The United States Holocaust Memorial Museum exhibition: The Nazi Olympics Berlin 1936.
 
exhibition: 
http://www.ushmm.org/museum/exhibit/online/olympics/  
 
 
teachers guide:
http://www.ushmm.org/museum/exhibit/online/olympics/pdf/teacherguide.pdf
 
 
The exhibition presents an in-depth examination of the controversies and consequences related to the 1936 Summer Olympics held in Berlin, Germany.  
 
The site includes links to the online historical photographs, written documents, film footage, and athletes testimonies in the exhibition.  
The Nazi Olympics Berlin 1936 exhibition is organized into five sections:
Nazi Germany 1933-36 
Nazification of Sport 
the Boycott Debate 
the Nazi Olympics 
Aftermath. 
 
There is teachers guide that has been developed to accompany the exhibition. This packet includes a recommended pre-viewing lesson plan, viewing activities, and a post-viewing lesson plan, all of which refer to the exhibition’s numbered cards. These cards present historical photographs and documents, as well as cartoons, artwork, and posters. 
 
 
 
Below is a worksheet extension activity to accompany 
The Nazi Olympics Berlin 1936 exhibition
*prepared by the Midwest Center for Holocaust Education: 
http://www.mchekc.org/OlympicsLessons.htm
 
Propaganda in THE NAZI OLYMPICS Berlin 1936 
 
Name: ____________________________________________________________ 
Directions: As you tour THE NAZI OLYMPICS Berlin 1936, focus on the imagery in each of the five sections listed below. Answer the following questions based on the information you find in the exhibit. 
 
Section I: Nazi Germany, 1933-1936 
Using the imagery in this section, identify at least three specific ways in which German Jews were separated from the rest of German society.  
1.   
2.   
3.   
 
Section II: Nazification of German Sport 
Based on the imagery in this section, who is included in the new Germany and who is excluded? How is that distinction made visually in the propaganda? 
 
Section III: The Boycott Debate 
List and analyze at least 3 political cartoons, each representing a different perspective on the boycott debate. Consider who the author was, the political meaning of the cartoon, who the intended audience was, and what the cartoon tells you about the author’s point of view about the boycott. 
1.   
2.   
3.   
 
Section IV: Nazi Olympics 
Nazi propaganda was interested in demonstrating a link between the “Aryan” Greek heroes of the original Olympic Games and their own “Aryan” athletes. Identify at least 2 specific pieces of Nazi propaganda that attempt to make that connection.  
1.   
2.   
 
Section V: Aftermath 
Why does the exhibit end with a photograph of Birkenau and a list of Jewish athletes who did not survive? 
 
Extension Questions
List 3 specific ways in which the Nazis utilized propaganda to promote their political agendas and describe whether or not you believe this propaganda was effective and why. 
1.    
2.      
3. 
 
 
Discuss ways in which the Nazi government took steps to “clean up” Berlin prior to the 1936 Games. Were they successful in masking their racist and antisemitic agenda during the Games? Why or why not? 
 
 
Propaganda in THE NAZI OLYMPICS Berlin 1936 
ANSWER KEY 
Section I: Nazi Germany, 1933-1936 
Using the imagery in this section, identify at least three specific ways in which German Jews were separated from the rest of society.  
Answers may include but are not limited to: 
1. Jews not wanted signs 
2. Nuremberg Racial Chart 
3. Photograph of humiliated intermarried couple 
 
Section II: Nazification of German Sport 
Base on the imagery in this section, who is included in the new Germany and who is excluded? How is that distinction made visually in the propaganda? 
Accepted: “Aryan” stereotype and those with like ideas/ideals - nationalism, patriotism, loyalty 
Rejected: Jews, Roma/Sinti, mischlinge, dissident ideas, political opponents 
 
Section III: The Boycott Debate 
List and analyze at least 3 political cartoons, each representing a different perspective on the boycott debate. Consider who the author was, the political meaning of the cartoon, who the intended audience was, and what the cartoon tells you about the author’s point of view about the boycott. 
Answers may include but are not limited to: 
1. Modern Mercury – represented the opinion of Americans in favor of the boycott by pointing to the differing ideals of Nazism and the spirit of the Olympic games. 
2. The Knothole – represented African-American opinion that the US should not boycott the games and pointing to the hypocrisy of Americans not acknowledging the damage done by Jim Crow. 
3. Paradox – represented AAU opinion that Nazi ideals do not mesh with the Olympics ideals of inclusion and sportsmanship 
 
Section IV: Nazi Olympics 
Nazi propaganda was interested in demonstrating a link between the “Aryan” Greek heroes of the original Olympic Games and their own “Aryan” athletes. Identify at least 2 specific pieces of Nazi propaganda that attempt to make that connection. 
Answers may include but are not limited to: 
1. Monumental Greek architecture 
2. official Olympic poster of “Aryan” in laurel wreath 
 
Section V: Aftermath 
Why does the exhibit end with a photograph of Birkenau and a list of Jewish athletes who did not survive? 
Answers may include but are not limited to:  
• Serves as a memorial to those who were killed in the Holocaust 
• Demonstrates that physical fitness did not guarantee survival – the Nazis designed a common end for all Jews in the death camps 
• Demonstrates what is possible when people or governments or organizations fail to intervene while action is still possible and helpful