THE TEEN FILES: The Truth About Violence

THE TEEN FILES: The Truth About Violence 

INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) 

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 

Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 

Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 

SECTION 1 

INTRODUCING THE TEEN FILES: THE TRUTH ABOUT VIOLENCE 

Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 

Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 

SECTION 2 

PREPARATION FOR VIEWING 

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 

Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 

Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 

Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 

Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 

SECTION 3 

AFTER VIEWING THE PROGRAM 

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 

THE TRUTH ABOUT VIOLENCE: Review Questions, Part 1 . . . . . . . . . . . . . . . . .18 

THE TRUTH ABOUT VIOLENCE: Review Questions, Part 2 . . . . . . . . . . . . . . . . .19 

In Your Own Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 

True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 

Violence Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 

Video Quotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 

Personal Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 

Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 

SECTION 4 

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .27 

ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 

1

© Copyright 1999 AIMS Multimedia 

All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS 

Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce 

consumable ATM pages, identified in Section 4, for student or classroom use. 

AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries for 

nearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of 

the instructional and pedagogical resources available to develop and distribute educational programs 

in film, videocassette, laserdisc, CD-ROM and CD-i formats. 

Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact: 

AIMS Multimedia 

1-800-FOR-AIMS 

1-800-367-2467 

2 

© Copyright 2001 AIMS Multimedia

Congratulations! 

You have chosen a learning program 

that will actively motivate your students 

AND provide you with easily accessible 

and easily manageable instructional 

guidelines designed to make your 

teaching role efficient and rewarding. 

The AIMS Teaching Module provides 

you with a video program keyed to your 

classroom curriculum, instructions and 

guidelines for use, plus a comprehensive 

teaching program containing a 

wide range of activities and ideas for 

interaction between all content areas. 

Our authors, educators, and consultants 

have written and reviewed the AIMS 

Teaching Modules to align with the 

Educate America Act: Goals 2000. 

This ATM, with its clear definition of 

manageability, both in the classroom 

and beyond, allows you to tailor specific 

activities to meet all of your classroom 

needs. 


3

RATIONALE 

In today’s classrooms, educational pedagogy 

is often founded on Benjamin S. 

Bloom’s “Six Levels of Cognitive 

Complexity.” The practical application 

of Bloom’s Taxonomy is to evaluate students’ 

thinking skills on these levels, 

from the simple to the complex: 

Knowledge (rote memory skills), 

Comprehension (the ability to relate or 

retell), Application (the ability to apply 

knowledge outside its origin), Analysis 

(relating and differentiating parts of a 

whole), Synthesis (relating parts to a 

whole), and Evaluation (making a judgment 

or formulating an opinion). 

The AIMS Teaching Module is designed 

to facilitate these intellectual capabilities, 

AND to integrate classroom experiences 

and assimilation of learning 

with the students’ life experiences, realities, 

and expectations. AIMS’ learner 

verification studies prove that our AIMS 

Teaching Modules help students to 

absorb, retain, and to demonstrate ability 

to use new knowledge in their world. 

Our educational materials are written 

and designed for today’s classroom, 

which incorporates a wide range of 

intellectual, cultural, physical, and emotional 

diversities. 

4 


ORGANIZATION AND 

MANAGEMENT 

To facilitate ease in classroom manageability, 

the AIMS Teaching Module is 

organized in four sections. You are 

reading Section 1, Introduction to the 

Aims Teaching Module (ATM). 

SECTION 2, 

INTRODUCING THIS ATM 

will give you the specific information 

you need to integrate the program into 

your classroom curriculum. 

SECTION 3, 


provides suggestions and strategies for 

motivation, language preparedness, 

readiness, and focus prior to viewing 

the program with your students. 

SECTION 4, 


provides suggestions for additional 

activities plus an assortment of consumable 

assessment and extended activities, 

designed to broaden comprehension of 

the topic and to make connections to 

other curriculum content areas. 


5

FEATURES 

INTRODUCING EACH ATM 

SECTION 2 

Your AIMS Teaching Module is 

designed to accompany a video program 

written and produced by some of 

the world’s most credible and creative 

writers and producers of educational 

programming. To facilitate diversity and 

flexibility in your classroom, your AIMS 

Teaching Module features these components: 

Themes 

The Major Theme tells how this AIMS 

Teaching Module is keyed into the curriculum. 

