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The
House That Drugs Built
Submitted By: Janice Bell-McDowell
School: Eau Claire High School
Grade
Level: 9 - 12 Subject:
Personal Health
Core
Curriculum Objective (s):
Evaluate
the long and short term effects of alcohol,
tobacco, and other drug use on behavior,
appearance and ability to contribute to
society. Analyze the relationships between
ATOD use and injury, violence, and criminal
activity and their impact on the family and
society.
Overview:
The
House that Drugs Built is a unit examining the
costs and problems of using illegal drugs and
the impact of drug use on individuals and
society. The unit uses a variety of
instructional strategies (skit, video, graphic
organizer, student made worksheet/puzzles,
role play, critical thinking, demonstration,
research, discussion, guest speaker, field
trip, etc.). Students will also have an
opportunity to interact with parents, school,
community, and government resources.
The
culminating activity/assessment requires
students to apply their knowledge and their
creativity to write a poem/rap reflecting the
impact of drug use on the individual and
society.
Purpose/Essential
Question (s):
What
is a drug?
What
is drug use, misuse, and abuse?
What
are signs of drug abuse?
What
impact does alcohol, tobacco, and other drug
use have on the family and society?
How
are drugs categorized?
What
are the different categories of drugs?
Time
Frame: This
lesson is designed for five fifty-minute class
periods or three to four ninety minute class
periods.
Resources:
Glencoe
Health: A Guide to Wellness (Third
Edition) and Resource Kit
Macmillan/McGraw-Hill
936 Eastwind Drive
Westerville, Ohio 43081
Pages 478-491
Reteaching Activities 63, 64, and 65
Guided Reading Activity 63, 64, and 65
Workbook Activity 63, 64, and 65
Act
For Health: Using Theater to Teach Tough Teen
Topics ("Drug Abuse")
R. William Pike
ETR Associates
Santa Cruz, California 1991
"Hard
Facts About Facts" (video)
ETR Associates
Santa Cruz, California
The
House That Crack Built
Chronicle Books
276 Fifth Street
San Francisco, CA 94103
1-800-722-6657
Teaching
Resources:
Index
cards
Pictures
of drugs
Cartoon
- "Kudzu"
Transparency
- Drug, drug use, misuse, abuse
Transparency
- Signs of Drug Abuse
TV/VCR
video
- "Hard Facts About Drugs"
Newspapers
Guest
speaker - DARE or Police Officer
Culminating
Activity/Assessment: During
the class, the teacher will assess student
knowledge during the lesson by providing on
going assessment. In addition, the teacher can
use Chapter 24 Lesson Quizzes 1, 2, and 3, and
Chapter Test
24 (Glencoe).
Poem/Song
The
House That Crack Built is a powerful poem
about the drug problem and its victims. From
the harvesting of the coca plants to the
dealers and gangs to the innocent crack babies
born every day, the book portrays the effects
of drug abuse and the illegal drug trade in
stark relief.
The
teacher will read the book, The House That
Crack Built. The class will answer and
discuss the following questions:
*
One interpretation of the story is that all of
us are living in the house that crack built.
Why is this so?
*
Why isn't the drug problem just a problem of
crack users?
*
What are the negative effects of other drugs?
*
If people know the negative and long term
consequences of using drugs like cocaine and
crack (also alcohol and tobacco), why do they
use them?
*
What can be done to help people stop using
drugs or keep them from starting?
After
reading and discussing The House That Crack
Built, students will develop their
satirical poem/song about the drug problem
using a familiar format such as a limerick or
rap.
The
House That Crack Built
Day
1
Essential
Questions:
What
is a drug?
What
is drug use, misuse, and abuse?
What
are signs of drug abuse?
What
are the short and long term effects of drug
use on the behavior, appearance the ability of
an individual to contribute to society?
Activator:
Drugs - Lost Cause
Students
will list three things in their lives that are
most important to them. They are to write one
item on three different index cards. Students
can identify items or people including friends
or family. Students will voluntarily share
their lists. Students will volunteer to
exchange one of the cards for one from the
teacher. The card from the teacher will have
the word "drug" written on it. The
teacher will ask students how they would feel
if they were to lose the items they had listed
on their cards. The teacher will explain that
when people become involved in illegal drug
use, they risk losing many things in their
lives that are considered prized possessions.
Students can discuss how drugs can cause
losses such as friends, and perhaps, sometimes
family members, money, educational
opportunities, and other items of value.
Students can identify ways they can avoid
using drugs so that they can keep their prized
possessions.
Demonstration
and discussion - What is a drug?
The
teacher will show students pictures of
cigarettes, wine, and coffee. Students will
identify the pictures that contain a drug.
(Answer: All the products contain some kind of
a drug. Cigarettes contain nicotine. Wine
contains ethyl alcohol. Coffee contains
caffeine.)
Lecture
Feedback and discussion - What is a drug?
What is drug use, misuse, and abuse?
Using
transparencies, the teacher will provide the
definitions. The teacher will check for
understanding by giving and soliciting
examples. In collaborative pairs, students
will write examples of drug use, abuse, and
misuse. The groups will share examples of each
term with the class. The class will decide if
the example is drug use, misuse, or abuse.
Skit
- Drug Abuse - "Trust Me"
Students
will read and discuss the skit "Trust
Me."
What
are the signs of drug abuse exhibited by
Johnny?
How
do you think the story will end?
Students
will write the end of the story. Students will
include short and long term effects of drug
abuse on the character Johnny.
Brainstorming
and Feedback Lecture and Note taking
Students
will list indicators that a person is abusing
drugs. The teacher will use the transparency
"Signs of Drug Abuse" to review
signs of drug abuse.
