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Wide Angle
 
For Teachers: Pugilism and Politics: Boxing in Cuba
by Michele Israel

"Boxing is drama on its grandest scale." Perhaps American sports journalist Howard Cosell best captured the sport's rigor, which Cuban schoolboys and champion boxers earnestly pursue and demonstrate. What drives this passion, and how is it manifested and rewarded? What impact does it have on young Cuban boxing hopefuls? And what do these young people understand of their role in Cuban society? How do they negotiate their determination and raw emotion, especially with the sport's "promise" of an exciting future? In this lesson, students examine the connection between boxing and Cuban society, as well as explore boxing's lure and influence.

Grade Level: 7-8, 9-12

Subject Matter: World History, Behavioral Studies, Economics, Geography

Time Allotment: Each activity has a suggested time frame (based on 50-minute class sessions).

Learning Objectives:

As a result of completing the lesson, the students will be able to:
  • outline the relationship between boxing and Cuban society (government, economy, politics)
  • determine the rewards and downsides of Cuban boxing
  • predict the future of Cuban boxing as it relates to the nation's future
STANDARDS
McREL: Mid-continent Research for Education and Learning
http://www.mcrel.org
Level III (Grades 7-8)
Level IV (Grades 9-12)

Behavioral Studies
  • Standard 1: Understands that group and cultural influences contribute to human development, identity, and behavior
    Benchmarks:
    Level III: 5. Understands that various factors (e.g., wants and needs, talents, interests, influence of family and peers and media) affect decisions that individuals make
    Level IV: 7. Understands that family, gender, ethnicity, nationality, institutional affiliations, socioeconomic status, and other group and cultural influences contribute to the shaping of a person's identity
    Level IV: 10. Understands that the decisions of one generation both provide and limit the range of possibilities open to the next generation

Economics
  • Standard 1: Understands that scarcity of productive resources requires choices that generate opportunity costs
    Benchmarks:
    Level III:
    1. Understands that scarcity of resources necessitates choice at both the personal and the societal levels
    2. Knows that all decisions involve opportunity costs and that effective economic decision making involves weighing the costs and benefits associated with alternative choices
    3. Understands that the evaluation of choices and opportunity costs is subjective and differs across individuals and societies
    Level IV:
    4. Understands that investing in new physical or human capital involves a trade-off of lower current consumption in anticipation of greater future production and consumption
    5. Understands that technological change and investments in capital goods and human capital may increase labor productivity but have significant opportunity costs and economic risks

Geography
  • Standard 4: Understands the physical and human characteristics of places
    Benchmarks:
    Level III: 1. Knows the human characteristics of places
    Level IV: 1. Knows how social, cultural, and economic processes shape the features of places

World History
  • Standard 45: Understands major global trends since World War II
    Benchmarks Level IV:
    2. Understands causes of economic imbalances and social inequalities among the world's peoples and efforts made to close these gaps
    3. Understands connections between globalizing trends in economy, technology, and culture and dynamic assertions of traditional cultural identity and distinctiveness

Media Components
  • Video: WIDE ANGLE: VICTORY IS YOUR DUTY online video and program accompaniments

Computer Resources
  • computers with Internet access
  • LCD projector and projection screen

Film Resources
  • Cahill, Mike and Brit Marling, directors. BOXERS AND BALLERINAS. 2004.
  • Valiquet, Carl and Richard Gravel, directors. EL RING: A GLIMPSE AT THE LIVES OF YOUNG CUBAN BOXERS IN HAVANA. Canada: Atopia, 2002.

Print Resources
  • Duncan, John. IN THE RED CORNER: A JOURNEY INTO CUBAN BOXING. New York: Yellow Jersey Press, 2004.
  • Garcia, Luis Manuel. CHILD OF THE REVOLUTION: GROWING UP IN CASTRO'S CUBA. Crows Nest, Australia: Allen & Unwin, 2007.
  • Guillermo, Vincente Vidal. BOXING FOR CUBA. Denver, CO: Ghost Road Press, 2007.
  • Price, S. L. PITCHING AROUND FIDEL: A JOURNEY INTO THE HEART OF CUBAN SPORTS. New York: Harper Perennial, 2001.

Web Resources

PBS

Other Materials Needed
  • activity-defined student graphic organizers/worksheets
  • activity teacher documents
  • chalk- or dry-erase board
  • chart paper and markers

Assumptions

Students have a solid understanding of historic and present-day Cuba, particularly of its recent economic struggles and future issues, in light of Castro's health and the nation's interim leadership. (If necessary, provide relevant background to refresh student knowledge.)

Teacher Preparation

Preview VICTORY IS YOUR DUTY (decide whether the class will view the entire video in one sitting) and related online content before presenting them to your class. Bookmark relevant Web sites on each computer in your classroom, and/or create a handout that lists recommended sites and resources that supplement the lesson; or upload all links to an online bookmarking utility, such as www.portaportal.com, so that students can access the information on these sites. Make sure that your computer has the necessary media players, like RealPlayer, to show streaming clips (if applicable).

Introductory Activity (two classroom periods):

  1. 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.

  2. 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.

  3. 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.

  4. 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)
  1. 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.

  2. 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/.

  3. 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?

  4. 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.



  
 
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