USF's WebQuest
Title: Quest for the Gold: An Olympics Webquest
Author: Bill Warnken
Date:18 April 2005
Dear Colleague:
This unit has been created as a 20th century review. The Olympic Games can be viewed as a microcosm of that era because they are truly one event that brings the world together in celebration. Yet the Games have been influenced by the great social, political, and economic changes of the past century. Students will explore the circumstances and individuals associated with the Summer and Winter Olympics. They should be inspired and fascinated by the incredible stories of accomplishment, courage, determination, and failure of athletes around the world.
Teacher's Page
| Unit Summary | Teacher's Resources | Day 1 Lesson | Day 2 Lesson |
| Day 3 Lesson | Day 4 Lesson | Day 5 Lesson | Day 6 Lesson |
| Day 7 Lesson | Conclusion | Student's Web Quest |
Unit Summary: To learn more about history through the perspective of athletes and sport
Goals/Objectives:
| 1. Students will be able to identify relevant information about the ancient & modern Olympic Games. |
| 2. Students will be able to discuss symbolism associated with the modern Olympic movement. |
| 3. Students
will analyze and evaluate topics associated with the Olympic movement, including racism, terrorism, cheating, communism, and idealism. |
NCSS Theme:
V. Individuals, Groups, and Institutions
Days: 7 (55 minute classes)
You may want to include a weekend between lesson 5 & 6 to allow students to work on their project.
Content: A study of 20th century history and its impact on the Olympic Games.
| Lesson 1: Formulate ideas about Olympic ideals & power point presentation on Ancient Olympics. |
| Lesson 2: Formulate ideas about Olympic ideals & lecture on Modern Olympic Movement |
| Lesson 3: Discuss Olympic symbolism & begin WebQuest by dividing teams, assigning jobs, and reviewing expectations. |
| Lesson 4: WebQuest Research & Discussion |
| Lesson 5: WebQuest Research & Discussion |
| Lesson 6: WebQuest Presentations |
|
Lesson 7: WebQuest Presentations |
Methods:
This unit will employ teacher directed activities including a brainstorming discussion and lecture. This unit will also employ technology based instruction including a power point presentation and the group WebQuest activity.
WebQuest Summary: To create a Hall of Fame & Museum of Olympic history.
Goals/Objectives: To create opportunities to discuss relevant issues on racism, cheating, communism, terrorism, and working hard to do your best.
|
1. Students will analyze and evaluate topics associated with the
Olympic movement, including |
| Example #1 Students could debate usefulness of boycotts |
| 1936 Should the US boycott Nazi Olympics in Berlin because of civil rights issues of German Jews? |
| 1968 Should black athletes boycott Mexico Olympics because of civil rights issues in United States? |
| 1976 Should African nations boycott Montreal Olympics because of Apartheid policies? |
|
1980 Should the United States boycott Moscow Olympics because of Soviet invasion of Afghanistan? |
| Example #2 Students could debate the role of politics in the Games |
| 1924 Should the Germans have been invited to the Olympics? |
| 1936 Were the Olympics successful in portraying the Nazi's in a positive way? |
| 1956 Can politics be removed from the Olympics? Hungary vs. Russia Water Polo |
| 1968 Should American athletes be expelled from the Games for making a political statement? |
| 1972 What could terrorists hope to accomplish by destroying the friendly spirit of the Games? |
| 1972 What could terrorists hope to accomplish by destroying the friendly spirit of the Games? |
| 1972 Should nations negotiate with terrorists? |
|
1980 What impact did the Miracle on Ice have on the United States? |
| Example #3 Students could examine the roles of the athletes |
| Should the Olympics allow professional athletes to compete? |
| How did communist nations use their athletes? |
| Did non-communist nations use their athletes? |
| Do high profile athletes have a responsibility to help in the community? |
| How should the issue of steroids and other performance enhancing drugs be handled? |
|
Students can debate the issues of ethics and integrity. |
Days: 4 (55 minute classes)
You may want to include a weekend between WebQuest days 3 & 4 to allow students time to work on their project.
Content: Individual stories and world circumstances.
Students will examine the modern Olympic movement by decades from its inception to the present. Their attention will be focused on the Games, individual athletes, and world events. Students should be making comparisons between the ideals of the Games and the reality of political and social circumstances. In the end, students should have made some value judgments on controversial topics, debated the merits (or lack thereof) of individual accomplishments, and been inspired by the amazing courage and determination of some special athletes.