Related Themes offer suggestions 

for interaction with other 

curriculum content areas, enabling 

teachers to use the teaching module to 

incorporate the topic into a variety of 

learning areas. 

Overview 

The Overview provides a synopsis of 

content covered in the video program. 

Its purpose is to give you a summary of 

the subject matter and to enhance your 

introductory preparation. 

Objectives 

The ATM learning objectives provide 

guidelines for teachers to assess what 

learners can be expected to gain from 

each program. After completion of the 

AIMS Teaching Module, your students 

will be able to demonstrate dynamic 

and applied comprehension of the 

topic. 

6 



SECTION 3 

In preparation for viewing the video 

program, the AIMS Teaching Module 

offers activity and/or discussion 

ideas that you may use in any order 

or combination. 

Introduction To The Program 

Introduction to the Program is 

designed to enable students to recall 

or relate prior knowledge about the 

topic and to prepare them for what 

they are about to learn. 

Introduction To Vocabulary 

Introduction to Vocabulary is a 

review of language used in the program: 

words, phrases, usage. This 

vocabulary introduction is designed to 

ensure that all learners, including limited 

English proficiency learners, will 

have full understanding of the language 

usage in the content of the program. 

Discussion Ideas 

Discussion Ideas are designed to help 

you assess students’ prior knowledge 

about the topic and to give students a 

preview of what they will learn. 

Active discussion stimulates interest in 

a subject and can motivate even the 

most reluctant learner. Listening, as 

well as speaking, is active participation. 

Encourage your students to participate 

at the rate they feel 

comfortable. Model sharing personal 

experiences when applicable, and 

model listening to students’ ideas and 

opinions. 

Focus 

Help learners set a purpose for 

watching the program with Focus, 

designed to give students a focal 

point for comprehension continuity. 

Jump Right In 

Jump Right In provides abbreviated 

instructions for quick management of 

the program. 


SECTION 4 

After your students have viewed the 

program, you may introduce any or 

all of these activities to interact with 

other curriculum content areas, provide 

reinforcement, assess comprehension 

skills, or provide hands-on 

and in-depth extended study of the 

topic. 


7

SUGGESTED 

ACTIVITIES 

The Suggested Activities offer ideas 

for activities you can direct in the 

classroom or have your students complete 

independently, in pairs, or in 

small work groups after they have 

viewed the program. To accommodate 

your range of classroom needs, 

the activities are organized into skills 

categories. Their labels will tell you 

how to identify each activity and help 

you correlate it into your classroom 

curriculum. To help you schedule your 

classroom lesson time, the AIMS 

hourglass gives you an estimate of the 

time each activity should require. 

Some of the activities fall into these 

categories: 

Meeting Individual 

Needs 

These activities are designed to aid in 

classroom continuity. Reluctant learners 

and learners acquiring English 

will benefit from these activities 

geared to enhance comprehension of 

language in order to fully grasp content 

meaning. 

MATH 

Curriculum 

Connections 

Many of the suggested activities are 

intended to integrate the content of 

the ATM program into other content 

areas of the classroom curriculum. 

These cross-connections turn the 

classroom teaching experience into a 

whole learning experience. 

Critical Thinking 

Critical Thinking activities are 

designed to stimulate learners’ own 

opinions and ideas. These activities 

require students to use the thinking 

process to discern fact from opinion, 

consider their own problems and formulate 

possible solutions, draw conclusions, 

discuss cause and effect, or 

combine what they already know 

with what they have learned to make 

inferences. 

Cultural Diversity 

Each AIMS Teaching Module has an 

activity called Cultural Awareness, 

Cultural Diversity, or Cultural 

Exchange that encourages students to 

share their backgrounds, cultures, 

heritage, or knowledge of other countries, 

customs, and language. 

Hands On 

These are experimental or tactile 

activities that relate directly to the 

material taught in the program.Your 

students will have opportunities to 

make discoveries and formulate ideas 

on their own, based on what they 

learn in this unit. 

Writing 

Every AIMS Teaching Module will 

contain an activity designed for students 

to use the writing process to 

express their ideas about what they 

have learned. The writing activity 

may also help them to make the connection 

between what they are learning 

in this unit and how it applies to 

other content areas. 

