Do You Believe in Magic? Teens and Marijuana

Transcription

1 Do You Believe in Magic? Teens and Marijuana INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) Rationale Organization and Management Features INTRODUCING Do You Believe in Magic? Teens and Marijuana Jump Right In Themes Overview Objectives PREPARATION FOR VIEWING Introduction to the Program Introduction to Vocabulary Discussion Ideas Focus AFTER VIEWING THE PROGRAM Suggested Activities Vocabulary Checking Comprehension True or False Questions for Thought: Short Essay What Would You Say? Staying Drug Free Word Search Test ADDITIONAL AIMS MULTIMEDIA PROGRAMS ANSWER KEYS

2 Congratulations! You have chosen a learning program that will actively motivate your students and provide you with easily accessible and easily manageable instructional guidelines and tools designed to make your teaching role efficient and rewarding. The AIMS Teaching Module (ATM) provides you with a video program correlated to your classroom curriculum, instructions and guidelines for use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your classroom needs. RATIONALE ORGANIZATION AND MANAGEMENT In today s classrooms, educational pedagogy is often founded on Benjamin S. Bloom s Six Levels of Cognitive Complexity. The practical application of Bloom s Taxonomy is to evaluate students thinking skills on these levels, from the simple to the complex: 1. Knowledge (rote memory skills), 2. Comprehension (the ability to relate or retell), 3. Application (the ability to apply knowledge outside its origin), 4. Analysis (relating and differentiating parts of a whole), 5. Synthesis (relating parts to a whole) 6. Evaluation (making a judgment or formulating an opinion). To facilitate ease in classroom manageability, the AIMS Teaching Module is organized in three sections: I. Introducing this ATM will give you the specific information you need to integrate the program into your classroom curriculum. II. Preparation for Viewing provides suggestions and strategies for motivation, language preparedness, readiness, and focus prior to viewing the program with your students. The AIMS Teaching Module is designed to facilitate these intellectual capabilities, and to integrate classroom experiences and assimilation of learning with the students life experiences, realities, and expectations. AIMS learner verification studies prove that our AIMS Teaching Modules help students to absorb, retain, and to demonstrate ability to use new knowledge in their world. Our educational materials are written and designed for today s classroom, which incorporates a wide range of intellectual, cultural, physical, and emotional diversities. III. After Viewing the Program provides suggestions for additional activities plus an assortment of consumable assessment and extended activities, designed to broaden comprehension of the topic and to make connections to other curriculum content areas. AIMS Teaching Module written by Copyright 2002 AIMS Multimedia All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use. AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries since AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in videocassette and CD-ROM. Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact: AIMS Multimedia at: Toll Free: Fax: Web: info@aimsmultimedia.com 2

3 FEATURES INTRODUCING THE ATM Your AIMS Teaching Module is designed to accompany a video program written and produced by some of the world s most credible and creative writers and producers of educational programming. To facilitate diversity and flexibility in your classroom and to provide assessment tools, your AIMS Teaching Module features these components: Themes This section tells how the AIMS Teaching Module is correlated to the curriculum. Themes offers suggestions for interaction with other curriculum content areas, enabling teachers to use the teaching module to incorporate the topic into a variety of learning areas. Overview The Overview provides a synopsis of content covered in the video program. Its purpose is to give you a summary of the subject matter and to enhance your introductory preparation. Objectives The ATM learning objectives provide guidelines for teachers to assess what learners can be expected to gain from each program. After completion of the AIMS Teaching Module, your students will be able to demonstrate dynamic and applied comprehension of the topic. Preparation for Viewing In preparation for viewing the video program, the AIMS Teaching Module offers activity and/or discussion ideas that you may use in any order or combination. Introduction To The Program Introduction to the Program is designed to enable students to recall or relate prior knowledge about the topic and to prepare them for what they are about to learn. Introduction To Vocabulary Introduction to Vocabulary is a review of language used in the program: words, phrases, and usage. This vocabulary introduction is designed to ensure that all learners, including limited English proficiency learners, will have full understanding of the language usage in the content of the program. Discussion Ideas Discussion Ideas are designed to help you assess students prior knowledge about the topic and to give students a preview of what they will learn. Active discussion stimulates interest in a subject and can motivate even the most reluctant learner. Listening, as well as speaking, is active participation. Encourage your students to participate at the rate they feel comfortable. Model sharing personal experiences when applicable, and model listening to students ideas and opinions. Focus Help learners set a purpose for watching the program with Focus, designed to give students a focal point for comprehension continuity. Jump Right In Jump Right In provides abbreviated instructions for quick management of the program. After Viewing the Program After your students have viewed the program, you may introduce any or all of these activities to interact with other curriculum content areas, provide reinforcement, assess comprehension skills, or provide hands-on and in-depth extended study of the topic. 3

