00555-just think twice guide hi
TRANSCRIPT
-
8/14/2019 00555-just think twice guide hi
1/51
-
8/14/2019 00555-just think twice guide hi
2/51
TheJust Think Twice teachers guide was developed by
Danya International, Inc., under a contract rom the Drug
Enorcement Administration (DEA), Purchase Order
Number DJDEA-HQ-06-0244(O). Maureen Bory served
as DEA Project Ocer.
Danya Inormation Technology Services and Solutions team
contributors include: Emily Glaeser, Documents Manager;
Suzanne E. Willis, Editor; and Kathleen A. Cooke, Quality
Assurance Specialist.
We are especially grateul to the ollowing teachers or their
insightul review o the teachers guide: Denise Castaldo,
Ph.D.; Lee Pittman; Kathryn Weber; and Laura Whitman.
Contributors
Kristen D. Holtz, Ph.D.
Principal Investigator
Danya International, Inc.
Liz Kroboth
Research Associate
Danya International, Inc.
Megan Northrup, M.A.
Research Associate
Danya International, Inc.
Greta Tessman
Project Director
Danya International, Inc.
Melanie Walter
Project Director
Danya International, Inc.
Jeff Owczarzak
Graphic Designer
Danya International, Inc.
JUSTT H IN KT W I C E
-
8/14/2019 00555-just think twice guide hi
3/51
T A BL E o f
CONTENTSAn Introduction to the Just Think TwiceProgram 1
How to Use This Program 1
Modules in the Just Think Twice Program 3
Components of Each Lesson Plan 4
Module 1:Just Think Twice About Drugs 6
Module 2:Drug Facts 10
Module 3:Costs to Society 14
Module 4:Facts & Fiction 20
Module 5:It Cant Happen to Me 26
Module 6:Stumble Weed 30
Module 7:Hot Topics 37
Module 8:Got Meth? 43
-
8/14/2019 00555-just think twice guide hi
4/51
-
8/14/2019 00555-just think twice guide hi
5/512An Introduction to the Just Think Twice Program
Despite the advantages o group work, teachers should use their own judgment when deciding i this is the bes
approach. I you nd that working in groups is more o a distraction than an advantage, students may be better o
working alone. Most activities in this guide can be easily adapted to be completed by individuals.
Time Requirements
Most lessons require one 50-minute class period to complete, not including the end-o-module quiz. A ew exception
are clearly marked in each lesson as well as in the module descriptions on page 4. In addition, timerames or eac
activity are provided within the lessons. However, teachers should eel ree to spend more or less time on an activit
as they see t.
Understanding the Organization of the Website
The website is divided into seven main sections. These sections are always listed in the top, let corner menu
on every page on the website. Once you enter a main section, you see an introductory page and severa
subsections. Because the purpose o this website is to provide timely and relevant inormation about drugs, th
titles and content o the subsections may change rom time to time. For this reason, the teachers guide generallydoes not reer to the subsections by name. To acilitate teaching the lesson, we recommend that you look a
each main section beore conducting each lesson and make a list o the subsections included. Having this lis
available should make it easier to assign topics to each student or group, as well as help you keep track o what i
covered in each lesson.
Additional Information
Subsections are ound in the main
sections o the website (e.g., Costs
to Society). Clicking on one o the
subsections will bring up a page
about that subtopic. On the let side o
these pages, you typically have links
to websites that provide additional
inormation (see Figure 1). For example,
the subsection Drugged Driving,
includes links to campaigns that
educate students about this risk. Many
o the linked websites can also provide
valuable inormation or teachers. Itis recommended that you visit these
websites prior to the lesson, especially
i it is an unamiliar topic.
Other Tips and Suggestions
Brainstorming Web: Teachers can create a brainstorming web to help organize student responses. In th
technique, teachers draw lines between connected concepts, showing that they are related. For example,
students are brainstorming about the consequences o drugs, the teacher might draw a line between a genera
Figure 1: Finding Additional Inormation on theJust Think Twice Website
-
8/14/2019 00555-just think twice guide hi
6/513An Introduction to the Just Think Twice Program
concept, like crime, and specic examples, such as thet or drug tracking. In turn, the word crime might be
connected to the word social consequences. Creating a web can prompt students to think o additional concepts
as well as to help them think about how these concepts are connected. This technique can also help students se
that they already know more than they may have realized about a particular issue. In addition, brainstorming web
are especially helpul or visual learners who need to see the connections to understand them.
Using a White Board or Newsprint Pad: Because this program relies heavily on classroom discussions, it i
important that all o the students are able to ollow these discussions. Many students are visual learners, an
hearing the discussion is not enough. However, these students will be better equipped to participate i yo
record key points on a whiteboard or newsprint pad. Similarly, we recommend writing down key terms and/or dicu
vocabulary. In addition, writing the instructions or each activity will help visually oriented students understand wha
is expected, as well as serve as a reerence or other students.
Teacher Learning: You may want to consider telling students when you learn something new rom the website o
through the lessons. Discovering that not even a teacher knows everything about drugs may help students eel mor
comortable talking about what they have learned. In addition, it may help students realize there is a lot that can b
learned through this program, which may increase their interest in the lessons and website.
Classroom Speakers: The website provides many pictures and stories o real people whose lives have bee
changed by drugs that are intended to help students understand the realities o drugs. This point can be made eve
more clearly i students have the opportunity to meet someone in person whose lie has been aected by drugs.
possible, arrange to have a speaker in your classroom at some point while teaching this program. Ideas or possibl
speakers include someone whose lie has been changed directly or indirectly by drugs, a researcher studying the
eects o drugs on individuals or society, or a law enorcement ocer.
Modules in the Just Think Twice ProgramThis program includes the modules listed below. It is recommended that you teach Module 1: Just Think Twice
About Drugs beore teaching any o the other lessons. In addition, we recommend that you teach Module 2: Drug
Facts second. The remaining modules may be taught in any order. I your time is limited, you also have the option
o choosing the modules that are most relevant or your students.
Module 1: Just Think Twice About Drugs
The purpose o this module is to increase student interest in learning more about the risks and consequences o
drug use. This module also introduces students to theJust Think Twice website and gives them a brie look at th
topics that are discussed.
Class time needed: 50 minutes on the day o the lesson.
Module 2: Drug Facts
The purpose o this module is to encourage students to learn the specic characteristics, eects, and risks o
dierent drugs. Through the activities in this lesson, students will learn inormation that will enable them to make
decisions that will help them stay healthy and sae.
Class time needed: Basic: 50 minutes on the day o the lesson. Advanced: 50 minutes on the day o the lesson (wit
homework), 20 minutes several days later.
-
8/14/2019 00555-just think twice guide hi
7/514An Introduction to the Just Think Twice Program
Module 3: Costs to Society
The goal o this module is to increase awareness o the problems caused by drug use and to help student
understand that drug use is not a victimless crime. In addition, this module is intended to help students recogniz
that laws against drug use and drug tracking are important or protecting individuals and society as a whole.
Class time needed: 50 minutes on the day o the lesson.
Module 4: Facts & Fiction
The purpose o this module is to encourage students to question common myths about drugs by looking at act
that contradict them. This module also encourages students to look at the source o these myths and to think abou
who they can trust or inormation about drug-related topics.
Class time needed: Basic: 50 minutes on the day o the lesson. Advanced: 5 minutes 3 days prior to the lesson (wit
homework), 50 minutes on the day o the lesson.
Module 5: It Cant Happen to Me
The goal o this module is to vividly illustrate the negative consequences o drug use and to encourage students t
think about how using drugs can aect their goals or the uture. In addition, this module encourages students t
think about what they can do to protect themselves rom risky situations involving drugs.
Class time needed: 50 minutes on the day o the lesson.
Module 6: Stumble Weed
The goal o this module is to teach students about the way marijuana aects the brain and body, and how thes
eects can impact a persons ability to accomplish tasks such as driving or ocusing on school work. This module
also challenges students to question common myths related to marijuana.