Methods: Creating monuments to reflect the best and worst of the Olympics
Unit Information:
Background Resources
Teacher Background Resources Ancient Olympic Games http://www.perseus.tufts.edu/Olympics Ancient Olympic Games http://www.museum.upenn.edu/new/olympics/olympicintro.shtml
Pierre de Coubertin http://www.coubertin.ch Modern Games http://history1900s.about.com/library/weekly/aa08100a.htm Timeline http://www.youth.net/olympic/timeline.events.html Symbolism http://www.infoplease.com/spot/olympicsceremonies.html http://www.aafla.org/6oic/primer_frmst.htm Olympic Revival http://sunsite.tus.ac.jp/olympics/revival/rebirth.html
Teacher WebQuest Resources Int'l Olympic Committee http://www.olympic.org/ Int'l Society of Olympic Historians http://www.isoh.org/index.html
Student Resources Int'l Olympic Committee http://www.olympic.org/ Modern Games http://www.kiat.net/olympics/history/ http://www.cbc.ca/olympics/ http://sunsite.tus.ac.jp/olympics/revival/rebirth.html http://history1900s.about.com/library/weekly/aa08100a.htm
Unit Lesson Sequence
Day 1
Lesson Plan Outline
Method (Attention Getter, Lecture, Callout Group, etc) Content/Key Ideas/Concepts/Facts
Materials
(Transparencies, audio, handouts, etc)Optional Video Clip Attention Getter Find an inspiring Olympic video clip to show the students. This could be from a movie like "Miracle", "Cool Runnings", or "Chariots of Fire" or could be from a documentary focusing on Jim Thorpe, Jesse Owens, Wilma Rudolph, etc. Teacher led discussion Students will formulate their ideas about Olympic "ideals." These questions are taken from the WebQuest. Each group answers the same questions about the purpose, ideals, competitive nature, qualifications, etc. of the Games. WebQuest Questions Ancient Games PowerPoint Background on the Ancient Greek Games Power Point
Day 2
Lesson Plan Outline
Method (Attention Getter, Lecture, Callout Group, etc) Content/Key Ideas/Concepts/Facts
Materials
(Transparencies, audio, handouts, etc)Optional Video Clip Attention Getter Find an inspiring Olympic video clip to show the students. This could be from a movie like "Miracle", "Cool Runnings", or "Chariots of Fire" or could be from a documentary focusing on Jim Thorpe, Jesse Owens, Wilma Rudolph, etc. Olympic Quote Attention Getter Finish questions that you didn't get to yesterday. Students will formulate their ideas about Olympic "ideals." These questions are taken from the WebQuest. Each group answers the same questions about the purpose, ideals, competitive nature, qualifications, etc. of the Games.
WebQuest Questions Coubertin lecture Background of the Modern Games. Information can be found at the link to the right Olympic Revival
Day 3
Lesson Plan Outline
Method (Attention Getter, Lecture, Callout Group, etc) Content/Key Ideas/Concepts/Facts
Materials
(Transparencies, audio, handouts, etc)Symbolism Wksht Flag, Motto, Oath -- Information can be found at the link to the right Olympic Symbols Webquest Introduction to Olympic WebQuest. The teacher should divide students into groups, allocate jobs, and review expectations.
Day 4
Lesson Plan Outline
Method (Attention Getter, Lecture, Callout Group, etc) Content/Key Ideas/Concepts/Facts
Materials
(Transparencies, audio, handouts, etc)WebQuest Research Students should research the WebQuest links in a computer lab. The teacher should monitor the work and offer assistance as necessary. Allow for some group discussion time for students to develop their Olympic era theme and which examples to use for their museum. Data Sheets
Day 5
Lesson Plan Outline
Method (Attention Getter, Lecture, Callout Group, etc) Content/Key Ideas/Concepts/Facts
Materials
(Transparencies, audio, handouts, etc)WebQuest Students should research the WebQuest links in a computer lab. The teacher should monitor the work and offer assistance as necessary. Allow for some group discussion time for students to develop their Olympic era theme and which examples to use for their museum. Data Sheets WebQuest Homework Students should formulate their ideas for an exhibit and build it over a weekend
Day 6
Lesson Plan Outline
Method (Attention Getter, Lecture, Callout Group, etc) Content/Key Ideas/Concepts/Facts
Materials
(Transparencies, audio, handouts, etc)Presentations Student groups will present their Olympic Hall of Fame and Museum exhibits.
Day 7
Lesson Plan Outline
Method (Attention Getter, Lecture, Callout Group, etc) Content/Key Ideas/Concepts/Facts
Materials
(Transparencies, audio, handouts, etc)Presentations Student groups will present their Olympic Hall of Fame and Museum exhibits.
Conclusion: During this lesson, students should have critically examined historical issues associated with the Olympics. These topics could include amateurism and illegal drug use by athletes, racism in Nazi Germany and the United States, communism's role in Eastern Europe and Cuba, and commercialism's effect on the Olympics. Students should also have been exposed to inspiring and courageous stories of hard working athletes, including women, minorities, and the handicapped.