HK 376 Exam 2 Chapters 8-14
Chapter 13: Explain the conceptions of race and womanhood that led African American colleges to nurture strong women's sports team.
African American women- even middle and upper class had to step beyond conventional womanhood to survive poverty and discrimination African American community-celebrated racial excellence of all kinds, including female sport Unlike white college, AA colleges nurtured female sport participation but still emphasized lady like conduct Ora Washington- semipro BB player, tennis championship
Chapter 10: Analyze the particular significance that Jack Johnson's boxing victories held for African Americans, the stereotype he broke, and the fears he aroused in white leaders.
African Americans promoted his intelligence in addition to his physical prowess. However, he was known to like the spotlight and flashy things. He always had women and money surrounding him. He helped break many stereotypes. There was a stereotype that African Americans were slow minded and that white men were superior athletes which he broke both of. He finally got to box the Heavy weight champ after several challenges of his being denied and he won. Once he won the search was on for the "Great White Hope" of someone who could defeat him. He challenged white supremacy and showed blacks were not inferior. Whites who supported an unequal racial order in society feared his success would inspire other African Americans to challenge white supremacy.
Chapter 14: Analyze how American interpretations of international sports competition both reflected changing international politics and influenced race relations within the US.
Amid the shifting global politics of a contentious century, sports transitioned from a way to build goodwill between countries to a political arena that was used to build patriotic fervor and to show off national prowess. The United States began to take the games seriously in 1908. When the head of the United States Olympic committee talked about those 1908 games, he was open about his ambitions saying "We have come here to win the championship in field sports, and we are going to do it". The United States was there to show their prowess and do it with Americans of all races. This helped African Americans find a place in society. When Jack Johnson contended in the United States the fight was cast as a white against a black, but when he fought Max Schleming it was cast as American democracy again Nazi tyranny.
Chapter 9: Summarize the cultural and legal shifts in the work done by children and youth that led to a new focus on organized youth sports.
An interest in using sports to mold young children into useful citizens began from the social shifts of the 19th century. These social shifts arose because the US was becoming increasingly more urban, industrial, and childhood was changing dramatically because of this. By 1890, parents were working away from home, leaving their children with chores that failed to exercise their "constructive impulses in a wholesome way." Progressive reforms were passed that kept children out of the work force until they were at least 14 or 16. Another reform that was implicated was extended education for careers, must attend school until at least age 16.
Chapter 8: Detail the growing tensions between the drive for excellence and the concept of amateurism, as well as the different ways that different sports dealt with the challenge.
As competition mounted and financial prospects grew, amateurism caused more problems than it solved. Baseball and boxing were already professional sports since the nineteenth century, and gold joined them soon afterwards. Tennis and track elected to not professionalize and faced ongoing challenges. The issues were athletes needing funding and support for training and travel to competition. The athletes who were not wealthy usually were funded through sponsorship and expense reimbursement. This made the finances of amateur athletics extremely murky. It was also an issue because if an athlete displeased the powers of the sport, it was usually easy to find a violation of the amateur code and expel the athlete from the sport. Colleges also were in trouble because their programs were found to be unethical in a study and athletes to not be amatuers.
Chapter 13: Analyze the sources of the difference between the support Babe Didrikson received as a young athlete and the criticism she faced when she entered the national spotlight.
Babe Didrikson is considered one of the greatest athletes of all time and although she was widely supported, during her time in the spot light she also dealt with a lot of criticism for her masculine manner, choice of sporting events, and her image. Babe grew up in the working class culture that held female strength and assertiveness at a higher esteem than the upperclass did. Babe played with neighborhood boys and often out played them in all the sports they played. In the 1932 at the AAU track and field competition, Babe won 6 gold medals and broke 4 world records in women's track and field. Despite her remarkable talent, Babe was harshly criticized for her short hair, lack of make up, and her openness to disliking acceptable female activities. News reports began terming her "Muscle Moll," a female that stood no chance in finding a husband or love. Women and men alike told their daughters not to act like Babe, for fear of their daughters being too masculine
Chapter 11: Analyze the factors that made baseball the pre-eminent American sport in the first half of the 20th century.