Class time needed: 50 minutes on the day o the lesson.
Module 7: Hot Topics
The purpose o this module is to educate students about the latest news and inormation relating to drugs, and t
increase student awareness o reerences to drugs in the media. This section is updated requently and include
articles on the latest newsworthy drug topics.
Class time needed: 35 minutes on the day o the lesson, 20 minutes 1 week later.
Module 8: Got Meth?
The purpose o this module is to teach students about the eects o methamphetamine on the body and the hig
possibility o addiction. In addition, this module increases student awareness o the societal problems caused b
methamphetamine.
Class time needed: 50 minutes on the day o the lesson.
Components o Each Lesson Plan
Introductionintroduces each topic and explains why it is important to discuss it with students.
Learning Objectiveslists the objectives o each lesson. Ater completing the lesson, the students should be abl
to achieve the goals stated by the objectives.
Materialslists the materials that teachers should have available or use in each lesson.
-
8/14/2019 00555-just think twice guide hi
8/515An Introduction to the Just Think Twice Program
Preparationdescribes what teachers should do to prepare or each lesson.
Introductory Discussionprovides instructions or leading a discussion that introduces students to each topic
This section is written to encourage student participation instead o providing points or lecture by the teache
Teachers should allow approximately 5-10 minutes or this discussion.
Activityprovides step-by-step instructions or conducting two activities that challenge students to use th
website in dierent ways. Each lesson provides abasic andadvanced activity. Teachers can choose either activity
depending on the needs and abilities o their students. Most activities require 30-35 minutes o class time.
Concluding Discussionprovides a list o questions to ask the class ater they complete the classroom activity
These questions challenge students to think about the key points or each topic and structure integration o
the learning rom the lesson into a cohesive whole. Teachers should allow approximately 5-10 minutes or thi
discussion.
Assessmentprovides points or observation by the teacher to determine i the students beneted rom th
lesson.
Extensionsincludes two extension activities that reinorce and expand on the concepts taught in each lesson
These activities incorporate other subject areas, such as art or math.
Quizlocated at the end o each module to be used to assess student knowledge. You should decide which
questions are appropriate or your class based on time constraints and ability level o students.
-
8/14/2019 00555-just think twice guide hi
9/516Just Think Twice About Drugs
Module 1Just Think Twice About Drugs
Introduction
Unortunately, some teens just dont want to hear about drug use. They may be overwhelmed by the amount o
inormation they have heard already, or they may be tired o being told that drugs are bad without a very detaile
explanation o why.
To eectively teach students about the risks and consequences o drug use, it is important that they develop
genuine interest in the topic. This can be accomplished by allowing students to have a chance to share their ow
thoughts and opinions, and to explore new inormation in their own way. In short, students need to come to the
own conclusion that drugs are an important topic, worthy o attention.
This module is an introduction. Its purpose is to increase student interest and engagement in the topic o drugs. Th
module also introduces students to theJust Think Twice website and gives them a brie look at the topics that w
be discussed as your class moves through the program.
Learning Objectives
Ater completing this lesson, students will be able to:
List at least our interesting acts rom theJust Think Twice website
Provide at least two pieces o evidence that it is important to be inormed about drugs
Materials
You will need the ollowing materials or this lesson:
Computers with Internet access
Paper and pencils
Whiteboard or newsprint pad
Preparation
Prior to the lesson, be sure to browse the Just Think Twice website. Familiarize yoursel with the gener
contents o each section to get a sense o the material covered. This website is located at www.justthinktwice.com
Introductory Discussion (10 minutes)
Begin the class by asking students to list all the drugs they know about. Record their answers on a whiteboard o
sheet o newsprint. What have they heard about these drugs? Do most people see them as sae or dangerous?
Explain to the students that there is a lot o inormation in the world about drugs, but not all o it is accurate. On
source that provides accurate and timely inormation about drug use is a website called Just Think Twice. Th
website was created by the Drug Enorcement Administration, also called the DEA. The DEA is the part o ou
government that enorces drug-related laws that protect individuals and society as a whole. The DEA als
educates people about the risks o drug use. They created this website as a resource specically or teens, and it i
intended to help students make healthy choices based on accurate inormation. The purpose o todays class is t
see the type o inormation that this website contains and to think about the importance o becoming more inorme
about drugs.
-
8/14/2019 00555-just think twice guide hi
10/517Just Think Twice About Drugs
Activity Procedure (35 minutes)
For this part o the activity, students can work individually or in groups. Instruct students to browse the website o
5-10 minutes. Students should write down one act they nd particularly interesting or compelling.
Ask students to share the act they chose with the class. Then ask students why they chose that act. What make
it so interesting or compelling? Is it important or teens their age to know? Why or why not?
Next, divide students into groups and challenge them to imagine they are in charge o a campaign that teache
teens about the risks and consequences o drug use. This campaign can teach about drugs in general or ca
ocus on a specic issue, such as drugged driving or prescription drug abuse. Challenge each group to invent
new slogan or their campaign. Provide students with examples o actual slogans, such as Just Say No, Abov
the Infuence, or Whats Your Anti-Drug? Students can use the acts they gathered rom the website or th
introductory discussion as inspiration. Tell students that the class will vote on the best slogan. Students shoulspend approximately 15 minutes on this part o the activity.
Aterwards, ask each group to share their slogans. Record each o them on a whiteboard or piece o newsprint. The
have the classroom vote on the best slogan. I you eel the winning slogan is appropriate, write it in a prominen
location that students will be able to see. I possible, keep the slogan on display in your classroom while you teac
theJust Think Twice program.
Optional: Award a prize to the group with the best slogan. Food is always a hit, or you could consider special
privileges or the winning group. Be creative with your rewards!
Concluding Discussion (5 minutes)
Ask the ollowing questions to lead a discussion among students about the main points covered in this lesson.
Do you think that learning about the risks and consequences o drug use is important? Why or why not?
In your opinion, which o the topics on the website are the most interesting? Which are the most relevan
to teens?
Conclude the lesson by telling students that over the next ew class sessions, they will be exploring the Jus
Think Twice website in more detail. Explain that they will be participating in activities that may challenge the
perceptions o drugs, and that will provide them with inormation that can help them make inormed decisions relate
to drug use.
Assessment
As the students participate in the activity and discussions, look or evidence o the ollowing:
Are students interested in what the website says about drug use?
Do students understand that being inormed about the risks and consequences o drug use is importan
and valuable?
-
8/14/2019 00555-just think twice guide hi
11/518Just Think Twice About Drugs
Extensions
The activities listed below reinorce and expand on the concepts taught in this lesson, and they connect to othe
areas o the curriculum.
Language Arts Divide students into groups and have each group work together to create anacronym o the phrase drug abuse, in which each letter o the words in the phrase
stands or a consequence o drug use. For example:
Drugged driving
Risky behaviors
Unullled goals
Grades drop
Addiction
Bodily harm
Users children neglected
Student loans lost
Environmental damage
Share a ew o these words or phrases with students as examples. Instruct students
to use what they learned in this lesson to think o possible consequences o drug
abuse that start with each letter. Aterwards, ask each group to present their acronymto the class.
Art Have students design a poster that highlights the slogan they created during the
lesson. Display the posters in your classroom or in the halls o the school so that
other students in the school can see them.
-
8/14/2019 00555-just think twice guide hi
12/51Just Think Twice About Drugs
1. List our interesting acts rom the Just Think Twice website.
1)
2)
3)
4)
2. Should teens learn about the risks and possible consequences o drug use? Why or why not? Provide two reasons
and justiy your answers.
Module 1 QUIZ
-
8/14/2019 00555-just think twice guide hi
13/511Drug Facts
Module 2Drug Facts
Introduction
Drugs is a catch-all term that may mean dierent things to dierent people. Technically dened, a drug is any
substance that changes the way the brain and body work. Oten, we dierentiate between harmul drugs and
helpul medicines; sometimes, we orget that substances that are legal or adults, like alcohol and tobacco, can sti
be dangerous drugs.
