theme: let’s stop racism! type: art learning objective

INTERNATIONAL UNDERSTANDING AND

CONTRIBUTION TO WORLD PEACE ACTIVITY

109

THEME: Let’s Stop Racism! LEARNING OBJECTIVE: To recognize racism/to stop racism

TYPE: Art MATERIALS: Coloured pens, paper

Racism is the belief in one’s ethnic superiority over another person or other groups. This can take place in the attitude of an individual or society, or in social structures and actions. How do I recognize Racism? Racism may be shown in (but not limited to) the following ways:

• Name calling, insults, jokes, teasing • Discriminatory or different treatment • Rejection or exclusion from a group • Physical violence, harassment and abuse • Expressions of anger or resentment, even if they are non-verbal • An attitude or superiority toward a group • Vandalism against the personal property of another.

Can you think of any other examples of racism? ACTIVITY: Design an ad! Have your class design an ad to promote March 21, the International Day for the Elimination of Racism, or to promote understanding about racism in general. Use a slogan such as “Celebrate Cultural Diversity” or “Challenge Racism”, or develop your own slogan. Design a layout for your ad, taking into consideration type of paper, use of colour, size of headlines, borders, graphic illustrations and photos. Post the ad in the classroom or in the Olympic Corner.



110

THEME: Adopt an Olympic country LEARNING OBJECTIVE: Learning about new culture and to produce an informational booklet

TYPE: Research, Art design MATERIALS: Research materials, atlas, paper, coloured pencils

ACTIVITY: Select a country who is a member of the Olympic Family. Design a cover page for a research book with the name of the country you have adopted. Add illustrations, stories and other bits of interest about your country. Use colours to decorate the page that are significant to your country. My country is ___________________________________________________________ My country is located on the continent of______________________________________ The following countries are around it _________________________________________ The seas, oceans and rivers that form part of the country’s boundaries include:_________________________________________________________________ When it is 12.00 noon here, it is __________________________________in my country. My country extends from _________degrees latitude (north) to __________ degrees latitude (south) and from _________ degrees longitude (east) to________ degrees longitude (west). Draw the flag of your country on a separate piece of paper. Colour it in accurately. The colours in the flag represent _____________________________________________ The symbols on my flag are _________________________________________________ The symbols in the flag represent ____________________________________________ In my country, people speak ________________________________________________ The major cities in my country are ___________________________________________ In my country summer is in the month(s) of ____________________________________ and winter is in the month(s) of ______________________________________________ The important industries in my country are _____________________________________ Some of the better known athletes from my country are ________________________________________________________________________



111

THEME: Charting our Differences LEARNING OBJECTIVE: To recognize cultural differences through examination and comparison

TYPE: Research, Chart making MATERIALS: Paper, pencils

The cultures of all countries develop from the same basic elements: Food, Clothing, Shelter, Family Rules, Recreation, Language, Art, Government, Education, History, Economy, Transportation, Technology, Religion, Holidays and Customs. ACTIVITY: Make a chart with all or some of these elements. Pick a country to study and fill in the chart with pictures, drawings or a list of the particular element of that country. Ask your teacher or librarian for help. Use encyclopaedias, videos, newspapers and magazines. Identify some of the values and with those of your classmates, you will see that, although there are a wide variety of cultural elements, many of the positive values are the same for every culture.

BASIC ELEMENTS (eg. Food, transportation, economy)

PICTURES, DRAWINGS, LIST



112

THEME: Human Rights Role Plays LEARNING OBJECTIVE: To have a better understanding of Human Rights

TYPE: Role plays, discussion MATERIALS: None

ACTIVITY: Have a groups of students discuss and role play some of the situations below or have them make-up their own situations. Afterwards discuss the human rights issues.

1. A school has a large group of students from another country who are refugees. During class time, there is s good interaction between all the children, but during the break, the refugee children play separately from everyone else. Role play this situation. How could someone (from either group) initiate contact with the other group on the playground?

2. Margarita is a student who comes from a different race than the other children in

the class. All the children in her class think that she is strange and they are constantly teasing her and calling her names. Role Play a situation where someone tries to make friends with Margarita.

3. Fatima belongs to a different religion than the other students in the class. She

wears special clothing because of her religion, and is not able to participate in some of the classroom activities. She is very much aware that she is different from everyone else. She feels very lonely. As a result, she finds it hard to concentrate on her school work and the teacher gets upset with her. Role play a situation where someone – a student or teacher, tries to make friends with her.

