Teengude

03-2760 Copyright © 2003 The New York Times Company
A NEW YORK TIMES NEWSPAPER IN EDUCATION CURRICULUM GUIDE
Early Action Against

Teen Drug Use
Teens as Communicators to Their Peers
A Unit for High School Educators
SPONSORED BY THE OFFICE OF NATIONAL DRUG CONTROL POLICY
(800) 631-1222 www.nytimes.com/learning

This educator’s guide was developed by
The New York Times Newspaper in Education Program
with sponsorship from the Office of National Drug Control Policy.
It did not involve the reporting or editing staff
of The New York Times, other than containing news articles
previously published in The New York Times.
CONTENTS
PAGE
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
■ Teens as Communicators to Their Peers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
■ Using The New York Times in This Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
■ Messages for the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
■ Introductory Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
■ Suggested Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
■ Article: Kids As Messengers on Teenage Drinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
LESSON 1 Understanding Addiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Article: Drug Addiction as a Developmental Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Article: Addiction: A Brain Ailment, Not a Moral Lapse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
LESSON 2 Recognizing Patterns of Substance Abuse Behavior and Stages of Addiction . . . . . . 17

Fact Sheet: Stages of Addiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Case Study: Max’s Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
LESSON 3 Caring and Enabling Responses, Understanding the Differences . . . . . . . . . . . . . . . . . 30

Fact Sheet: Enabling Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Article: Murder Trial Starts in Death of Man Stuck in Windshield . . . . . . . . . . . . . . . . . . . . . . 37
Article: Woman Is Sentenced to 50 Years in Case of Man in Windshield . . . . . . . . . . . . . . . . . . 38
LESSON 4 Speak Up! Using Diplomacy and Communication Skills . . . . . . . . . . . . . . . . . . . . . . . . . 39

Speak Up! Scenarios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
LESSON 5 Researching Behavior and Perceptions of Drug Use . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Article: Teenage Drug Use Is Dropping, a Study Finds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
LESSON 6 Teen Images in Movies: What’s “Cool” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Article: At Sundance, a New Generation of Teenagers Acting Out . . . . . . . . . . . . . . . . . . . . . . . 61
LESSON 7 Community of Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Article: Tailoring Treatments for Teenage Drug Users . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
APPENDIX
“Care-Full Communication” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Correlation to National Content Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Author and Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
© 2003 The New York Times Company
SPONSORED BY THE
Office of National Drug Control Policy | Inspiring Thought | (800) 631-1222 1
INTRODUCTION
TEENS AS COMMUNICATORS TO THEIR PEERS
The goal of these lessons is to motivate teenagers to be effective

communicators to their own peers on the subject of avoiding drug or
alcohol use; in particular, to influence peers to pull back from early
stages of substance abuse and dependency. This goal draws on the high
value teenagers place on the opinions of their friends and the fact that
peer influence is a powerful deterrent to substance use.
The curriculum helps you inform your students why addiction is a

danger young people need to know about, how to recognize patterns of
behavior that indicate early involvement with substance abuse, how they
can play a caring role in influencing a friend-abuser to pull back from
drug or alcohol use and, if necessary, how they can suggest ways to seek
help. A student who is abusing illicit drugs or alcohol can, of course,
relate and apply these lessons to his or her personal situation as well.
USING THE NEW YORK TIMES IN THIS UNIT
Have your students look through The New York Times daily and locate
articles relevant to drugs, alcohol and health, as well as articles about
teens, ads for films with teen characters, anti-drug advertising, etc. Post
and discuss these articles or advertisements as you deem appropriate.
While it is obviously helpful to find articles directly concerning illicit
drugs or alcohol, this is by no means the only way to use the newspaper
in this unit as advertisements, theater and movie reviews and special
features may also provide a basis for discussion.
The New York Times is a timely, high-quality resource for learning.

Classroom use of The Times will open stimulating conversations with
your students and reinforce positive behavior and critical thinking.
Throughout the unit are activities using the daily New York Times
newspaper that reinforce lesson themes relevant to students’ experiences,
such as:
● dealing with temptation and alienation

● situations that require diplomacy in language use
● situations that require an empathetic approach
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INTRODUCTION
● statistics and their interpretation

● media depiction of teenagers
● truth and misconceptions
● data-based information
Reading The New York Times fosters literacy and writing skills.
Students will encounter a high level of vocabulary and informational
writing. The activities ask students to distinguish between news
reporting and opinion writing. Activities are constructed so that
students use the articles, columns, reviews or letters to the editor in The
New York Times as models for developing their own writing skills.
Enhancing students’ academic skills is not only a goal in itself, but with
academic success, teens may well avoid drug use to gain acceptance or
personal satisfaction.
MESSAGES FOR THE CLASSROOM
Create and display two posters.

No one ever intends to get addicted.
It’s never too late to pull back from using.
INTRODUCTORY CLASSROOM DISCUSSION
You may want to set the stage for this unit with a round-table discussion
identifying basic issues, such as those reflected in the questions below,
and setting the ground rules when discussing alcohol and drug issues.
Encourage students to speak openly, but remind them not to betray any
confidences, not to name anyone by name and not to talk about issues
they are not comfortable sharing with the class.
Explain to students that if any of the discussion questions or comments

from other students bring up painful or difficult issues that they feel
they would like to speak about privately, they can see you after class.
You then can refer them to a school assistance professional or school
guidance counselor as warranted.
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INTRODUCTION
NOTE: For this exercise it is enough to listen to students,

acknowledge their ideas and encourage in-depth research. You may
want to explain that the class will be studying specific strategies in
future lessons in this curriculum.
■ Facilitate a discussion with these questions:
● What pressures or impulses do teens face that make them

think they should start experimenting with drugs or alcohol?
● What are some strategies you might suggest to these teens to
resist these pressures or impulses?
● What are some substitute activities that teenagers can choose
rather than experimenting with drugs or alcohol?
● How can the use of alcohol and marijuana hurt friends and family?
● How do you think teens react when they have been hurt,
offended, embarrassed, or left out by friends or other teenagers
who are using marijuana or alcohol?
SUGGESTED GUIDELINES
The topic of alcohol and illicit drug use is often difficult for students to
talk about openly, even without issues of illegality. They may be resistant
to discuss the topic, or they may just tell you what they think you want
to hear. Before beginning the unit it may be helpful to acknowledge that
alcohol and drug use in society evokes difficult feelings, particularly for
teens. Encourage students to speak openly, but also to respect the
privacy of others; in return, you will respect their privacy. In fact, you
will insist that they not name individuals or disclose identifying
information that could embarrass, hurt or implicate anyone. Use a term
to indicate that all discussions are a “safe zone.”
If students need to talk about a specific case – about themselves or a

friend or relative – they should be directed to the school’s Student
Assistant Program (SAP) coordinator or guidance counselor.
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INTRODUCTION
ARTICLE | The New York Times, Sunday, April 20, 2003
Continued on next page
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INTRODUCTION
ARTICLE | The New York Times, Sunday, April 20, 2003
Continued from previous page
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Understanding Addiction
TEACHER
LESSON PLAN 1
OBJECTIVES BACKGROUND
At the conclusion of this lesson, This lesson explores the biological basis of addiction and why teenagers
students will be able to: are particularly vulnerable to the temptations and effects of drugs. More
than any of the other lessons in this unit, the lesson requires some direct
● Discuss what happens to the
teaching to convey to the students the scientific principles involved.
brain when someone grows
addicted to alcohol, or to
When discussing addiction, it is important to preserve credibility with
marijuana or other drugs.
students and not overstate the probability of a person’s becoming
● Write a letter to a close friend or
addicted. The important point to emphasize is that no one knows
sibling that explains the scientific
if he or she will become addicted when setting out to experiment
basis for addiction and why
with drugs or alcohol. The risk of addiction for any one person lies
teenagers are especially vulnerable
in this uncertainty.
to the effects of alcohol and drugs.
PREPARATION
TOOLS NEEDED
■ Assemble tools.
● Today’s New York Times, ■ Review the two articles associated with this lesson.
(one per student) ■ Write the definition of novelty: “novelty: something new, fresh or
● Copies of Lesson 1 Homework unusual” as well as additional vocabulary words you deem appropriate
Assignment Sheet from Page 13 to the lesson.
● Copies of the New York Times
article “Drug Addiction as a
Developmental Disorder” from VOCABULARY
Page 14 (one per student)
novelty, addiction, behavior, stimulation, vulnerable, affinity, impulsive,
● New York Times article,
motivational, dopamine, chronic, euphoria
“Addiction: A Brain Ailment, Not
a Moral Lapse,” from Pages 15-16
(one per student)
WARM UP
■ Distribute today’s New York Times (one per student).
■ Direct students’ attention to the definition of novelty written on
the board.
■ Direct the students to look through The Times for examples of novel
experiences or situations – incidents or activities – as if the students
themselves were involved.
■ Ask students to share some examples of novel experiences and to
discuss why these experiences would seem exciting or desirable.
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LESSON PLAN 1
1
DISCUSSION
■ Facilitate a discussion with these questions:
● What are some examples of exciting activities that might also

be dangerous?
● How do you decide if a risk is worth taking or not?
● Drugs and alcohol appeal to some teenagers because they seem to
offer novel and exciting experiences. Why do you think some
people begin experimenting with drugs and alcohol and others don’t?
● Why are drinking alcohol and smoking marijuana considered
risky behavior for teenagers?
● Do people think about the possibility of becoming addicted when
they begin using drugs?
SUGGESTED INTRODUCTION TO YOUR STUDENTS:
(You may use this background for yourself, or you may wish to read it
to your students.)
Current brain research shows that addiction has a biological basis,

whether the addiction is to tobacco, alcohol, or to marijuana or other
illicit drugs. Research also shows that the brain is still physically
developing and changing throughout the teenage years and that the
brains of teenagers are more vulnerable to damage from drugs.
In general terms, the human brain has a “reward system” that

encourages a person to repeat normal, healthful life activities that
promote survival and well-being. Sensations of pleasure come about
when the brain releases a chemical called dopamine. The pleasurable
sensation caused by dopamine is the “reward” that tells the person that
it is a good thing to repeat that experience – such as eating, exercise,
even hearing music or dancing.
Drugs also cause the release of dopamine in the brain, but in

unnaturally large amounts, and this can cause very intense pleasurable
sensations, or euphoria. Behind these sensations, several things are
happening in the brain. The brain’s own “reward system” is set in
motion to want to repeat the drug-taking experience. But using the
drug again and again makes a person accustomed to its effect, or
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LESSON PLAN 1
habituated, so that the brain needs the drug just to feel “normal.” This
habitual use of the drug physically changes the brain.
The result of drug use that becomes habitual and has negative
consequences is drug “abuse.” Continued abuse can lead to addiction.
Addiction happens when the brain senses an intense need or craving for a
drug, and the craving is stronger than the person’s ability to resist, even
when there are dangerous or destructive consequences. The individual
may be unable to acknowledge the negative consequences, which would
be obvious to an outside observer. At this point, addiction is not a simple
matter of willpower, but a strong chemical impulse acting in the brain.
Why do some people become addicted to drugs and others don’t?

Heredity is a factor. Scientists believe that individuals whose brains
naturally release low amounts of dopamine or do not have properly
functioning dopamine receptors may be more prone to addiction
than others.
As The New York Times article we will read today explains, teenagers
are particularly vulnerable to the addictive process for several reasons.
First, teenagers naturally seek new experiences as part of their social and
physical development; their brains reward them for this curiosity.
Second, the pathways in the brain that are linked to impulse control –
that will stop the individual from engaging in a dangerous new
experience – are still “under construction” or in the development stages
in teenagers. Finally, because the brain is still developing, teenagers’
brains are more likely to be physically damaged, possibly in permanent
ways, as a result of drug use.
READING ACTIVITY
■ Give out copies of the New York Times article “Drug Addiction as a
Developmental Disorder.”
■ As a class, read and discuss the article.
a) According to the article, why are teenagers more vulnerable to the

effects of drugs and alcohol? (“The circuitry that releases chemicals that
associate novel experiences with the motivation to repeat them develops
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LESSON PLAN 1
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far more quickly in adolescence than the mechanisms that inhibit urges
and impulses.” Also, teenagers are more likely to experiment with drugs
than other groups, and the effects may be more damaging because the
brain is still developing.)
b) According to Dr. Andrew Chambers, a teenager’s brain deals with

“novel experiences” by associating them with one type of motivation.
What is this motivation? (The motivation to repeat novel experiences.)
With what mechanism is a teenager’s brain less likely to associate?
(The mechanisms that inhibit urges and impulses.)
c) To what kind of “novel experiences” is Dr. Chambers referring?