In The Newsroom 

Each AIMS Teaching Module contains 

a newsroom activity designed to help 

students make the relationship 

between what they learn in the classroom 

and how it applies in their 

world. The purpose of In The 

Newsroom is to actively involve each 

class member in a whole learning 

experience. Each student will have an 

opportunity to perform all of the tasks 

involved in production: writing, 

researching, producing, directing, 

and interviewing as they create their 

own classroom news program. 

Extended Activities 

These activities provide opportunities 

for students to work separately or 

together to conduct further research, 

explore answers to their own questions, 

or apply what they have 

learned to other media or content 

areas. 

Link to the World 

These activities offer ideas for connecting 

learners’ classroom activities 

to their community and the rest of the 

world. 

Culminating Activity 

To wrap up the unit, AIMS Teaching 

Modules offer suggestions for ways to 

reinforce what students have learned 

and how they can use their new 

knowledge to enhance their world 

view. 

8 


VOCABULARY 

Every ATM contains an activity that 

reinforces the meaning and usage of 

the vocabulary words introduced in 

the program content. Students will 

either read or find the definition of 

each vocabulary word, then use the 

word in a written sentence. 

CHECKING 

COMPREHENSION 

Checking Comprehension is designed 

to help you evaluate how well your 

students understand, retain, and 

recall the information presented in the 

AIMS Teaching Module. Depending 

on your students’ needs, you may 

direct this activity to the whole group 

yourself, or you may want to have 

students work on the activity page 

independently, in pairs, or in small 

groups. Students can verify their written 

answers through discussion or by 

viewing the video a second time. If 

you choose, you can reproduce the 

answers from your Answer Key or 

write the answer choices in a Word 

Bank for students to use. Students can 

use this completed activity as a study 

guide to prepare for the test. 

CONSUMABLE 

ACTIVITIES 

The AIMS Teaching Module provides 

a selection of consumable activities, 

designed to specifically reinforce the 

content of this learning unit. 

Whenever applicable, they are 

arranged in order from low to high 

difficulty level, to allow a seamless 

facilitation of the learning process. 

You may choose to have students take 

these activities home or to work on 

them in the classroom independently, 

in pairs or in small groups. 

CHECKING 

VOCABULARY 

The Checking Vocabulary activity 

provides the opportunity for students 

to assess their knowledge of new 

vocabulary with this word game or 

puzzle. The format of this vocabulary 

activity allows students to use the 

related words and phrases in a different 

context. 

TEST 

The AIMS Teaching Module Test permits 

you to assess students’ understanding 

of what they have learned. 

The test is formatted in one of several 

standard test formats to give your 

students a range of experiences in 

test-taking techniques. Be sure to 

read, or remind students to read, the 

directions carefully and to read each 

answer choice before making a 

selection. Use the Answer Key to 

check their answers. 


9

ADDITIONAL 

AIMS MULTIMEDIA 

PROGRAMS 

After you have completed this AIMS 

Teaching Module you may be interested 

in more of the programs that AIMS 

offers. This list includes several related 

AIMS programs. 

ADDITIONAL READING 

SUGGESTIONS 

AIMS offers a carefully researched list of 

other resources that you and your students 

may find rewarding. 

ANSWER KEY 

Reproduces tests and work pages with 

answers marked. 

10 


THE TEEN FILES: The Truth About Violence 

THEMES 

THE TEEN FILES: The Truth About 

Violence explores the connection 

between young people and violence. 

The eight teenagers profiled in the 

video share a background of violent 

behavior. Domestic violence, suicide, 

gang involvement and bullying are 

some of the problems they have 

faced. During the course of the video, 

they explore the many physical and 

emotional effects of violence. In addition, 

they learn positive ways to control 

their strong emotions, without 

resorting to violence. 

OVERVIEW 

The program begins with teens 

expressing their feelings about violence. 

Hardened by their experiences, 

they see violence as a 

necessity, and they don’t consider the 

consequences of their violent acts. 

Participating in a month-long journey 

that brings them face-to-face with the 

aftermath of violence, they begin to 

open up and see their actions in a different 

way. They visit the USC 

Medical Center, a battered women’s 

shelter and Columbine High School in 

Littleton, Colorado. Along the way, 

they hear emotional testimony from 

victims of gun violence. After spending 

time at an outdoor camp, where 

their trust and friendship grows, the 

teens have a different outlook on violence—and 

on themselves. 

OBJECTIVES 

 

 

 

 

To help young people understand 

how violence affects people in 

many ways. 

To encourage young people to 

learn positive ways to deal with 

anger and frustration. 