Baseball became the pre-eminent American sport in the first half of the 20th century due to many factors, some including the Doubleday myth, the building of magnificent stadiums, the creation of the World Series, and the characters that played the sport. In 1907, a myth was created that credited the creation of baseball to Army officer Abner Doubleday, who supposedly created baseball in Cooperstown, New York. There, they dedicated a baseball hall of fame, and this Doubleday-Cooperstown myth gave baseball a quasi-religious status. Baseball's supporters also credited the game with a significant role in building social solidarity between different ethnic backgrounds and helped to assimilate immigrants into American Culture. The most tangible sign of baseball's coming of age was seen through the annual World Series. And finally, the players that played the game became almost more famous than the president himself due their dramatic character and out of the ordinary displays.
Chapter 11: Describe the diversity of characters - both comic and intense - that helped give baseball wide appeal.
Baseball offered fans drama and entertainment through the various characters that took part in the games. The rules for baseball were well known to many spectators, yet they watched to see what kind of show the players themselves would put on. Players then were individuals who did not confirm to any roles, they were given nicknames like "Bugs, Babe, Rube, Wahoo Sam, etc." to describe their nature on the diamond. Example:Ty Cobb- Highest lifetime batting average- won league batting championship 12 times -High drive to succeed- rejected many of BB's traditions- used spikes, fists, bats, & tongue to win -Short temper -Even own teammates didn't like him -But people loved to see him play
Chapter 11: Summarize the challenges that baseball team owners faced as they sought to stabilize their industry between 1900 and 1920.
Baseball team owners anted the freedom to operate their individual clubs as they wanted, but that kind of freedom was difficult especially for leagues located in smaller cities. In the pre-1920s era, the club owners confronted two major challenges as well: keeping salary costs under control and fighting off the Federal League, which fought for higher salaries for star players.
Chapter 13: Detail the forces that led to the "feminization" of cheerleading after WWII.
Despite the decline in other women's sports, a new sport emerged that encompassed femininity- cheerleading. Cheerleading was originally intended to be a male sport. Male "Yell Captains" lined the side lines of football games all over the country. Cheerleading was acceptable because it held up to the standard that women's appearance is very important. Cheerleaders were shown on the media of being a mix between the girl next door and a voluptuous starlet.
Chapter 13: Summarize the confluence of forces that sharply reduced women's competitive sports following World War II.
During the war, women were presented with a lot of opportunity outside of the household. Because men were being called to serve, this left job openings in factory labor as well as in sports. In fear that baseball would die down during WWII, Wrigley opened his stadium up for women's softball to be played. This League was called the All-American Girls League. In the years following the war however, women's sports suffered large setbacks because of men returning home to fulfill their duties in the job force and sports industry. There was also a change in the ideas about womanhood, saying that a woman is fragile and her purpose should be to focus on the home and barring children. Women were against females being active and argued that women should use exercise only to build character, but that women should not compete. Physical educators formed intramural, play days, and sports days for women.
Chapter 13: Describe the variety of challenges faced by American female athletes, the different ways that athletes dealt with those challenges, and the places in American society where they found support.
Female athletic skill was seen as both intriguing and threatening. Unlike for men, females were expected to play only a small subset of sports, like tennis or swimming. Sports like basketball and track were considered too masculine for women to get involved with. When athletic women were surrounded by "fans" they found acceptance and support however, when they stepped out onto a national stage, they faced criticism for displaying such masculine qualities like assertiveness and strength. In order to be accepted by broader society, women in sport needed to appear "normal" or display feminine characteristics as well. Female Athletes had to prove that they just happened to be good at sports but that they loved feminine activities like sewing, cleaning, etc. They found support during the era that valued women's strength and independence.