(Novel experiences may include a wide variety of experiences, including
experimenting with drugs, alcohol and sex, eating unfamiliar foods,
participating in athletics, performing in front of an audience for
attention, driving fast, bungee jumping, riding on roller coasters. All of
these activities may cause sensations of pleasure associated with the release
of dopamine in the brain.)
d) According to the article, why wasn’t this conclusion reached by earlier

studies of drug addiction? (Most research into the mechanisms of
addictions or treatment focused on adults.)
e) What three aspects of teenage behavior did Dr. Chambers cover in

his study? (Attraction to novelty, less than adult levels of judgment and
an overriding interest in sex.)
f ) What is happening to the brain’s motivational circuitry during

adolescence? (This circuitry is rapidly expanding.)
g) How does the frontal cortex of a teenager’s brain compare to an

adult’s, and why would this have an impact on a teen’s vulnerability
to drugs and alcohol? (The frontal cortex, which is activated when
weighing whether risky behavior is worth the potential rewards, is less
developed in teens than in adults. According to Dr. Chambers, the
mechanisms associated with the frontal cortex that inhibit impulses are
under construction and therefore teens are less likely to inhibit their
impulses. This mechanism is also prone to damage from the use of drugs.)
h) How does an increase in sexual hormones leave the brain “more open
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LESSON PLAN 1
1
to the addictive use of drugs”? (According to Dr. Chambers, surges in

sex hormones reshape sections of the developing brain during adolescence.
These normal changes leave teenagers more attuned to new social and
sexual stimulation, which in turn leave them more open to the addictive
effects of drugs.)
IN-DEPTH DISCUSSION
Facilitate a discussion with these questions:
■ Do you agree with Dr. Chambers that teens are attracted to novelty?
Why or why not? Do you agree with him that teenagers have less
than adult levels of judgment?
■ What are some of the advantages and disadvantages to being attracted

to novelty? What do you think “adult levels of judgment” means?
HOMEWORK ASSIGNMENT
Distribute copies of Lesson 1 Homework Assignment Sheet and New
York Times article “Addiction: A Brain Ailment, Not a Moral Lapse.”
EXTENSION ACTIVITIES
■ Write a short feature article for your school newspaper explaining
addiction. Use the health pages of Science Times as a model for
your writing.
■ Investigate how a person’s blood alcohol content is calculated and

create an informational poster about it for other teens. Information
can be found at Brown University’s Health Education Web site
(http://www.brown.edu/Student_Services/Health_Services/
Health_Education/ATOD/alcohol/alcohol_and_your_body.htm#4)
■ Explore “Mind Over Matter” (http://www.nida.nih.gov/MOM/TG/

momtg-marijuana.html) to learn about the brain mechanisms
triggered by marijuana, then create a “How It Works” poster.
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LESSON PLAN 1
RESOURCES
The National Institute of Drug Abuse’s “The Neurobiology of Drug
Addiction,” focusing particularly on Section II, “The Reward Pathway
and Addiction”
(http://165.112.78.61/pubs/Teaching/Teaching2/Teaching3.html)
“Addiction’s Path” from the Society of Neurobiology

(http://www.sfn.org/content/Publications/BrainBriefings/addiction.html)
“The Biological Basis of Addiction” from the Addiction Science

Network (http://www.addictionscience.net/ASNbiological.htm)
“Oops: How Casual Drug Use Leads to Addiction”

(http://www.drugabuse.gov/Published_Articles/Oops.html)
“Anti-Drug Education with The New York Times: Focus on Marijuana”

(http://www.nytimes.com/learning/teachers/NIE/focusonmarijuana/ )
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HOMEWORK ASSIGNMENT SHEET | Understanding Addiction
LESSON 1
STUDENT NAME______________________________________________________________
■ Read the New York Times article “Addiction: A Brain Ailment, Not a Moral Lapse,”
by Jane Brody.
■ Write a letter to a close friend or younger sibling about the process of drug abuse and addiction.
Explain what happens in the brain when someone becomes addicted to drugs or alcohol. Make
a strong case to your reader why this information is important to understand and why you want
to protect him or her from drug abuse.
■ Include information from this New York Times article that you feel could help explain your
concerns, using quotation marks around the material you use and citing the author and where
and when the article was published.
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LESSON 1
1
ARTICLE | The New York Times, Tuesday, June 24, 2003
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LESSON 1
1
ARTICLE | The New York Times, Tuesday, September 30, 2003
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LESSON 1
1
ARTICLE | The New York Times, Tuesday, September 30, 2003
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TEACHER
LESSON PLAN
Recognizing Patterns Of Substance Abuse Behavior and Stages Of Addiction
2
This lesson describes the stages of addiction and the patterns of behavior
At the conclusion of this lesson,
associated with them. The lesson is designed to help students identify
students will be able to:
behavior that indicates a friend is abusing marijuana or alcohol and
● Identify behavior that may be the begin to think about ways to talk to such a friend about behavior and
consequence of substance abuse at substance abuse. The lesson incorporates the need to recognize that
the different stages, i.e. friends may resist hearing about or curbing their drug use.
experimentation, abuse,
dependency/addiction. The lesson introduces the “Care-Full Communication” strategies, which
● Identify in a written document will be explored in greater depth in Lesson 4.
ways to show concern for a friend
who is abusing alcohol or marijuana
or other drugs. PREPARATION
■ Assemble tools.
■ Review the case study on Pages 26-29.
TOOLS NEEDED ■ Plan the division of groups for the classroom activity.
● Today’s New York Times (one
copy per student)
● Large pieces of construction paper
VOCABULARY
or poster board diplomacy, scenario, crave, entrepreneur
● Copies of the Lesson 2 “Stages of
Addiction Fact Sheet” from
Pages 23-24 (one per student) CLASSROOM ACTIVITY
● Copies of Lesson 2 Homework
Draw a line horizontally across the top of the board. Divide the line
Assignment Sheet (one per student)
into three parts and label as shown:
from Page 25
● Copies of the Lesson 2 Case Study
Beginning Use Habitual Use/Pattern of Abuse Early Dependence/Addiction
from Pages 26-29 (one per student)
● Copy of “Care-Full
Communication” strategies from
SAY TO YOUR STUDENTS:
Page 73 (one per student)
“No one ever intends to become addicted. Instead, a person begins to

experiment with drugs or alcohol and as use continues, the drug begins to
change the brain. Addiction occurs gradually. There are no absolute
divisions between the stages of addiction.”
■ Give out copies of the Lesson 1 Stages of Addiction Fact Sheet.
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LESSON PLAN 2
1
2
■ Divide students into small groups.

■ Direct students in each group to read sections of the handout aloud
to one another. Ask students to brainstorm a list of behaviors and
consequences associated with each stage of use.
■ Ask students to take notes, which they will use in completing the
homework assignment.
■ Reconvene as a class and invite students to share their lists of behavior
and consequences.
■ Write a master list of behaviors and consequences on the board. The
patterns of behavior cited by students may be transferred to large-size
paper and posted in the classroom for future reference.
■ After the reading and discussion of “Max’s Story,” ask students to add
his behavior to the list.
RESPONSES WILL VARY, BUT MAY INCLUDE THE FOLLOWING:
Beginning Use:
● Little noticeable change in behavior to outside observers
● Some may experience guilt about behavior or suffer lower self-esteem
● Some may lie about whereabouts and actions
● Some may experience moderate hangovers
Habitual Use /Pattern of Abuse:

● School performance and attendance may decline
● Mood swings
● Changes in personality
● Lying and conning
● Change in friendships (neglecting old friends who don’t use alcohol or
marijuana, and gravitating toward drug-using friends)
● Fighting and conflict with friends and family members may increase
● Interest shifts toward procuring and using drug of choice
Early Dependence/Addiction:
● Continues drinking or smoking even after friends say it’s time to stop
● Staying drunk or high for several days at a time
● Craving a drink or a toke at a specific time every day, like after class
or after work
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LESSON PLAN 2
1
● Sneaking a drink, or getting high, while in the company of others

● A significant part of the day spent obtaining, consuming or
recovering from the effects of alcohol or pot
● Drinking or smoking to help fall asleep
● Feelings of depression when not using alcohol or marijuana
● Physical deterioration including weight loss, health problems and
poor appearance
● May experience memory loss, flashbacks, paranoia, volatile mood
swings and other mental problems
● Likely to drop out or be expelled from school or lose job
● May be absent from home much of the time
● Possible overdoses
● Lack of concern about being caught
● Focused only on procuring and using drug of choice
READING ACTIVITY AND IN-DEPTH DISCUSSION

■ Give out copies of the Lesson 2 Case Study, “Max’s Story.”
■ Review the Stages of Addiction Fact Sheet and explain to students

that they will now be putting a human face on this process.
As a class, read the case study, then discuss the following questions:
a) When did Max begin experimenting with marijuana? (He used

marijuana for the first time in the middle of 8th grade, but didn’t start
seeking a regular source for the drug until the end of that year.)
b) What are some of the “red flags” that indicate Max has developed a
pattern of marijuana use and is beginning to abuse the drug? (Answers
will vary but may include: stopped caring about schoolwork, his grades
dropped, he had a change in friendships, began selling marijuana to get
money, lying and conning.)
c) Why did Max stop hanging out with his old friends? (The case study
is not explicit about this, but this is a chance for students to talk about
their own experience of friends drifting away when using drugs.
Speculation may include: They didn’t relate to his behavior if they weren’t
using drugs themselves, they disapproved of his new “friends,” or they
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LESSON PLAN
2
disagreed with his “entrepreneurial activities.” )
d) What was Max’s attitude to his mother? Did this change after he was
caught for selling marijuana? (Max says he always loved his mom and
was afraid of any mental or physical harm coming to her.)
e) What were some of the consequences of getting caught? (At the time
he was caught, school administrators contacted the parents of other
students about their child’s use of drugs. Max was blamed for this and he
lost several drug-using friends over this, causing him to re-evaluate his
friendships.)
f ) Who are Max’s true friends? (In his words: “The ones that stuck with
me when I got busted.”)
g) What advice does Max offer others for resisting the peer pressure to
use or continue to use? (Among the various approaches he offers, first, try
saying no. Or say that your parents just called and you have to go home, or
explain that you tried marijuana that was laced with something that made
you sick, etc. In general, Max advocates a diplomatic approach to refusing,
but while he may be diplomatic, even to the point of telling a white lie, he
is uncompromising in his resolve not to use marijuana again.)
h) Max never mentions that his friends spoke to him about his drug
abuse. What do you think his non-drug-using friends could have said
to him to help him?
NEWSPAPER ACTIVITY
■ Give each student a copy of today’s New York Times.
■ Read aloud this definition and description of diplomacy:
■ “Diplomacy is skill in dealing with people; tact.” Diplomats use

language that is respectful, but seeks to achieve a goal.”
■ Direct students to look through the newspaper for examples of

situations in which diplomacy might be required.
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LESSON PLAN
2
■ Have students share some examples of “diplomacy in the news”
and give their rationale why diplomacy may be essential in a
specific situation.
DISCUSSION
■ Why is it important to show consideration for others when

delivering bad news or discussing a difficult situation?
.
■ What recent conflicts in the news would require a diplomatic
approach to solve?
HOMEWORK ASSIGNMENT
“When a friend tells someone, ‘Marijuana is messing up your life,’ or