To show the physical and emotional 

scars left by violent acts, 

such as the school shootings at 

Columbine High. 

To illustrate how friendship can 

lead to empowerment, self-confidence 

and feelings of peace. 

© Copyright 2001 AIMS Multimedia THE TEEN FILES: The Truth About Violence 

11

Use this page for your individual notes about planning and/or effective ways to manage this 

AIMS Teaching Module in your classroom. 

Our AIMS Multimedia Educational Department welcomes your observations and comments. 

Please feel free to address your correspondence to: 

AIMS Multimedia 

Editorial Department 

9710 DeSoto Avenue 

Chatsworth, California 91311-4409 

12 

© Copyright 2001 AIMS Multimedia THE TEEN FILES: The Truth About Violence

INTRODUCTION TO 

THE PROGRAM 

Each day in the United States, onehundred 

thousand kids carry guns to 

school, and thirteen young people 

are killed by guns. Thousands of students 

miss school because they fear 

for their lives. Many of the kids 

involved with violence come from 

unstable homes, learning about emotional 

and physical violence from an 

early age. One of the first steps in 

helping them break away from a violent 

lifestyle, is to give them hope for 

the future. In THE TEEN FILES: The 

Truth About Violence, eight young 

people are given the chance to build 

trust and friendship. They share many 

emotional experiences and challenges. 

In the end, they learn to 

respect themselves, their lives, and 

the lives of others. They begin to 

understand that violence is a painful, 

destructive way to deal with problems. 

INTRODUCTION TO 

VOCABULARY 

Before starting the program, write the 

following words on the board. Ask 

the class to discuss the meaning of 

each word, and review the terms that 

are unfamiliar to students. 

conflict - a misunderstanding, disagreement 

of opinion, or competition 

(over money, grades, status, friends, 

etc.) 

resolution - a plan of action, agreed 

upon by both parties, that brings an 

end to a conflict 

tolerance - respect for someone 

whose opinions, beliefs or practices 

are different from one’s own 

DISCUSSION IDEAS 

What type of school or community is 

at risk for violence Do students in 

one area have more problems than 

students in other places What have 

recent school shootings taught us 

about young people and violence 

Allow students to express their opinions 

openly, while reminding them 

that violence can happen in any 

school or community. 

FOCUS 

We all know what it feels like to be 

angry and frustrated. Ask each student 

to think about his or her own 

personal responsibility for dealing 

with strong feelings. How much could 

we gain by learning to solve our 

problems in peaceful, constructive 

ways 


13

JUMP RIGHT IN 

HOW TO USE THE THE TEEN FILES: THE TRUTH ABOUT VIOLENCE AIMS TEACHING MODULE 

Preparation 

 

 

Read Mixtures: Together but 

Separate Themes, Overview, 

and Objectives to become familiar 

with program content and 

expectations. 

Use Preparation for Viewing 

suggestions to introduce the topic 

to students. 

Viewing MIXTURES: TOGETHER BUT 

SEPARATE 

 

 

 

Set up viewing monitor so that all 

students have a clear view. 

Depending on your classroom 

size and learning range, you may 

choose to have students view 

Mixtures: Together but Separate 

together or in small groups. 

Some students may benefit from 

viewing the video more than one 

time. 

After Viewing MIXTURES: 

TOGETHER BUT SEPARATE 

 

 

Select Suggested Activities that 

integrate into your classroom curriculum. 

If applicable, gather 

materials or resources. 

Choose the best way for students 

to work on each activity. Some 

activities work best for the whole 

group. Other activities are 

designed for students to work 

independently, in pairs, or in 

small groups. Whenever possible, 

encourage students to share their 

work with the rest of the group. 

 

Duplicate the appropriate number 

of Vocabulary, Checking 

Comprehension, and consumable 

activity pages for your students. 

 

You may choose to have students 

take consumable activities home, 

or complete them in the classroom, 

independently, or in 

groups. 

 

Administer the Test to assess students’ 

comprehension of what 

they have learned, and to provide 

them with practice in test-taking 

procedures. 

 

Use the Culminating Activity 

as a forum for students to display, 

summarize, extend, or share 

what they have learned with each 

other, the rest of the school, or a 

local community organization. 

