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Use of Historical Documents in the Classroom |
Athletics in the 1920s
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Ed Timm
Mount Vernon High School
Summer 2008
LC-USZ62-97851 DLC (b&w
film copy neg.)
1926 Yankees Team Photo
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Overview/ Materials/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
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Objectives |
Students will: · Identify major themes in athletics in the 1920s · Compare and contrast athletics in the 1920s with present-day athletics · Gain an appreciation for use of primary sources in historical research · Read and comprehend a primary source document |
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Recommended time frame |
Two days: Reading homework assignment and in-class discussion and group work |
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Grade level |
Juniors and seniors |
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Curriculum fit |
US History |
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http://memory.loc.gov/service/gc/spalding/00254/00001v.jpg
http://memory.loc.gov/service/gc/spalding/00254/00003v.jpg
http://photoswest.org/cgi-bin/imager?00185859+Rh-859
http://rs6.loc.gov/learn/collections/chicago/history6.html
http://rs6.loc.gov/learn/collections/chicago/history6.html http://rs6.loc.gov/learn/collections/chicago/history6.html
http://photoswest.org/cgi-bin/imager?10013688+X-13688
http://photoswest.org/cgi-bin/imager?10009723+X-9723
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Era 7 1900-1930 Standard 3C; Demonstrate understanding of the development of mass culture and how it changed American Society by examining how increased leisure time promoted the growth of professional sports, amusement parks, and national parks. (Analyze cause-and-effect relationships.)
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Day One: Assign
the 1920s readings for discussion the next day. Tell students to compare and
contrast the issues in the readings with issues faced in society today. Day Two: As
students walk in, have them write down two things that are the same as today
and two things that are different. Then do a “Got one Get one exercise.” This
is when students circulate throughout the room and get up to 5 for each
category. You then develop a list on the board asking students for 1 from
either category. The students can add any to their list to make it complete.
You then go through the photos as a PowerPoint to give an overview of the
sports and trends in the 1920s. You assign for the next day this question:
“Does sport influence society or does society influence sport?” |
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The initial evaluation is in the list of similarities and differences that you come up with on the board. The next day you collect paragraphs. |
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You assign for the
next day this question: “Does sport influence society or does society
influence sport?” Write one paragraph. |
Rubric
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5 Points |
4 Points |
3 Points |
2 Points |
1 Point |
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Position is clear and easily understood |
Position is clear |
Position is taken |
Position is unclear |
No position is taken |
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No errors in grammar or spelling |
A couple of errors in grammar or spelling |
A few errors in grammar or spelling |
Many errors in grammar or spelling |
Errors make it difficult to follow |
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Position is well supported by evidence |
Position is supported by evidence |
There is some supporting evidence |
There is little supporting evidence |
There is no supporting evidence |
Handouts
Outline
-By de Coubertin
· Symbolism
o Rings are 5 continents connected.
o Olympic flame is connection of old with new.
o Parade of Nations—Greece first, host nation last.
· Olympic charter states—a contest between individuals and not nations.
o Team sports - ancient games.
· But must show signs of nationalism.
o Must compete for a country.
o Wear uniform of country.
o National flag and anthem for winners.
· This creates inconsistent and contradictory message.
· de Coubertin saw sports as a religion with church, dogma, ritual.
o Incorporates basic values of all religions, but is very dynamic.
o How?
§ Religion based on sportsmanship and fair play (de Coubertin’s main focus).
§ Olympics have tried to dampen religious as well as nationalistic differences.
§ Attempts to be color-blind (this has become stronger as games have developed).
· Dealing with South Africa is an example of this.
· de Coubertin’s original thoughts, whether conscious or not, were very class-conscious.
o Very aristocratic ideals.
o The best well-bred compete as individuals on their own merit.
· de Coubertin also believed in biological inevitability.
o Women as the fairer sex.
o White, upper-class males.
· The Olympics from the start.
· Can modern sports contribute to political order and bring about good?
· Why are idealists important?
