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Wide Angle
 
Conflict -- Gang Violence from L.A. to El Salvador

The WIDE ANGLE film "18 with a Bullet" tells the story of members of the gang "18", a gang primarily made up of El Salvadorian youths who had been deported from the United States due to criminal and gang activity. El Salvador, ravaged by a long and bitter civil war through the 1980s, is currently a breeding ground for crime and gang violence because of poverty and availability of weapons.

In this lesson, students will look at the harsh realities of gang life, the impact of gang life on El Salvador society, and what is and isn't being done to resolve the issue of gang violence in this Central American nation. They will use this information to write "letters home" to describe what gang life will be like, or what steps are being taken to curb gangs and gang violence.

Grade Level: 9-12

Subject Matter: Sociology, Social Problems, Global Affairs, Comparative Politics and Government

Time Allotment: : 3-4 days (based on a 50-minute class period)

Learning Objectives:

As a result of completing the lesson, the students will be able to:
  • Identify causes and results of gang development and violence
  • Investigate the sociological, economic, and political implications of gang violence in El Salvador
  • Understand concerns, fears, and personalities of gang members
  • Consider solutions to solve political and social instability in El Salvador
Standards:

This lesson meets the following standards set by the Mid-Continent Research for Education and Learning (http://www.mcrel.org/standards-benchmarks/)

Behavioral Studies:

Benchmark 1.
Understands that conflict between people or groups may arise from competition over ideas, resources, power, and/or status

Benchmark 2.
Understands that social change, or the prospect of it, promotes conflict because social, economic, and political changes usually benefit some groups more than others (which is also true of the status quo)

Benchmark 3.
Understands that conflicts are especially difficult to resolve in situations in which there are few choices and little room for compromise

Benchmark 5.
Understands that conflict within a group may be reduced by conflict between it and other groups

Civics:

Benchmark 2.
Knows alternative ideas about the purposes and functions of law (e.g., regulating relationships among people and between people and their government; providing order, predictability, security, and established procedures for the management of conflict; regulating social and economic relationships in civil society)

Benchmark 4.
Understands the argument that poverty, unemployment, and urban decay serve to limit both political and economic rights

Language Arts:

Benchmark 8.
Writes fictional, biographical, autobiographical, and observational narrative compositions (e.g., narrates a sequence of events; evaluates the significance of the incident; provides a specific setting for scenes and incidents; provides supporting descriptive detail [specific names for people, objects, and places; visual details of scenes, objects, and places; descriptions of sounds, smells, specific actions, movements, and gestures; the interior monologue or feelings of the characters]; paces the actions to accommodate time or mood changes; creates a unifying theme or tone; uses literary devices to enhance style and tone)

Benchmark 9.
 Writes persuasive compositions that address problems/solutions or causes/effects (e.g., articulates a position through a thesis statement; anticipates and addresses counter arguments; backs up assertions using specific rhetorical devices [appeals to logic, appeals to emotion, uses personal anecdotes]; develops arguments using a variety of methods such as examples and details, commonly accepted beliefs, expert opinion, cause-and-effect reasoning, comparison-contrast reasoning)

Benchmark 11.
Writes reflective compositions (e.g., uses personal experience as a basis for reflection on some aspect of life, draws abstract comparisons between specific incidents and abstract concepts, maintains a balance between describing incidents and relating them to more general abstract ideas that illustrate personal beliefs, moves from specific examples to generalizations about life)

Standard 2, Benchmark 1.
 Uses precise and descriptive language that clarifies and enhances ideas and supports different purposes (e.g., to stimulate the imagination of the reader, to translate concepts into simpler or more easily understood terms, to achieve a specific tone, to explain concepts in literature)

Media Components

Video: WIDE ANGLE: "18 with a Bullet"

Web Resources:

(The list below is a representative list of appropriate Web sites for the lesson.It is also suggested that the teacher encourage the students to do their own investigation using a search engine such as Google. A short tutorial on Web searching can be found, along with links to several search engines, at http://www.vcsc.k12.in.us/tcr/searching.htm)


Materials Needed:

Copy of "18 with a Bullet"
  • TV/VCR or TV/DVD player (depending on format of video the teacher uses)