14 


SUGGESTED ACTIVITIES 

Writing 

The teens in the video wrote letters to people who had hurt or angered them. Writing down 

our thoughts and feelings is a great, non-violent way to deal with conflicts. Writing gives us 

time to calm down and, it helps us sort out what we are feeling. 

30 Minutes 

Ask students to think of a conflict they have experienced recently. It could be something significant 

or something fairly minor. Encourage them to write out the details using the steps below. 

If possible, they can also ask the other person involved to use the same steps. Afterward, both 

parties can use their notes to work out the problem. 

1. Explain the problem in words. What has happened 

2. Write about how the problem makes you feel. 

3. Explain what you want or need from the other person. 

4. Write some solutions that would work for you. 

5. List the possible outcomes, good and bad, for each solution. 

Meeting Individual Needs 

Ask students to look up the word “violence” in the dictionary. What does the word mean to 

them (Violence is physical abuse that injures someone or something. Violence can also be a 

strong, destructive feeling.) 

10 Minutes 

What kind of activities can be classified as violent Does someone have to use a weapon to be 

violent (Many activities can be violent. Using a weapon such as a knife or gun is a form of 

violence. However, some types of violence do not involve weapons. Examples include yelling, 

kicking and hitting.) 

Critical Thinking 

In the video, the teens were encouraged to dive into a river and grab stones from the cold 

water. The stones would later help them remember the “inner strength” required to jump into 

the water. 

15 Minutes 

Ask students to think about their own inner strength. What kind of objects could they use to 

remind them of the strength or fire inside them The objects can be large or small. They might 

be worn as a necklace or placed in an important spot. They might be something new or something 

passed down from a relative. Encourage students to be creative with their answers. They 

may also want to share their objects with the class. 


15

Link to the World 

The video mentioned that half of all children in grades six through twelve know how to get a 

handgun. It also said that many kids are afraid to go to school because of violence. What do 

kids at your school think To find out, write the following questions on the board. Ask students 

to copy the questions and use them in a survey of other students. 

Extended Time 

1. On a scale of 1 to 5, how easy is it for a teenager to get a gun (1 = easiest, 5 = hardest) 

2. Have you ever seen a young person carrying a gun 

3. Have you ever seen a student bring a gun to school 

4. Would you tell a teacher if you saw a student bring a gun to school 

5. Do you worry about violence at school 

After each student has gathered responses to the questions from at least 5 people, ask them to 

share the results in an open class discussion. Were they surprised by the results Why or why 

not 

Extended Activity 

Learning to deal with conflicts in non-violent ways takes practice. Use the ideas below to help 

pairs of students role play various conflict situations. 

One student calls the other a derogatory name. 

One student insults another student’s racial, ethnic or cultural background. 

Two friends argue over a member of the opposite sex. 

One student pressures another to beat someone up. 

A student tries to convince a friend to stop hanging out with gang members. 

60 Minutes 

Ask students to use the following list of do’s and don’ts as guidelines: 

• Don’t yell or make sarcastic remarks. 

• Don’t bully or threaten the other person. 

• Don’t blame the other person for everything. 

• Do start sentences with “I feel” and “I think.” 

• Do treat the other person with respect. 

• Do speak honestly about how you feel. 

16 


Hands On 

The National Clothesline Project was featured in the video. The Project encourages people to 

express their feelings about violence and abuse by making T-shirts to honor the victims of violent 

acts. 

Extended Time 

Ask each student to bring a plain T-shirt to class. The shirts can be any color, or they can follow 

the Project’s code (see below). Supply the class with some decorative fabric paint, and 

encourage each student to design a shirt with someone in mind. Discuss with the class the farreaching 

effects of violence. They may know someone who lives in an abusive environment, 

someone who witnessed a crime, or someone who is friends with a violence victim. When the 

shirts are completed, display them on a clothesline in the classroom or hallway. 

white shirt = women who have died as a result of violence 

yellow, beige or brown = victims of battery or assault 

red, pink or orange = victims of rape or sexual assault 

green or blue = children who were sexually assaulted or were victims of incest 

Connection to Art 

Initiate a class project to create a collective work of art on the subject of violence. Encourage 

students to collect images, stories and articles related to the subject. They may find good material 

in newspapers, magazines, on the Internet or in library books. When necessary, have them 

photocopy the images or stories they need. They may collect photographs of people who have 

been negatively affected by gang violence, handguns, suicide, public shootings, or domestic 

abuse. They might also collect articles, statistics or facts on similar topics. 