To help students make inormed decisions about drug useor to talk to others about why drugs are dangerousi
is important to guide their knowledge beyond a general discussion o drugs and to teach them in greater deta
about common drugs o abuse.
The purpose o this module is to encourage students to learn the specic characteristics, eects, and risks o
various drugs. Through the activities in this lesson, students will learn inormation that will enable them to make
decisions that will help them stay healthy and sae.
Learning Objectives
Ater completing this lesson, students will be able to:
Compare and contrast harmul drugs and helpul medicines
Understand that prescription and over-the-counter drugs are dangerous when taken outside o the
intended use
Compare and contrast eects and risks o dierent drugs
List at least ve acts about the drug(s) they are assigned in this lesson
Materials
You will need the ollowing materials or this lesson: Computers with Internet access
Paper and pencils
Whiteboard or newsprint pad
Preparation
Prior to the lesson, be sure to read the section o the website titled Drug Facts, including the subsections on eac
topic. This section o the website is located at www.justthinktwice.com/drugacts/.
Introductory Discussion (10 minutes)
Ask students to brainstorm on ways that drugs can dier rom one another. Make sure that students understand the
ollowing actors:
Each individual drug has its own unique eects and, as a result, its own risks.
Drugs may be used in dierent ways (such as injecting or smoking), and these dierences change th
risks involved.
Some drugs are always illegal, but other drugs may be legal or adults or when prescribed by a doctor.
Tell students that the purpose o todays lesson is to learn more about individual drugs, their eects on the brain an
body, their legal status, and their risks by participating in activities centered around theJust Think Twice website.
-
8/14/2019 00555-just think twice guide hi
14/511Drug Facts
Activity Procedure (30 minutes)
Divide students into groups and assign each group one or two drugs covered in this section o the website. Mak
sure to assign OTCs (over-the-counter drugs), inhalants, steroids, ecstasy, marijuana, methamphetamine, and an
drugs that you eel are important topics at your school.
I you plan to teach Module 6: Stumble Weed (marijuana) or Module 8: Got Meth? (methamphetamine), you
may want to avoid assigning these drugs or this lesson.
Instruct each group to search the section o the website or the assigned drug(s) and then make a list o 1
statements, which are either True or False. For example, a list or PCP might include the ollowing statements:
Is always taken orally (False)
Was originally used as a veterinary anesthetic (True)
Is sometimes called X (False)Oten causes users to eel detached rom their surroundings (True)
Ater the groups have developed their lists, have them challenge other groups to guess whether these statement
are True or False. You could consider playing a game show with this inormation, keeping score o which group
guess True or False correctly. Make sure that each group is exposed to inormation about dierent types o drugs
through this activity. For instance, a group assigned to heroin could challenge a group assigned to OTCs during the
game show.
Day o the Class (40 minutes)
Divide students into groups and then assign each group a drug covered in this section o the website. Make sure to
assign OTCs (over-the-counter drugs), inhalants, ecstasy, steroids, and any drugs that you eel are important topic
at your school.
The assignment will be or each group to produce a magazine or their assigned drug. Instruct the students to look at th
Got Meth? and Stumble Weed magazines on the website or ideas on how to present the inormation. Have all o th
students research the inormation, but each student should have a specialized job, such as writer, editor, artist, etc
By the end o this part o the class, students should have looked at the example magazines on the website, amiliarizethemselves with their assigned drug, and decided what tasks each group member will be responsible or.
Explain to students that this project is more time consuming than some o the other activities, so they will need t
spend about an hour working as a group outside o class to actually put the magazine together. Assign a due date
or the nished magazines.
-
8/14/2019 00555-just think twice guide hi
15/511Drug Facts
Several Days Later (10 minutes)
During the class period on the assigned due date, have each group show their magazine to the class and presen
some o its key acts or points in an oral presentation. Encourage the other students to ask questions. I possible
make copies o all the student-made magazines so that each student has a ull set or uture reerence.
Concluding Discussion (10 minutes)
Ask the ollowing questions to lead a discussion among students about the main points covered in this lesson:
Which acts did you nd most interesting or surprising? Which drug did you know the least about?
Did you discover that anything you had heard beore about drugs was inaccurate?
What are the key dierences between drugs that are always illegal and drugs that are only legal a
medicines? Do you think that both types o drugs can be dangerous?
Assessment
As the students participate in the activity and discussions, look or evidence o the ollowing:
Do students understand that drugs dier rom each other in important ways?
Do students recognize that, despite their dierences, all drugs are dangerous?
Do students recognize that medicines such as prescription and OTCs (over-the-counter drugs) can b
dangerous drugs when used incorrectly?
Did the activities or discussions change anyones opinions?
Extensions
The activities listed below reinorce and expand on the concepts taught in this lesson, and they connect to othe
areas o the curriculum.
Social Studies,
History
Divide students into groups and assign each group a drug rom theJust Think Twice
website that you did not assign in the main activity. Have each group research the
history o this drug and prepare a timeline that shows the origins o the drug and
time points o interest, such as important discoveries about the drug or when it
became a controlled substance. Have students present the main points o interest to
the class and then display the timelines in the classroom.
Language Arts Have students create their own crossword puzzles using the inormation on the
Just Think Twice website. You can either assign each student to a particular drug
or allow them to use the entire Drug Facts section. Each puzzle should include a
minimum o 8-10 words or phrases. Students can use the Discovery Schools
Puzzlemaker to put their puzzle together (http://puzzlemaker.school.discovery.com)
Ater students arrive at this website, instruct them to select Criss-Cross Puzzle
rom the dropdown menu.
-
8/14/2019 00555-just think twice guide hi
16/51
-
8/14/2019 00555-just think twice guide hi
17/511Costs to Society
Module 3Costs to Society
Introduction
As an adult, you probably hear many stories o how drugs aect our societytragedies such as deaths resultin
rom drugged driving, animals being used or drug tracking, and children being abandoned by drug-addicte
parents. The costs o drug use are apparent in the media and in our communities.
Sometimes, though, these issues arent discussed in a detailed or nuanced way. As a result, many people, teen
included, believe that drug use is a victimless crimemeaning it only hurts the actual user. Oten this belie i
paired with the idea that its unair to punish drug users with legal consequences like jail time or nes; ater all, the
arentreallyhurting anyone. However, in reality, the negative eects o drug use go ar beyond the user; drug us
aects other individuals, amilies, the environment, and society in general. The purpose o this module is to increas
awareness o the problems caused by drug use and to help students understand that it is not a victimless crime
In addition, this module is intended to help students recognize that laws against drug use and drug tracking ar
important or protecting individuals and society as a whole.
Learning Objectives
Ater completing this lesson, students will be able to:
Dene the term victimless crime
List at least three ways in which drug use negatively aects other individuals or society as a whole
Provide evidence that laws against drug use are important or protecting individuals and society a
a whole
Materials
You will need the ollowing materials or this lesson:
Computers with Internet access
Paper and pencils
Markers
Posterboard
Colored construction paper
Scissors
Whiteboard or newsprint pad
Preparation
Prior to the lesson, be sure to read the section o the website titled Costs to Society, including the subsections oeach topic. This section o the website is located at www.justthinktwice.com/costs/.
Introductory Discussion (10 minutes)
Begin the lesson by asking students to raise their hands i they have heard the phrase victimless crime. Ask i an
o the students can provide a denition. Make sure they understand this is the term or a crime that only hurts th
person doing it and thereore has no victim.
Ask students to raise their hands i they think that drug use is a victimless crime. Then ask i anyone in the clas
can think o evidence that contradicts this idea. Can anyone think o ways that others might be hurt by drug use
-
8/14/2019 00555-just think twice guide hi
18/511Costs to Society
Examples might include car accidents caused by drugged driving, crimes committed by drug users, or neglecte
children o drug users.