Chapter 13: Outline the strategies that Hazel Walker used to head off criticism of her barnstorming women's basketball team.
Hazel Walker was a female athlete who worked hard to conform to gender stereotypes by using the "strategy of apology," she would always apologize during any barnstorming games that she would win. She would also have her team act lady-like outside sports as result was largely accepted by media; they would wear make up, go on dates, but never go out with a man alone, etc.
Chapter 10: Articulate the sources of Helen Wills' appeal and the ways that her successes helped create a new version of athletic womanhood.
Helen Wills was a very successful tennis player. At the height of her career she did not lose a set. Her career was in the 1920's and 30's. She showed it was possible to still be "masculine" and competitive on the court while still being womanly and feminine off the court. She was a hard hitter of the time and played with much power but also still graceful and elegant like a lady in her movement about the court. She became known as kind of the "American girl". This was a stark contrast to Babe Didrickson, the other prominent woman's tennis player of the time. She made it possible for women to compete fiercely on the court while still retaining the societal norms of a woman off the court. She much enjoyed makeup, being into fashion, and downplayed her devotion to tennis to make it appear that she was more focused on womanly things.
Chapter 9: Articulate the benefits that high school officials outside major cities found in both boys' and girls' sports
High School sports continued to increase as the number of individuals participating in higher education continued to increase. Between 1909 and 1920, more than double the amount of young children were attending school- high school sports created school enthusiasm and support, not only among students but among faculty as well. Men were most focused on, but women began to see the strides being made and so school educators began to recognize their potential.
Chapter 10: Outline the sources of Babe Ruth's appeal to a broad American public, taking into account his personality, his athletic abilities, and the way his career was promoted.
His personality was charismatic, straight forward, and good with children. He was down to earth and could relate to anyone. He came from a home without much supervision, even being in a school for wayward kids for much of his childhood where he fell in love with baseball. As he grew up, he was the anti-thesis of Victorian values. He enjoyed things of the flesh including alcohol, gambling, and women. He was a naturally talented hitter and pitcher. He had a go big or go home approach to hitting. He tried to hit for the fences and smash the ball as far as he could every single time becoming known was the "Sultan of Swat". This was opposite to the usual hitting of the time. Babe was the first to hire a modern athletic business agent. He hired Christy Walsh who helped ghost write columns, get endorsements for Babe, and overall expand his earning potential much like modern day agents.
Chapter 9: Outline G.Stanley Hall's evolutionary theory of play and detail its effect on the development of youth sports.
In the 1890s, Evolutionary theory of play was promoted by Gulick and Hall. During evolution, humans inquired a play instinct. Even now, we still need it for our survival, and it helped us evolve. Early childhood, kicking and squirming infants, running and throwing of young children- primal. Children who would track and tag were using hunting instinct of pre-savages. And Teens complex group games- savage stage- hunting and cooperation. These two individuals said that sports were needed to move through stages and have proper physical, moral, and neutral development. The evolutionary theory of play has important implications for the use of sport as a socializing agent.
Chapter 11: Explain how Latin American players complicated the racial dichotomy that prevailed in US baseball.
In the 20th century, Latin Americans could get away with playing on the American teams, despite the damages it caused on dichotomy. If Latinos could not pull off a European "bloodline," they were found playing on Negro leagues. U.S. players also traveled south to play baseball since it could be played year round. Latin American baseball offered a model of an INTEGRATED game, having players of all backgrounds playing together
Chapter 10: Describe how the combination of Jack Dempsey's talents and Tex Rickard's promotional skills built a controversial individual into a sporting hero.
