Wide Angle. Global Classroom. Lesson Plans

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Introductory Activity (two classroom periods):

Post photos of young Cuban boxers around the classroom; photo sources include (locate others, if appropriate):
http://www.sportsshooter.com/members.html?id=4760
http://www.errolphoto.com/display.php?id=6
http://www.fotosearch.com/STK011/ccc1293/
Have students examine the photographs and share their observations. Further their insights by asking them to determine where the photos were shot, describe the environment/surroundings and the children's energy and engagement, etc. Explain to students that the photos are of young Cuban boxers.
Distribute the Cuban Boxing K-W-L Chart. Ask students to complete the first column; invite them to share with the class what they know about boxing in Cuba.
Divide students into pairs, who will discuss and note on the K-W-L worksheet what they want to know about boxing and Cuba. Distribute to each team up to two brief readings (select from resources below, and locate others) that frame Cuba's boxing (historic and present-day perspective; teams can read the same or different pieces). Ask students to read and discuss the pieces, noting what validated their prior knowledge of Cuban boxing and what new information they acquired, which they should add to the final worksheet column. Invite pairs to share their newfound knowledge.
Refresh students' awareness of Castro's current health status and the impact his anticipated death would have on the country. Ask them to speculate on what issues and/or questions might emerge about boxing should Castro die. For example, will Cuban boxers be able to become professional boxers? Have the class read all or portions of "Is Cuba the Future of Professional Boxing?" http://havanajournal.com/culture/entry/
is-cuba-the-future-of-professional-boxing/. Instruct them to compare the article's musings on Cuban boxing's future with their own.

Activity 1: What Makes a Cuban Boxer? (two to three classroom periods)

Write "victory is your duty" on the chalk/dry erase board or chart paper. Ask students to consider what the phrase means. Then, ask them to relate the phrase to Cuban boxing: What might the term mean in that context? Explain that they will have an opportunity to dissect that term as they watch segments of the film, which centers on young Cuban boxers.
Distribute two or three of the worksheets Cuban Boxing: An Analysis to each student. Review the worksheet; instruct students to first take notes on the film, which they will use to complete the worksheets. Show students "Future Olympians," Part I of VICTORY IS YOUR DUTY http://www.pbs.org/wnet/wideangle/shows/cuba/.
Divide students into small discussion groups. Have the groups discuss the film and complete the worksheets (they should use as many as they need to expound on categories they add). Discussion prompts might include:
- In what ways does Cuban boxing mirror Cuba's sociopolitical and economic system?
- Describe how boxing is connected to Castro's revolutionary ideology and regime.
- How does Castro view the role of sports in the nation, and where does boxing fit into the picture?
- What opportunities do amateur Cuban boxers have? What do they have to do to pursue those opportunities, either in Cuba or external to the nation?
- What do Cuban schoolchildren understand about their nation?
- What opportunities does education bring to Cuban children?
Have students revisit and discuss the phrase "victory is your duty." Invite them to relate their feelings about this in light of the film and the readings.

Activity 2: Exploring Their Devotion (two classroom periods)

Ask students to generate a list of the characters around whom VICTORY IS YOUR DUTY revolves. (These include Yhosvani Bonachea, Christian Martinez, and Santos Urguelles; others who are less central but also important are Christian's and Santos's fathers.)

Divide students into pairs and assign each pair one of the film characters they have noted. (Several pairs will have the same character.) Distribute the worksheet Analyzing Their Devotion.

Set up computers so they are ready to run parts 2, 3, and 4 of the film. http://www.pbs.org/wnet/wideangle/shows/cuba/. (If desired, run part 1 again.) Have the pairs move around the room, watching the segments to note their respective characters' traits. they should work together to create a character analysis and, based on the traits, decide how boxing will fit into their future lives, especially if boxing transitions alongside Cuba's potential future transitions. Invite them to share their analyses and projections, and then compare and contrast all of the studied characters. Where do the similarities and differences rest?

Culminating Activity: Projecting the Future (three to four classroom periods)

"In five years, will this be a Cuba without Castro? Will the athletes still be revolutionaries and will victory be their duty? Or their payday?"

Students assume the roles of journalists charged with writing an analysis about the future of Cuban boxing. They should frame the analysis around the concepts that emerge from the final film quote above.

The analysis should speak not only to boxing but also to the leadership transition that could change the nation and the role of sports in the nation. Students might interview experts in their community (such as college professors) about this. As impetus, show students the Anchor Interview with Dr. Gomez http://www.pbs.org/wnet/wideangle/shows/cuba/.

Students may work in groups to create article content outlines, but each student will write an article on their own. Compile the articles (reviewed, revised several times) to release as a special edition of a journal (actual or one that students create). If possible, have students send the journal to a variety of experts/scholars on Cuba, Cuban boxers living in the United States, etc.

Extension Activities

Social Studies

Students can conduct research on the various athletes who have defected from Cuba to create a "case study" on the status of sports in Cuba and how athletes have negotiated their relationship to their nation with their desire to leave it.

Students can examine Cuba's economic status since the demise of the Soviet Union, in conjunction with the ongoing U.S. embargo. What has been the impact of these circumstances? What has contributed to Cuba's economy? What role has American business recently played in the country? Students can assume the roles of international economic leaders to debate what Cuba can do to improve its economy.