Tell students that the purpose o todays class is to look at some o the ways that drugs aect other individuals and
society in general by participating in activities centered around theJust Think Twice website.
Activity Procedure (35 minutes)
Divide students into groups and assign each group one o the costs to society listed on the website.
Instruct each group to read the section o the website or their assigned topic. While reading, the group shoul
choose our or ve acts or statistics and use them to design a poster or brochure to raise awareness o the problem
Students should spend approximately 15-20 looking at the website, and 15-20 minutes designing their brochur
or poster.
Have the groups spend a ew minutes walking around the class to look at the other groups completed brochures o
posters. Ater the class is over, display the posters or brochures where other students in the school can see them
Additional Materials and Preparation
Make a copy o the Drugs in Society Worksheet (located at the end o the module) or each group.
Activity Procedure (35 minutes)
Divide the students into our or less groups and assign each group one o the ollowing drugs: cocaine, marijuana
methamphetamine, or heroin/opium (opium is used to produce heroin).
Instruct each group to browse the Costs to Society section o the website, and use the inormation provided to
complete the worksheet. This worksheet includes a space or students to write how their assigned drug aects th
user, other individuals, amilies, the environment, and society in general. Tell your students that the website doe
not list eects or every area o society or each drug, but they should try to nd as much inormation as possible
Students should spend approximately 15-20 minutes on this part o the activity.
Ater students have had a chance to explore the website, have them make a poster highlighting the eects o eacdrug. They can use the same ormat as the worksheet or their poster, or they can come up with their own design
Display the posters where other students in the school can see them.
Concluding Discussion (5 minutes)
Ask the ollowing questions to lead a discussion among students about the main points covered in this lesson:
Were you surprised to learn about the broad range o eects that drug use has on other individuals, and o
society as a whole? Which acts did you nd most interesting or disturbing?
Based on what you learned rom the website, do you think drug use is a victimless crime? Why or why not?
-
8/14/2019 00555-just think twice guide hi
19/511
Does what you learned today aect your opinion about whether drugs should be legal? Do you think tha
laws relating to drugs are important or protecting individuals and society as a whole?
Assessment
As the students participate in the activity and discussions, look or evidence o the ollowing:
Are students using the inormation on the website to evaluate the eects o drug use that go beyonthe user?
Do students understand the importance o laws that are intended to protect society rom the eects o
drug use?
Did the activities or discussions change anyones opinion?
Extensions
The activities listed below reinorce and expand on the concepts taught in this lesson, and they connect to othe
areas o the curriculum.
Social Studies,
Language Arts
Have students use the Drug Log Sheet (located at the end o this module) to record
the stories they hear about drugs on the news, radio, or Internet or a week. For each
story, the student should record the negative eects o drug use on the user/dealer,
other individuals, the environment, and society in general. Ater a week, encourage
students to discuss their ndings by asking questions such as: Did you notice any
common themes in the stories you collected? Do any drugs in particular seem to
have ar-reaching eects? How do your observations change your opinions abou
drug use?
Math Have students search the website or the Internet or statistics about the cost o
drugs on society. Then have them present the statistics in a graph or chart. For
example, students could make a pie chart that shows the percentage o tax
money that goes to drug-related problems, as compared to the amount that goes to
education and healthcare.
Social Studies Assign each student one o the prominent drug trackers listed in the Terrorism
subsection o the website: www.justthinktwice.com/costs/Terrorism.cm.
Instruct them to read the inormation in this section, as well as research their
assigned drug tracker on the Internet. Have students use the inormation they nd
to develop a timeline that includes major events in this persons lie: major crimes
committed, organizations they became involved in, time spent in prison, and any
other points o interest. Students should write a summary o how the persons crimes
aected his home country and include this as a caption or the timeline.
Note: The answer to question 1 o the quiz is b.
Costs to Society
-
8/14/2019 00555-just think twice guide hi
20/511Costs to Society
Drugs in SocietyWorksheet
Fill in each section o the chart to show how your assigned drug aects dierent areas o society.
Society
Environment
Other Individuals
Families
User
-
8/14/2019 00555-just think twice guide hi
21/51
1 8
Drug
Log
She
et
Forthenextweek,
keepa
logofthestoriesyouhearaboutdrugs.
Thinkcarefullyaboutwhetheryouhavesomethingtorecordineachcolumn.
W
here
didyousee
/
hear
thiss
tory
?
Wha
thappene
d?
Howwas
the
personu
singor
dea
ling
drugs
affec
ted?
Howwereot
her
individuals
affec
ted?
Howwas
the
env
ironmen
t
affec
ted?
Howwassoc
ietyin
genera
la
ffec
ted?
N
ameofsource:
Date:
N
ameofsource:
Date:
N
ameofsource:
Date:
N
ameofsource:
Date:
N
ameofsource:
Date:
C
i
-
8/14/2019 00555-just think twice guide hi
22/511Costs to Society
1. What is the denition o the term victimless crime?
a) A crime that only destroys property, such as cars or buildings; nopeople are physically harmed.
b) A crime that supposedly only hurts the person committing the crime, such as suicide.
c) A crime that is committed against someone that is supposedly or a persons own good, such as stealing
something rom someone that they might use to hurt themselves.
2. List at least three ways in which drug use can negatively aects other individuals or society as a whole.
1)
2)
3)
3. How can laws against drugs protect individuals and society as a whole? Give one example.
Module 3 QUIZ
-
8/14/2019 00555-just think twice guide hi
23/512Facts & Fiction
Module 4Facts & Fiction
Introduction
As you listen to the radio, talk with others, or watch TV, you will notice that there are many messagessometime
contradictoryabout drugs. These messages oten tell us how drugs aect individuals, communities, and society
what the risks or supposed benets are; and how common or easy to obtain they are.
As a teacher, you are a key source o inormation about drugs or your students. Not only does your role includ
providing accurate inormation about the eects o drugs on the brain, body, and society, but it also include
correcting misinormation teens might have.
Many myths about drugs are commonly accepted as act. The purpose o this module is to encourage student
to question these myths by looking at acts that contradict them. This module also encourages students t
look at where these myths come rom, and to think about which sources they should trust or inormation abou
drug-related topics. Working together, you and your students can learn the truth about drugs, enabling students t
make healthy decisions in the uture.
Learning Objectives
Ater completing this lesson, students will be able to:
List some o the common myths related to drug abuse
Compare and contrast the myths with the acts that dispute them
State two reasons why these myths are so widely believed
Identiy at least two sources that can be trusted to provide accurate drug-related inormation
Materials
You will need the ollowing materials or this lesson:
Computers with Internet access
Paper and pencils
Whiteboard or newsprint pad
Preparation
Prior to the lesson, be sure to read the section o the website titled Facts & Fiction, including the subsections o
each topic. This section o the website is located at www.justthinktwice.com/actction/. Each subsections act/ctio
should be included as topics or discussion.
Introductory Discussion (10 minutes)
Begin the lesson by asking students to raise their hands i they think the ollowing statements are true. Rea
each statement and take a tally o how many students agree. Record their responses on a whiteboard or shee
o newsprint.
Marijuana is medicine.
Marijuana is harmless.
Legalizing drugs would solve a lot o problems in our society.
Most teens use drugs.
-
8/14/2019 00555-just think twice guide hi
24/512Facts & Fiction
Our jails are ull o people who were arrested or using drugs.
Its impossible to win the war on drugs.
Explain to your students that some people accept these statements as truth without having thought about them
However, this doesnt mean they are true.
Tell students that the purpose o todays class is to think critically about some o these belies and to learn mor
accurate inormation by participating in activities centered around theJust Think Twice website.
Activity Procedure (30 minutes)
Divide the students into groups and assign each group one o the acts/ction listed on the website.
I you plan to teach Module 6 (Marijuana), you may want to avoid assigning myths related to marijuana duringthis lesson.
