Students will be able to:
For this lesson, you will need:
Taking a look at specific drugs, students can conduct a research analysis on the history, laws, statistics and reported facts about the drugs.
High school age students can be brought into middle school classes as "Peer Educators". These students can talk to younger students about the pressure of drugs in school and how to say "no" to your friends when confronted with drugs. They can use their songs as part of their presentations.
Instead of having the students focus on a particular drug, each group can focus on a general anti-drug song. The activity can be cut back to having the students create a theme, song title, and a CD cover. Students should be encouraged to focus on the concept of temptation, what is addiction, and how they can resist drugs.
Students may be evaluated by using following three-point rubric:
Making the Decision
Have students focus on specific drug-related incidence scenarios. Examples of these might include friends trying drugs, selling drugs at school or being caught with drugs at school. What do these situations look like and how might they play out? Students can write a story about the scenario, provide solutions, and role-play situations in groups.
Zero-Tolerance at Our School
Students can develop an "anti-drug campaign" for their school (similar to red-ribbon week in many schools.) Students need to gather and provide information for their peers about the use of drugs and where to go for help. Students can use their anti-drug songs as part of the campaign.
Complete Student Assistance Program Handbook: Techniques & Materials for Alcohol/Drug Prevention and Intervention in Grades 7-12
Barbara Sqraque Newsam, September 1992
This is a comprehensive guide to the implementation of student assistance programming for grades 7-12. It touches on techniques for working effectively with students, teachers, parents, administrators and the community.
Intervention: How to Help Someone Who Doesn't Want Help: A Step-By-Step Guide For Families of Chemically Dependent Persons
Vernon E. Johnson, April 1989
The book describes interventions on how to help those with alcohol or other drug problems. These interventions are done by getting together and presenting reality in a receivable way to the dependent person.
Drug and Alcohol Abuse: The Authoritative Guide for Parents, Teachers, and Counselors (The Language of Science)
H. Thomas, Jr. Milhorn, April 1994
This book is a guide to discovery, assistance and recovery for youth drug and alcohol abusers. It examines the reasons why kids use drugs and profiles drug abusers. The book also looks at the roles of parents, teachers and counselors with youth using drugs.
Drugs, Alcohol, and Your Children: What Every Parent Needs to Know
Judith S. Seixas, Geraldine Youcha, September 1999
Looked at as a hands-on resource guide for parents, this book confronts the threat of drug and alcohol use among our children. It lists the latest research, statistics and trends about all kinds of drugs—including tobacco.
Concepts of Chemical Dependency
Harold E. Doweiko, July 1998
This book gives detailed coverage of the most commonly abused chemicals and their effects. It also includes methods of assessment, intervention, and treatment.
Go Ask Alice
Anonymous, James Jennings, May 1994 (reissue edition)
This book has made a profound impact on millions of readers for more than 25 years. It tells about a lonely, awkward teen who experiences both optimism and despair. She is introduced to LSD and her frightening journey begins from there.
Dr Sparks Beatrice, October 1996
This is a true story about a young boy who is going through some real life problems. The peer pressures of sex, drugs, and violence are overwhelming and how to handle all the pressures leads him into great depression. Jay's journal becomes his best friend.
Health Adventures—Deadly Highs
Just saying no is sometimes not enough. You are curious, it's normal to be tempted, but there are more drugs and dangerous substances available today. Deadly Highs helps you discover what will really happen if you decide to experiment with these drugs and play in a game of deadly highs.
National Council on Alcoholism and Drug Dependency Inc.
The National Council on Alcoholism and Drug Dependence provides education, information, help and hope in the fight against the chronic, often fatal disease of alcoholism and other drug addictions. Founded in 1944, NCADD is a voluntary health organization with a nationwide network of affiliates.
National Institute on Drug Abuse
The National Institute on Drug Abuse (NIDA) supports over 85 percent of the world's research on the health aspects of drug abuse and addiction. NIDA's overall goal is to ensure that science, not ideology or anecdote, forms the foundation for all of our Nation's drug abuse reduction efforts.
Hazelden is a non-profit organization providing high quality, affordable rehabilitation, education, prevention, and professional services and publications in chemical dependency and related disorders.
American Academy of Pediatrics
The American Academy of Pediatrics (AAP) and its member's pediatricians dedicate their efforts and resources to the health, safety and well being of infants, children, adolescents and young adults. The AAP has approximately 55,000 members in the United States, Canada and Latin America. Members include pediatricians, pediatric medical sub specialist and pediatric surgical specialists.