30 Minutes 

ART 

When the materials have been collected, encourage students to work together as a class or in 

small groups to decide how to organize the work of art. It could take on the form of a scrapbook, 

a slide show, a giant mural, a video, or a live presentation. If possible, share the finished 

product with other classes. 

Culminating Activity 

Ask each student to complete the following statement: “I choose not to use weapons or violence 

against myself or others because...” Give the class a few minutes to brainstorm some 

responses. Encourage them to use and discuss what they learned in the video. When several 

responses have been listed, ask students to choose their strongest responses. 

60 Minutes 


17

Name 

THE TRUTH ABOUT VIOLENCE: 

Review Questions, Part 1 

Answer the following questions based on what you learned in the program THE TEEN FILES: The 

Truth About Violence. 

1. What did Dr. Ascencio show the teens at the USC Medical Center 

2. What did Maria do after she recovered from her gunshot wounds 

3. Janet, a member of the group, had a boyfriend in a gang. How did the meeting with Louis 

and Maria affect Janet 

4. After touring a shelter for battered women and children, the teens used a type of clothing to 

make “memorials” to victims of violence. What type of clothing did they use 

5. At Educa, the teens collected stones by diving into a cold river. The ritual was based on 

a tradition passed down by the Shawnee tribe. What did the stones symbolize 

18 


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6. How did climbing the rock help the teens 

7. When Dee felt that everyone was giving her a hard time, she said she wanted to leave. 

What happened 

8. The teens toured Columbine High School in Littleton, Colorado. What happened there 

9. Later, the teens did volunteer work with the Dandelion Project in Denver. The project 

helps to reclaim city parks that have been lost to gangs and crime. What kind of 

things did the teens do at the park 

10. After returning from Colorado, Dee’s life was threatened by her gang friends. Why 


19

Name 

IN YOUR OWN WORDS 

1. Some people in the video said that guns give people power. Do you think guns can make 

someone more powerful Explain your answer. 

2. How do you think the shootings at Columbine High School could have been prevented Would 

the same types of prevention be helpful at your own school Why or why not 

3. One-third of teenagers worry that they will die before the age of thirty. Do you ever think 

about violence and how it might affect your life What are your thoughts on the subject 

4. Which person or story featured in the video was the most memorable for you Why 

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TRUE OR FALSE 

Place a T next to statements that are true and an F next to statements that are false. 

1. ___ To make peace with Dee, Matt got her a stone from the bottom of the river. 

2. ___ At the USC Medical Center, the teens met a stabbing victim. 

3. ___ Some of the teens refused to try the rock climbing exercise at Educa. 

4. ___ Dr. Ascencio said that all gunshot victims were put to sleep before painful treatments were 

used on them. 

5. ___ The teens made T-shirts to express their feelings about violence. 

6. ___ Louis’ girlfriend Maria never recovered from her gunshot wounds. 

7. ___ After Dee was criticized at Educa for not cooperating, she decided to leave the group. 

8. ___ At Columbine High, the group talked with a teacher and parent who were involved. 

9. ___ At the end of the show, Dee had decided to stay with her gang friends. 

10. ___ Most young people say it would be hard for them to get a gun. 


21

Name 

VIOLENCE RESEARCH 

Each topic below was discussed in the video. Use the Internet and library resources to prepare a 

3- to 5-paper on a topic that interests you. 

• Domestic abuse 

• Gangs and violence 

• Violence prevention groups 

• Keeping schools safe 

• Teens’ fears about violence 

These hints will make your paper more successful: 

1. Decide on your purpose. Do you want to persuade your audience, or simply inform them 

What is the main point you want to get across 

2. Write a brief outline of your presentation. Begin with an introduction to grab interest, a 

purpose statement, facts to back up your purpose, and a conclusion. 

3. Think about your audience. How much does the audience know about your subject If 

you plan to present a persuasive argument, think about how strong your argument should be to 

influence a mixed audience. 

4. Get good information. Search for recent newspaper and magazine articles on your topic. Use 

search engines to locate informative, up-to-date websites. Try to use recent statistics and facts to 

support your main point. 

5. Add interest. Make your paper more interesting by using personal stories and quotes. You can 

quote people from articles and books, or interview people you know who have had personal 

experiences with violence. 

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Name 

VIDEO QUOTES 

The quotes below are from teenagers in the video THE TEEN FILES: The Truth About Violence. 