Jack Dempsey was controversial because he was known as a "slacker". The fact he dodged the war was upsetting to many people of the time because they were very patriotic. He was from an Irish background and a poor family environment. He was a very regular guy that got into boxing. He was known to be a slugger and not play it safe, often throwing huge blows and knocking opponents out. Tex Rickard was the great promoter of the 1920's who helped usher in the "golden age" of boxing. He was known to pit the two opponents against in other in the buildup to kind of force people to pick sides. He also always portrayed Dempsey as the underdog. In one fight he brought in an upper class more technical fighter and pitted it as a street rat bruiser against an upper-class technical boxer who was well trained. He was great at bringing large purses, attendance, and gate receipts to the world of boxing. He really made Madison Square Garden into what it was today. All of this attention and fame he brought to boxing helped him turn Dempsey into a sporting hero.
Chapter 14: Detail the lessons that Joe Louis learned from Jack Johnson's career, and the way that he attempted to avoid Johnson's fate.
Louis learned that Johnson's career was not always respected by white Americans because of the way he held himself in public. Louis quickly learned to never speak badly of an opponent, especially if they were white. He had it schooled in him to avoid stirring up things that would remind the public of Johnson. He never smiled or mocked people in the ring, even if he won. He was not to be seen at nightclubs or pictured with white women. As he got ready for his first fight, he was depicted as a modest man who didn't drink or smoke, read the bible every night, and spent his first big paycheck on a house for his mother. He learned to be discrete and maintain a low profile.
Chapter 14: Summarize the personal qualities and political context that made Jesse Owens and Joe Louis "American" heroes.
Owens and Louis were similar in many ways. Both were from rural Alabama, with families who scrapped by in the South's sharecropping industry. Both moved north at a young age with their families for better opportunity. They both had mentors who recognized their talents early and helped them hone their skills and guide their decisions. They were hard workers who came from humble beginnings and worked their entire lives to be the athletes they were. Louis had to get out of Jack Johnson's shadow and learn to be mellow and anticlimactic. He needed to be proper in public and not throw down his race. He said once "I can't throw my race down by abusing my position as a heavyweight challenger." He felt he was there to show that African Americans belonged and could hang with white atheter while being respectful and proper. Louis eventually got his rematch with Max Schmeling and fought "for America against the challenge of a foreign invader". He was cast as the American against the Nazi. Owens was a hero for going into Nazi Germany and dominating their Olympics while the pro-Aryan Germans could just watch.
Chapter 12: Analyze the significance of football's role as a new focus for identity and community pride in the face of massive social change.
People were flocking to urban areas, losing the sense of small town pride. Jobs were more industrialized and corporate. The ways of small towns and city pride were diminishing. The nation consumer culture, a nationalization of sights and sounds via the media, the white collar class that looked more at national than local things, a growing secularization, and urban development seemed to threaten those that grounded their identities in the local community. Football was there to bond people back together. Many citizen in state without great history, monuments, or statues formed powerful bonds to their state university's football team and found an important source of personal identity. College football was popular in the smaller cities and towns that hosted major state universities and helped produce a local sense of pride.
Chapter 12: Describe some of the communities where football proved especially appealing, and explain the sources of that appeal.
Smaller communities because it helped them develop a sense of local and community identity. The South had exceptionally strong regional consciousness and identity to football. For the south, especially the media and many fans, every intersectional contest became a reenactment of the civil war. There were always several references to Civil war heroes by fans and media during games and recaps.
Chapter 11: Detail the varying opportunities available to African American baseball players in the first decades of the 20th century.
Some of the best players were part of the Negro Leagues. African Americans were unable to join the big-leagues so instead they made their own teams. In 1920, Andrew "Rube" Foster, created a Negro National League, and in 1931 it was temporally killed by the great depression (Regained strength later on as the Negro American League) The Negro Leagues were never as important as the major leagues were to white baseball. Black teams often had to barnstorm, traveling around the entire country just to get a few games. Players often had to be very flexible in their positions as they lacked equipment and numbers of players- players had to be skilled in all aspects of the team.
Chapter 10: Explain how different sports heroes served different social needs in the first half of the 20th century.