‘You have a drinking problem,’ that person often reacts just like
someone getting bad news. That person may feel hurt, get angry, go on
the defensive or not want to believe what is being said. It can stress a
good friendship to say anything about a drug or alcohol problem, so
often we don’t say anything. In the long run, however, this can be even
more hurtful.”
■ Give out copies of the “Care-Full Communication” strategies for

students to refer to when completing their homework assignments.
■ Give out copies of the Lesson 2 Homework Assignment Sheet.
■ Review the homework assignment.
■ How does a person show the greatest care and respect to a close
friend with a drinking or drug problem? Using the Op-Ed pages
of The New York Times as a model, write a short essay explaining
how you would suggest approaching a friend with a drinking or
drug problem.
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TEACHER
LESSON PLAN
2
■ Compose and perform a dramatic dialog between two friends – one
who has a substance abuse problem and the other who is demonstrating
“Care-Full Communication” strategies.
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FACT SHEET | Stages of Addiction
LESSON 2
o one intends to become addicted to alcohol, tobacco, or to marijuana or other
N drugs. People usually begin using these substances thinking they have control
over their use, but as a person advances from “beginning use” to a “pattern of
abuse,” it takes more of the substance to feel an effect, so they take more of it. Some
people may reach a state of dependency. How much time this stage requires and when
this occurs are not the same for all people, and some people may not ever have the
compulsion to use enough to become addicted.
Beginning Use Habitual Use/Pattern of Abuse Early Dependence/Addiction
BEGINNING USE Effects of Beginning Use – or may not experience a craving,

Euphoria and return to normal either psychological or physical,
The user tries a drug out of state after using. (A small amount for the drug.
curiosity. Peer pressure often plays of a substance may cause
an important role in encouraging intoxication.)
drug use at this stage, particularly PATTERN OF ABUSE
among adolescents, but also
among adults. Use is limited to HABITUAL USE At this stage, a person continues
weekends or is used only in to use drugs in spite of negative
social situations, such as parties. Use continues and the user seeks consequences. Examples of
At this stage, people can control out the drug, using it with negative consequences include
their drug use. A pattern of use greater frequency until the use DWI’s (summons or arrest for
begins to emerge – one of use in becomes incorporated into the driving while intoxicated),
social situations – although user’s lifestyle. Habitual use lateness or absences, problems at
probably not at every social leads to a definite pattern. The school, an increase in fighting
situation. There is no pattern of drug typically becomes a normal with friends, partners and family
“out of control” or abusive use. part of a person’s “party” members, hangovers or
experience and becomes a part withdrawal symptoms.
Reasons for Beginning Use of his or her planning and
–Curiosity, peer pressure, social thought process before going to Reasons for Habitual
acceptance, parental defiance, a party. At this point, people Use/Abuse – To manipulate
thrill seeking; to appear grown begin to lose control over their emotions; to experience the
up, relieve boredom, feel better, use. Some “abuse” may occur, sensations the drug produces;
diminish inhibitions. though not in a pattern: to cope with stress and
impaired functioning or some uncomfortable feelings such as
harm may result. A person may pain, guilt, anxiety and
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FACT SHEET | Stages of Addiction
LESSON 2
sadness; to overcome feelings of dependence is subtle in some
inadequacy. The user may begin cases and clear-cut in others.
to experience depression or other The progression to addiction
uncomfortable feelings when not varies according to the drug
using. The drug may be used to and/or the person.
stay high or at least not to feel
uncomfortable. Reasons for Addictive Use –
The drug is needed to avoid
Effects of Habitual Use/Abuse pain and depression from
– Intense pleasure is the desired withdrawal; many wish to
effect, but when it wears off it is escape the realities of daily
followed by the beginnings of living; user no longer has
withdrawal. Intoxication begins to control over the ability to cut
occur regularly as the individual down on use.
passes from habitual use to abuse.
The user may begin to feel guilt Effects of Addictive Use – An
and shame as abusive behavior has addicted person’s normal state of
harmful consequences. The being is one of pain and
individual may attempt to control discomfort; drug use helps the
his or her use without success, person to feel a state of
and more of the substance is normalcy, but when the drug
needed to create the desired wears off he or she again feels
effect. The user may have suicidal pain. A person is unlikely to feel
ideas or attempt suicide. intense pleasure from the drug at
this stage; may experience
suicidal thoughts or attempts;
EARLY DEPENDENCE/ feel guilt, shame, remorse over
ADDICTION use; depression, aggression,
irritation and apathy; may
Frequency of use increases in experience blackouts and
spite of impaired functioning. extreme tolerance to the drug.
There is a loss of control over
use, with the drug becoming the
focal point in the user’s life.
Dependence is synonymous
with the terms addiction and
chemical dependency. The
distinction between abuse and
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HOMEWORK ASSIGNMENT SHEET
LESSON 2
| Recognizing Patterns of Substance Abuse Behavior and Stages of Addiction
STUDENT NAME______________________________________________________________
Imagine Max is your friend (or draw on your experience with a friend who you think is abusing
alcohol, marijuana or another drug). Answer the following questions in complete sentences, in
preparation for talking with your friend about the problems you see.
What in your friend’s behavior makes you think that the friend is abusing alcohol or marijuana or
another drug?_______________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
How does it make you feel to see your friend experiencing serious negative consequences to his or
her life?______________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What would be the most caring thing you could do for a friend in this situation and how might
these actions backfire on you?_____________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What words or examples might you use to discuss your concern with your friend?_____________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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LESSON 2
2
CASE STUDY | Recognizing Patterns of Substance Abuse Behavior and Stages of Addiction
MAX’S STORY
(This essay is adapted from an account written by a teen seeking treatment at a
Phoenix House center. Phoenix House is the nation’s largest non profit organization devoted to
the treatment and prevention of substance abuse. Used with permission.)
High School A Reliable Source

In about the middle of 8th grade I smoked At this time I had no reliable source so I began
weed for the first time. One of my friends a search for one. Finally at about the end of the
called me and told me that he had gotten some year, a new kid came to school and told me
weed from a friend of his sister. I jumped at about a spot you could buy it and I got a
the opportunity to try this thing that I had phone number of a dealer that could come
heard so much about. Me, and a few of my meet me wherever I was from his friend. I
other friends who were around, met up with began to smoke as often as I could get away
him and this friend who had gotten him the with it. This was basically on the weekends
weed. The kid who hooked us up rolled up a because I had to come straight home from
couple of joints and we passed them around. I school everyday. Over the summer I didn’t
didn’t really get blazed, just kind off chilled really get many chances to smoke because I was
out. But even this little feeling, I liked. Though stuck at camp. But then summer ended, and
I didn’t really get high that time, my friend’s then I really started to get connections. I knew
friend told me I would the next time. So two about 3 spots and had 4 or 5 dealers’ numbers.
weeks later my friends and I got some more I knew every spot and dealer’s kind of weed,
from this same kid and we all got really blazed. the weight of their bags in grams (anywhere
I immediately fell in love with this feeling of from nicks (5 dollars bags) to 100 sacks (100
leaving the planet. When I was high I didn’t dollars bags) and what kind of high it would
have to worry about anything. I could leave my give me. Like I said I would only smoke on
life and all the worries that came with it weekends or days I had off school but by the
behind for a couple of hours. While I was middle of that year I was smoking so much on
sober I was always worrying about my mom these days that I would make up for the school
because she traveled a lot, my grades or days. My grades began to drop and had gone
something else. When I got high I didn’t worry from a 96 in my elementary school to an 82 in
about anything, I could chill with my friends my new school, this is still good but not
and have a good time. compared to what I was capable of.
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LESSON 2
2
Thuglife
would rip off. On November 21st my
At some point in this year I had stopped entrepreneurial activities came to a screeching
hanging out with my friends from school so halt. One of those losers we had been ripping
much and started chilling with kids I had met off got caught and told his mommy that he had
on the streets at some point or another. These bought it from me. She then proceeded to call
kids were “thugs” or “gangsters” whatever you the school and tell the headmaster. Of course I
prefer, they carried weapons, joined gangs, was the only one who got caught. During
didn’t go to school, sold drugs, committed parent teacher conferences my headmaster
robberies, pulled schemes, etc. However even pulled my mom aside and told her that I had
though these kids were “my boys” I tried to been selling drugs. That night I got a call to
avoid participating in any of these activities. If come straight home. My mom was in tears on
I needed money I might be a lookout or the phone as she told me if I didn’t go to rehab
something but most of the time I didn’t offer I would have to be expelled from school.
and they didn’t ask. Though I was chilling with
these kids I still never cut school and always Getting Sober
came home on curfew. I always loved my mom
On November 29th I was admitted to the
and was afraid of any mental or physical harm
Impact program at Phoenix House. For the
coming to her. It’s not like she’s not a strong
first two weeks I was grounded, this meant that
person, she’s very strong and extremely
I had no access to the phone or Internet, I
successful at her work. I also always respected
couldn’t go out and the only time I was
her, and I never once stole money from her or
allowed out by myself was when I went to
anything like that.
school. This was lucky for that kid who
snitched on me because if I could have gotten
Street Pharmaceutics
in touch with some of my out of school friends
When you hang out with people like my friends it would have been very bad for him. The code
you cannot stay out of trouble forever. By the of the street is “snitches get stitches.” But
end of October of my 9th-grade year I had anyway I used this first stage of Phoenix House
begun to sell weed with a couple of my school for what it was meant to be used for, reflection.
friends. We would get pretty bad stuff and just I went to groups three times a week for two
pack dime bags to the point of explosion. This hours each time. On Mondays it was all the
was not the most successful of enterprises. kids in the group and their parents. On
Basically the only people we sold to were our Tuesdays and Thursdays it was just the kids,
other school friends and a couple of “losers” we this was called peer group.
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LESSON 2
2
At first I was very resistant to the program. I my mom to worry about me so I instinctively
constantly complained to my mom about how manipulated her into thinking I was fine.
I didn’t need this and how it was just a waste of Now I’m always totally honest with her and
time and money. My biggest challenge was her boyfriend because, trust me, the last thing
having to get rid of my “boys” from school and you want to happen is your parents to find
outside of school. However at about the same everything out at once. Trust me they will
time as I got caught my school sent out a letter eventually find out. It’s better to tell them
to the parents of a bunch of my friends when it happens rather than wait and have
informing them that their children used drugs. everything come out at once.
I, not surprisingly, was blamed for this and lost
a few people who I thought were my friends Re-Entry
over it. Because of this I began to re-evaluate
my friendships. I began to realize that I didn’t After 13 months in the Impact program I
really want to be friends with a lot of the finally got on re-entry. This is the final phase of
people I was friends with. Basically I got rid of Impact. In this phase you only go to two
all my criminal out of school friends and most groups a week rather than the usual three, one
of my drug using friends. This left me with a peer and the parent. On my new free day I
much smaller social network. It’s not like I have started doing community service.
have no friends now I just only stuck with the
ones that stuck with me when I got busted. I just finished my three-month re-entry phase a
week ago and am no longer in the Impact
Since then in my over a year in Impact I have program. I am very proud of myself and
made a lot of sober friends in and out of the thankful to certain friends and my family for
program. But it’s not like a criminal social being supportive all the way. In my time at
network was my only problem when I came Impact I have learned how to choose my friends,
in the program. I also had a serious lying be honest with my parents and am working on
problem; I would lie to my mom about who I getting better grades. I am in a much better
was hanging out with, what I was doing and place than I was a year and a half ago. My life
where I was going. I would say I was staying has done a complete 180, I was going straight
at one person’s house and stay at someone’s down last year and now I’m going straight up. I
house that she didn’t even know so I could was very lucky in that I didn’t get expelled from
stay out later. I was so manipulative that when school and was able to stay sober in the process
I look back on it it makes me sick. But I of turning my life around. Now I know what
didn’t even mean to do it, I just didn’t want people mean in the movies when they really
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LESSON 2
2
mess up and people ask them if they could take Or if you don’t want to leave you can always
it back would they and they say no. I would say that you tried it once before and it was
have been better off if I had never hit that first laced with something so you got really sick and
joint but I am also made a lot of real friends at now you’re scared to try it again. But the best
Phoenix House and became a happy, sober and way is always just to be honest, just tell them
aware person in the process. you don’t want to do it and if they hate on you
then they’re not really your friends. Or let’s say
Another thing I learned in Phoenix House is you’re trying to quit smoking and your friend
how to handle difficult social situations. Let’s asks you to come smoke with him. You can just
just say you are hanging out with a bunch of tell him you’re trying to quit, however, you
friends and someone pulls out some tree. may not be ready to say that yet. You can
Everyone except you seems more than willing always just say you got caught and your parents
to smoke. The first thing you should always try are drug testing you. The main point I’m
is just saying no. However this doesn’t always trying to make with all this is that you always
work. Other ways of getting out of this are have the option not to pick up, whether it’s
saying one of your parents just called and you your first time or you’re an experienced smoker.
have to go home, you think you’re in trouble. The option is always yours, remember that.
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TEACHER
LESSON PLAN 3
3
Caring Responses vs. Enabling
OBJECTIVES PREPARATION
■ Assemble tools.
■ Review the New York Times articles “Murder Trial Starts in Death of
Man Stuck in Windshield” and “Woman is Sentenced to 50 Years In
● Identify and write statements Case of Man in Windshield.”
that demonstrate the difference ■ Plan how to pair up students for the classroom activity.
between enabling and ■ Review the Lesson 3 Homework Assignment Sheet.
caring responses to substance
abuse behavior.
● Role-play and discuss situations VOCABULARY
in which a student takes
facilitate, enable, confirmation
appropriate steps so as not to
enable a friend’s drug use.
READING ACTIVITY
■ Give out copies of the New York Times article “Murder Trial Starts in
TOOLS NEEDED
Death of Man Stuck in Windshield.”
● Today’s New York Times
(one per student) ■ As a class, read the article, then discuss the following reading
● Copies of Lesson 3 Fact Sheet: comprehension questions:
Enabling Behavior from Page 34
(one per student) a) What had Chante Mallard been doing before she hit Gregory Biggs?
● Copies of Lesson 3 Role (She had smoked marijuana, taken Ecstasy and been drinking heavily.)
Play Scenarios from Page 35
● Copies of Lesson 3 Homework b) How did Ms. Mallard respond to a friend who told her to call 911?
Assignment Sheet from Page 36 (She refused to call because she didn’t want her parents to know what
(one per student) she’d done and didn’t want to go to jail.)
article (one per student) “Murder c) What did she do instead? (She left him to die in her garage, and then
Trial Starts in Death of Man Stuck called two friends, who dumped the body in a park.)
in Windshield” from Page 37 and
(one per student) d) What else could the friend whom Ms. Mallard called first have done?
“Woman is Sentenced to 50 Years (The friend should have called 911, even if the result was that Ms.
In Case of Man in Windshield” Mallard would have legal difficulties. Ms. Mallard was in much more
from Page 38 serious trouble because her friends did not do the right thing.)
(one per student, optional)
“What her friends did for Ms. Mallard is an extreme case of what’s
called ‘enabling’ or ‘enabling behavior.’ This means the things people do
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TEACHER
LESSON PLAN 3
or say that result in the friends’ avoiding consequences of their own
behavior. Enabling only helps the friends damage their lives, and
sometime, the enablers’ lives as well.”
IF CLASS TIME IS LIMITED, DISCUSS:
a) What responsibility did Mr. Jackson and Mr. Cleveland have in this
case? (They were “enabling” Ms. Mallard’s irresponsible behavior by not
reporting the accident and trying to hide the death of Mr. Biggs.
Furthermore, in covering up a hit-and-run accident, they were also guilty
of a crime. They should have called the police.)
b) What responsibility did the friends with whom Ms. Mallard was
drinking and taking drugs earlier in the evening have in Mr. Biggs’s
death? (Responses will vary; the key to understanding enabling is to see
that by encouraging Ms. Mallard to drink and use marijuana and
Ecstasy, and in allowing her to drive home in her inebriated condition,
they were partially responsible for this tragedy.)
IF TIME ALLOWS:
Give out copies of the follow-up article “Woman Is Sentenced to 50

