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"The Drug Dope Show"

Estimated Time of Completion: Four or five 50-minute class periods

I. Summary
II. Objectives
III. Materials Needed
IV. Procedure
V. Classroom Assessment
VI. Extensions and Adaptations
VII. Online Resources
VIII. Relevant National Standards

I. Summary:

For grades 9-12. Students work in teams using a "talk show" format to research drug types, the addiction/recovery processes, and effects of drug abuse on society, family, friends, work, school, etc. They will also explore techniques for resisting peer pressure.

II. Objectives:

• To understand the addiction process and factual information concerning various classes of drugs

• To learn techniques for exerting positive peer pressure as well as withstanding negative peer pressure

III. Materials Needed:

• Computers connected to the Internet

• Drug Information Web sites list

• PBS In the Mix video: "Drug Abuse: Altered States" (Optional)

• TV/VCR (Optional)

IV. Procedure:

1. Begin the lesson with an introductory discussion on drug use:
   • How widespread do they feel the drug problem is in their country. What about their state, city, neighborhood, and school?
   • How does today's drug use compared to that of 10 years ago, 20 years ago, etc.
   • Why do they feel drug use is so prevalent?
   • What are possible reasons why people begin using durgs?
   • Once someone is addicted to drugs, what controls the addiction? The user, or the drug itself?

2. Explain to students that they will be working on a 4 day project in which they expand upon the information given in the video with facts and ideas of their own. They will be presenting a talk show entitled "The Drug Dope Show". If you plan to use the video "Drug Abuse: Altered States" in this lesson, show the program at this time.

3. Students will draw for groups (7 total). Place individual drug categories on slips of paper in a container (the number depends how many students will be in each group). After all have drawn, students find others with the same drug topic. Topics should be:
   • Club drugs
   • Hallucinogens
   • Sedatives
   • Narcotics
   • Amphetamines
   • Inhalants

4. Each group will be responsible for the facts involving their assigned drug, such as street names, forms, short-term and long-term effects on the body, and treatment. Groups should also explore addiction and recovery process in general, and the effects of drug abuse on society, family, friends, work, school, etc.

5. Each group will also be responsible for role-playing at least 3 drug-involved situations in which a different type of positive peer pressure is used. Possible situations include:
   • Walking away from people discussing drug use
   • Distancing oneself from friends who are using
   • Joining a drug-free group
   • Refusing to attend a party where drugs are used

6. On the first day of the lesson, students should get organized within their groups, dividing research responsibilities and developing role-play situations.

7. On the second day, students will continue research, in books or on the Internet, while recording their results.

8. The third day will be spent working with teams to organize their talk show and materials to be presented. Try not to be specific about the talk show format, so students will generate their own ideas. Encourage them to bring in humor and creativity, as well as "spoofing" existing programs that everyone might be familiar with. Possible ideas include:
   • A "guest interview" format where one student is the "host" and others play recovering addicts, treatment counselors, doctors, etc.
   • A "panel" format where students play experts and take questions from the class.
   • A "magazine" format where a reporter covers several different stories and sub-topics.

9. The fourth and fifth days will be spent presenting the talk shows. After each student presentation, engage all the students in a discussion of what was presented, with particular attention to facts not previously known, as well as techniques used to exert positive peer pressure.

V. Classroom Assessment:

Score student work as a combination of individual and group assessment, according to the following 100 point scale:

• Addressed the category and forms of the drug, and how it is taken: 15 points
• Addressed street or common names of the drug: 10 points
• Addressed other drugs within the same category: 10 points
• Addressed short-term and long-term effects on the body: 10 points
• Addressed the addiction and recovery process: 15 points
• Presented 3 positive peer-pressure role-plays: 15 points
• Completed well-prepared, interesting presentation: 15 points
• Contributed to group effort: 10 points

VI. Extensions and Adaptations:

• Students might present their talk shows to other classes, junior high classes, DARE classes or service organizations within their community.

• Talk shows might be videotapes and aired on the school's television station, or on a local public access station.

• They might also plan an extensive ad campaign dealing with positive peer pressure techniques and/or emphasize resistance techniques.

VII. Online Resources:

• Sites on the Drug Information Web sites list

VIII. Relevant National Standards:

These are established by McREL at http://www.mcrel.org/standards-benchmarks/docs/contents.html:

Health

• Knows the availability and effective use of health services, products, and information
• Knows how to maintain and promote personal health
• Understands aspects of substance use and abuse

About the Author:
Judy Terando has taught Physical Education and Health since 1965, focusing on bringing technology into the classroom and spurring student creativity. She currently teaches high school in La Salle, IL.

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