4. Maria has to use a wheelchair to get around school because of a childhood disease

he had. She tries very hard to participate in all of the activities that other students enjoy, but he had many difficulties. A group of kids in the school often make fun of how she looks when they see her in the hallways. Role play an interaction between Maria, the group of kids and some of Maria’s friends.

5. A group of students is on the playing field and are about to play football. The

teacher in charge asks two students to be captains and to pick their teams, one by one. Michel gets very nervous, because he is not very good at sports and is always picked last; he tries to hide in the back. To make it worse, the team who ends up with him always complains. Role play a situation where the teams are picked in a way that does not single Michel out – but makes everyone feel included and important.

6. Daniel is overweight. Every day some people corner him in the hallway of the

school and tease him by pushing him around and calling him names. He usually ends up crying and running away. When teachers see this, they only say something like “Hey, you guys, leave him alone.” Role play an encounter like this in the hallway where someone – a student or teacher – tries to help Tika.



113

THEME: Intercultural Understanding LEARNING OBJECTIVE: To learn peacemaking strategies

TYPE: Discussion, Story writing, Role playing MATERIALS: Paper, pen/pencil

Regardless of their own personal beliefs about race, religion or politics, the men and women who take part in the Olympic Movement work together as friends who respect each other’s talents and skills, and share a belief in the importance of the Olympic Ideals. That’s how the Olympic Movement attempts to build a better and more peaceful world. Over 200 countries from around the world currently take part in the Games. The Olympics bring together thousands of people for the duration of the Games, and billions more through television. It is a special opportunity to set aside differences and compete in a peaceful and friendly setting. By fostering the Olympic Ideals of international goodwill and cultural understanding, the Games help to promote world peace. You too can help to promote world peace and the Olympic Ideals. You can be a Peacemaker. One way is to follow the steps spelled out by the word, PLEDGE. Problem – Identify the problem L ist possible solutions. Think of as many as you can. Evaluate the solutions. Identify the good ones and the poor ones. Decide on the best solution. Generate ways to implement the solution Evaluate the outcomes of your decision. How well is the plan working? ACTIVITIES:

1. Discuss how a multicultural setting like the Olympics could lead to conflicts. Use the PLEDGE guidelines to resolve the conflict in a positive manner. Try to reach a compromise in which both sides agree to the solution.

2. Think of a situation in your own life (at home, at school, on the playground)

where a conflict has occurred. It could be a small argument or a big problem. How did you handle it? Write a short story about how you handled the situation or how you wish you had handled it differently. Don’t forget the Olympic Ideals - in particular fair play, understanding and excellence.

3. An ambassador is a person appointed by the government of one country to

promote friendly activities with another country. Sometimes ambassadors have to resolve disagreements between their country and the country they are visiting. Be an Olympic Ambassador. Discuss how the method you used to resolve a small conflict could apply to a larger, international conflict. Hold a World Council or pretend you are at the United Nations. Each student should represent a country that he or she has studied. Choose a global issue, such as pollution, overpopulation, endangered species or the sharing of natural resources, and present all sides of the argument.



114

THEME: Racism Has no Place in Sport LEARNING OBJECTIVE: To think thoughtfully and support your argument

TYPE: Discussion MATERIALS: None

In the 1936 Olympic Games in Berlin, Germany, there were two outstanding athletes competing in the long jump. One was a German athlete Lutz Long. The other was an African-American, Jesse Owens. A Nazi government was in power in Germany. Its leader, Adolph Hitler, wanted Lutz Long to defeat the American and prove that white people were better than other races. In his last jump, Jesse Owens defeated the German. Hitler left the podium before the medal ceremony. The German athlete, Long did not share his leaders prejudice. The two men walked arm in arm off the field. There was no place in the hearts of either man for Hitler’s racism. Jesse Owens went on to be the hero of the Berlin Games, winning four medals. Long was later killed in the Second World War. Owens said that he wasn’t bothered by Hitler’s actions. “I didn’t go to Berlin to shake hands with him anyway,” was his comment. To put this story in perspective, Germany wasn’t the only country in the world where people experience racism. In another famous quote Owens said, “I wasn’t invited to shake hands with Hitler. But I wasn’t invited to the White House to shake hands with the President (of the United States) either.” ACTIVITY: Understand and discuss the following;

1. Many people around the world suffer or have suffered because people who come from one race think they are superior. Why do people sometimes think this way?

2. Are there people in your country or community who still experience discrimination? Why does this happen?

3. What are some of the consequences in a community when some people treat other people badly because of their race, their religion, their culture or their gender?

4. Long’s action at the Berlin Olympics is sometimes described as courageous and inspiring. Why might some people describe his actions this way?