Sports heroes served several different social needs in the first half of the 20th century. Babe Ruth was there to serve the needs of the typical white American man. He was a hard hitting baseball player who smoked, drank, gambled, and wooed women. He was a role model and someone the middle class American man admired. Jack Johnson was there to provide for the African American's social needs. He was a world class boxer who helped show that black athletes were inferior to white men in no way. He proved that a black athlete could stand toe to toe and beat the best white athletes. Jack Dempsey gave hope and excitement to immigrants. He was an Irish Immigrant himself, and he helped prove that with hard work and the correct promotion, he could dominate a sport by being a slugger and hard hitter. Lastly, Helen Wills was there to show that women could participate in sport as well as maintain their womanly behaviors and mannerisms off of the court or field. At her height in tennis, she didn't lose a set while being a hard hitter and winning every major possible. Off the court she was known as the "American Girl" for her grace, dress, makeup, and general woman like behavior.
Chapter 11: Explain the antitrust exemption and its importance for baseball's development.
The 1919 World Series had been fixed, and this scandal is labeled the "Black Sox Scandal." The "Black Sox" scandal provided an opening for the owners who were unhappy with the National Commission and Ban Johnson to fight back. The New National Agreement of 1921 was passed and allowed for any suspicious activity to be inspected. This provided a legal umbrella for the agreements upon which the professional baseball cartel rested.
Chapter 12: Summarize the findings of the Carnegie Report and its effects on college football programs.
The Carnegie Foundation surveyed 112 colleges and universities in 1929 and concluded that only 28 of them operated ethical programs. These unethical practices ran the gamut from occasional contacts with potential recruits to an intensely organized, sometimes subtle, system of recruitment. Colleges were involved in elaborate systems of paying players to play. Players were given nominal jobs on campus and in the community that paid well. The Carnegie report had one obvious conclusion, "the ethical bearing on football contest and their scholastic aspects were of secondary importance to the winning of victories and financial success". The report called for reform by institutional self restraint. Some school did this by eliminating scholarships, disallowing special treatment of athletes, curtailing recruitment based on athletic talent, and reducing booster talent. By doing this, especially at state universities, presidents risked being fired. Some private schools and intellectual universities dropped the sport all together.
Chapter 14: Describe the origins of the Olympic Games and the patriotic significance that American Olympic organizers ascribed to them before WWI.
The Olympics originated in Athens, Greece in 1896.Pierre de Coubertin, a Frenchman, was the pioneer of the Olympics. He wanted to inspire the French youth to develop courage, determination, and physical abilities. America was open about their ambitions with the president of the selection committee stating, "We have come here to win the championship in field sports, and we are going to do it". The Americans wanted to show their superior physical ability and their determination to win no matter what. Althought the British had more overall medals, the Americans crushed the track and field events winning 15 of the 27 events.
Chapter 9: Explain how the concept of "muscular Christianity" led the YMCA to play a major role in the early development of youth sports programs.
The development and expansion of YMCAs gave children sports, an effective substitute for the lost rural experience children once had. "Masculine Christianity" said that character could be build through sport. Sports could provide means of teaching morals, adult socialization into values such as cooperation, and self-discipline. Sports could substitute for loss of rural experience. The YMCA attracted young men and boys to join by offering "physical culture" classes that helped to shape their moral character. Gulick was an important founder of YMCA, he believed a strong spiritual life rests on equal development of the mind and body.
Chapter 9: Analyze how concerns about the moral qualities of immigrant youth helped spur the development of competitive high school sports and of the "playground movement" in major American cities.
The founders of the "playground movement" held strong beliefs that, because of the absence of play experience, immigrant youths held morals that were detrimental to their bodies. They believed that the immigrant children needed to understand American values and institutions, as well as decrease juvenile delinquency and "Americanize" the ethnic youth of the ghettos. For these reasons men like George Wingate created the "playground movement." Supervised recreation was suppose to diminish juvenile delinquency.
Chapter 8: Describe the economic, technological, and cultural factors that helped make competitive sports an integral part of 20th century American culture.