· Prussians humiliated France in 1870.
o de Coubertin wanted to avenge this loss and regain lost territory.
· As a young aristocrat, only a few occupants would be suitable.
o Military?
o Law?
· de Coubertin believed the restoration of social peace and harmony was essential to avenging the Prussians.
· He thought physical inferiority of French soldiers was a major key in defeat.
o His aristocratic leanings didn’t allow him to admit blame or mistakes of
Napoleon III.
· Germany at this time incorporated calisthenics of Friedrich Jahn into curriculum.
· The English had had an exploration of sports—de Coubertin looked at both of these developments.
· He also saw that sports developed character.
· English
o Cricket
o Soccer
o Rugby
· In 1849, Dr. W.P. Brookes had instituted an English form of the Olympic Games near Shropshire.
o This also influenced de Coubertin.
· In 1889 de Coubertin visited U.S. and studied intercollegiate sports.
o He also met Teddy Roosevelt, who would help him.
o At last he tried to work on sports and athletics in France, but Anglophobia was hard to overcome.
· He saw in modern technology a “global village”: telegraph, railroad, steamship.
· He began to move away from chauvinism of French to humanistic vision of world peace.
o “Nothing in ancient history inspired more revery in me than Olympia.” – de Coubertin.
o Christians looked on them as pagan rituals.
o German archeologists began digging at Olympia in 1875.
· Nov. 25 1892, USFSA – (Union des Sociétés Françaises de Sports Athlétiques) developed by de Coubertin with several foreign dignitaries present: “It is necessary to internationalize sports; it is necessary to organize anew the Olympic Games.”
· Amateurism—avocation rather than vocation.
o Those who received no material benefit either directly or indirectly from any sport.
· Compete for intrinsic pleasure of contest with no material gain.
· “Amateur” derived from Latin for “love.”
o This status was all or nothing.
o Why?
· de Coubertin found mostly apathy.
o Went to U.S. in 1893—thought it bizarre.
o British were somewhat receptive.
· June 1894 Paris - Sorbonne Conference.
o All interested come together to revive game. 78 delegates from 9 countries.
§ Big discussion is amateurism.
· June 23, 1894 - Unanimous vote to revive games.
o de Coubertin begins to put together the IOC (International Olympic Committee).
§ Vikelas - either.
· Demetrios Vikelas - Greek living in Paris.
o 1st IOC President.
o 1st Olympics at Athens.
· 1st goal IOC—be politically independent.
o 1st duty is to games, not nationalism.
· Important point, why?
· Ambassadors from committees to countries.
o Greece, France, Sweden, Hungary, Bohemia, U.S., Russia, England, Germany, Australia, Austria, Belgium
· 1st IOC influential and rich as they helped support games financially.
· Greeks very unenthusiastic, battle politically in Greece between liberalist and conservatives and little done.
· Appointed to OOC (Olympic Organizing Committee).
· On January 13, 1895 - Crown Prince Constantine takes over and gets things going.
· Administrative difficulties:
o 1896 no I.F.s (International Federations) at sports.
o National Federations at odds over rules.
· Publicity a problem—many countries thought it frivolous and a waste.
o Only 6 Britains joined the Olympics at Athens: no Russians, 9 Americans (4 Harvard, 5 Princeton), 13 Germans.
· French also very apathetic, which discouraged de Coubertin.
· The games began with ritual and fanfare.
o Flags raised for victors and opening and closing ceremonies.
· Motto: Citius (Faster), Altius (Higher), Fortius (Stronger)—not yet.
o Rings—not yet.
· Spyridon Louis, Greek peasant won marathon, and pandemonium breaks out—Prince Constantine leaves stands and runs.
o Cap—Greeks go crazy.
· Instead of internationalism, we get nationalism.
· Greeks want to host permanent site.
· Retrospective essay—harmony, goodwill, and universal peace are focus.
The Olympics: A History of the Modern Games by Allen Guttmann
Back to Use of Historical Documents in the Classroom
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