Years in Case of Man in Windshield.”
a) Why couldn’t Ms. Mallard see that there was a chance to save Mr.
Biggs’s life? (She had smoked marijuana, taken Ecstasy and been
drinking heavily in the hours before she hit Mr. Biggs. As a consequence,
her judgment was severely impaired. Her overwhelming concern for not
getting caught, a kind of selfishness, also impaired her judgment.)
b) How long was Mr. Biggs alive after he was struck? Could his life have
been saved? (Mr. Biggs was alive for one or two hours after being hit
and would probably have survived had he received medical treatment,
according to medical experts who testified in the case.)
c) What were some of the consequences of Ms. Mallard’s and her

friends’ actions: (Generally, their lives will be forever changed by going
to prison. They must live with knowing they are responsible – Ms. Mallard
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TEACHER
LESSON PLAN 3
directly, her friends indirectly – for the death of another human being.)
CLASSROOM ACTIVITY – ROLE PLAY:

HOW TO AVOID ENABLING A FRIEND’S DRUG USE
“The things we do enabling friends who are using drugs aren’t as extreme
as what Mr. Jackson and Mr. Cleveland did. They can be as simple as
laughing at their jokes when they are high even though you don’t think
they’re funny or letting them sleep off a hangover at your house while you
tell their parents you both are studying. These are the types of behavior we
can imagine the friends partying with Ms. Mallard exhibited.
“In this next exercise you will act out some situations in which a friend
does not do the kind of thing that will help a drug-abusing friend keep
using or avoid the consequences of using drugs.”
■ Divide class into three or four groups.

■ Assign each group a Lesson 3 Role Play Scenario.
■ Give out copies of Lesson 3 Fact Sheet: Enabling Behavior.
■ Direct each group to take about 10 minutes to discuss the
assigned scenario.
■ The role of the main character is to:

a) decline to do what the drug-using friend asks, with words and
body language that the students will deem appropriate, “cool” or
otherwise effective.
b) make a caring response instead.
■ The role of the drug-abusing character is to:

a) try to get his or her way.
b) respond to what the main character says or does.
■ Tell the students that each group will perform the assigned scenario
for the class. The observing students will be asked to offer an analysis
of how the enactment depicted each of the following:
a) the enabling behavior that the drug-using character wanted.
b) the skill of the main character in avoiding enabling behavior.
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TEACHER
LESSON PLAN 3
c) the skill of the main character in trying to make a caring response.
■ Direct the students to refer to the list of “Enabling Behavior”

as a reference.
■ Invite students to be creative but also realistic in planning how to
enact the situation.
■ Each group will decide which two (or more) students will be the actors.
■ After 10 minutes, have the “actors” from each group perform
the scenario.
■ After the enactment, ask students who were observing:

a) What was the drug-using character trying to accomplish? To avoid?
b) What did the friend who refused the request accomplish?
c) What kind of caring response, if any, was the friend able to make?
d) How convincing was the enactment?
HOMEWORK
■ Review the homework assignment.
■ Direct students to the Op-Ed page of today’s New York Times, or to
the Personal Health column of Tuesday’s Science Times.
■ Ask them to choose a piece offering advice or opinion as a model for
writing the homework assignment.
■ Set a due date.
EXTENSION ACTIVITY
■ Screen “Good Intentions, Bad Results: Preventing Teenage Peer
Enabling and Chemical Use” (Johnson Institute, 1993; available from
the Hazelden Foundation, www. hazelden.org) This video (available
with teacher’s guide and student workbook) shows how peer
enabling hurts teens, and demonstrates ways teens can successfully
change behavior.
■ Ask students to search today’s New York Times for an article describing
people helping one another. If none is located, select a news article and
discuss how citizens could respond to this article in a civic-minded way.
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FACT SHEET | Enabling Behavior
LESSON 3
e naturally want to help friends when they may be in danger. But often we
W unintentionally say or do the wrong thing. To learn the difference between

helping someone and not really helping them, we have to know the actions
that facilitate the addiction. Such actions are called “enabling.” Enabling behavior lets
the drug user avoid negative consequences of his or her drug use.
Enabling behavior includes the following:

● Failing to recognize the problem
● Ignoring or laughing at the problem
● Giving or lending money
● Rationalizing that the problem is not a big deal
● Blaming someone’s addictive behavior on something else
● Accepting responsibility for someone’s addictive behavior
● Buying alcohol or drugs for someone
● Providing a place to escape
● Cleaning up after messes
● Driving someone somewhere to get drunk or stoned.
● Lying to cover up problems
● Denying the addiction to others
● Taking over responsibilities, covering up problems or making excuses
● Controlling the alcohol or drugs consumed
[adapted from “Love First: A New Approach to Intervention for Alcoholism and Drug Addiction” by Jeff and Debra Jay
(Hazelden Foundation, 2000; www.hazelden.org)
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ROLE PLAY SCENARIOS | Enabling Behavior
LESSON 3
SCENARIO #1: A friend of yours never has any money, but he always seems to have a
bag of marijuana on hand, and he’s always asking if you want to get
high. One day he comes to you and asks if he can borrow $20. You
have it but don’t want to lend it to him to buy marijuana, so you tell
him you don’t have it. But he won’t let up, and asks you to borrow it
from a relative. He tells you he’ll sell some of his CD’s at the used
record store and will pay you back.
SCENARIO #2: Your friend wants to go to a keg party on the Saturday before finals,
but you tell him you have to study. He urges you to go and tries to
convince you there’s plenty of time on Sunday to prepare, but you
insist and don’t go. Then, on Sunday evening after dinner, he comes
over to your house and asks if he can copy your biology notes so he
can cram for the test on Monday.
SCENARIO #3: Your boyfriend got drunk at a party last weekend. He drank too much
and started touching other girls inappropriately on the dance floor.
One of the girls, a trusted friend of yours, confronted him. Your friend
said he denied it and in fact, stated that your friend kept bumping up
against him. Now your boyfriend invites you to another drinking
party.
SCENARIO #4: Your friend calls you up after school and tells you she skipped her
afternoon classes to get high with some boys. She said she got so high
she wasn’t able go to work and she wants you to call her employer,
pretend you are her mother, and offer an excuse – telling the employer
that your “daughter” is sick.
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HOMEWORK ASSIGNMENT SHEET | Enabling Behavior
LESSON 3
STUDENT NAME______________________________________________________________
■ Write an article about “enabling” that you might see as an opinion column on the Op-Ed page,
or in the Personal Health column, of The New York Times. Offer advice to other young people
about what they should know about enabling friends’ drug use and how to avoid it. You may
include the following:
● Behavior indicating that your friend may have a problem with drugs or alcohol
● Some enabling behaviors that this friend may expect of you
● How you could act responsibly, be supportive, stay friends and still avoid enabling your
friend’s substance abuse.
● How you can show this person that you care about him or her, even though you won’t
support his or her substance-related behavior.
● Whom you or your friend can go to for help with this problem.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
SPONSORED BY THE
ARTICLE | The New York Times, Tuesday, June 24, 2003
LESSON 3
SPONSORED BY THE
ARTICLE | The New York Times, Saturday, June 28, 2003
LESSON 3
SPONSORED BY THE
Speak Up! Using Diplomacy and Communication Skills
TEACHER
LESSON PLAN 4
The communication strategies in this lesson are based on the
principles of “motivational interview” (MI) techniques recommended
by prevention professionals. Originally introduced by William Miller
● List specific strategies for talking and Stephen Rollnick in the early 1990’s, MI techniques provide brief,
to friends about drugs and alcohol. non-confrontational ways of helping someone to make changes in her
● Role-play “Care-Full or his behavior.
Communication” strategies to
express their concerns to someone
using alcohol or marijuana by PREPARATION
writing a dialogue in which the
■ Assemble tools.
student practices caring responses
■ On large paper, copy the “Care-Full Communication” strategies from
to deter a friend from drug or
Page 73 and display this poster in the classroom.
alcohol abuse.
■ Review the scenarios and plan how to pair up students for the
classroom activity.
■ Review the Lesson 4 Group Activity and Homework Assignment Sheets.
TOOLS NEEDED
● Today’s New York Times,

(one per student)
VOCABULARY
● Large pieces of construction paper empathy, sympathy, reflection, non-confrontational
for a teacher-made poster
● Copies of the Lesson 4 Speak Up!
Scenarios from Pages 42-43 WARM UP ACTIVITY
● Copies of the Lesson 4 Classroom
SAY TO THE STUDENTS:
Activity Sheet from Page 44 (one
per student; this sheet will also be
“According to former New York Times reporter Isabelle Wilkerson,
used for the homework assignment)
who won the 1994 Pulitzer Prize, empathy is a vital part of good
● Copies of the Lesson 4 Homework
journalism. Wilkerson defines empathy as ‘a sensitive show of concern
Assignment Sheet from Page 45
...of seeing through the eyes of another,’ and explains that
(one per student)
communicating with her sources is key to her success in reporting. ‘It
● Copies of “Care-Full
is critical in my reporting life that I step back and think like a human
Communication” Strategies from
being to get the story,’ she argues.”
Page 73, one per student, if not
previously distributed (see Lesson 2)
■ Give each student a copy of today’s New York Times.
■ Direct students to select a news article or opinion column from The
Times that demonstrates how the writer is attempting to see through
the eyes of another. If students have difficulty identifying such
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TEACHER
LESSON PLAN 4
empathy in an article, ask them to select a news or feature article in
which they themselves can identify with the people involved.
■ Have students share their examples of empathy in Times articles

they selected.
■ Ask students to read passages that convey sensitivity to the points of

view of the people in the story or a “sensitive show of concern.” What
words or phrases in particular convey this?
“If people can demonstrate empathy for others, they have a better
chance for honest communication. If you are able to understand what
your friends are experiencing, there is a greater possibility that they will
understand your point of view since you share a common starting point
in your discussion.”
CLASSROOM ACTIVITY:
“CARE-FULL COMMUNICATION” ROLE PLAYS
“Approaching a friend about substance abuse is a difficult task. The

person is likely to be resistant to change. In this exercise, you will
practice a communication strategy that is recommended for talking to
peers about abusing alcohol or marijuana or other drugs. It consists of
finding brief, non-confrontational ways of helping someone to make
changes in her or his behavior.”
■ Divide class into three or four groups.

