Refer to the video, identify the significant events in the

athlete’s interview and tell how the events affect one’s confidence by plotting the chart.

2. Using the summary done in 6.1, list at least 4 factors to

create the athlete’s success in career. Analyze how these factors contributing to the qualities of an athlete. Tell the possible outcomes if any of these qualities is missing.

3. By referring to Olympism, students suggest an activity to

promote Beijing 2008 Olympic Games 4. Reflecting students’ own life experience and referring to

that of Lau Kwok Kin, students find out how individual can live up to the Olympism.

5. Students carry out interview with various parties and find

out how different people response to the Beijing 2008 Olympic Games.

Alternative resources There are other available information such as video / audio clips, on other local athletes Hong Kong Athletes on media http://www.rthk.org.hk/rthk/program_archive.cgi?progdir=radio1/OlympicVirtues&event_name=%E7%9A%87+%E8%80%85+%E9%A2%A8+%E7%AF%84+%0A Glamour of Sports – Programme highlights http://www.rthk.org.hk/special/sports2006/chapter1.htm (Chinese version only) Hong Kong Sport Stars Interviews by Sports Federation & Olympic committee of Hong Kong, China http://www.hkolympic.org/article/sport_star_interviews Video “Interview with an local athlete – Lau Kwok Kin”



Unit & Topic


No. of Lesson

Remarks

Unit 7 - Are the

Olympic Games an

example of sport

commercialisation?

Objective: The students should be able to 1. understand the features, factors and elements of sport

commercialization, and 2. identify the commercial and non-commercial elements of

the Olympic Games.

2

Activity: 1. Students discuss the four introductory questions on p.1

and report their opinions to classmates. 2. When the students report, teacher highlights on the board

the elements and factors of sport commercialisation they mentioned. After the students’ report, teacher highlights the causal relationship among some of the elements and factors on the board.

3. Students complete the flow chart in Section 7.1 . 4. Teacher briefly explains the definition and features of

sport commercialisation (Section 7.2 and 7.3).

Students or teacher may find useful information about two sporting events that are widely considered as commercialised from these websites: The Premier League : http://www.premierleague.com/page/History/0,,12306,00.html National Basketball Association: http://www.nba.com/

5. Case study : Students name an example of commercialised sporting event and identify the commercial elements of this event.



Unit & Topic


No. of Lesson

Remarks

6. Teacher asks if any student takes the Olympic Games as an example of commercialised sporting event. If yes, ask them to list some commercial elements of the Olympic Games.

7. Students identify the commercial and non-commercial elements of the Games.

Extended activity: Teacher may divide the students into two sides, one look for commercial elements and the other look for non-commercial elements. The evidence they find will facilitate a debate between the two sides, titled “Today’s Olympic Games are commercialised”.

Unit 8 -

Olympism : Is it

fulfilled?

Objective: students should be able to: 1. understand the Olympism and the Olympic symbols, 2. assess the fulfillment of Olympism in recent decades, with

reference to some controversial issues in Olympic history.

2



Unit & Topic


No. of Lesson

Remarks

Activity: 1. Teacher shows students some photos of the Olympic

symbols (the rings, motto and torch relay), 2. Students suggest the values or ideals these symbols may

convey and check their answers from the sources given by teacher, and

3. Teacher briefly explains the Olympism to students.

4. Students, divided into groups, discuss any one of the four incidents and report to classmates.

Extended activity: Identify one social or political issue that may affect the Beijing 2008 Olympic Games. Study its background, nature and possible impact on the Games. Comment on the issue from the perspective of Olympism.