The newsreel, radio, and television became a big part of American media. People were able to catch highlights, games, and plays of teams far away from them. Newspaper, magazines, radio, and newsreels were all media that were being consumed more than ever. Sports were able to encompass multiple social meanings, and therefore appeal to a wide range of Americans. People saw that great discipline and hard work athletes developed and thought it was an ideal way to help people develop into good citizens. The joy and excitement of competition paired with the competition made sports a get away from the humdrum of every day life. Others saw sports as a way to answer some of life tougher questions and not escape lifes issues, but rather answer them. Whatever your view was in the early 20th century, you were probably watching sport of some kind or discussing it with your friends.
Chapter 8: Summarize the economic shifts that gave a growing middle class more time and money for leisure activities such as sports.
The rapid growth of corporate capitalism vastly expanded the nation's middle class. Middle managers, salespeople, secretaries, and others quickly became more common jobs. From 1870 to 1930 these corporate jobs grew twice as fast as the work force as a whole. These workers often possessed skills that were obtained through formal education. This new middle class became enamored with consumer culture. The economy began to shift from a demand for "producer goods" to one that made things targeted at the consumer. The changing nature of work, rising real incomes, a shorter work week, and paid vacations aided the development of the consumer culture. This vacation time, shorter work week, and higher incomes allow the growing middle class more time and money for leisure activities.
Chapter 10: Summarize the principal qualities Americans admired in sports heroes of the first half of the 20th century, and explain how those qualities related to the realities of life and work in that era.
They really liked the "underdog story". It was relatable to a majority of the population. They liked that those types of people so called beat the odds, got out of oppression, and changed their life for the better. They liked Babe Ruth especially because he had more of a go big or go home approach. His goal every single time he was at bat was to smash the ball as far as he could for a home run. This is different to the scientific approach to hitting that was common for the time. Ty Cobb was the most popular player before him and Cobb was known for the hit and run, squeeze play, double steals, and more calculated plays than just smashing the ball. Helen Wills was masculine on the court being competitive and winning a lot, but off the court she still was feminine. She wore makeup, and had nice long womanly hair. People liked that she could succeed on the court, but be a woman off the court.
Chapter 8: Describe the ways that a new generation of sportswriters and sportscasters helped increase interest in sports.
This new generation of sportswriters and sportscasters were the first to specialize into sports. Some converted the sporting experience into poetry because they believed only poetry could reduce the wonder of sports to human comprehension. Sportswriters started giving athletes a immortality view. They even dubbed a horse "horse of the century". Poetry as sportswriting quickly waned and gave way to sportswriters and sportscasters who told stories. These writers often embellished stories while giving the athletes clever nicknames, used strong verbs, and colorful figures of speech. Finally, radio broadcasters became celebrities in their own rights. They made a name for themselves by how well they described the game and how passionate they were about it.
Chapter 8: Explain how cultural and political changes reshaped opportunities for female and African American athletes.
Women won the right to vote in 1920 which helped them to further expand their claim on the public realm. Young women started to be know as "flappers". Flappers were known for short hair, smoked and drank in public, mingled with men, danced, abandoned corsets, and wore shorter skirts. This new style of dress and behavior free d female athletes from some of the constraints faced by their nineteenth-century predecessors. Unfortunately, African Americans did not have the same national success as women. The early years of the twentieth century were full of Jim Crow segregation and black voted disenfranchisement in the south. Many African Americans migrated north, where they were able to have more rights but still not equal to whites. Despite these limitations, African Americans fashioned broad and varied groups of which sports became a vital component. Racially segregated schools became a place of athletic development for African Americans. Within those protected spaces, sports could become a place of self-discovery and expression in an otherwise oppressing society. The growth of international sports help African Americans use athletics to build racial respect. The Olympics were an opportunity for America to show athletic dominance and the African Americans could help with that.
Chapter 8: Outline the reasons behind the expansion of organized youth sports at the turn of the 20th century.