■ Give each student a Lesson 4 Speak Up! Scenarios Sheet.
■ Give each student a Lesson 4 Classroom Activity Sheet.
■ Direct the students’ attention to the “Care-Full Communication”
poster displayed in the classroom. Ask them to take out their copies
of “Care-Full Communication” distributed in Lesson 2.
■ Direct students to complete the Classroom Activity Sheet as a
preparation for the enactment of a role-play using the assigned scenario.
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TEACHER
LESSON PLAN 4
■ Direct each group to choose a scenario to role-play and to create a
dialogue for two or more members of their group to enact
emphasizing use of “Care-Full Communication” strategies. The goal
of the scenario is to:
a) Express the character’s feelings about his or her friend’s drug or
alcohol use.
b) Be diplomatic and show empathy.
c) Try to influence the friend to pull back from substance abuse.
■ After 10 minutes of preparation, have the actors from each group

role-play the scenario.
■ Direct the students who observe each role play to take notes on
which “Care-Full Communication” strategies they observed.
■ Invite the audience of students to respond to each scenario.
■ Check off which “Care-full Communication” strategies were used.
■ Comment on the authenticity of the situation portrayed in the scenario.
CONCLUDING DISCUSSION:
Are there any additions you can recommend to the “Care-Full

Communication” strategies?
HOMEWORK
■ Hand out Lesson 4 Homework Assignment Sheet. Review
instructions. Have the students share some of their own scenarios in
a future class.
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SPEAK UP! SCENARIOS | Speak Up! Using Diplomacy and Communication Skills
LESSON 4
SCENARIO #1: Your girlfriend has just stood you up for the third time in a row. The
first two times this happened, she came to you afterward and said she
was drunk, but she also said she was very sorry and that she made a
mistake to get involved with her drinking friends. You really want to
stay friends with this girl, but you also told her, “It’s me or them.” She
said you just didn’t know how to have fun, but she promised it
wouldn’t happen again, except she still wants to stay friendly with both
you and her drinking friends. What should you say to her?
SCENARIO #2: You and your boyfriend are at a party where people start smoking weed
and drinking. Ecstasy is going around, too. Several couples start making
out and groping each other pretty hot and heavy, but they don’t seem to
care that there are a lot of people around. Your boyfriend comes over and
starts kissing and groping you. He has smoked weed before at parties,
but his actions were never as obvious as now. When you object, he tells
you to take a toke and calm down, and insists that smoking a joint will
make you have more fun. What should you say to him?
SCENARIO #3: Your best friend calls you up and invites you to a party, and you know
she always gets high before, during and at a party. This party is with a
crowd of friends who like to get high. You also know that your parents
would ground you if they knew you were doing marijuana. What
should you say to your friend?
SCENARIO #4: You have a date with a girl that you like a lot, but your older brother
invites you to go with him and a bunch of his friends. You know they
will be drinking – a lot. They tell you to bring your girl along, but you
know she wouldn’t like it. This happened before and you said no to your
brother and went out with the girl, but then he told you that you were
turning into the girl’s slave. Your brother told you she wouldn’t respect
you if you always did just what she said. What will you tell your brother?
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SPEAK UP! SCENARIOS | Speak Up! Using Diplomacy and Communication Skills
LESSON 4
SCENARIO #5: Your friend calls you and invites you to a party. You want to go because
they’re going to be playing your favorite computer game and all your
other friends will be there, too. But you also know they will be
smoking a lot of weed and your friend has been bragging that he is a
“user.” Your dad is very strict and he told you if he ever smelled
marijuana on your clothes, or found out you were getting high, he
would ground you on weekends for the rest of the school year. What
should you say to your friend?
SCENARIO #6: Your friend has been falling asleep in class and not handing in her
homework. Her grades are poor and she has dropped out of the extra-
curricular activities in which she participated. She has told you that
she likes to drink when she gets home from school and takes liquor
from her parents’ cabinet. She has invited you to her home to “try the
stuff.” She said she has invited some other friends who also want to try
drinking. What would you say to your friend?
SCENARIO #7: Your friend calls and asks you to write a note for him explaining his
absence in school. He says that he was too hung over to go to school,
but he can’t ask his parents to write the note because they didn’t know
he cut classes. He promises never to drink again, but needs the note
for this one time. How would you handle this?
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LESSON 4
4
CLASSROOM ACTIVITY SHEET | Speak Up! Using Diplomacy and Communication Skills
STUDENT NAME______________________________________________________________
1 Choose one of the “Speak Up!” scenarios.
Review the “Care-Full Communication” poster; now read your scenario aloud, looking for
2 ways to implement some of these strategies to communicate your response to the person
who is abusing alcohol or marijuana.
Discuss each of the following questions, and then formulate an answer to each one:
3
You are responding to someone who has presented you with a difficult dilemma or situation.
How would this person know you are understanding, caring, and yet not enabling? What
approaches or words would you use in this situation to be both empathetic and yet strong in
your own convictions?_______________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What other things can you say or do to encourage change by showing that you care about
this person? _______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Review the answers above and ask yourself if these reflect that you have done everything
possible to avoid arguments, demonstrate care and accept the reality of the situation.
SPONSORED BY THE
LESSON 4
4
HOMEWORK ASSIGNMENT SHEET | Speak Up! Using Diplomacy and Communication Skills
STUDENT NAME______________________________________________________________
■ Write your own “Speak Up!” scenario and suggest what approaches, language or examples you
would recommend for “Care-Full Communication”. Give fictional names for the characters.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
SPONSORED BY THE
Researching Behavior and Perceptions of Drug Use
TEACHER
LESSON PLAN 5
High school students often form the misconception that using drugs is a
part of normal teenage behavior. However, current research confirms the
opposite – that a majority of 10th-graders do not use alcohol or
● Discuss why and how the marijuana or other illicit drugs and that all forms of substance abuse
exceptional and dramatic, rather among teens are now on the decline.
than the norm, are often what is
considered “newsworthy.” The goal of this lesson is to extend this trend by raising awareness that
● Create a hypothesis about the most adolescents do not use or abuse drugs and that use of drugs is not
number of students using alcohol the “norm.” When students are clear about this, they are less likely to
and marijuana and compare this think they have to try illicit drugs, and they become more open to
hypothesis to key results from the understanding the risks involved with using them.
Monitoring the Future Study, a
survey conducted by the For a deeper exploration of the elements of statistics central to this
University of Michigan’s Institute lesson, it may be helpful to teach this lesson with a math teacher.
for Social Research.
PREPARATION
TOOLS NEEDED
■ Assemble tools.
■ Pre-select an article from today’s New York Times that reports on an
unusual or dramatic event: a train wreck, etc.
copy per student)
■ Review the results of the Monitoring the Future survey printed in the
● Copies of Lesson 5 Classroom
Lesson 5 Homework Assignment Sheet.
Activity Sheet from Page 51 (one
per student)
Assignment Sheet from Pages 52-
VOCABULARY
53 (one per student) methodology, sampling, indicator, cohort, hypothesis, newsworthy,
● Copies of the New York Times sensational (not primary definition), norm
article “Teenage Drug Use Is
Dropping, a Study Finds” from
Pages 54-55 (one per student) WARM UP: NEWSPAPER ACTIVITY
■ Give out copies of today’s New York Times.
SUGGESTED INTRODUCTION TO STUDENTS:

“What is ‘newsworthy’? Are unusual events more likely to be considered
news than everyday, ordinary events?”
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TEACHER
LESSON PLAN 5
■ Direct students to find examples in their copies of today’s New York
Times that reflect the same idea: news is often the unusual or
dramatic, not what is ordinary reality for most people. Have students
read aloud portions of their selections.
■ Or, you may read a portion of the New York Times news article you
pre-selected reporting on an unusual or dramatic event.
DISCUSSION
■ Is the drama and excitement of unusual events just something of

interest to the general public?
■ What motives might exist for news organizations to emphasize the

unusual, exciting, etc?
■ What is the value of reporting unusual or unique events? Can they be

agents for needed change or reform?
“Sometimes what is reported as news can result in misconceptions about

teenage drug and alcohol use. News reports in particular may give extra
prominence to criminal behavior and may emphasize illegal teen
activities, which are not the norm at all. Scientists are more likely to
study ‘normal’ behavior in a way that will allow us to see the full range
of what most people do.”
CLASSROOM ACTIVITY
■ Give out copies of the Lesson 5 Classroom Activity Sheet.
■ Direct students to answer the questions as you read them aloud.
■ Record some of the responses on the board under headings such as
“Marijuana past month,” “Marijuana regularly,” “Alcohol past
month,” “Alcohol regularly.”
■ Ask for a show of hands to indicate the number of students who
answered “increasing,” decreasing,” and “about the same,” and record
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TEACHER
LESSON PLAN 5
the majority answer to each question on the board.
■ If appropriate to your class and situation, ask for some examples of
responses to the questions and what evidence the students have for
their own estimates.
READING ACTIVITY
SAY TO THE STUDENTS:
“In the ‘Classroom Activity,’ you formed a hypothesis about what’s

typical for teenagers regarding the use of alcohol and marijuana. To
compare your hypotheses, we are going to examine evidence based on
the Monitoring the Future Study, conducted by the University of
Michigan’s Institute for Social Research.
“In 2002, this survey tracked a total of 44,000 middle and high school
students in over 400 schools. Students responded by filling out
questionnaires in classrooms during regular class periods. Participation
was voluntary. Some of the results for this survey have been summarized
in a New York Times article that we will read and discuss first. This
article will help us determine if you were correct in guessing whether the
use of alcohol and marijuana is rising, falling or holding steady. For
homework, you’ll examine some data from the study that will help us
determine if the proportions we guessed at were true or not, and explore
ways to restate those proportions to accurately reflect what is true.”
■ Give out copies of the New York Times article “Teenage Drug Use Is
Dropping, a Study Finds.”
■ As a class, read the article, then discuss the following questions:
a) What simultaneous results did the 2002 Monitoring the Future survey
show? (Teen smoking, drinking and the use of illegal drugs all fell.)
b) Why is this study considered “the most reliable indicator of teenage

substance abuse”? (The survey’s reliability is attributed to its methodology
– including how the questionnaires are designed, how the questions are
worded, how and when students are surveyed, the large number of
students surveyed and the prestige of the institution conducting it.)
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TEACHER
LESSON PLAN 5
c) How did the proportion of 10th graders consuming alcohol change
from 2001 to 2002? (In this year, alcohol consumption declined 3.5
percent among 10th graders.)
IF CLASS TIME IS LIMITED:

