Side of Club Drugs
will discuss the cultural influences on use of club drugs, identify
specific club drug characteristics and ways they are used, evaluate
drug information sources for reliability, and increase community awareness
of issues surrounding club drugs.
Two 90-minute class sessions
to National Health Education Standards (NHES) and Performance Indicators
Paper and pen
Before the day of the lesson, ask students to identify music or movies
that address club drugs and/or sexual assault.
CAUTION: Language and content of some songs may be offensive and inappropriate
in the school setting therefore, review the lyrics for relevance and
appropriateness prior to class.
Or, research your own songs and lyrics to discuss in class. Within some
songs that may be deemed offensive, there are particular lines or relevant
themes that can be used independently in class for discussion.
Discussion: (15 minutes) (NHES 4: PI 1 & 2)
1. Ask students to relate the lyrics, messages, and/or theme of songs
or movies to the class or have the students play a part of the song
to the class (if appropriate). Facilitate a discussion on the lyrics,
their meaning, their influence on individuals' behaviors, the perception
of the singer(s) and/or band(s), frequency and popularity of the songs
may include: How popular is this song? How do you know it is popular?
(i.e., song charts, frequency of playing it within a peer group, awards).
What do you picture when you hear the song? Are there any restrictions
by parents or others on your listening to this music? What is the message?
Why do you like or dislike this song? Are there subtle messages beneath
the obvious? Do they influence behavior?
2. Have students
list what they believe to be true about club drugs from these lyrics.
What drugs are considered "club drugs"? How much are they
used? What are the effects? Can they relate any instances of their use
in real life?
minutes) (NHES 3: PI 3)
1. Direct students to the NewsHour story at: http://www.pbs.org/newshour/bb/youth/july-dec01/ecstasy.html
Ask students to compare their earlier perceptions as listed with the
information provided in the article, noting the facts next to the perceptions.
Discuss their findings, being sure to identify the emotional and physical
2. Continue the
discussion by examining why they are also called date-rape drugs? Have
students identify what lyrics in the songs are in conflict, if any,
with current social mores and values in your community? Why or why not?
Go beyond drug use to sexuality. What gender roles are involved? Define
sexualization (using control and influence to manipulate others, including
rape, incest, harassment, flirting). What attitudes contribute to this
problem. Do parents, teachers, law enforcement personnel, doctors, and
others in the community know about these drugs?
3. Return to the
Internet to read the story about Samantha at: http://www.pbs.org/newshour/extra/features/jan-june00/ghb.html
Extend the discussion to community organizations that become involved
in the issue of drug use (law enforcement, legal system, rape crisis
centers, pregnancy assistance, hospitals, parents, prevention organizations,
etc.) How does the community respond to the use of these drugs?
(45 minutes) (NHES 2: PI 2)
Students may be assigned the following tasks to complete outside of
1. Divide students
into small groups of three or four. Help students identify persons to
interview or survey regarding club drug effects, use in the community,
and consequences. Assign each group a community organization or population
group (parents, teachers, students, social service organization, law
2. Have students prepare a list of interview or survey questions regarding
club drugs, an organizations' role, group or individual perspectives
on the issue. Examples of questions to include: What do you know about
club drugs? How serious is the problem in our community? What do you
see as the real issue? What is your organizations involvement in this
issue? What recommendations do you have? What should someone do who
is faced with this situation?
*The instructor may help students identify an appropriate contact person
prior to this assignment.
*For students for whom interviewing and/or surveying community members
may be inadvisable, ask them to continue their research at additional
Web sites. As they find sites, have them determine the reliability and
validity of information by noting the Web site sponsor, date information
was updated, and other aspects of determining reliable sources.
b. www.health.org (National Clearinghouse for Alcohol and Drug Information)
Class Period II. Evaluation and Application of Learning
( 15 minutes)
Discuss additional information gathered from the community or Web sites.
Did all of the sources of information support each other, or were there
differences in the information given? If differences existed, how would
you decide which is most correct? How aware of club drugs were members
of the community? Summarize all of the information gathered, identifying
the most important points.
Activity (55 minutes)
(NHES 7: PI 5 & 6)
Using the information learned and/or survey responses, have the class
prepare a news article for the school paper, community newspaper or
a presentation to the school board, PTA or other community group to
educate the general public or what needs to be done to make the community
a safer, more healthful place. Evaluate the news articles for the following:
*appropriate approach for the audience
minutes) (NHES 3: PI 6)
Ask the class to reflect on club drug use in their community and/or
personal life in writing or in class discussion. How would they prevent
club drug use and sexual abuse and what they can do if they suspect
a friend has been drugged or sexually abused. Refer back to the PBS
articles, additional research and interviews with professional organization
to National Health Education Standards (NHES) and Performance Indicators
NHES #2. Students will demonstrate the ability to access valid health
information and health promoting products and services by researching
club drugs online and interviewing or surveying community members.
PI #2. Students will demonstrate the ability to evaluate resources from
home, school, and community that provide valid health information.
NHES #3. Students will demonstrate the ability to practice health-enhancing
behaviors and reduce health risks by identifying the risks associated
with club drugs and the situations in which they may be used.
PI #3. Students will analyze the short-term and long-term consequences
of safe, and risky or harmful behaviors.
PI #6. Students will demonstrate ways to avoid and reduce threatening
NHES #4. Students will analyze the influence of culture, media, technology
and other factors on health by identifying and discussing the attitudes
and behaviors promoted through popular song lyrics relative to club
drugs and their effects.
PI #1. Students will analyze how cultural diversity enriches and challenges
PI #2. Students will evaluate the effect of media and other factors
on personal, family, and community health.
NHES #7. Students will demonstrate the ability to advocate for personal,
family, and community health by preparing and presenting a discussion
to community members on reducing club drug prevalence.
PI #5. Students will demonstrate the ability to work cooperatively when
advocating for health communities.
PI #6. Students will demonstrate the ability to adapt health messages
and communication techniques to the characteristics of a particular
Author Mary Ransom, Ph.D. is a private consultant in health education
and research from Williamsburg, Kansas. Previously she served as a health
promotion director for community organizations, with an emphasis in
adolescent pregnancy prevention. She has taught health education classes
at the university level, and taught home economics, health and physical
education for twelve years in public schools in Kansas.
To find out more about opportunities to contribute to this site,
contact Leah Clapman at email@example.com