5. Tell a story about someone in history who has risked his or her life to fight racism and prejudice.

6. What can youth do today to resist racism in their communities?



115

THEME: Geography of the Olympics LEARNING OBJECTIVE: To gain greater understanding of the world we live in

TYPE: Geography MATERIALS: World Map

ACTIVITY: Locate the cities that have hosted and will host in the future the Olympic Games on the world map on the next page. Use an O for the Summer Games and a * for the Winter Games. SUMMER1896 Athens, Greece 1900 Paris, France 1904 St Louis, USA 1908 London, England 1912 Stockholm, Sweden 1916 Berlin, Germany (not celebrated) 1920 Antwerp, Belgium 1924 Paris, France 1928 Amsterdam, Netherlands 1932 Los Angeles, USA 1936 Berlin, Germany 1940 Tokyo, then Helsinki (not celebrated) 1944 London, England (not celebrated) 1948 London, England 1952 Helsinki, Finland

1956 Melbourne, Australia 1960 Rome, Italy 1966 Tokyo, Japan 1970 Mexico City, Mexico 1974 Munich, Germany 1976 Montreal, Canada 1980 Moscow, Russia 1984 Los Angeles, USA 1988 Seoul, Korea 1992 Barcelona, Spain 1996 Atlanta, USA 2000 Sydney, Australia 2004 Athens, Greece 2008 Beijing, China

WINTER1924 Chamonix, France 1928 St Moritz, Switzerland 1932 Lake Placid, USA 1936 Garmisch-Partenkirchen, Ger. 1948 St. Moritz, Switzerland 1952 Oslo, Norway 1956 Cortina d’Ampezzo, Italy 1960 Squaw Valley, USA 1964 Innsbruck, Austria 1968 Grenoble, France 1972 Sapporo, Japan

1976 Innsbruck, Austria 1980 Lake Placid, USA 1984 Sarajevo, Yugoslavia 1988 Calgary, Canada 1992 Albertville, France 1994 Liiiehammer, Norway 1998 Nagano, Japan 2002 Salt Lake City, USA 2006 Turin, Italy 2010 Vancouver, Canada

On which continent is each country located? Have the Games been held in certain parts of the world more than others? If so, why would this be? What parts of the world have never hosted an Olympic Games? Why do you think this is the case?



116

THEME: Peace, Peace, WAR!!! LEARNING OBJECTIVE: To think about how war is started and consider how it can be prevented TYPE: Physical Activity/Game MATERIALS: None ACTIVITY:

1. Have everyone form a circle facing each other. 2. One person is "it" and walks around the circle. As they walk around, they

tap people's heads and say whether they meet in “peace" or in "war". 3. Once someone is met in “war" they get up and try to chase "it" around the

circle 4. The goal is to tap that person before they are able sit down in the "war" spot. 5. If the person labeled “war” is not able to do this, they become "it" for the

next round and play continues. If they do tap the "it" person, the person tagged has to sit in the center of the circle. Then the person labeled “war” becomes it for the next round. The person in the middle can't leave until another person is tagged and they are replaced.

Discussion:

1. Are “wars” started as easily as this? 2. What are some reasons that countries declare war on each other? 3. Is it ever reasonable to go to war? Why or why not? 4. How can we avoid fighting between countries and groups of people?

THEME: Knocking Down Barriers LEARNING OBJECTIVE: Recognize current and historical barriers to inclusion and international understanding TYPE: Physical Activity/Game MATERIALS: Plastic bottles, balls ACTIVITY: The object of this game is for teams to try to knock over as many of their opposing team’s cultural barriers (use empty plastic bottles) as possible within a specified time period (up to five minutes per block of time). A player is allowed only one step from their location when throwing or stopping the ball. Neither team is permitted to cross the centre dividing line. The balls are to be thrown or rolled at the opposing team’s “cultural” barriers. Players must use their feet to stop the balls before they hit their milk containers The team knocking over the most cultural barriers at the end of the game is declared the winner. Discussion: What are the cultural barriers that prohibit people from getting along? What are the cultural barriers that prohibit people from participating in sport? What can we do to “Knock Down (these) Barriers”?



117

THEME: Olympic Symbols – Peace and International Friendship LEARNING OBJECTIVE: To recognize peace symbols around the world

TYPE: Research, Design MATERIALS: World map, research materials, paper, pen/pencil

Symbols of Peace in the Olympic Games:

1. The five Olympic Rings symbolize a chain that links all of the continents of the world.

2. During an Olympic Games, all flags of participating nations fly in the Olympic Stadium

3. Doves, ancient symbols of peace, are released during the ceremonies to bring their message of peace to the Nations of the world.