Direct students to compare answers to the first question of the
Reading Activity (“What simultaneous results did the 2002
Monitoring the Future survey show? Teen smoking, drinking and the
use of illegal drugs all fell.”) with their answers to Question 3 of the
Classroom Activity. (“Do you think that the use of marijuana among
teens is, increasing, decreasing or about the same as always?”) Ask:
● How accurate were the individual or class’s hypotheses?
● Why is it important to base one’s opinions on reliable evidence?
● Why is the sample size a significant factor in creating a reliable study?
● How might the results of the Monitoring the Future survey have
been different if the results were based on only a handful of
student responses?
IF TIME ALLOWS, ALSO DISCUSS:
d) According to Professor Johnson, how might the terror attacks of

Sept. 11 have influenced teen substance abuse? Do you agree
with this theory? Why or why not? (Dr. Johnson believes the tragedy of
9/11 had somewhat of a sobering effect on the country’s young people.)
e) How does Dr. Hanson account for these trends? (Dr. Hanson said
there was no scientific evidence of a Sept. 11 effect. He believed the
explanation for the drop in teen substance use lay in teenagers’ increased
perception of the risks involved in smoking, drinking and drug use, and
with an increase in negative advertising on television and in other media.)
■ What do students think might account for the change in teen

substance use?
HOMEWORK ASSIGNMENT
■ Explain to students that they will be analyzing some results of the
Monitoring the Future survey, and creating charts that accurately
portray the results.
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TEACHER
LESSON PLAN 5
■ Review the table of results from the Monitoring the Future survey.
Make sure students understand that the “30-day” figures indicate the
percentage of respondents who said they had used this substance
sometime in the month BEFORE the survey.
The chart in the homework assignment has been adapted from the
following source:
NIDA InfoFax: High School and Youth Trends,

(http://www.drugabuse.gov/Infofax/HSYouthtrends.html) to show data
only for: marijuana/hashish, alcohol, cigarettes, Ecstasy; 8th and 10th
graders; 30-day and daily frequency.
■ Display students’ charts from the Homework Activity.
■ Have students write an article for the school newspaper on their

analysis of actual teen substance use.
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LESSON
CLASSROOM ACTIVITY SHEET | Researching Behavior and Perceptions of Drug Use
5
STUDENT NAME______________________________________________________________
1 What proportion of students at your grade level would you guess have smoked marijuana …
a) in the past month? _____________________________________________________
b) regularly? ____________________________________________________________
What proportion of the students at your grade level do you think have taken a drink
2
of alcohol …
a) in the past month? _____________________________________________________
b) regularly? ____________________________________________________________
Do you think that the use of marijuana among teens is … (circle one)
3
INCREASING DECREASING ABOUT THE SAME AS ALWAYS
Do you think that the use of alcohol among teens is … (circle one)
4
INCREASING DECREASING ABOUT THE SAME AS ALWAYS
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LESSON
HOMEWORK ASSIGNMENT SHEET | Researching Behavior and Perceptions of Drug Use
5
STUDENT NAME______________________________________________________________
MONITORING THE FUTURE STUDY:

Trends in Prevalence of Various Drugs for 8th-Graders and 10th-Graders.
The decimal numbers displayed in this table represent the percentage (%) of
students using a particular substance within the time frame indicated.
2000 - 2002
8TH-GRADERS 10TH-GRADERS
2000 2001 2002 2000 2001 2002
Marijuana /Hashish
30-day 9.1 9.2 8.3 19.7 19.8 17.8
daily 1.3 1.3 1.2 3.8 4.5 3.9
Alcohol
30-day 22.4 21.5 19.6 41.0 39.0 35.4
daily 0.8 0.9 0.7 1.8 1.9 1.8
Cigarettes (any use)
30-day 14.6 12.2 10.7 23.9 21.3 17.7
1/2 pack+/day 2.8 2.3 2.1 6.2 5.5 4.4
MDMA [Ecstasy]
annual 3.1 3.5 2.9 5.4 6.2 4.9
30-day 1.4 1.8 1.4 2.6 2.6 1.8
Source: National Institute of Drug Abuse (NIDA)
Examine the table of results from the Monitoring the Future Study, and answer the
A following questions:
1 What percentage of 10th-graders used marijuana in the month before they took the survey
in 2002? ____________________________
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LESSON
HOMEWORK ASSIGNMENT SHEET | Researching Behavior and Perceptions of Drug Use
5
STUDENT NAME______________________________________________________________
2 What percentage of 10th-graders used alcohol in the 30-day period before they took the
survey in 2002? _________________________
3 Restate the answers to Questions 1 and 2 in proportional terms (such as less than half, or
more than a quarter). What language would communicate the terms in the clearest way? Be as
precise as possible with the terms you choose. _____________________________________
_________________________________________________________________________
4 What percentages of students did NOT use marijuana, alcohol, cigarettes and Ecstasy in the
month before they took the survey in 2002? ______________________________________
5 Are you surprised by the results in this table? Why or why not?________________________
_________________________________________________________________________
_________________________________________________________________________
On a large piece of paper or poster board, create a series of four charts or graphs that
B illustrate the proportions of 10th-graders who DO NOT use these four substances: alcohol,
marijuana, cigarettes, Ecstasy.
● Use the figures for “30 days.”
● You may show only 2002, or include both 2002 and 2000 information.
● Give the source of the information on the bottom of your poster.
How could the information from the study be used when you are discussing teenage use of
C drugs or alcohol with a friend? How do you emphasize the information that this use is
declining and that general use is NOT the norm? _________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
SPONSORED BY THE
LESSON 5
4
ARTICLE | The New York Times, Tuesday, December 17, 2002
SPONSORED BY THE
LESSON 5
4
ARTICLE | The New York Times, Tuesday, December 17, 2002
SPONSORED BY THE
Teen Images in The Movies: What’s “Cool”
TEACHER
LESSON PLAN 6
At the conclusion of this lesson, The goal of this lesson is to encourage students to take a critical look at
students will be able to: the images of teen behavior that popular movies deliver.
● Discuss why popular movies often The lesson asks students to look behind the Hollywood images of teens
depict teenagers in a sensational engaging in wild, negative, risky or destructive behavior – and to
manner. examine why these exaggerated or extreme behaviors have such a place in
● List teenage stereotypes popular culture. The lesson asks students to create movie messages that
involving drugs. reflect healthy and normal teen behavior and characteristics.
● Outline an original movie scene
based on a story found in The This lesson is best taught after Lesson 5, which emphasizes that most
New York Times and write teenagers do not abuse alcohol and drugs, despite some media reports
character profiles that celebrate and movies that might suggest otherwise. For a richer exploration of the
positive images of teenagers. elements of drama production, it may be helpful to teach this lesson
with your school’s drama director.
TOOLS NEEDED *In this lesson, the term “cool” is used to denote what is considered
excellent, stylish and popular by youth standards. You may find other
● Today’s New York Times (one student slang more current.
copy per student)
Assignment Sheet from Page 60 PREPARATION
(one per student)
■ Assemble tools.
■ On the board, write the definitions of the following:
article “At Sundance, a New
Generation of Teenagers Acting stereotype: a fixed or conventional notion, as of a person, group, idea,
Out” from Pages 61-63 (one per etc., held by a number of people and allowing for no individuality,
student) critical judgment, etc.
conflict: a fight or struggle, especially a protracted one; war; sharp
disagreement or opposition, as of interest or ideas; clash.
■ Scan today’s New York Times to become familiar with some of the
reviews about movies that would appeal to teens. If such a review is
not available in today’s Times, scan the ads and determine which
would be targeted for teens. Or, visit The Times Web site,
nytimes.com, and click on “Movies,” under the heading “Features” for
lists of current titles and reviews.
■ Review the New York Times article “At Sundance, a New Generation
of Teenagers Acting Out.”
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TEACHER
LESSON PLAN 6
VOCABULARY
disaffected, promiscuous, precocious, sullen, frivolous, genre, anomie,
subconscious, malaise, archetypal, viscera,
WARM UP
■ Direct student to the movie reviews (in the Arts or Weekend Section).
■ Direct students to scan the movie ads and reviews and identify films
that have teenage characters or conflicts that appeal to them. Allow
students a few minutes to jot down any notes or underline and circle
portions that will help them to explain why these movies seem appealing.
DISCUSSION
■ What makes the movies you chose seem appealing or especially interesting?
■ What drew you to the teen characters you have identified?
■ What are the conflicts depicted or implied?
■ Where is the line between fantasy and reality in a movie? How do

you know?
■ How does fiction – and by extension, movies – sometimes depend on

stereotypes and conflicts?
READING ACTIVITY
■ Give out copies of the New York Times article “At Sundance, a New
Generation of Teenagers Acting Out.”
a) According to the article, what is the point of movies that portray

disturbed or dangerous teens? (“The point is generally to shock adults
while reaching out to an audience of sullen teenagers who might identify
with the characters’ anomie.” Note: “anomie” is defined as “lack of purpose,
identity or ethical values in a person or in a society; rootlessness.”)
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TEACHER
LESSON PLAN 6
b) According to the article, are these movies realistic? Toward what
evidence of teen “reality” does this article point? (“These films do not
reflect the reality of national trends, which, reassuringly, show drug use,
smoking and drinking all declining among teenagers.” This statement
supports the Monitoring the Future Study examined in Lesson 5. )
c) Do you think there is a connection between the people who make

these movies and the topics they select to present? (The movies reflect
the anxieties of adults.)
d) How does Margarete Parrish describe teenagers? Do you agree with

her? (About teenagers, Ms. Parrish says “They’re taller than we are ...
stronger and unpredictable. And they challenge authority. They don’t take
our word for it.”)
e) How does Ms. Parrish explain adults’ secret, or “subconscious” attitudes

toward teens? Do you think she’s right? Why or why not? (According to
the article, Ms. Parrish claims “adults secretly dislike and fear teenagers.”)
DISCUSSION POINTS
■ Adults produce movies, not teens.
■ Sensationalism – exaggerated or shocking elements – is popular and
helps sell tickets.
■ Few popular movies are documentaries; hence, they do not necessarily
portray what’s real.
■ Most people can tell that a comic book, or an animated video game is
not real, but when the images are life-like, attractive, and powerful, it
is easy to get “sucked in” to thinking “that’s the way the world is,” or
“that’s what I wish the world was like.”
CLASSROOM ACTIVITY
■ Direct students to take out a blank sheet of paper, fold it in half
lengthwise and then unfold it, creating three vertical columns.
■ Direct students to set up two columns, headed:
CHARACTERS STEREOTYPES CONFLICTS
■ Direct students’ attention to the definitions of stereotype and conflict
written on the board.
■ Direct students to first make a list of some teen or young adult
SPONSORED BY THE
TEACHER
LESSON PLAN 6
characters they know from movies they have seen. Next, ask them to
write a list of stereotypes that might be represented in these characters,
and a list of conflicts in which those characters are involved.
■ Clarify that not all stereotypes are negative: for instance the hero-
rescuing-the-pretty-and-helpless-girl (the Tobey Maguire and Kirsten
Dunst characters in “Spiderman”).
DISCUSSION
■ Invite students to share some of the characters, stereotypes and
conflicts. Then ask:
● Is “cool” an attitude or behavior? (The addition of the word “in”
should be used should the teacher wish).
● Can you be “cool” and not experiment with or use drugs and alcohol?
● If you could write your own movie, what are some positive
characteristics you would want a teen character to have? How could
the character positively resolve one of his or her major conflicts?
HOMEWORK ASSIGNMENT
■ Explain to students that professional screenwriters frequently find
ideas for movies from the news and that the students will have the
opportunity to do the same thing.
■ Have students write a pivotal scene for a movie, outlined in the
homework assignment.
For more information on screenwriting style, format, and tips, consult
the following Web sources:
http://www.screenwriting.info
http://www.absolutewrite.com
SPONSORED BY THE
LESSON 6
4
HOMEWORK ASSIGNMENT SHEET | Teen Images In The Movies: What’s “Cool”
STUDENT NAME______________________________________________________________
Select a New York Times news or feature article that gives you an idea for a movie. Write a short
A summary of a scene in the movie, depicting a positive teen character or a realistic conflict and its
resolution. Clip out and attach the New York Times article to your homework assignment sheet.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Now give one of the characters a drug or alcohol problem within the situation of your
B movie; write a scene in which a friend helps the character face up to it.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
SPONSORED BY THE
LESSON 6
4
ARTICLE | The New York Times, Sunday, January 26, 2003
SPONSORED BY THE
LESSON 6
4
SPONSORED BY THE
LESSON 6
4
SPONSORED BY THE
Community of Care
TEACHER
LESSON PLAN 7

