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TEACHER NAME: ____Mike Hull___________________________________________

LESSON SUBJECT: ___New Media 10___________________________________________
LESSON TITLE: ______The Olympic Games___________________________________________
GRADE: ___10_____
LESSON DATE: ______October 15, 2018 ___________

This lesson fits into a larger unit that takes a deeper look at the Olympics, and more specifically, their relationship with indigenous
populations. The exploration and understanding of text from multiple perspectives is developed. Furthermore, the understanding of
diverse, complex ideas about identity, others, and the world are also developed.

Big Ideas: The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world.
Core Competency: Communication, Critical Thinking, Cultural Identity
Curricular Competencies:
- Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking
- Identify bias, contradictions, and distortions
-Apply appropriate strategies to comprehend written, oral, visual, and multimodal texts
Content Standards:
- Text forms and genres
- Strategies and Processes: Reading Strategies
- Strategies and Processes: metacognitive strategies

Understand the impact of the Olympic games on the host city/nation from multiple perspectives including the indigenous population


A general understanding of the Olympic Games (Opening ceremonies, Events, Host cities,). Lesson will build on understanding of
bias in writing, perspective, and identity (Cultural and Personal), with specific emphasis on Indigenous populations.


CBC News. (2010, February 14). “Aboriginal involvement in Games makes history.” Retrieved October 15, 2018, from
Yanchyk, B. (2010, January 01). Aboriginal Canadians divided over Vancouver Olympics. Retrieved October 15, 2018, from
First Nations Dance of Canada. (2010, February 28). Retrieved October 15, 2018, from


If certain students cannot sit near each other without causing a disruption, I will separate them and manually create the groups. Pre-
made groups will help with pairing stronger students with weaker students. Have pre-made notes for students who require extra time
for reading the articles. For students who excel and finish early, they can research how indigenous populations were represented in
other Olympic games.


Students will show their learning by participating in the discussion and through group interaction. Indicators of success will be that
students will be able to identify bias in a text and respectfully exchange viewpoints. They will also be able to see that there are
multiple ways to view a text depending on perspective. Finally, students will understand the impact the Olympic Games has on the
host city/nation, especially the on the indigenous peoples.





Tell my 2010 Vancouver Olympics Listen. Think about the question Hands up 5-10 min
story – Sea of Red walking around
Vancouver. Packed Streets. Electric
atmosphere. Didn’t even see an
event. Feeling of pride. What
thoughts and feelings come to mind
when you think of the Olympics, or
more specifically, the 2010
Vancouver games? What impact did
the Olympics have on your personal
identity (As a Canadian)? Do you have
a personal story about the Olympics?

Talk about/highlight differing 5 min

perspectives. How do our thoughts Listen. Think about the questions
and feelings about the Olympics can
differ depending on our

BODY 5-8 min

Show YouTube clip of opening Watch video and take notes on any
ceremonies of the 2010 Vancouver thoughts or impressions about the
Olympics. How were indigenous video.
population represented?
If student X and Y will distract each
other, or others, separate into 5 min
different groups
Ask students to pair up Students will pair up and share their
thoughts and impressions of the Hands up
video 5 min

Ask students to share Students will share their initial

thoughts and impressions Have questions on board so everyone
can see: What impact did the 15-20
Divide class into two. Hand out one Read article individually. Write notes Olympics have on Indigenous min
article to one half, the other article to on thoughts and impressions. Have peoples? How does perspective
the other half at least 3 points drawn from reading affect how we view the Olympics?
How does identify affect how we
view the Olympics?

Prepare white board with table of 5 min

Ask students to pair up and discuss Pros and Cons of 2010 Olympics on
their findings. Debrief. Students will pair up and discuss their Indigenous peoples
findings. Do they have the same
findings? Did someone highlight
something that the other did not?
Add to their list of points.

Hands up. Can also utilize random 20-25

selection. min
Ask students to square up and share
their findings with another group. Students will combine two groups
Debrief. and discuss their findings. Do they
have the same findings? Did someone
highlight something that the other
did not? Add to their list of points.
Bring both groups together for mass
discussion and debrief. Discuss the Students will contribute to
broader aspects of the text: What discussion.
were the articles about? Who wrote
the article? What were the biases?
Who was the intended consumer?
What were they trying to sell you?
Based on what you read, what impact
did the Olympics have on indigenous
peoples? Positive? Negative? Be
specific. Teacher will summarize and
list comments on the Pros and Cons
table. What did the Olympics do well
in regards to representing and
involving indigenous people? What
did they do poorly? What could they
do to improve if Naniamo was to host
the Olympics?
5-10 min
Wrap up discussion. Did anybody’s
impressions or feelings about the
Olympics change? Did they stay the
same? Why? How did learning about
perspective change how they viewed Participate in discussion. Share
the Olympics? thoughts.
Till end
Ask students to write a brief
summary (1-2 pages) based on above
Write summary till end of class. If not
finished, finish for homework.