Talk With Your Kids
Talking With Kids About Tough Issues is a national initiative by Children Now and the Kaiser Family Foundation to encourage parents to talk with their children earlier and more often about tough issues like sex, HIV/AIDS, violence, alcohol, and drug abuse.
Do It Now Foundation
The Do It Now Foundation web site provides five main content areas. Their titles include Publications, Fun & Games, Flashbacks, Archives and their online Catalog. The link is youth focused with straightforward information about drugs—"America's Drug Information Connection."
The Truth About Tobacco
A dynamic video featuring Patrick Reynolds, son of tobacco company founder R.J. Reynolds. An anti-smoking advocated, Reynolds uses video clips, photos and TV spots to demonstrate the impact smoking has on our health and society.
Click on any of the vocabulary words below to hear them pronounced and used in a sentence.
Context: Cocaine is a white powder and is often called coke, C, snow, blow and toot. Cocaine belongs in a class of drugs known as stimulants. It gives the temporary feeling of endless energy and then can leave the user feeling low, depressed and wanting more.
Context: A chemically altered form of cocaine. It is just as addictive as cocaine and offers the same illusions of highs and lows.
Context: Ecstasy, also called MDMA or Adam, is most available in tablet form. It is also available as a powder. Ecstasy can cause a tightening in the jaw, increased heart rate, nausea, depression and dehydration. Since it is manufactured, it is not known what other dangerous drugs it might be "cut" or mixed with. Ecstasy is most often used by young people at clubs, raves (all night dance parties) and rock concerts.
Context: LSD (also known as "acid") is a major drug classified under hallucinogens. It can come in tablet, capsule or liquid form. It can be added to colorful, absorbent paper that is not readily identifiable as a drug. The effects of LSD are unpredictable and depend on the user. The changes can often be frightening and cause panic.
Context: Heroin is an illegal drug that is highly addictive. Using heroin can lead to physical and psychological problems such as nausea, panic and shallow breathing. Attempts to stop using the drug can lead to significantly painful withdrawal symptoms.
Context: Methamphetamine is also known as meth, "speed", "ice" and "crank". The drug gives a sense of increased energy and euphoria but increases nervousness, irritability and paranoia. Periods of intense use (binges) can be followed by intense periods of depression.
Context: Marijuana is the most widely used illicit drug being used in the United States today. It can cause impaired short-term memory and alter sense of time and the ability to perform tasks requiring concentration and coordination.
Context: Stimulants are used to counteract the "down" feeling of tranquilizing drugs. They increase alertness and relieve fatigue. Cocaine is described as a stimulant. Personal reactions are unknown due to the user type and drug type.
Context: When someone is addicted they cannot stop the craving for the drug or activity. Many drugs are addictive and the withdrawal can be very painful.
Context: The effects of withdrawal from drugs is a painful process sometimes having long term or permanent side effects.
Context: It is hard to decline or resist an activity when friends and others urge you to join in.
Context: When something sounds like it will be fun, exciting, or enjoyable it is difficult not to want to give it a try even though we know the consequences could be harmful or deadly.
This lesson plan may be used to address the academic standards listed below. These standards are drawn from Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education: 2nd Edition and have been provided courtesy of theMid-continent Research for Education and Learningin Aurora, Colorado.
Grade level: 6-8
Subject area: Health
Understands aspects of substance use and abuse
Knows the factors involved in the development of a drug dependency and the early, observable signs and symptoms (e.g., tolerance level, drug-seeking behavior, loss of control, denial)
Knows the short- and long-term consequences of use of alcohol, tobacco, and other drugs (more specifically for this lesson), (e.g., physical consequences, psychological consequences, and social consequences)
Grade level: 6-8
Subject area: Language Arts
Demonstrates competence in the general skills and strategies of the writing process
Prewriting: Uses a variety of prewriting strategies (e.g., makes outlines, uses published pieces as writing models, constructs critical standards, brainstorms, builds background knowledge)
Editing and publishing: Uses a variety of strategies to edit and publish written work
Evaluates own and other's writing (e.g., applies criteria generated by self and others, uses self-assessment to set and achieve goals as a writer, participates in peer response groups)
Grade level: 6-8
Subject area: Language Arts
Demonstrates competence in speaking and listening as tools for learning
Plays a variety of roles in group discussions (e.g., active listener, discussion leader, facilitator)
Listens in order to understand a speaker's topic, purpose, and perspective
Grade level: 6-8
Subject area: Life Skills
Contributes to the overall effort of a group
Helps establish group goals
Contributes to the development of a supportive climate in groups
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