Choose one of the quotes and write a short essay (1 to 2 pages) describing how you feel about 

the quote. Keep the following questions in mind: 

• Does the quote remind you of a situation in your own life 

• Does the quote remind you of a friend 

• What would you say to the speaker if you could 

• What information did you learn in the video to prove or disprove what the speaker is saying 

1. “There’s occasional times when [I beat up someone] and...it’s like, I feel a lot better. You get 

into it. It’s an adrenaline thing.” —KC 

2. “Me and my friends...we had a 38 [mm handgun]. We were playing around and everything 

and we started to shoot at people while people were walking down the street. But it wouldn’t 

hit them. People were like running.” —Dee 

3. “I’ve had three suicide attempts. It really felt very serious like I did want to die. It wasn’t a joke. 

I wasn’t doing it just for attention or anything.” —Matt 

4. “When I’m...with my homies, I could get very violent. The people that I hurt, they’re not a... 

innocent victim. They’re my rivals.” —Seyha 

5. “My boyfriend is in a gang. I’m not gonna stop being with him just because I know something 

can happen. I’m pretty secure that I won’t get shot at or get killed at any point in my life 

right now. Maybe later on it can happen, but not now.” —Janet 


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Name 

PERSONAL CIRCLES 

In the video, the teens did an exercise using circles like the ones below. Place your name in the 

center circle, then fill the other circles with words that describe you. The words can be positive or 

negative. They can express how you feel about yourself, or how others feel about you. Feel free to 

add other lines and circles. 

1. Which single word do you think identifies you the most Why 

2. Which word or words reveal things you could improve about yourself 

3. Did you include any words that other people might use to identify you If so, what were they 

and how do you feel about them 

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Name 

TEST 

Circle the phrase which best answers each question. 

1. Each of the teens featured in the video: 

• had spent time in jail. 

• had been shot or stabbed. 

• was a gang member. 

• came from a troubled home. 

2. Seyha was in a gang and admitted to being violent with: 

• his mom. 

• his sister. 

• gang rivals. 

• his teacher. 

3. Dr. Ascencio introduced the teens to a man who had been: 

• shot. 

• stabbed. 

• beaten. 

• kidnapped. 

4. Louis decided to leave the gang lifestyle after: 

• his mother was killed in a drive-by shooting. 

• he was paralyzed by a gun. 

• his girlfriend Maria was almost killed by a gang member. 

• he was stabbed by a rival. 

5. The teens made T-shirts to honor victims of: 

• suicide. 

• accidental shootings. 

• violence. 

• AIDS. 


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Name 

TEST (CONTINUED) 

6. The teens traveled to a camp in Colorado where they: 

• rafted down a river. 

• participated in a rock climb. 

• put on a play. 

• competed in a race. 

7. At the camp, the teens were encouraged to jump into an icy river and: 

• hold their breaths. 

• swim for one mile. 

• grab a stone from the bottom. 

• hold hands. 

8. While visiting Columbine High School, the students spoke with: 

• a teacher who lost three students. 

• the brother of a student who was killed. 

• the father of a student who was killed. 

• all of the above 

9. Working with the Dandelion Project, the teens helped to save a: 

• school. 

• church. 

• park. 


10. Two months after the program was filmed: 

• all of the teens had turned their lives around. 

• the teens’ lives had not changed at all. 

• some of the teens had made progress and others still faced challenges. 

• half of the teens were in jail. 

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ADDITIONAL AIMS MULTIMEDIA PROGRAMS 

You and your students might also enjoy these other AIMS Multimedia programs: 

2256-EN-VID-JE3: “THE TEEN FILES: The Truth About Drinking” 

2279-EN-VID-JE3: “THE TEEN FILES: The Truth About Hate” 

2343-EN-VID-JE3: “THE TEEN FILES: The Truth About Sex” 

9841-EN-VID-JE3: “Straight Talk” 

8512-EN-VID-JE3: “Smoking and Human Physiology” 


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ANSWER KEY for page 18 



Answer the following questions based on what you learned in the program THE TEEN FILES: The 

Truth About Violence. 

1. What did Dr. Ascencio show the teens at the USC Medical Center He showed them 

what happens to a gunshot victim in the trauma unit. He introduced them 

to a stabbing victim. He also introduced them to Louis and Maria. Maria 

was the victim of a gang-related shooting. 