4. Ever since 1936, the Olympic Torch – ignited at the site of the ancient Olympic Games in Olympia, has been passed from person to person in a national or international Olympic Torch Relay. The Olympic Flame represents the spirit of friendship.

5. During the Closing Ceremonies, all of the athletes enter the stadium together, showing the unity of sport under the Olympic Flag.

6. An Olympic Village provides housing for most Olympic athletes, their coaches and personnel. In the Olympic Village athletes sleep, eat, shop and have fun together. They become a family.

ACTIVITY:

1. Find other symbols of peace. For example, what are the symbols connected with the United Nations? What is distinctive about the uniform of a United Nations peacekeeping force?

2. What is the symbol of the Red Cross or Red Crescent? Why is the Red Cross or Red Crescent an important organization in the World?

3. What are the symbols that represent peace in a variety of religions around the world?

4. Make up your own symbols of peace and present them to your club.



118

THEME: Olympic Symbols – Peace and International Friendship LEARNING OBJECTIVE: To construct a paper cut-out and enhance understanding of peace.

TYPE: Art MATERIALS: Paper, scissors

ACTIVIVTY: Make your own Dove of Peace!



119

THEME: Peace through Sport LEARNING OBJECTIVE: To participate in reflective thinking TYPE: Reflection, writing, drawing MATERIALS: Paper, pen/pencil A peaceful world is possible and sport can help make it happen. Sport has the power to build bridges between people; help people understand each other; and teach people to settle conflicts peacefully. The United Nations believes that peace is possible. In 1993, 121 of its member nations presented a resolution calling for the renewal of the Olympic Truce, called ekecheira by the ancient Greeks. The U.N. resolution calls for a cease-fire to be in place from a period of one week before the Games to one week after; and it was passed unanimously. All countries know the Olympic Truce is a good idea, but getting people to stop fighting is difficult. To establish the Truce during the 1994 Olympic Winter Games in Lillehammer, many people around the world had to work very hard. For the people in Yugoslavia, the Olympic Truce was their first sign of hope in a long time. Ten years before Sarajevo had hosted the 1984 Olympic Winter Games, now the country was suffering the effects of a terrible civil war. ACTIVITY: Think about you own life. Have you ever argued or fought with someone, and felt badly about how you resolved your argument? Write a story about it. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Written by: __________________________________ Do you wish you could stop fighting now, or change how your story ended? Sometimes, it helps to talk, write something or even draw a picture when you feel sad or angry. Write a poem, or draw a picture about the story you wrote.



120

THEME: Darumasan ga koronda (International Games) LEARNING OBJECTIVE: Learn a game from another culture – Japan

TYPE: Physical Activity/Game MATERIALS: None

Children all over the world like to play games. It doesn’t matter where you are from, what language you speak, or the colour of your skin. Try out these games traditionally played by children in Japan and China. ACTIVITY: Darumasan ga koronda is a game traditionally played in Japan. One person is named it. It stands a good distance off from the rest of the kids, with his/her back turned to them. It calls, "Darumasan ga koronda!" and the children run toward her until she claps her hands. It turns around and tries to catch anyone who is moving. If she sees someone moving, they must go back to the Start line. Play continues until someone runs up and tags It. THEME: The Eagle and the Chicks (International Games) LEARNING OBJECTIVE: Learn a game from another culture – China

TYPE: Physical Activity/Game MATERIALS: None

ACTIVITY: The Eagle and the Chicks is a traditional Chinese Games. Choose one person as the eagle and another kid as the mother hen. The rest of the kids will be the chicks. In the game, the eagle tries to catch one of the chicks so he will be no longer the eagle, and the mother hen tries to protect the chicks from the eagle.

The chicks will line behind the mother hen one by one. The first chick behind the mother hen will hold on to her waist or cloth, the one behind the first chick will hold on the first, and so on. The eagle can catch the chick by tagging the chick, and the mother hen can protect the chicks by spreading her arms shoulder high. When the chasing begins, the eagle is free to run anywhere to catch the chick. The mother hen will try to be in front of the eagle to protect the chicks.

The eagle has to go around the mother hen to catch the chick and he will try to avoid any contact with the mother hen. To help the mother hen, the chicks will try to run out of the way of the eagle. The chicks don't have to be in the line all the time. They may run out of the line and play tag with the eagle.

If the eagle catches a chick, this game will be over and that chick will be the eagle in the next game.

theme: let’s stop racism! type: art learning objective

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