4 SUGGESTED ACTIVITIES The Suggested Activities offer ideas for activities you can direct in the classroom or have your students complete independently, in pairs, or in small work groups after they have viewed the program. To accommodate your range of classroom needs, the activities are organized into skills categories. Their labels will tell you how to identify each activity and help you correlate it into your classroom curriculum. To help you schedule your classroom lesson time, the AIMS hourglass gives you an estimate of the time each activity should require. Some of the activities fall into these categories: Meeting Individual Needs These activities are designed to aid in classroom continuity. Reluctant learners and learners acquiring English will benefit from these activities geared to enhance comprehension of language in order to fully grasp content meaning. Curriculum Connections Many of the suggested activities are intended to ART integrate the content of the ATM program into other content areas of the classroom curriculum. These crossconnections turn the classroom teaching experience into a whole learning experience. Critical Thinking Critical Thinking activities are designed to stimulate learners own opinions and ideas. These activities require students to use the thinking process to discern fact from opinion, consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or combine what they already know with what they have learned to make inferences. Cultural Diversity Each AIMS Teaching Module has an activity called Cultural Awareness, Cultural Diversity, or Cultural Exchange that encourages students to share their backgrounds, cultures, heritage, or knowledge of other countries, customs, and language. Hands On These are experimental or tactile activities that relate directly to the material taught in the program. Your students will have opportunities to make discoveries and formulate ideas on their own, based on what they learn in this unit. Writing Every AIMS Teaching Module will contain an activity designed for students to use the writing process to express their ideas about what they have learned. The writing activity may also help them to make the connection between what they are learning in this unit and how it applies to other content areas. In The Newsroom Each AIMS Teaching Module contains a newsroom activity designed to help students make the relationship between what they learn in the classroom and how it applies in their world. The purpose of In The Newsroom is to actively involve each class member in a whole learning experience. Each student will have an opportunity to perform all of the tasks involved in production: writing, researching, producing, directing, and interviewing as they create their own classroom news program. Extended Activities These activities provide opportunities for students to work separately or together to conduct further research, explore answers to their own questions, or apply what they have learned to other media or content areas. Link to the World These activities offer ideas for connecting learners classroom activities to their community and the rest of the world. Culminating Activity To wrap up the unit, AIMS Teaching Modules offer suggestions for ways to reinforce what students have learned and how they can use their new knowledge to enhance their worldview. 4