Instruct each group to rst read the section o the website or their assigned topic, and then to write down the thre
most compelling or surprising acts or arguments they discovered. Students should spend approximately 15-2
minutes on this part o the activity.
Ask each group to present these acts or arguments to the class. Each group should also tell the class whethe
they agree with the act/ction they were assigned, now that theyve had a chance to learn more about it. Giv
classmates an opportunity to ask questions about the topic o the group presenting. Be amiliar with the inormatio
on the website so that you are prepared to step in to provide clarication in case the group presenting is not sur
what to say.
Additional Materials and Preparation
Make ve copies o the What Do You Think? survey (located at the end o the module) or each student.
Three Days Prior to the Lesson (5 minutes)
Give students the surveys and instruct them to ask ve o their riends or classmates to ll them out. Explain tthe students the importance o condentiality and privacy; survey participants should old up the survey beor
returning it, not put their name on it, and students should not look at any o the answers until theyve received a
ve completed surveys. Alternatively, you can ask students to have their riends put their completed surveys in
drop box in your oce.
One Day Prior to the Lesson
Have students tally their ve responses on a separate sheet o paper, writing the number o riends who selected
each answer. Students should return their tallied responses to you.
-
8/14/2019 00555-just think twice guide hi
25/512
Aggregate the responses and, i possible, create a graphic representation, such as a pie chart, bar chart, or tall
sheet (Microsot Excel provides an easy way to create charts).
On the Day o the Lesson (30 minutes)
Show students the chart or tally sheet o the responses to the survey, and ask them what they think o the results
Did the responses dier rom what they expected? Do the responses confict with their own opinion?
Explain that the purpose o todays class is to think critically about some o the common belies related to drugs b
looking at theJust Think Twice website.
Divide the students into groups and assign each group one o the acts/ction listed on the website. Assign topic
based on the results o the poll at the beginning o the lesson and the tallied results o the surveys; choose topic
that relate to the myths that are most commonly believed by students. Urge each group to learn what the websit
says about their assigned topic and to record at least three or our key points on a piece o paper. Students should
spend approximately 15-20 minutes on this part o the activity.
I you plan to teach Module 6 (Marijuana), you may want to avoid assigning myths related to marijuana during
this lesson.
Ask students to refect on the results o the survey in reerence to their assigned section o the website. Do mos
o the survey respondents have accurate perceptions? Did the inormation rom the website change their ow
perceptions or make them want to learn more about the topic? Each group should share their observations with the
class.
Concluding Discussion (10 minutes)
Ask the ollowing questions to lead a discussion among students about the main points covered in this lesson:
Were you surprised by the inormation on the website? Does it change the way you think about drug-related
issues?
Why do you think myths about drug-related issues are so widely believed? Where does this inormatio
come rom? Do media, such as movies or TV, sometimes promote these myths? What about peers?
Which sources can be trusted to provide accurate drug-related inormation? Which sources may be les
reliable?
How can misconceptions o drug-related issues be corrected? What is the best way to communicat
accurate inormation to the general population? To teens? Why might this be an important goal?
AssessmentAs the students participate in the activity and discussions, look or evidence o the ollowing:
Are students using the inormation on the website to think critically about myths related to drug use?
Do students understand that some sources, such as the media or peers, do not always provide the whol
story about drug-related issues?
Did the activities or discussions change anyones mind?
Facts & Fiction
-
8/14/2019 00555-just think twice guide hi
26/51
-
8/14/2019 00555-just think twice guide hi
27/51
-
8/14/2019 00555-just think twice guide hi
28/512Facts & Fiction
1. List two o the common belies discussed on theJust Think Twice website.
1)
2)
2. List one act that contradicts each o these belies.
1)
2)
3. State two reasons why these belies are so widely believed.
1)
2)
4. What is one source that you think can be trusted to provide accurate inormation about drugs?
Module 4 QUIZ
-
8/14/2019 00555-just think twice guide hi
29/512It Cant Happen to Me
Module 5It Cant Happen to Me
Introduction
Some peopleespecially teensbelieve that trying drugs is just a normal part o growing up. Its somethin
everyone does, or a harmless right o passage.
In act, most teens dont use drugs. And what some teens dont realize is that drug useeven occasional use o
experimentationcan have very harmul consequences.
Drugs can change a persons lie and destroy uture opportunities. The goal o this module is to vividly illustrate th
negative consequences o drug use. Helping your students understand that they risk both their goals or the utur
and the opinions o others will help them make better decisions or themselves. In addition, this module encourage
students to think about what they can do to protect themselves rom risky situations involving drugs.
Learning Objectives
Ater completing this lesson, students will be able to:Identiy at least three o the possible consequences o drug use
Provide evidence that these consequences could interere with their plans or the uture
List two ways to protect themselves rom risky situations involving drugs
Materials
You will need the ollowing materials or this lesson:
Computers with Internet access
Paper and pencils
Whiteboard or newsprint pad
Preparation
Prior to the lesson, be sure to read the section o the website titled It Cant Happen to Me, including th
subsections on each topic. This section o the website is located at www.justthinktwice.com/itcant/.
Introductory Discussion (10 minutes)
Begin the class by explaining to students that some people believe its okay to try drugs, just as long as its only
ew times. Ask students to raise their hands i they have ever heard this opinion.
Ask students i they can think o any possible negative consequences o drug use. Examples may include overdose
testing positive or drugs at school, or changes in the brain. Ask the students whether these things can happen eve
i its a persons rst time trying drugs.
Tell students that the purpose o todays class is to learn about some o the possible consequences o drug use b
participating in activities centered around theJust Think Twice website.
-
8/14/2019 00555-just think twice guide hi
30/512It Cant Happen to Me
Activity Procedure (30 minutes)
Divide students into groups and assign each group to one o the scenarios in this section o the website. Whe
assigning scenarios, be sure to select situations that can be avoided in multiple ways. The best choices are
probably you are high and drive, your drink is drugged, and your riend ODs.
Because date rape and acquaintance rape can be sensitive subjects, use your best judgment in deciding
whether to assign the topic Your Drink is Drugged. Some students may not be aware o this risk and may
require a discussion o the associated topics o what date/acquaintance rape is, the importance o consenting
to sex, and why a person is oten unable to give consent while using drugs or alcohol.
Instruct each group to read their assigned section o the website and then to think about the ollowing questions:
How could the scenario have been avoided?
What time points in the story would have allowed or a dierent, or better, decision?What could that decision have been?
What could a person do i they nd themselves in a similar situation?
Each group should record their thoughts on a sheet o paper. Students should spend approximately 15 minutes o
this part o the activity.
Have each group share their thoughts with the rest o the class. Ask the rest o the class to share any additiona
solutions they think o or each scenario.
Activity Procedure (30 minutes)
Ask students i any o them have seen any public service announcements (PSAs) on television relating t
drug use. Examples could include PSAs rom the Truth Campaign and the Above the Infuence Campaign
I the students seem unamiliar with PSAs, have them view some rom the Anti-Drug Campaign online
at: www.mediacampaign.org/mg/television.html. Ask them what they think o the PSAs theyve seen. Were the
eective? What do they think worked well? What didnt? Why?
Divide students into groups and assign each group to one o the scenarios in this section o the website. Instruc
each group to read their assigned section and then brainstorm ideas or a PSA that would communicate this risk
Ask them to think o what approach they would take (e.g., a dramatization, animation, fashing images or text). Also
ask them to think about what kind o visuals they would use, what text and voiceovers should be added, and wha
music or sound eects would have the biggest impact. Have them record their ideas on a piece o paper. Student
should spend approximately 15-20 minutes on this part o the activity.
Have each group present their ideas to the class. Their presentation should include a description o their assigned
scenario and their vision o a PSA that would educate people about this risk. I there is time, allow classmates to
provide eedback about which elements o the PSA would work best and how the idea might be improved.
-
8/14/2019 00555-just think twice guide hi
31/512
Concluding Discussion (10 minutes)
Ask the ollowing questions to lead a discussion among students about the main points covered in this lesson:
Do the risks identied on the website change your perceptions o the saety o drug use? Were there risk
discussed that you didnt know about?
What are the long-term consequences o some o these risks? How might they interere with a persons
goals or his or her lie?In light o all the things that can occur with drug use, do you think trying drugs is sae? What would you sa
to a riend who told you that they wanted to try a drug just once?
What are some strategies or avoiding scenarios where drugs are involved? How should you respond i yo
ever nd yoursel in a situation where the people around you are putting themselves at risk with drug use?
Assessment
As the students participate in the activity and discussions, look or evidence o the ollowing:
Do students understand that drug use is a risky behavior that has the potential to interere with the
uture plans?
Do students understand that to protect themselves rom drug-related risks, it is important to avoid risky
situations as much as possible, as well as to learn how to respond to these situations appropriately?
Did the activities or discussions change anyones mind?
Extensions
The activities listed below reinorce and expand on the concepts taught in this lesson, and they connect to othe
areas o the curriculum.
It Cant Happen to Me
Drama, Art I students participated in the advanced activity, they can act out the PSAs
they conceptualized. Alternatively, students can create storyboards or their PSA
Storyboards are like a comic strip that shows the sequence o shots that will be
included in a movie or TV program. Each storyboard should show the setting (e.g., a
park or a room), the characters, and the dialogue or each shot. You can use a quick
Internet search to locate examples o storyboards.
Language Arts Instruct each student to nd a story o someone whose lie has been changed by
drug use. Students can look in newspapers, magazines, or the Internet. Students
should write a report summarizing what happened and what various people involved
in the incident could have done dierently to change the outcome.
-
8/14/2019 00555-just think twice guide hi
32/512It Cant Happen to Me
1. List three o the possible consequences o drug use that are listed on theJust Think Twice website.
1)
2)
3)
2. Pick one o the consequences you listed above and explain how it can interere with someones plans or the uture.
3. What are two ways that teens can protect themselves rom risky situations involving drugs?
1)
2)
Module 5 QUIZ
-
8/14/2019 00555-just think twice guide hi
33/51
-
8/14/2019 00555-just think twice guide hi
34/513Stumble Weed
Ben is an eighth grader at Centerville Middle School. In sixth and seventh grade, he played baseball or the
school and still brought home As and Bs on his report cards. This year, Ben decided he doesnt want to play
baseball anymore, and his grades are dropping. He has also stopped spending time with Keenan and Erin,
his best riends since frst grade. Bens parents are concerned about his alling grades and the new group o
riends he hangs out with. Then one aternoon, as Bens mom is putting away his laundry, she sees a bag o
marijuana in his drawer. Bens parents decide to sit down with him that night at the kitchen table. When his
parents ask him whether hes been using marijuana, Ben responds by saying that its totally harmless and all
his riends are doing it. He also tells his parents it really helps him relax and blow o steam.
Divide students into groups and tell them that they will have a chance to role-play the above scenario. Instruc
students to review the Stumble Weed magazine and to use the inormation provided to decide what Bens parent
should say to him. For this activity, students can ocus on the ollowing sections o the website:
Pages 2 and 3 o the Just a Plant section
Page 1 o the Extreme Grades section
Page 1 o the Totally Lame section
Ask students to write down the three most important points they think his parents should make so that they can us
them in the role-play. Students should spend approximately 20 minutes on this part o the activity.
Ater students are nished recording their answers, have each group act out the scenario. Make sure th
students understand that this is a serious role-play; i a group begins to goo o, they will be asked to stop
Ater each group has given their presentation, discuss as a class what went well and what could have gone bette
in each o the acted-out discussions.
Additional Materials and Preparation
Make a copy o one o the three memo worksheets (located at the end o the module) or each studen
or group.
Activity Procedure (35 minutes)
For this activity, students can work individually or in groups. Tell the students that their assignment is to prepar
a memo or one o the ollowing proessionals: a psychologist, a teacher, or a lawyer. Explain to the students tha
these proessionals are interested in learning more about how marijuana is related to their elds:
The psychologist would like to know more about Marijuana & Mental Health.
The teacher would like to learn more about Marijuana & School.
The lawyer wants more details on Marijuana & the Law.
Each topic area o the memos has a corresponding webpage. Make sure students explore the webpage and eac
o the Learn More links or their assigned topic. The inormation relevant to this assignment is located in the
ollowing sections o the Stumble Weed magazine:
Marijuana & Mental Health: Page 3 o the Just a Plant section
Marijuana & School: Page 1 o the Extreme Grades section
Marijuana & the Law: Page 5 o the Just a Plant section
-
8/14/2019 00555-just think twice guide hi
35/513
Ater explaining the activity to students, give each student or group a copy o the memo worksheet or the
assigned topic. Tell them to visit the web address provided at the bottom o their worksheet to learn more abou
their assigned topic. Instruct students to use bullet points to get the key points across. Students should spen
approximately 20 minutes on this part o the activity.
Aterwards, ask each group to present a summary o the key points rom their memos. I students worked individually
have one student rom each proession present. Allow other students to share their summaries i there is time.
Concluding Discussion (10 minutes)
Ask the ollowing questions to lead a discussion among students about the main points covered in this lesson:
Did you learn anything new rom the website? Does it change the way you think about marijuana?
Were you surprised to learn that marijuana can aect the ability to accomplish tasks such as driving o
paying attention in school? Can you think o any other tasks that marijuana might impair?
Based on what you learned rom the website, do you think marijuana should be legalized? What criteri
should the government use in deciding whether a drug should be legal?
Assessment
As the students participate in the activity and discussions, look or evidence o the ollowing:
Are students using the website to think critically about the eects o marijuana?
Do students understand that marijuana is a dangerous drug that has negative eects on the body?
Did the activities or discussions change anyones opinions?
Extensions
The activities listed below reinorce and expand on the concepts taught in this lesson, and they connect to othe
areas o the curriculum.
Stumble Weed
Language Arts Ask students to make a list o 8-10 key words that relate to marijuana using the
Stumble Weed magazine. Example words might include: chemicals, dangerous
drugged, pot, THC, and memory. Have students create their own word search
using the word list they created. I available, graph paper will help students create
evenly spaced word searches, which should be approximately 15 letters in length
and width. On the same paper, students should include a list o the words they used
in their puzzle. Ater students have completed their squares, have them exchange
their word searches with other students and challenge them to nd all the words.
Language Arts,
Social Sciences
On a piece o paper, have students draw a two-column chart. Instruct students to
label the columns Everything I Heard About Marijuana and Everything I Learned
About Marijuana. In the rst column, ask students to write down everything they
have heard about the drug rom riends, older siblings, parents, TV, or music. In the
second column, encourage students to remember what theyve learned rom the
lesson and website. When theyve nished with both columns, instruct students to
circle anything in the Everything I Heard column they ound out is true rom the
lesson and website, and to cross out anything they ound out is false.
-
8/14/2019 00555-just think twice guide hi
36/513
MEMORANDUM
TO: Teacher
FROM: Researchers
SUBJECT: Marijuana & Mental Health
FINDINGS:
SOURCE:
Just Think Twice website
http://www.justthinktwice.com/stumbleweed/home.html
-
8/14/2019 00555-just think twice guide hi
37/513
MEMORANDUM
TO: Psychologist
FROM: Researchers
SUBJECT: Marijuana & School
FINDINGS:
SOURCE:
Just Think Twice website
http://www.justthinktwice.com/stumbleweed/home.html
-
8/14/2019 00555-just think twice guide hi
38/513
MEMORANDUM
TO: Lawyer
FROM: Researchers
SUBJECT: Marijuana & the Law
FINDINGS:
SOURCE:
Just Think Twice website
http://www.justthinktwice.com/stumbleweed/home.html
-
8/14/2019 00555-just think twice guide hi
39/513Stumble Weed
1. List two short-term eects o marijuana on the body.
1)
2)
2. List two long-term eects o marijuana on the body.
1)
2)
3. Name two abilities that are impaired by marijuana use.
1)
2)
Module 6 QUIZ
-
8/14/2019 00555-just think twice guide hi
40/513Hot Topics
Module 7Hot Topics
Introduction
It is easy to recognize messages about drugs when they are eatured in magazine articles or on the news; however
other, more subtle messages may easily slip by unnoticed. These messages may be in the lyrics o a catchy son
or an image in a popular movie.
The specic drugs that the media ocus on change over time. One day marijuana may be the hot topic, but the nex
day the ocus is on steroids.
Its important to talk to students about the latest drug topics because the media is unlikely to paint a complete
accurate picture o most issues. In addition, some students may not even be aware o the many messages the
are absorbing through various media. The purpose o this module is to educate students about the latest news an
inormation on drugs and to increase student awareness o reerences to drugs in the media.
Learning ObjectivesAter completing this lesson, students will be able to:
Dene the term the media
List at least ve inormation sources that are considered media
Compare and contrast inormation rom the media with inormation provided on theJust Think Twice websit
Materials
You will need the ollowing materials or this lesson:
Computers with Internet access
Paper and pencils
Copies o the Media Messages Log Sheet (located at the end o the module) or each student or group.
Whiteboard or newsprint pad
Preparation
Prior to the lesson, be sure to read the section o the website titled Hot Topics, including the articles on each topic
This section o the website is located at www.justthinktwice.com/hot/.
In addition, make a copy o Media Messages Log Sheet (located at the end o the module) or each studen
or group.
Introductory Discussion (5 minutes)
Begin the lesson by asking students i anyone can dene the media. Make sure they understand that the med
reers to any source o inormation that is available to the public, such as anything on TV, the radio, or in books
Ask students to brainstorm other examples o what could be considered the media. Then ask students to raise the
hands i they have heard anything in the media about drugs in the past week. What drugs are being talked about?
What is being said?
Tell students that the purpose o todays class is to think about the media that provide inormation about drugs, an
to learn about some o the ew current hot topics by looking at theJust Think Twice website.
-
8/14/2019 00555-just think twice guide hi
41/513
On the Day o the Lesson (30 minutes)
Explain to students that, or the next week, they should watch or reerences to drugs in the media to se
what the current hot topics are. Instruct them to look in all types o media, such as TV, Internet, magazines
newspapers, movies, music, and books. Remind them that messages may be overt or more subtle. Instruct them
to use the Media Messages Log Sheetor a simple listto keep track o what they see and tell them to bring i
back to class a week later. Give each student a copy o the worksheet and have them start it o by adding in the
articles rom the Hot Topics section o the Just Think Twice website. Students should spend approximately 2
minutes on this part o the activity.
Ater students have looked at the site, ask them what they think o the articles. Have they heard about any o thes
topics beore? Which ones? Is the inormation on the website dierent rom the inormation provided in othe
sources? What is dierent?
At the end o the class, remind students to ll out their log every day during the rest o the week. Instruct them t
bring in news clippings and examples o other types o media that reer to drugs.
One Week Later (10 minutes)
Ask the students to list the dierent types o media that contained messages about drugs during the last week
Make sure students are aware o the multiple sourcesovert and more subtlerom which they get message
about drugs.
Ask the students which topics about which drugs tend to appear most oten. Then ask them i they have an
thoughts on why these topics might be more prominent. Are there any recent events that brought these issues to
the oreront? What is the connection between media coverage o a drug and the number o problems it cause
in society?
Ask the students how drugs and drug-related issues are portrayed in the media. Is the coverage more positive o
negative? Is there a dierence in the way drugs are portrayed depending on the medium (e.g., does music portra
them more positively than the newspaper)?
On the Day o the Lesson (30 minutes)Explain to students that, or the next week, they should watch or reerences to drugs in the media to se
what the current hot topics are. Instruct them to look in all types o media, such as TV, Internet, magazines
newspapers, movies, music, and books. Remind them that messages may be overt or more subtle. Instruct them
use the Media Messages Log Sheetor a simple listto keep track o what they see and then to bring it back t
class a week later. Give each student a copy o the worksheet and have them start it o by adding in the article
rom the Hot Topics section o theJust Think Twice website. Students should spend approximately 20 minutes o
this part o the activity.
Hot Topics
-
8/14/2019 00555-just think twice guide hi
42/513Hot Topics
Ater students have looked at the site, ask them what they think o the articles. Have they heard about any o thes
topics beore? Which ones? Is the inormation on the website dierent rom the inormation provided in othe
sources? Was the overall message more positive or more negative than the message on the website?
At the end o the class, remind students to ll out their log every day, or the next week. Instruct them to bring in
news clippings and examples o other types o media that reer to drugs.
One Week Later (10 minutes)
Ask the students to list the dierent types o media that contained messages about drugs during the last week
Make sure students are aware o the multiple sourcesovert and more subtlerom which they get message
about drugs.
Ask the students how drugs and drug-related issues are portrayed in the media. Is the coverage more positive o
negative? Is there a dierence in the way drugs are portrayed depending on the medium (e.g., does music portra
them more positively than the newspaper)?
Ask the students i they understand the meaning o the terms biased and objective. Make sure they understand
that when a person has a biased perspective, their belies keep them rom seeing everything completely clearly
For example, a newspaper reporter who believes that marijuana should be legalized is likely to ignore evidence
about its potential harms and to not include inormation about this evidence in articles he or she writes. On the
other hand, when someone is objective about an issue, they look at and report on all evidence. Thus, an objective
reporter would attempt to discuss all evidence related to the saety o marijuana. Ater the students understand th
distinction, ask them whether the inormation they heard or saw in the media in the last week seemed to come rom
biased or objective perspectives. Do they think that anyone can ever be completely objective? Are media source
more or less likely to be objective than most individuals?
Concluding Discussion (10 minutes)
Ask the ollowing questions to lead a discussion among students about the main points covered in this lesson:
Were you surprised by the requency o drug reerences in the media? Did the activity help you realize tha
some o your avorite songs or TV shows contain reerences to drugs?
Why do you think certain stories or issues become a major ocus in the media? Do you think some types o
media are more likely than others to ocus in on just one big story?
Can you think o any events or stories that the media seemed to ignore? Why might this happen?
Assessment
As the students participate in the activity and discussions, look or evidence o the ollowing:
Are students aware o the many sources that send messages about drugs?
Are students thinking critically about why the media ocuses on specic stories or issues?
Do students realize that the media doesnt always cover drug-related issues with complete accurac
or objectivity?
-
8/14/2019 00555-just think twice guide hi
43/514Hot Topics
Extensions
The activities listed below reinorce and expand on the concepts taught in this lesson, and they connect to othe
areas o the curriculum.
Language Arts Have students choose a topic that is addressed on theJust Think Twice website thatthey have heard about beore through the media or peers. Instruct students to use
inormation rom theJust Think Twice website, as well as other media, to create their
own news article on the topic.
Arts Have students access the ront page o theJust Think Twice website and click on
the Stories o Lost Promise link. This website includes a memorial wall o stories
and pictures o children whose lives were lost to drugs. Have students create their
own memorial through words and drawings to remember a lost lie rom the website.
Then have each student present their memorial to the class. You can post these
creations in your classroom to create your own memorial wall.
-
8/14/2019 00555-just think twice guide hi
44/51
4 1
Media
Mess
ages
Log
Shee
t
Forthenextweek,
keepalogoftheinformationthatyou
hearaboutdrugs.
H
i
Source:
Where
didyousee
/hearth
e
informa
tion
?
Top
ic:
Whichdrug
(s)
weremen
tione
d?
Con
ten
t:
Wha
twas
themessage
?
Was
itpos
itiveo
rnega
tive
?
N
ameofsource:
Date:
N
ameofsource:
Date:
N
ameofsource:
Date:
N
ameofsource:
Date:
N
ameofsource:
Date:
-
8/14/2019 00555-just think twice guide hi
45/514Hot Topics
1. Dene the term the media.
2. List ve inormation sources that are considered the media:
1)
2)
3)
4)
5)
3. What is one example o inormation you heard in the media that is dierent rom what you read on the Just Think
Twice website?
Module 7 QUIZ
-
8/14/2019 00555-just think twice guide hi
46/514Got Meth?
Module 8Got Meth?
Introduction
You have probably heard aboutor seen pictures othe devastating eects o meth on users bodies, includin
their skin and teeth. Meth, short or methamphetamine, is an extremely damaging drug. This is, in part, because
is cooked rom dangerous chemicals like battery acid and drain cleaner. It is also very addictive. The initial hig
is intense, but beore users realize it, meth takes over their lives. But meth doesnt just hurt the user. Because it is
so addictive, meth users oten take extreme measures to get more. They cook it in their kitchens, exposing the
children and amilies to the drug and its toxic ingredients, and they dump the waste rom making it on the groun
near their homes, contaminating nearby water sources. And these are just a ew o the damaging eects o meth.
Unortunately, many students dont ully understand the dangers o meth use. The 2005 Monitoring the Futur
Survey ound that only 55 percent o 12th graders believe that trying crystal meth once or twice put them at grea
risk (www.monitoringtheuture.org). However, it is important or students to understand that meth is a drug tha
should not be taken lightly. The purpose o this module is to teach students about the eects o methamphetamin
on the body and the high potential or addiction. In addition, this module increases student awareness o th
societal problems caused by methamphetamine.
Learning Objectives
Ater completing this lesson, students will be able to:
List at least two short-term and two long-term eects o methamphetamine on the user
State at least two ways that methamphetamine negatively aects other individuals or society in general
Materials
You will need the ollowing materials or this lesson:
Computers with Internet access
Paper and pencils
Whiteboard or newsprint pad
Preparation
Prior to the lesson, be sure to read the section o the website titled Got Meth?, including each page in th
magazine. Click on the Next button at the top o each page to ensure you view all o the content. This sectio
o the website is located at www.justthinktwice.com/gotmeth/home.html.
Introductory Discussion (5 minutes)Begin the lesson by asking students to raise their hands i they have ever heard o methamphetamine, or meth
Ask them what they know about the drug. What are its immediate eects? What are its long-term eects?
it dangerous?
Tell students that the purpose o todays class is to learn more about meth by participating in activities centere
around theJust Think Twice website.
-
8/14/2019 00555-just think twice guide hi
47/514Got Meth?
Additional Materials and Preparation
Make a copy o Meth Facts Scavenger Hunt Worksheet (located at the end o the module) or each studen
or group.
Activity Procedure (35 minutes)
For this activity, students can work individually or be divided into groups. Provide each student or group with a cop
o the Meth Facts Scavenger Hunt Worksheet, and instruct them to ll in each blank using the Got Meth? sectio
o the website. Challenge students to complete the worksheet as quickly as possible and to consider awarding
prize to the winner. Students should spend approximately 25 minutes on this part o the activity.
Ater time is up or the rst student has completed his or her worksheet, allow students to volunteer the answers
Use the answer key located at the end o the module to check the answers provided. Encourage student discussion
o the answers. Probe on any inormation that is new or surprising to ensure comprehension and clear up an
misunderstandings.
Activity Procedure (35 minutes)
Divide students into groups and instruct each group to imagine they are either policy/lawmakers, the Board o
Directors or a treatment acility, or members o the general community.
Instruct each group to browse the Got Meth? section o the website, and then brainstorm what someone in the
imagined role could do to prevent problems related to meth use, and to deal with these problems i meth use is
prevalent in their community. Groups should then write up a list o our or ve recommendations. Students should
spend approximately 25 minutes on this part o the activity.
Ask each group to present their recommendations to the class. Each group should justiy why they believe thes
recommendations will help solve meth-related problems. I there is time, allow classmates an opportunity to shar
any additional suggestions they have.
Concluding Discussion (10 minutes)
Ask the ollowing questions to lead a discussion among students about the main points covered in this lesson:
What was your reaction to this section o the website? How did you eel about the images and actsprovided?
Which long-term eects o meth do you think are most damaging? Why do you think people try meth i
has such a destructive eect on the body?
How should communities ght meth-related problems? Are they best addressed through changing policies
improving treatments, or keeping the general public more inormed about the dangers o meth? Or
combination o all three?
-
8/14/2019 00555-just think twice guide hi
48/514Got Meth?
Meth Facts ScavengerHunt Worksheet
Search the Got Meth? section o the website to fll in the blanks.
1. Users can eel the eects o meth or up to hours.
2. List ve o the street names or methamphetamine: , ,
, , and .
3. Amphetamines are the most potent o the stimulant drugs because they cause the greatest
release o .
4. is the slang term or meth users rotten teeth.
5. List ve o the ingredients used to make methamphetamine: ,
, , , and .
6. One out o every people who enter treatment or meth addiction is under theage o 18.
7. List the dierent orms o meth: , , and
.
8. For those who already are HIV positive, methamphetamine may
the progression o the disease.
9. Sometimes users experience the sensation o bugs crawling across their skin, also known
as .
10. Changes in users brains due to meth use can result in motor speed and
verbal learning.
-
8/14/2019 00555-just think twice guide hi
49/514Got Meth?
Meth Facts ScavengerHunt Worksheet
Search the Got Meth? section o the website to fll in the blanks.
Users can eel the eects o meth or up to 12 hours.
List ve o the street names or methamphetamine: Answers include tina,crank, croak,
crypto, crystal ice, fre, glass, meth, tweek, and white cross.
Amphetamines are the most potent o the stimulant drugs because they cause the greatest
release o dopamine.
Methmouth is the slang term or meth users rotten teeth.
List ve o the ingredients used to make methamphetamine: Answers include battery
acid, drain cleaner, cold medicine, acetone, rock salt, lye, antireeze, kitty litter,
lithium batteries, and toluene.
One out o every fve people who enter treatment or meth addiction is under the age o 18.
List the three orms o meth: pill, powder, and crystal.
For those who already are HIV positive, methamphetamine may speedup the progression
o the disease.
Sometimes users experience the sensation o bugs crawling across their skin, also known
as crankbugs.
Changes in users brains due to meth use can result in reduced motor speed and
impaired verbal learning.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ANSWER KEY:
-
8/14/2019 00555-just think twice guide hi
50/514Got Meth?
Assessment
As the students participate in the activity and discussions, look or evidence o the ollowing:
Do students understand that methamphetamine has devastating eects on the body?
Do students recognize the impact o methamphetamine on other individuals and society?
Are students providing thoughtul responses to how to combat meth-related problems?
Extensions
The activities listed below reinorce and expand on the concepts taught in this lesson, and they connect to othe
areas o the curriculum.
Language Arts,
Social Sciences
Have students write a letter to a local governing ocial, suggesting that he or she
institute a program or law that could help solve or prevent meth-related problems
Students should explain why meth is/can be damaging to the community, and what
should be done about it.
Science,Language Arts
Instruct students to write a research paper on addiction. Have them use PBSs
Close to Home website as a source o inormation
(located at www.pbs.org/wnet/closetohome/home.html). Students should ocus
on the ways addiction can change the brain. Papers should be approximately one
page long and include a citation section or the sources they use.
-
8/14/2019 00555-just think twice guide hi
51/51
Module 8 QUIZ1. List two short-term eects o methamphetamine on the user.
1)
2)
2. List two long-term eects o methamphetamine on the user.
1)
2)
3. List two ways that methamphetamine negatively aects other individuals or society in general.
1)
2)
4. What is one thing that can be done (changing laws, starting campaigns, etc.) to help solve one o the problems
you listed above? How would this change help the situation?