View
and discuss "Hard Facts About Drugs"
(video)
What
problems resulted from drug abuse in the
video?
Who
is affected by drug abuse in the video?
What
are some signs of drug abuse exhibited by the
individuals in the video?
Closure:
3 - 2 1
What
are three (3) indicators that a person is
abusing drugs.
What
are two (2) problems that result from drug
abuse?
What
is the one (1) commonly abused drug among
teenagers?
Day
2
Essential
Questions:
How
are drugs categorized?
What
are the different categories of drugs and what
is an example of each drug category?
Activator
Students
will discuss the cartoon -- "Kudzu."
The class will discuss why some items are
considered drugs and others are not. Are all
drugs placed in the same category? What is the
most commonly abused drug among teenagers?
Game
- Categories of Drugs
Drugs
are placed in a category base don the effect
the drug has on the body. The teacher will
review the categories of drugs. (NOTE:
Students will use their textbook as a
reference. Glencoe: A Guide to Wellness -
pages 478-491) This game will familiarize
students with the names, the category, and the
effects of drugs. The teacher will identify
the different types of drugs and the effects
on the body. Students will write the name of
the drug on an index card and find the card on
the back of a student without his/her seeing
it. Students must go to other students and ask
for a clue as to "What's on my
back?" such as an effect, the category,
or slang term. After identifying the drug,
students will group themselves according to
their drug category.
Graphic
Organizer and Presentation
Students
will work I small groups to create a graphic
organizer for the drug category they belong.
Using the textbook, Web sites, and other
resources, students will research and create a
graphic organizer with the following headings:
(a) name of drug category (b) name of drugs;
(c) drugs actions; (d) slang terms for each
drug; (e) legal/medical uses. The group will
explain the graphic organizer to the class.
NOTE:
Students will be in (drug) groups as a
result of the categories of drugs game played.
Web
sites:
www.austinlinks.com/General/caffeine.hml
www.arf.org/isd/pim/cocaine.html
www.ecstasy.org/
www.druglibrary.org/schaffer/heroin/opiates.htm
www.hyperreal.com/drugs/e4x/
www.warehouse.net/wwweed/books/Slang/index.html
www.hyperreal.com/drugs/marijuana/
www.island.org/docs/
Student
Created Worksheet/Puzzle
In
collaborative pairs, students will select and
create a worksheet, word game or crossword
puzzle using vocabulary from the lesson.
Students will make copies and allow other
students to complete the puzzle or worksheet.
Students will grade each others paper and give
recommendations when needed. NOTE: Word
searches alone are not acceptable puzzles. The
teacher should provide sample worksheets for
students to examine.
Closure:
Ticket to Leave
In
collaborative pairs, students will summarize
the lesson by answering the following
questions: How are drugs categorized? What are
the different categories of drugs? What are
examples of drugs place din each category?
Day
3
Essential
Question:
What
impact does drug use have on the individual,
family, and society?
Activator
Jason
believes drinking alcoholics just one part of
becoming an adult and all celebrations. Jason
and Melody decide to celebrate during spring
break by having a party. Jason drinks a
six-pack of beer at a party within two hours.
He tells everyone at the party he feels fine
and does not feel he would endanger himself
and his date by driving because "It's
only a few beers -- it's not like
alcohol." What misconceptions does Jason
have about alcohol? What impact could his use
of alcohol have on other individuals? his
family? society?
Role
Play and Discussion: The
teacher will write this statement on the
board: "Drug abuse by Jason can have an
impact on his life? his family? society?
The
teacher will divide the class into four groups
and students will select one of these roles:
(a) Jason; (b) Jason's mother; (c)Jason's
younger sibling; (d) a family driving on the
highway with Jason. Each group will list the
effects the drug abuser might have on his/her
assigned individual(s).
Values
Voting and Discussion
Students
will indicate their agreement or disagreement
with the following statements:
*
Adults who use/abuse legal drugs (alcohol and
nicotine) shouldn't try to advise teenagers
about drug use.
*
Drug users are apt to be people who never
learned to adjust to life or to solve the
problems they face.
*
When people have willpower, they can take any
drug and are able to stop whenever they wish.
*
The choice to use drugs affects only the
people who choose to use them.
*
Students who use drugs often lose interest in
school, get lower grades, and drop out of
school.
Small
Group Discussion
The
teacher will define the term "personal
fable." A "personal fable" is
the belief that one is immortal and not
subject to the tragedies of the world; the
belief that bad things happen to other people.
In collaborative pairs, students will discuss
the term "personal fable" as related
to drug abuse among teenagers. Students will
consider the fact that accidents involving
drugs and/or alcohol are the leading cause of
death for people between the ages of 15-24.
Students
will write their responses to the statement
and give the responses to a classmate to read
and discuss.
Guest
speaker
The
DARE Officer (or a local drug enforcement
officer) will clarify laws, penalties, and
consequences of drug abuse. The officer will
explain the impact that alcohol, tobacco, and
other drugs play on criminal activities.
Students will prepare questions in advance.
Research
and Graphing
Students
will bring a newspaper article about an
unintentional injury/death of a person between
the ages of 15-24. The class will determine
whether alcohol and/or other drugs were
involved in the unintentional injuries and/or
death. The students will calculate the
percentage of unintentional injuries/deaths
involving alcohol/drugs. The class will make
the graph together.
Field
Trip (The activity requires an additional
day.)
Students
will visit a court in session. Students will
count the number of total cases involving
alcohol, tobacco, and other drugs.
Closure
"The
family is the first line of defense in the
prevention of drug misuse and abuse." In
collaborative pairs, students will explain and
discuss what this statement means. |
