gain experience in making good
choices through role-playing and evaluating the choices made by others
in a variety of case study scenarios.
acquire an awareness of the
need to accept responsibility for both the good and bad consequences of
explore how choices have shaped
their lives, and affected the lives of those around them.
develop a negative attitude
toward impaired driving by recognizing that poor choices regarding drinking
and driving increase the probability of a negative incident occurring.
use with grades 7-12
issue of impaired driving involves choices. Research shows that students
make decisions based not only on their attitudes toward impaired driving,
but also on their attitudes toward the alternatives, such as asking a friend
for a ride home. In order for students to change their attitudes
toward impaired driving, they must perceive that there is the likelihood
of a negative event, such as an arrest or an accident, as a result of this.
Before viewing Just One
Night, prepare a sample diagram on your chalk board on "How did you decide
what to eat for breakfast?" Explain how decisions are made and the
influence of alternatives and variables.
Hand out the model flow
chart sheets. Have student teams make their own flow charts to assess how
they make choices when answering, "How do you decide what to wear to school?"
As students work, monitor their decision-making processes and record what
you hear them say. Once the charts are finished, have the students
share with the class how they made their choices.
Go on to more complicated
issues, like deciding what courses to study, and talk students through
the decision-making process and the effects of different choices.
Discuss how simple decisions, such as what to wear or what to eat, can
affect other decisions and ultimately shape their lives.
give the students a specific responsibility while viewing Just One Night,
ask them to record what choices Tom Boyle made on the day of the accident.
Ask them to record who was affected by his decisions and how these decisions
affected his own life. Tell them to make sure their information is
accurate, because it will serve as the basis for post-viewing discussion.
the class make a flow chart for the decisions that Tom Boyle made on February
17. Highlight the people affected by his choices. Then record
how these decisions affected his life. Point out to the students
how a group of seemingly isolated decisions led to a horrible situation.
Using the case study approach,
ask students to critically examine the factors that influence choices
and include their attitudes about impaired driving as a variable.
Teachers need to create a hypothetical case study which will allow students
to analyze how simple choices impact lives and to learn more about the
negative consequences of impaired driving. The process will help
students develop analytical thinking skills, including listening for facts,
synthesizing issues, and developing logical arguments.
The case study should be
localize and typical to a situation so that it is closer to home for the
students. A case study may begin with
A friend comes up
to you at school on Friday and says, "My parents are going to be away for
the weekend and I'm inviting people over for a party. Want to come?"
Throughout the story, the
teacher should stop and ask the student questions such as, "Do you go to
the party?" Discuss the answer by having students consider various
factors that would determine their decision whether or not to go.
Encourage them to contribute other things they might think about in making
their choice such as "who will be there?", "how do I get there?", "what
will I tell my parents?", and "what are some other options for Friday night?"
of the alternatives to impaired driving and concerns that students should
asking a friend for a ride
calling a taxi
calling parents to come get
will the friends you drove
to the party understand if you can't drive them home
impact of peer pressure
would it be an imposition to
ask a friend for a ride
would it be embarrassing to
admit you can't hold your liquor
how do you feel (physiological
and psychomotor changes–see Resource Materials)
what is the likelihood of getting
into an accident
how severe might an accident
what are my chances of getting
what are the penalties
how much would it cost
can a lawyer be hired who would
reduce the penalties of an arrest or accident
would you have a record for
how would your parents react
of the case study should point out how simple decisions can affect other
decisions and ultimately shape their lives. Ask the students on which
facts they based their decision. Lead students through the process
of identifying and learning the significant factual information about drinking
and driving. The goal is to share information in order to influence
students' perceptions of the negative consequences of impaired driving.
The facts provide the basis for analyzing decisions made. Analyzing
issues and developing arguments without a basic understanding of the facts
can be both frustrating and counterproductive.
Work with emergency medical
service (EMS) and medical personnel, local law enforcement, the local Students
Against Destructive Decisions (SADD) chapter, the state highway safety
office, and other safety organizations to conduct a mock crash. Supplement
the mock crash by obtaining a safety belt convincer so students will have
the opportunity to experience the benefits of safety belts.
Sponsor a safety holiday ornament
or t-shirt fund raising campaign for your community. Have a school contest
come up with a design for the ornament or t-shirt and an impaired driving
slogan to go on the ornament. Proceeds from the campaign can go to support
school traffic safety programs.
Invite a motivational speaker
to talk to students about having a fun alternatives without alcohol. Or
bring in a person charged with killing or injuring someone in an alcohol-related
crash or a victim who was injured by an impaired driver to talk about how
their life has changed because of alcohol.
Hold a summit on community
alcohol issues. Convene law enforcement officers, prosecutors, judges,
parents, clergy, school representatives, and community leaders to discuss
the problem of youth access to alcohol and develop solutions to reducing
access and consumption.
Have school clubs and safety
groups (drama club, varsity club, SADD, Future Homemakers of America, etc.)
work together to organize a community program on alcohol and impaired driving
Hampshire Highway Safety Agency
Pine Inn Plaza
117 Manchester Street
Concord, NH 03301
Phone: (603) 271-2131 Fax:
Against Drunk Driving (MADD)
511 East John Carpenter
Irving, TX 75062
Phone: (214) 744-MADD (6233)
Fax: (972) 869-2206/2207
Against Destructive Decisions (SADD)
101 Depot Road
Chatham, MA 02633
Phone: (508) 945-3122 Fax: