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Beijing 2008 Olympic Games Teacher’s Guide Page 1
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
Personal, Social and Humanities Education Section,Education Bureau
Beijing 2008 Olympic Games Teacher’s Guide Page 2
Unit & Learning &Teaching Objectives No. of
Remarks
Topic & Activities Lesson
Unit 1 - The Objectives: Students should be able 2
1. to understand
history of the
the Ancient Olympic Games, and
Olympic Games the Modern Olympic Games
2. to identify the difference between the modern
and ancient Games
Activity: Powerpoint file
1. Teacher may ask the following questions as an
introduction: Pictures and photos about the ancient Olympic can be
How long is the history of the Olympic Games? obtained in the following websites:
Who held the first Olympic Games?
Can you name some differences between the The Olympic Games in Antiquity, International Olympic
ancient Olympic Games and modern Olympic Committee:
Games? http://multimedia.olympic.org/pdf/en_report_658.pdf
2. Teacher shows students the PPT file. Students
attempt the Quiz to test how much they know Penn Museum: The real story of the ancient Olympic
about the Olympic Games Games :
3. Students read Sections 1.1 and the sources given http://www.museum.upenn.edu/new/olympics/olym
in Section 1.2. Contrast the ancient and the picathletes.shtml
modern Olympic Games. Put the answers in the
table in Section 1.2. Archaeological sites of Olympia:
http://odysseus.culture.gr/h/3/eh3530.jsp?obj_id=2358
Personal, Social and Humanities Education Section,Education Bureau
Beijing 2008 Olympic Games Teacher’s Guide Page 3
Unit & Learning &Teaching Objectives No. of
Remarks
Topic & Activities Lesson
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 Objectives: Students should be able to 2
development of
1. identify some changes between the early and late editions
the modern of the Games and
Olympic Games 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.
Activity: Photos of the past Games can be found in the
following web sites:
1. Teacher may ask students whether tug-of-war and golf are
Olympic events. Teacher then tells students that they were http://en.beijing2008.cn/spirit/pastgames/s
once Olympic events and ask them to identify more ummerolympics/
changes between the early (say, 1896 and 1900) and the
late (2000 and 2004) editions of the Games from photos. http://www.olympic.org/uk/games/index_
uk.asp
Personal, Social and Humanities Education Section,Education Bureau
Beijing 2008 Olympic Games Teacher’s Guide Page 4
Unit & Learning &Teaching Objectives No. of
Remarks
Topic & Activities Lesson
2. Students read the photos and suggest some changes. Teacher should give examples of evidence
and cause before asking students to attempt
3. Teacher demonstrates how to identify the changes in the the task.
popularity of and women’s participation in the Olympic
Games in the last one hundred years. The sentences highlighted by students may
be different from those by the teacher. It is
4. Students find the above changes and the causes of them in OK as long as their choices are reasonable.
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.
7. With the help of the latitudes and longitudes, students Extended activity: Summarize Sections 2.1 -
locate the host cities in the base map on p.7. Discuss the 2.3 by completing the mind map on Section
changing location of the host cities in last one hundred 2.4. The mind map can be extended by
years. attaching another A4 paper to its right.
Personal, Social and Humanities Education Section,Education Bureau
Beijing 2008 Olympic Games Teacher’s Guide Page 5
Unit & Learning &Teaching Objectives No. of
Remarks
Topic & Activities Lesson
Unit 3 - China and Objective: Students should be able to 2
the Olympic
1. understand the history of China’s participation in the
Games 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.
Activity: Teacher may also introduce the topic by
showing students the videos about China’s
1. Teacher introduces briefly to students about the history of participation in the Olympic Games :
China’s participation in the Olympic Games by asking
them the following questions: Team China (1)
When was the first time China sent athlete to compete in http://en.beijing2008.cn/video/historyv/tea
the Olympic Games? mchina1/index.shtml
Who was the first Chinese to compete in the Olympic
Games? Team China (2)
Who was the first Chinese to win a gold medal in the http://en.beijing2008.cn/video/historyv/tea
Olympic Games? mchina2/index.shtml (Putonghua version
How many times did China bid to host the Olympic only)
Games?
Personal, Social and Humanities Education Section,Education Bureau
Beijing 2008 Olympic Games Teacher’s Guide Page 6
Unit & Learning &Teaching Objectives& Activities No. of
Remarks
Topic Lesson
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. Teacher may write students’ reasons on the
Students give reasons to classmates to explain why these board and ask students to induct the
five years are more important than other years. similarity among them. This helps develop
students’ induction skill.
4. Teacher explains the slogan of the Beijing Olympic Games “One World One Dream”:
(Section 3.3) to students. http://en.beijing2008.cn/video/promotional
/one/index.shtml
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”.
6. Students classify the examples in Section 3.3 into the three Extended activity: Write a proposal on
concepts and complete the Venn diagram. making your school a “Green”, “Hi-tech” and
“People’s” school.
Personal, Social and Humanities Education Section,Education Bureau
Beijing 2008 Olympic Games Teacher’s Guide Page 7
Unit & Learning &Teaching Objectives No. of
Remarks
Topic & Activities Lesson
Unit 4 - Elements Objective: Students should be able to 1
1. understand the meaning of “culture”,
of Chinese culture
2. identify the elements of certain culture in day-to-day life
in the Beijing 2008 and in the Olympic Games, and
Olympic Games 3. understand the elements of Chinese culture in the slogan
and images (emblem, medals, torch, pictographs and
mascots) of the Beijing Olympic Games.
Activity: When writing students’ findings on the
board, teacher is advised to classify similar
1. Students brainstorm the term “Chinese culture”. Teacher findings, for example into groups like
writes students’ findings on the board. “wear”, “eat”, “play”, “educate”, “dwell”
and “travel”. It helps students to aware that
2. Teacher explains the meaning of culture (Section 4.1) and “culture” is expressed in day-to-day life.
emphasizes that culture is expressed in day-to-day life.
3. Teacher tells students that big sporting events like the Teachers may (i) show students pictures of
Olympic Games are always a good chance for a country to ancient Greek Olympics before the students
promote its culture, and shows students photos of the 2004 attempt the activity, or (ii) explain the
Olympic Games. Students identify the elements of Greek elements of Greek culture shown in the
culture from the photos (Section 4.2). photos by themselves.
4. Teacher shows the pictures of the Beijing Olympic slogan Related images can be found in this web site :
and images (emblem, torch, pictogram and mascot) and http://en.beijing2008.cn/spirit/beijing2008/
tells students that they carry elements of Chinese culture.
Personal, Social and Humanities Education Section,Education Bureau
Beijing 2008 Olympic Games Teacher’s Guide Page 8
Unit & Learning &Teaching Objectives No. of
Remarks
Topic & Activities Lesson
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 Objective: The students should be able 4
the Olympic
1. to understand Beijing’s and Hong Kong’s preparations for
Games 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
Activity: We won(2) :
http://en.beijing2008.cn/video/historyv/in
1. Teacher shows students the video “We Won(2)” as an dex.shtml
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.
Personal, Social and Humanities Education Section,Education Bureau
Beijing 2008 Olympic Games Teacher’s Guide Page 9
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 Extended activity: Modifying the solution -
5.2.2 to select an appropriate way to solve the problem. Students brainstorm the weaknesses of the
Teacher summarizes students’ choice and highlights the solution and suggest ways to make it better
criteria behind the choice (effectiveness, cost and (to make possible improvement in
reasonability) practicability and effectiveness, to reduce the
adverse side effects).
Unit 6 - What do Objectives: students should be able to:
the Olympic
1. understand the aspirations and strengths of oneself in
Games mean to us? 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.
Personal, Social and Humanities Education Section,Education Bureau
Beijing 2008 Olympic Games Teacher’s Guide Page 10
Unit & Learning &Teaching Objectives No. of
Remarks
Topic & Activities Lesson
Activity: Alternative resources
There are other available information such as
1. Refer to the video, identify the significant events in the video / audio clips, on other local athletes
athlete’s interview and tell how the events affect one’s
confidence by plotting the chart. Hong Kong Athletes on media
http://www.rthk.org.hk/rthk/program_archive.cgi
2. Using the summary done in 6.1, list at least 4 factors to ?progdir=radio1/OlympicVirtues&event_name=
create the athlete’s success in career. Analyze how these %E7%9A%87+%E8%80%85+%E9%A2%A8+
factors contributing to the qualities of an athlete. Tell the %E7%AF%84+%0A
possible outcomes if any of these qualities is missing.
Glamour of Sports – Programme highlights
3. By referring to Olympism, students suggest an activity to http://www.rthk.org.hk/special/sports2006/chapte
promote Beijing 2008 Olympic Games r1.htm (Chinese version only)
4. Reflecting students’ own life experience and referring to Hong Kong Sport Stars Interviews by Sports
that of Lau Kwok Kin, students find out how individual Federation & Olympic committee of Hong
can live up to the Olympism. Kong, China
http://www.hkolympic.org/article/sport_star_inte
5. Students carry out interview with various parties and find rviews
out how different people response to the Beijing 2008
Olympic Games. Video “Interview with an local athlete – Lau
Kwok Kin”
Personal, Social and Humanities Education Section,Education Bureau
Beijing 2008 Olympic Games Teacher’s Guide Page 11
Unit & Learning &Teaching Objectives No. of
Remarks
Topic & Activities Lesson
Unit 7 - Are the Objective: The students should be able to 2
Olympic Games an
1. understand the features, factors and elements of sport
example of sport commercialization, and
commercialisation? 2. identify the commercial and non-commercial elements of
the Olympic Games.
Activity: Students or teacher may find useful
1. Students discuss the four introductory questions on p.1 information about two sporting events that
and report their opinions to classmates. are widely considered as commercialised
2. When the students report, teacher highlights on the board from these websites:
the elements and factors of sport commercialisation they
mentioned. After the students’ report, teacher highlights The Premier League :
the causal relationship among some of the elements and http://www.premierleague.com/page/Hist
factors on the board. ory/0,,12306,00.html
3. Students complete the flow chart in Section 7.1 .
4. Teacher briefly explains the definition and features of National Basketball Association:
sport commercialisation (Section 7.2 and 7.3). http://www.nba.com/
5. Case study : Students name an example of commercialised
sporting event and identify the commercial elements of
this event.
Personal, Social and Humanities Education Section,Education Bureau
Beijing 2008 Olympic Games Teacher’s Guide Page 12
Unit & Learning &Teaching Objectives No. of
Remarks
Topic & Activities Lesson
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 Extended activity: Teacher may divide the
elements of the Games. 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 - Objective: students should be able to: 2
Olympism : Is it
1. understand the Olympism and the Olympic symbols,
fulfilled? 2. assess the fulfillment of Olympism in recent decades, with
reference to some controversial issues in Olympic history.
Personal, Social and Humanities Education Section,Education Bureau
Beijing 2008 Olympic Games Teacher’s Guide Page 13
Learning &Teaching Objectives
Unit & No. of
& Activities Remarks
Topic Lesson
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 Extended activity: Identify one social or
incidents and report to classmates. 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.
Personal, Social and Humanities Education Section,Education Bureau
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