2. What did Maria do after she recovered from her gunshot wounds She decided to 

leave Louis if he didn’t leave the gang. 

3. Janet, a member of the group, had a boyfriend in a gang. How did the meeting with Louis 

and Maria affect Janet Janet was very upset because she could see 

similarities between Maria and herself. 

4. After touring a shelter for battered women and children, the teens used a type of clothing to 

make “memorials” to victims of violence. What type of clothing did they use T-shirts 

5. At Educa, the teens collected stones by diving into a cold river. The ritual was based on 

a tradition passed down by the Shawnee tribe. What did the stones symbolize 

The stones symbolized inner strength or the “fire within.” 

28 





6. How did climbing the rock help the teens It helped them learn to trust and 

respect one another, to work as a team, and to understand how strong 

and brave they could be. 

7. When Dee felt that everyone was giving her a hard time, she said she wanted to leave. 

What happened The other teens, especially Janet, encouraged her to stay. 

In the end, Dee decided to stay with the group. 

8. The teens toured Columbine High School in Littleton, Colorado. What happened there 

Twelve students and a teacher were shot by two students who eventually 

killed themselves. The two students also brought bombs to school, but the 

bombs did not go off. 

9. Later, the teens did volunteer work with the Dandelion Project in Denver. The project 

helps to reclaim city parks that have been lost to gangs and crime. What kind of 

things did the teens do at the park They spent time talking with kids who were 

victims of violence and abuse. They planted trees, made a sign and helped 

to clean the park. 

10. After returning from Colorado, Dee’s life was threatened by her gang friends. Why Dee 

decided not to be with her gang friends anymore. She did not call them 

or visit them. She made a decision to turn her life around. 


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TRUE OR FALSE 

Place a T next to statements that are true and an F next to statements that are false. 

1. ___ T To make peace with Dee, Matt got her a stone from the bottom of the river. 

2. ___ T At the USC Medical Center, the teens met a stabbing victim. 

3. ___ 

F 

Some of the teens refused to try the rock climbing exercise at Educa. 

F 

4. ___ Dr. Ascencio said that all gunshot victims were put to sleep before painful treatments were 

used on them. 

T 

5. ___ The teens made T-shirts to express their feelings about violence. 

F 

6. ___ Louis’ girlfriend Maria never recovered from her gunshot wounds. 

7. ___ 

F 

After Dee was criticized at Educa for not cooperating, she decided to leave the group. 

8. ___ T At Columbine High, the group talked with a teacher and parent who were involved. 

9. ___ F At the end of the show, Dee had decided to stay with her gang friends. 

10. ___ F Most young people say it would be hard for them to get a gun. 

30 



TEST 

Circle the phrase which best answers each question. 

1. Each of the teens featured in the video: 

• had spent time in jail. 

• had been shot or stabbed. 

• was a gang member. 

• came from a troubled home. 

2. Seyha was in a gang and admitted to being violent with: 

• his mom. 

• his sister. 

• gang rivals. 

• his teacher. 

3. Dr. Ascencio introduced the teens to a man who had been: 

• shot. 

• stabbed. 

• beaten. 

• kidnapped. 

4. Louis decided to leave the gang lifestyle after: 

• his mother was killed in a drive-by shooting. 

• he was paralyzed by a gun. 

• his girlfriend Maria was almost killed by a gang member. 

• he was stabbed by a rival. 

5. The teens made T-shirts to honor victims of: 

• suicide. 

• accidental shootings. 

• violence. 

• AIDS. 


31


TEST (CONTINUED) 

6. The teens traveled to a camp in Colorado where they: 

• rafted down a river. 

• participated in a rock climb. 

• put on a play. 

• competed in a race. 

7. At the camp, the teens were encouraged to jump into an icy river and: 

• hold their breaths. 

• swim for one mile. 

• grab a stone from the bottom. 

• hold hands. 

8. While visiting Columbine High School, the students spoke with: 

• a teacher who lost three students. 

• the brother of a student who was killed. 

• the father of a student who was killed. 


9. Working with the Dandelion Project, the teens helped to save a: 

• school. 

• church. 

• park. 


10. Two months after the program was filmed: 

• all of the teens had turned their lives around. 

• the teens’ lives had not changed at all. 

• some of the teens had made progress and others still faced challenges. 

• half of the teens were in jail. 

32

THE TEEN FILES: The Truth About Violence

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