  • Available computers with Internet access and printer capability

  • Lined paper
Preliminary Teacher Preparation:

Prior to starting the lesson, the teacher may wish to ensure that desired Web sites are bookmarked on computers with Internet access and may also want to check that all necessary plug-ins (such as Flash, Shockwave, RealPlayer, and Adobe Acrobat Reader) are installed. It's also recommended the teacher preview the Web sites selected for age-appropriateness. While the URLs were accurate at the time the lesson was published, the teacher may also wish to check Web address in case sites have changed location, or if the site is no longer available. In addition, the teacher may wish to have available any print or other video components desired for the lesson.

In this lesson, students will demonstrate their understanding of the concepts and stories included in the film "18 with a Bullet" by writing letters in which they take the role of one of the principal characters in the film, or a hypothetical gang member or government official (see below for suggested roles). The type of letter or statement written will generally depend on the role the student selects or that the teacher assigns. However, the written assignment should include the following components:

1. In most instances, the letter will be written to a hypothetical friend or family member, for example, if the student is role-playing a gang member, he/she might write a letter to a family member who was not deported from the US back to El Salvador. If the student is taking the role of a police officer or Salvadoran government official, they might use information in the film as the basis for a status report on the police and government's efforts to curb gang violence.

2. The letter should include facts and quotes from the film.

3. Students should also add information from resources included on the "18 with a Bullet" Web pages as well as Web resources included in the lesson.

4. The student should also pay special attention to issues in lifestyle and life events which caused them to select a gang lifestyle.

5. The student should speculate as to possible different "life-scenarios" that possibly could free them from the "gang lifestyle" and provide them a more fulfilling life, as well as for their families.

6. The letter should be written in regular letter style, with a salutation to the recipient, correct grammar and spelling, as well as a realistic narrative.

7. Letters should be evaluated by following an assessment tool comfortable to the teacher, meeting whatever state and local standards needed. A sample rubric for letter evaluation can be found at the end of the lesson. The teacher may wish to adapt or edit the rubric to meet their own requirements.

If the teacher determines that the best course might be to have students take "hypothetical roles" of people not specifically included in the film, the following general "roles" may be assigned:
  • Member of the "18" gang
  • Member of the rival "MS-13" gang
  • Spouse or girlfriend/boyfriend of a gang member
  • Parent of a gang member
  • El Salvador police officer or government official speaking on attempts by the government to reduce gang activity and violence
  • US State Department official or US Ambassador to El Salvador writing a report on the "gravity" of the current situation in El Salvador in relation to gang activity
  • "Ordinary citizen" in El Salvador who is writing with concern about what gang activity has done to their nation economically, politically, or socially.

As an alternative, the teacher may elect to have students select certain roles from the film and use that character as the basis for the letter. In that case, suggested roles to assign include:
  • Ricardo Pollack, writer and producer of "18 with a Bullet" (in this instance, the teacher may wish to have student(s) write a letter or editorial piece explaining the significance of the film as well as impact of gang violence. The "filmmaker's notes" on the Wide Angle Web site's "18 with a Bullet" page http://www.pbs.org/wnet/wideangle/shows/elsalvador/filmmaker.html, might be especially helpful.
  • "Slappy" is an18 gang member who is featured throughout the film. "Slappy" is 30, married, and has three young boys. At the beginning of the film, he is hiding out from police who want to arrest him for the murder of a member of MS-13
  • Erika, who is "Slappy's" wife
  • Charlie, neighborhood leader of 18. He is 16 years old
  • Traveieso, a member who operates the gang's small-time extortion racket, collecting "rent" from city buses.
  • Sochi, a gang member whose mother left him to go work in America when he was six months old.
  • Diablo, an 18 member who is one of the leaders also held in Chalatenango Prison
  • Anne Patterson, Assistant Secretary of State, International Narcotics and Law Enforcement, former US Ambassador to El Salvador (in this instance, the teacher may elect to have a student or students assume the rule of Assistant Secretary Patterson writing a report to either Secretary of State Condoleezza Rice or President Bush detailing the gang situation in El Salvador, what steps are being applied there to solve the gang warfare issue, and whether those steps are effective. The teacher may specifically guide students completing the assignment as Ms. Patterson to the transcript of the interview with Ms. Patterson and WIDE ANGLE host Daljit Dhaliwal. Students may either read the transcript of the interview or view the video feed of it on the WIDE ANGLE transcript page for "18 with a Bullet" http://www.pbs.org/wnet/wideangle/shows/elsalvador/transcript.html