This lesson allows students to identify and make contact with local
alcohol and drug prevention resources, and also to familiarize themselves
with an entire structure of support that promotes positive behavior and
● Locate local drug and alcohol awareness in their community.
treatment resources.
● Work collaboratively with other
students to produce a guidebook PREPARATION
for teenagers on preventing
■ Assemble tools.
addiction.
■ Consult with your school’s student assistance professional, guidance
● Create a newspaper ad and
counselor or other faculty member before having students embark on
other publicity to promote
the class project for this lesson, part of which consists of having the
the guidebook.
students research community substance abuse prevention resources and
interviewing people associated with them for information.
■ Write the Warm Up prompt on the board before students arrive.
TOOLS NEEDED ■ Review the New York Times article “Tailoring Treatments for Teenage
Drug Users.”
■ Review the Lesson 7 Class Project and Newspaper Activity Sheets.
per student)
● Copies of Lesson 7 Class Project
Sheet from Page 68 (one per VOCABULARY
student)
● Copies of Lesson 7 Newspaper escalated, acute, petitioned, evaluation, intention, deterrent, abstained,
Activity Sheet from Page 69 trivialize, incarcerating, relapses, compliance, reimbursement, referrals,
(one per student) collaborate
article “Tailoring Treatments for
Teenage Drug Users” from Pages WARM UP
70-72 (one per student) ■ Direct students to write an answer to the following question (written
on the board prior to class):
“Think about the issues you and your friends face in high school
relating to alcohol or marijuana and other drugs. Whom can you turn to
for help with these issues? Think of one adult and one peer you can
trust to talk to about drug-related issues.”
DISCUSSION
■ What qualities make a person trustworthy enough to discuss difficult
and often personal issues?
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Community of Care
TEACHER
LESSON PLAN 7
■ Why is it important to have support from others when trying to solve
a drug- or alcohol-related problem?
READING ACTIVITY
■ Give out copies of the New York Times article “Tailoring Treatments
for Teenage Drug Users.”
a) What did Michael Lagana say to his mother when she discovered
marijuana among his things? (He assured her it wasn’t a problem.)
b) What did Michael do after that about his alcohol and drug problem?
(He continued to use and wound up in the emergency room after blacking
out from a binge.)
c) How did Michael’s parents respond to his actions? (They petitioned the
county circuit court to order a substance abuse evaluation, and he was
picked up from school and brought to a local hospital for the evaluation.)
d) Where was Michael admitted after this substance abuse evaluation? (To
a local alcohol and drug treatment center for teenagers.)
e) How likely is a person to develop substance abuse problems if he or

she starts using before age 15, compared to someone who tries after age
18? (If teenagers begin using illicit drugs before 15, they have a risk of
abuse problems eight times as great as teenagers who begin after age 18 .)
f ) Have drugs played a role in Anna Joseph’s life? (No, she has avoided them.)
g) What has been a major deterrent for her? (Seeing other teenagers mess
up their lives because they became dependent on drugs.)
h) According to the article, why are effective drug treatment programs for
teenagers different from those that work for adults? (To be effective,
programs for teenagers need parents and other family members involved,
and treatment must allow teens to stay in school. Other reasons stated or
implied in the article include: Teenagers’ thought processes are different and
so their motivational responses will vary; because the brains of teenagers are
still developing, they are at greater risk of becoming addicted.)
SPONSORED BY THE
Community of Care
TEACHER
LESSON PLAN 7
CLASS PROJECT:
CREATING A GUIDEBOOK FOR YOUR PEERS
TEACHER DIRECTIONS
Explain that The New York Times article “Tailoring Treatments for Teenage
Drug Users” summarizes many of the issues examined in this unit.
Ask students to identify some of the main points of the article. Provide
additions to the list if necessary, to include:
● Behavior by a teenager resulting from abusing alcohol or marijuana.
● Another teenager responding with concern to a friend who is
abusing alcohol or marijuana.
● Teens being more likely to become dependent on alcohol or
marijuana the earlier they start using these substances.
● Drug and alcohol use among teenagers generally declining, and
teens not needing to do drugs or alcohol to be “cool.”
● Drugs and alcohol being more dangerous for teenagers because these
substances affect the brain while it is still developing.
Using these points as chapter themes, explain to your students that as a

class they will design a guidebook that illustrates the key information a
teenager should know to avoid the problems caused by abusing drugs or
alcohol. The goal of this guidebook is to present this information in a
way that will be convincing and compelling to their peers.
For the guidebook, students will need to plan the following either by
groups or by individual assignments:
● Develop a creative title for the guidebook.
● Prepare an outline for each chapter that captures the approach each
student or group thinks is best for getting each theme across to readers.
● Include in these outlines key statements that summarize each chapter.
● Include a list of illustrations or pictures gathered or produced to
enhance the presentation of each chapter. Students should use
images from The New York Times for ideas.
● Plan whom to go to and where to go in the community for help
with drug or alcohol problems.
Agree on who will oversee development of each part of the guidebook

and the due dates.
SPONSORED BY THE
Community of Care
TEACHER
LESSON PLAN 7
The Times article also examines some of the treatments available for
teenagers who have lost control over drugs or alcohol, and emphasizes the
need for parental and community support for substance abuse
prevention. For the guidebook, the class will compile a final chapter
describing the various locations and organizations in the community that
you and your friends can consult.
As a class, review the Class Project Sheet, which has a summary of the
assignments for the guidebook.
HOMEWORK ASSIGNMENT A
■ Assign to students individually or in pairs or teams a portion of the
guidebook project for research, interviewing and writing.
■ Set due dates.
HOMEWORK ASSIGNMENT B
■ Give out copies of the Lesson 7 Newspaper Activity sheet.
■ Review the assignment with the students.
■ Set due dates.
■ Make copies of the guidebook and distribute it to students and
teachers through your school’s guidance counselors, health or substance
abuse prevention coordinator or homeroom teachers.
■ Use the advertisements the students designed as posters or flyers to

promote the guidebook in school. Submit one or more of the ads to
the school newspaper.
■ To help students gain an understanding of newspaper advertising, have

them research the procedures and costs for placing an actual ad in
The New York Times. They may visit www.nytadvertising.com for
rates and information.
SPONSORED BY THE
LESSON 7
4
CLASS PROJECT SHEET | Community of Care
O ur class will be creating a guidebook containing key information a teenager should know
to avoid the problems caused by abusing drugs or alcohol.
In order to produce the guidebook, the following assignments will be discussed in class and we
will work together in completing each task.
WE NEED TO:
■ A representative from a family services agency.
■ Prepare an outline for each chapter that ■ A representative from a nearby substance
captures the best approach for getting the abuse treatment center.
message to readers.
■ A social worker on staff at a nearby hospital or
■ Include illustrations or drawings for each mental health center.
section chapter.
■ An organizer for a local self-help group that
■ Prepare a table of contents. focuses on overcoming alcoholism or drug
■ Plan the type of interviews we should conduct dependence.
and how to accomplish these interviews. ■ A pediatrician.
■ Develop a title for the guidebook. ■ A staff member of a hospital emergency room.
■ Prepare a title for each section or chapter.
Plan your interviews before calling on the
interviewee. You mission is to:
Community Interviews
■ Determine how this person perceives
Choose one of the following people to interview: alcohol or drug abuse among teens.
■ Ask for this person’s recommendations for a
■ A guidance counselor or student assistance
program coordinator in your school. range of local services for teens seeking ways
■ A psychotherapist with expertise in
to pull back from a pattern of abuse of alcohol
substance abuse. or marijuana. Be sure to ask the interviewee
■ A representative from your state public health
for a range of different types of support, and
department’s drug and alcohol prevention to help you determine who is eligible for
services division. each service.
■ A representative of a local council on ■ Research and list the addresses, Web sites
alcoholism and drug dependence. and phone numbers of all your interviewees’
recommendations.
SPONSORED BY THE
LESSON 7
4
NEWSPAPER ACTIVITY SHEET | Community of Care
STUDENT NAME______________________________________________________________
eview the advertisements in today’s New York Times. Look for ideas to create an
R advertisement and for the section(s) of The Times where your advertisement should be
placed to be most effective. (Check the Op-Ed page; book advertisements in The Arts
section; Personal Health features in Science Times, etc.)
Design an ad promoting your class’s guidebook. In planning your ad, you will need to provide
some important answers to questions such as:
Headline__________________________________________________________________
________________________________________________________________________
Body Copy_________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Art or Image_______________________________________________________________
________________________________________________________________________
Information on how consumers will obtain the guidebook (pretend: available at your local bookstore,
online at …, call to order, etc; or for real: available at the guidance office, etc.)____________________
____________________________________________________________________________
______________________________________________________________________________
SPONSORED BY THE
LESSON 7
4
ARTICLE | The New York Times, Tuesday, January 7, 2003
SPONSORED BY THE
LESSON 7
4
SPONSORED BY THE
LESSON 7
4
SPONSORED BY THE
APPENDIX
“CARE-FULL COMMUNICATION”
4
BEFORE APPROACHING A FRIEND ABOUT DRUGS AND ALCOHOL
■ Ask Yourself: Is changing this person’s behavior really important to me? Is it possible for this person to
change? Do I plan on sticking around?
■ Make a Plan: Be clear to yourself about what you want to accomplish and what action you will take if
your friend’s use continues.
WHEN YOU APPROACH A FRIEND ABOUT DRUGS AND ALCOHOL

■ Express Empathy. Show an understanding of how the person feels without imposing judgment.
■ Tell Him or Her How You Feel. Describe how your friend’s behavior affects you, not your friend.
DO say, “I feel ... “; Do NOT say, “You are...”
■ Encourage Change by showing that you care about the other person and want to see her/him
making healthy decisions.
ACT, DON’T REACT

It’s easy to get caught up in the person’s response, so try to remember to:
■ Avoid Arguments. Ask questions, but do not be dogmatic or emotional.
■ Demonstrate Care. Make it clear that you care and want to stay friends.
■ Accept Reality. Realize that you don’t have to “win.” (This is not an argument!) Accept the reality
that your friend may be ambivalent about changing his or her behavior and you may not be
successful in your attempt to influence your friend, at least not at first.
TIPS FOR SUCCESS

■ When an individual is drunk or high, take care of yourself first; put off your talk for another time.
■ When an individual is with a group of people, don’t embarrass or humiliate him or her in front of
the group; put off your talk for another time.
SPONSORED BY THE
APPENDIX
CORRELATION TO NATIONAL CONTENT STANDARDS
CORRELATION OF
LESSONS TO NATIONAL LANGUAGE ARTS STANDARDS
STANDARDS
LESSONS
T
he activities in this
curriculum guide are WRITING 1 2 3 4 5 6 7
correlated with selected
Uses the general skills and strategies of
relevant standards from Content X X X X X X X
the writing process
Knowledge: A Compendium of
Standards and Benchmarks for Uses the stylistic and rhetorical
K-12 Education, 3rd ed., established aspects of writing
X X X X X X X
by Mid-Continent Research for
Uses grammatical and mechanical
Education and Learning (McREL). X X X X X X X
conventions in written compositions
McREL is also the source of the
standards correlated with the lesson Gathers and uses information for
plans that appear daily on The New research purposes
X X X X X X X
York Times Learning Network
(nytimes.com/learning). READING
Uses the general skills and strategies of
Each McREL standard has subcate- the reading process
X X X X X X X
gories, or benchmarks, subdivided
into those applicable to elementary, Uses reading skills and strategies to
middle and high school. This table understand and interpret a variety of X X X X X X X
informational texts
lists the standards only.
Fro McREL’s complete content stan-

