Emako Blue

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. Consider the relationship between socioeconomic factors and violence. Why are lower-income communities sometimes more susceptible to violent crime? What are some of the challenges of changing this cycle?

Teaching Suggestion: This Short Answer question invites students to consider the theme Escaping the Cycle of Poverty & Violence. Studies have found a correlation between violence and socioeconomic factors. Despite her talents, kindness, and optimism, Woods’s protagonist ultimately falls victim to violent crime in her community.

• This American Psychological Association article based on a variety of resources draws connections between socioeconomic impacts and violence.
• The James Madison Institute discusses a variety of informative points on “How To Break ⁠t⁠he Cycle of Pover⁠t⁠y.”

2. Violence between local gangs impacts both gang members and people who live and work in communities where gangs are present. How might the presence of gangs affect young people in these communities, as well as shape their future decisions?

Teaching Suggestion: This prompt provides an opportunity to introduce the theme of  The Effects of Gang Violence on Individuals and Communities. Overall, the presence of gangs can increase the normalization of violence and incarceration in affected communities. Furthermore, in communities with limited access to infrastructure, education, and employment, gangs often provide an attractive structure for youths who might believe they have little opportunity. Woods explores this concept with several of her male characters who knowingly reject the trajectory of gang membership, particularly after seeing the adverse effect it has on their families.

• For investigation of statistics and facts on this topic in the time period of the novel, the US Department of Justice explored “The Impact of Gangs on Communities” in this 2006 report, published a year after the original publication date of Emako Blue.
• The American Academy of Child and Adolescent Psychiatry offers this 2017 overview of risk factors associated with gangs.
• This 2021 report from the journal Criminology and Public Policy relays information about the pandemic’s impact on gang-related crime in Los Angeles, and it may help to provide facts and talking points in discussing the ways in which social and cultural factors affect gang activity. (Teacher-appropriate; not student-facing due to length and complexity)

Short Activity

Working in small groups, select one city/region in the US and research the effect of gang violence on this particular community. Consider the following questions as you conduct your research:

• What are some of the prominent gangs in this community?
• In which time period was/is this gang particularly prominent?
• What is the age range of individuals who join this gang?
• Overall, how has this gang’s presence impacted the community? Provide 2-3 examples.
• What actions have been taken by local, state and/or federal government in order to curb gang membership and/or activities? Explain.

In your presentation, be sure to include any relevant and classroom-appropriate visuals, if applicable. Consider the similarities and differences amongst your classmates’ presentations, particularly in relation to the theme The Effects of Gang Violence on Individuals and Communities.

Teaching Suggestion: This Short Activity may be used as either an individual research assignment or a group activity. These and similar resources may be useful for context and research.

• The Maryland Coordination and Analysis Center shares the “10 Notorious Gangs and Crime Syndicates Currently Active in the United States”; those included on the list that are gangs (as opposed to organized crime group) may serve as examples for this activity.
• The National Gang Center provides a state-by-state overview of “Highlights of Gang-Related Legislation.”

Differentiation Suggestion: For an individual or group who might benefit from additional structure or an assigned topic, this research activity might be directed to a gang in or around Los Angeles (the setting of the story) for the purpose of later making comparisons to the text. Students might use these guiding questions in their research: How is the city of Los Angeles affected by gang violence? Has gang violence improved or deteriorated over the past few decades? Explain.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the text.

In your opinion, what does it mean to be an adult? How does adulthood differ from adolescence? Consider in your answer some of the responsibilities and major changes that come with being an adult.

Teaching Suggestion: This Personal Connection Prompt provides an opportunity to introduce the theme What It Means to Be Grown Up. In the novel, each of the characters desires to become an adult; however, what adulthood means for each character differs. For example, while Monterey longs for her parents to give her more independence associated with adulthood, characters like Emako and Savannah find themselves thrust into positions of responsibility, whether they like it or not. Due to the sensitive nature of the prompt, a private, independent response such as a journal entry may be most suitable.