Youth sports started to shift from being run by the kids themselves to sporting institutions like the YMCA, prep schools, churches, and community organizations running the sports leagues. This was called adult-directed sports instead of youth-directed sport. It was part of a larger movement to organize and manage the spare time activities of the country's youth. The members of the old-line Protestant middle class started to worry about young people's behavior. They thought that the disappearance of the household economy, absence of early work experience, and weakened religion had left young people adrift. The adults thought organized sport could fill some of those voids. Sports got pushed into the secondary school system which helped the development of organized sports take off. The interest in sports at these institutions cross racial, ethnic, and gender lines.
Chapter 12: Detail the conflicts that threatened college football at the turn of the century and the different steps that colleges took to defuse them.
all threatened college football's existence and are still hot topics today. Most of the game's supporters were upper class Anglophiles. They argued that football should be played out of a love for the sport and not for pay or too strenuously. Recruiting was another issue. Players were not necessarily academically qualified or brought to the school for academics as much as they were for athletic purposes. Players were being paid to play and there were "tramp" athletes who bounced from school to school based on who paid the most that week. There were multiple deaths at the turn of the century due to mass momentum plays. This brought about the formation of what eventually became the NCAA and changed rules to reduce brutality, fix recruiting issues, and handle the unethical business of the financial side. This led to the modern game.
Chapter 14: Outline the debate over whether the US should boycott the Nazi Olympics, assessing the arguments on both sides, and what each side hoped to accomplish.
arguments on both sides, and what each side hoped to accomplish. The 1936 Olympics were held in Berlin under the regime of the National Socialist Party and Adolf Hitler. Great debate broke out over whether the USA should participate. Avery Brundage, the president of the America Olympic Committee had many Nazi friends and led the advocates of participation. He wanted to keep his friends happy and show America's athletic prowess off to the world. To counter him was Jeremiah Mahoney, a Catholic who was disturbed by Nazi paganism and anti-Semitism that opposed participation in the Olympics. Mahoney claimed "Germany has violated the Olympic Code" documenting discrimination against Jewish athletes and prohibition of German-Jewish competition. He wanted to make a point that Germany's behavior was unacceptable and had no place in the world or the Olympics.
Chapter 12: Outline the factors that catapulted Notre Dame coach Knute Rockne to national hero status.
nute Rockne was a famous coach of Notre Dame. When he took over Notre Dame was a small catholic school and when he died it was a football power. He became a football coaching icon. He built a rich athletic culture at Notre Dame with his innovate and charismatic play calling and coaching strategies. He was a winner plain and simple with an 88% win percentage all time. But the biggest reason he got Notre Dame to explode in population was what Notre Dame is at its core, Catholics. Catholics saw Notre Dame as a team they could get behind and support not only as a football team but a religious identity. Catholics of all ethnicities started to root on the Irish. As a minority in the predominantly protestant culture, Notre Dame was a rallying point for Catholics everywhere.
Chapter 14: Explain the varying effects that the 1936 Games had on worldwide perceptions of Aryan superiority and of the Nazi government.
superiority and of the Nazi government. These Olympics were far from a wholesale advertisement for Aryan superiority. A Korean won the marathon, the Japanese dominated swimming and diving, Egyptians won weightlifting, a Jewish woman from Hungary took the women's high-jump, and African American men won many headlining track events. The star of the games was an African American by the name of Jesse Owens. He won all four events he participating in which were the 100, 200, 4x100, and long jump. He broke the long jump, 200, and 100 world record at these games. Americans rushed to celebrate Owens and other non-Aryan American Negroes. This showed that thing African Americans were equal, if not superior to Aryans. The people that attended the games were impressed with the games. There were no anti-Jewish signs in Germany, and visitors found the streets clean, quiet, and quaint. There were few hints of prejudice except for German paper's degrading black athletes and reports noting Hitler stopped congratulating athletes once African Americans climbed the winner's podium.