LISTENING AND
dards and benchmarks, which cover a SPEAKING
wide variety of school subjects, go to Uses listening and speaking strategies
X X X X X X X
mcrel.com. for different purposes
MEDIA
SOURCE: Content Knowledge: A Compendium of
Understands the characteristics and
Standards and Benchmarks for K-12 Education, by
components of the media
X X X X X X X
John S. Kendall and Robert J. Marzano (2000, 3rd
ed.): Mid-continent Research for Education and
Learning (McREL), Aurora, Colo.;
www.mcrel.org/standards/
Used by permission of McREL, 2550 S. Parker Road,

Suite 500, Aurora, Colo. 80014; (303) 337-0990.
SPONSORED BY THE
APPENDIX
HEALTH STANDARDS
LESSONS
1 2 3 4 5 6 7
Knows the availability and effective use of
health services, products, and information
X X X X X X X
Knows environmental and external factors

that affect individual and community health
X X X X X X X
Knows how to maintain and promote

personal health
X X X X X X X
Understands aspects of substance

use and abuse
X X X X X X X
Understands the fundamental concepts

of growth and development
X X X X X X X
LIFE SKILLS
LESSONS
SELF-REGULATION 1 2 3 4 5 6 7
Sets and manages goals X X X X X X X
Performs self-appraisal X X X X X X X
Considers risks X X X X X X X
Demonstrates perseverance X X X X X X X
Maintains a healthy self-concept X X X X X X X
Restrains impulsivity X X X X X X X
THINKING AND
REASONING
Understands and applies the basic
principles of presenting an argument
X X X X X X X
Understands and applies basic

principles of logic and reasoning X X X X X X X
SPONSORED BY THE
APPENDIX
LIFE SKILLS (Continued)
LESSONS
THINKING AND
REASONING (Continued) 1 2 3 4 5 6 7
Effectively uses mental processes
that are based on identifying similarities X X X X X X X
and differences
Understands and applies basic principles

of hypothesis testing and scientific inquiry
X X X X X X X
Applies basic troubleshooting and

problem-solving techniques
X X X X X X X
Applies decision-making techniques X X X X X X X
WORKING
WITH OTHERS
Contributes to the overall effort
of a group
X X X X X X X
Uses conflict-resolution techniques X X X X X X X

Works well with diverse individuals
and in diverse situations X X X X X X X
Displays effective interpersonal
communicating skills
X X X X X X X
VISUAL ARTS STANDARDS
LESSONS
1 2 3 4 5 6 7
Understands and applies media,
techniques, and processes … related X X X X X X X
to the visual arts
SPONSORED BY THE
APPENDIX
MATHEMATICS STANDARDS
LESSONS
1 2 3 4 5 6 7
Uses a variety of strategies in the
problem-solving process
X X X X X X X
Understands and applies basic and

advanced concepts of statistics and X X X X X X X
data analysis
Understands the general nature and

uses of mathematics
X X X X X X X
BEHAVIORAL STUDIES STANDARDS
LESSONS
1 2 3 4 5 6 7
Understands that group and cultural
influences contribute to human X X X X X X X
development, identity and behavior
Understands various meanings of

social group, general implications of
group membership, and different way
X X X X X X X
groups function
Understands that interactions among

learning, inheritance, and physical X X X X X X X
development affect human behavior
Understands conflict, cooperation and

interdependence among individuals, X X X X X X X
groups and institutions
SPONSORED BY THE
APPENDIX
ADDITIONAL RESOURCES
The Office of National Drug Control Policy (ONDCP) coordinates drug

policy throughout the federal government. You may contact:
Drug Policy Information Clearinghouse

P.O. Box 6000
Rockville, MD 20849–6000
800–666–3332
www.whitehousedrugpolicy.gov
Many free publications are available online from the ONDCP. See:
www.teachersguide.org
www.theantidrug.com
The Substance Abuse and Mental Health Service Administration

(SAMHSA) is the federal agency charged with improving the quality and
availability of prevention, treatment and rehabilitative services in order to
reduce illness, death, disability and cost to society resulting from substance
abuse and mental illnesses.
SAMHSA
5600 Fishers Lane
Rockville, MD 20857
www.samhsa.gov/
SAMHSA maintains the National Clearinghouse for Alcohol and Drug
Information, an excellent overview resource available on the Web at
www.health.org/ or by phone at 800-788-2800.
The National Institute on Drug Abuse (NIDA) is part of the National

Institutes of Health charged with conducting and publicizing research on
drug abuse and addiction prevention.
NIDA
6001 Executive Boulevard, Room 5213
Bethesda, MD 20892
www.nida.nih.gov/
The National Council on Alcoholism and Drug Dependence (NCADD) is a

voluntary health organization offering services, publications and information.
NCADD
20 Exchange Place, Suite 2902
New York, NY 10005
(212) 269-7797
www.ncadd.org/
SPONSORED BY THE
APPENDIX
The National Center on Addiction and Substance Abuse at Columbia

University is a unique “think/action tank” addressing substance abuse and
its effects on society.
The National Center on Addiction and Substance Abuse at

Columbia University
633 Third Avenue, 19th floor
New York, NY 10017
(212) 841-5200
www.casacolumbia.org/
SELECTED ANTI-DRUG WEB SITES
FOR STUDENTS:
FreeVibe (www.freevibe.com)
A well-designed anti-drug site created especially for young people by the
National Youth Anti-Drug Media Campaign of the Office of National
Drug Control Policy.
Planet Know (www.planet-know.net)
A site for teens offering anti-drug entertainment and games created by
the Center For Substance Abuse Prevention of the Substance Abuse and
Mental Health Service Administration.
FOR PARENTS:
Parents. The Anti-Drug (www.theantidrug.com)
Padres. La Anti-Droga (www.laantidroga.com)
The parent pages (in English and Spanish) of the anti-drug resource site
from the Office of National Drug Control Policy.
You Can Help … Keep a Kid Off Drugs (www.youcanhelpkids.org)

A resource site for parents and community volunteers interested in
creating programs and advising youth to stay away from drugs.
Parenting is Prevention (www.parentingisprevention.org)

An advice and information resource featuring parent questions and
answers from the Center for Substance Abuse Prevention of the Substance
Abuse and Mental Health Service Administration.
SPONSORED BY THE
APPENDIX
FOR EDUCATORS:
Teachers. The Anti-Drug (www.teachersguide.org)
A drug education resource developed by the Youth Anti-Drug Media
Campaign of the Office of Drug Control Policy.
NIDA Goes to School

(www.drugabuse.gov/GoestoSchool/NIDAg2s.html)
Science-based teacher resources from the National Institute on Drug
Abuse, including “Sara’s Quest” and “Slide Teaching Packets” that offer
entertaining visual materials describing how marijuana affects the brain.
Safe and Drug-Free Schools (www.ed.gov/offices/OESE/SDFS)

A compendium of U.S. Department of Education programs and
activities for reducing drug, alcohol and tobacco use in and around schools.
National Association of Student Assistance Professionals (www.NASAP.org)

Information on SAP contacts and how to implement a comprehensive SAP
program in school communities for the prevention, early identification and
intervention of student substance use, violence and other barriers to learning.
“L-Evated: The Blunt Truth,” a video about marijuana with a guide for
teachers and counselors, in which teens act out various scenarios about peer
pressure. (www.meeproductions.com/store/videosreports/ELTBT.cfm)
DAILY LESSON PLANS FROM THE

NEW YORK TIMES LEARNING NETWORK
(www.nytimes.com/learning/)
The New York Times Learning Network is a free service for students in
Grades 3-12, their teachers and parents. The site is updated Monday
through Friday throughout the year and offers an extensive collection of
lesson plans based on articles published in The New York Times. A
selection of lesson plans addressing drugs and drug prevention may be
found in the Lesson Plan Archives under “Health.”
SPONSORED BY THE
APPENDIX
4
AUTHORS AND ACKNOWLEDGEMENTS
THIS GUIDE WAS WRITTEN BY
CLAYTON DEKORNE, Ph.D., an author for The New York Times

Learning Network (nytimes.com/learning), educational writer and
curriculum consultant.
THIS GUIDE WAS EDITED BY
STEPHANIE DOBA, Corporate Sponsorships Manager, Newspaper in

Education, The New York Times.
WE ALSO THANK THE FOLLOWING INDIVIDUALS FOR

CONTRIBUTING THEIR EXPERTISE:
JO ANN BURKHOLDER, Student Assistance Program Administrator,

Safe and Drug Free Schools and Community Coordinator, Roanoke
County Schools, Roanoke, Va.
ELLEN MOREHOUSE, Executive Director, Student Assistance

Service Corporation, Tarrytown, N.Y.
WIN TURNER, licensed clinical psychologist and alcohol and drug

counselor; senior adviser for the American Institute of Research and the
New England Institute of Addiction Studies.
NAOMI WEINSTEIN, Director, American Council for Drug

Education and Children of Alcoholics Foundation, national prevention
affiliates of Phoenix House
SPONSORED BY THE

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03-2760 Copyright © 2003 The New York Times Company

A NEW YORK TIMES NEWSPAPER IN EDUCATION CURRICULUM GUIDE

Early Action Against

A Unit for High School Educators

SPONSORED BY THE OFFICE OF NATIONAL DRUG CONTROL POLICY

(800) 631-1222 www.nytimes.com/learning

LESSON 1 Understanding Addiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

LESSON 2 Recognizing Patterns of Substance Abuse Behavior and Stages of Addiction . . . . . . 17

LESSON 3 Caring and Enabling Responses, Understanding the Differences . . . . . . . . . . . . . . . . . 30

LESSON 4 Speak Up! Using Diplomacy and Communication Skills . . . . . . . . . . . . . . . . . . . . . . . . . 39

LESSON 5 Researching Behavior and Perceptions of Drug Use . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

LESSON 6 Teen Images in Movies: What’s “Cool” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

LESSON 7 Community of Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

© 2003 The New York Times Company

TEENS AS COMMUNICATORS TO THEIR PEERS

The goal of these lessons is to motivate teenagers to be effective

The curriculum helps you inform your students why addiction is a

USING THE NEW YORK TIMES IN THIS UNIT

The New York Times is a timely, high-quality resource for learning.

● dealing with temptation and alienation

● statistics and their interpretation

MESSAGES FOR THE CLASSROOM

Create and display two posters.

INTRODUCTORY CLASSROOM DISCUSSION

Explain to students that if any of the discussion questions or comments

NOTE: For this exercise it is enough to listen to students,

■ Facilitate a discussion with these questions:

● What pressures or impulses do teens face that make them

If students need to talk about a specific case – about themselves or a

Continued on next page

Continued from previous page

● What are some examples of exciting activities that might also

SUGGESTED INTRODUCTION TO YOUR STUDENTS:

Current brain research shows that addiction has a biological basis,

In general terms, the human brain has a “reward system” that

Drugs also cause the release of dopamine in the brain, but in

Why do some people become addicted to drugs and others don’t?

■ As a class, read and discuss the article.

a) According to the article, why are teenagers more vulnerable to the

b) According to Dr. Andrew Chambers, a teenager’s brain deals with

c) To what kind of “novel experiences” is Dr. Chambers referring?

d) According to the article, why wasn’t this conclusion reached by earlier

e) What three aspects of teenage behavior did Dr. Chambers cover in

f ) What is happening to the brain’s motivational circuitry during

g) How does the frontal cortex of a teenager’s brain compare to an

to the addictive use of drugs”? (According to Dr. Chambers, surges in

■ What are some of the advantages and disadvantages to being attracted

■ Investigate how a person’s blood alcohol content is calculated and

■ Explore “Mind Over Matter” (http://www.nida.nih.gov/MOM/TG/

“Addiction’s Path” from the Society of Neurobiology

“The Biological Basis of Addiction” from the Addiction Science

“Oops: How Casual Drug Use Leads to Addiction”

“Anti-Drug Education with The New York Times: Focus on Marijuana”

Continued on next page

Continued from previous page

“No one ever intends to become addicted. Instead, a person begins to

■ Give out copies of the Lesson 1 Stages of Addiction Fact Sheet.

■ Divide students into small groups.

RESPONSES WILL VARY, BUT MAY INCLUDE THE FOLLOWING:

Habitual Use /Pattern of Abuse:

● Sneaking a drink, or getting high, while in the company of others

READING ACTIVITY AND IN-DEPTH DISCUSSION

■ Review the Stages of Addiction Fact Sheet and explain to students