    Lesson Methodology (Suggested Time Schedule)

    (Day 1)

    In introducing the lesson, the teacher may wish to discuss with the class the impact letters frequently play in interpreting historic and sociological events. For example, the teacher may wish to share the "Sullivan Ballou" letter to his wife made famous in the PBS "Civil War" series. If the teacher has access to the Civil War film or soundtrack they may wish to play the letter excerpt to the class. A transcript of the letter can also be found at http://usinfo.state.gov/usa/infousa/facts/democrac/23.htm. (Another good example of letters written, this time to children, are the compiled letters that Theodore Roosevelt wrote to his children over a 20-year period. Those letters can be found at http://www.bartleby.com/53/.)

    Tell the class that they will be role-playing various figures in the film, "18 with a Bullet".Explain to the students that letters frequently give important or everyday events a more powerful interpretation, and that should be their goal. The teacher may wish to share the letter component list (see above) with the students, either by discussing it verbally, writing it on the chalkboard or overhead projector, or by printing copies to distribute to the class.

    Next, brainstorm with the students, asking them to share images and thoughts about gangs, why youths would join a gang, and what the impact of gangs are on society. Write these on the chalkboard or overhead as students say them. Ask the class to discuss whether these images and ideas seem legitimate or are they possibly stereotypes from what students see on television and movies, or in popular music.

    If time permits, the teacher may wish to share the list of characters from the film that will be used in writing letters prior to allowing students to watch the film, and assign characters to students so they will know who they'll be researching in the film. The teacher may also allow students to select the role they would like to research. Instruct students that they should follow the film and take notes not only about their specific character, but look for details, specifics, and information that will help make their letters more effective and believable.

    Finally, have students view "18 with a Bullet". Since the film takes approximately 55 minutes to complete, it can either be split into viewing over two days, or viewing can be scheduled on Day 2 should the teacher wish to have the class view the video without interruption.

    While the teacher may have students use the film to research characters through any means, they may also wish to use a structured worksheet to guide students in finding pertinent information, such as a KWL chart. A Web site that helps teachers create their own charts can be found at http://www.teach-nology.com/web_tools/graphic_org/kwl/ . Should the teacher wish to look at other types of organizers, those can be found at http://www.teachervision.fen.com/graphic-organizers/printable/6293.html.

    (Day 2-3)

    Complete viewing of "18 with a Bullet", or if the teacher elected to postpone viewing to Day 2, allow students time to view the film. If necessary, the teacher may wish to have the class view the entire film or segments in order to gain more information and insight into the characters and events in the film.

    After viewing the film, have students continue their research by using the Web resources.

    (Day 4)

    After the students have completely researched their character, they should write their letters, using criteria established from the lesson or the teacher's preference. Letters should be written using proper grammar and spelling, and should be an accurate and reasonable interpretation of gang life or in dealing with gang issue, as described by the teacher on Day 1 of the lesson.

    Cross-Curricular Activities:

    Computer/Multimedia: Using presentation software, such as Power Point, ask students to use the Web resources as well as the "18 with a Bullet" film to create multimedia presentations about gang members or the history of the development of the gangs "18" and "MS-13".

    Speech/Rhetoric: Using the film and Web resources, ask students to debate pro and con on this topic. RESOLVED: In order to assist El Salvador's economic and social rebuilding, the United States Government should not deport Salvadoran gang members living in the US for illegal activities, but should imprison and rehabilitate those gang members in this country.

    History/Social Studies: Have students compare/contrast development of the gangs "18" and "MS-13" with other gangs in US History. Students can write reports about the evolution of gangs in the US compared to those in other countries in the world.As an alternative, students can compare/contrast gang development in Central America with gang development in other parts of the world.



  
 
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