5 ADDITIONAL ATM FEATURES Vocabulary Every ATM contains an activity that reinforces the meaning and usage of the vocabulary words introduced in the program content. Students will read or find the definition of each vocabulary word, then use the word in a written sentence. Checking Comprehension Checking Comprehension is designed to help you evaluate how well your students understand, retain, and recall the information presented in the AIMS Teaching Module. Depending on your students needs, you may direct this activity to the whole group yourself, or you may want to have students work on the activity page independently, in pairs, or in small groups. Students can verify their written answers through discussion or by viewing the video a second time. If you choose, you can reproduce the answers from your Answer Key or write the answer choices in a Word Bank for students to use. Students can use this completed activity as a study guide to prepare for the test. Reproducible Activities The AIMS Teaching Module provides a selection of reproducible activities, designed to specifically reinforce the content of this learning unit. Whenever applicable, they are arranged in order from low to high difficulty level, to allow a seamless facilitation of the learning process. You may choose to have students take these activities home or to work on them in the classroom independently, in pairs or in small groups. Checking Vocabulary The checking Vocabulary activity provides the opportunity for students to assess their knowledge of new vocabulary with this word game or puzzle. The format of this vocabulary activity allows students to use the related words and phrases in a different context. Test The AIMS Teaching Module Test permits you to assess students understanding of what they have learned. The test is formatted in one of several standard test formats to give your students a range of experiences in testtaking techniques. Be sure to read, or remind students to read, the directions carefully and to read each answer choice before making a selection. Use the Answer Key to check their answers. Additional AIMS Multimedia Programs After you have completed this AIMS Teaching Module you may be interested in more of the programs that AIMS offers. This list includes several related AIMS programs. Answer Key Reproduces tests and work pages with answers marked. JUMP RIGHT IN Preparation Read Do You Believe in Magic? Teens and Marijuana Themes, Overview, and Objectives to become familiar with program content and expectations. Use Preparation for Viewing suggestions to introduce the topic to students. Viewing Set up viewing monitor so that all students have a clear view. Depending on your classroom size and learning range, you may choose to have students view Do You Believe in Magic? Teens and Marijuana together or in small groups. Some students may benefit from viewing the video more than one time. After Viewing Select Suggested Activities that integrate into your classroom curriculum. If applicable, gather materials or resources. Choose the best way for students to work on each activity. Some activities work best for the whole group. Other activities are designed for students to work independently, in pairs, or in small groups. Whenever possible, encourage students to share their work with the rest of the group. Duplicate the appropriate number of Vocabulary, Checking Comprehension, and consumable activity pages for your students. You may choose to have students take consumable activities home, or complete them in the classroom, independently, or in groups. Administer the Test to assess students comprehension of what they have learned, and to provide them with practice in test-taking procedures. Use the Culminating Activity as a forum for students to display, summarize, extend, or share what they have learned with each other, the rest of the school, or a local community organization. 5

6 Do You Believe in Magic? Teens and Marijuana Themes Objectives Introduction to Vocabulary As its major theme, Do You Believe in Magic? Teens and Marijuana explores the harmful developmental, social, physiological, and behavioral effects of marijuana on teen users. The program also dispels the myth that marijuana is a benign drug, explains the devastating long-term effects of usage, and discusses the difficulty of recovery. With both scientific and anecdotal evidence, the program helps viewers understand the insidious nature of marijuana and the negative consequences of using it. Overview According to the National Institute of Drug Abuse, marijuana is the most frequently used illegal drug in the United States. Do You Believe in Magic? Teens and Marijuana examines the reasons and realities behind its use. The reasons teens may begin using marijuana range from peer pressure, current cigarette and alcohol use, or family influence, to simple experimentation and the pop culture mystique surrounding the drug. However, as the program reveals, usage can have devastating, life-long mental, physical, and social effects, not to mention legal repercussions. Evidence is provided that, as a gateway drug, marijuana use often leads to experimentation with, and addiction to, other drugs such as cocaine. Recovery is a difficult process, involving healing on the physical, emotional, social, and spiritual levels. The findings of science are illustrated by a former adult user s personal account describing the consequences of marijuana addiction and the benefits of recovery. To describe why teens engage in marijuana use To identify and discuss the social and developmental effects of marijuana use To identify and discuss the physiological effects of marijuana use To identify and discuss the behavioral effects of marijuana use To explain how marijuana can lead to other drugs and deeper addiction To examine the addiction recovery process Introduction to the Program Research shows that nearly 50% of teenagers try marijuana before they graduate from high school. Nearly 69 million people over the age of 12 have tried it at least once. There is an erosion in anti-drug perceptions and knowledge among today s young people, accompanied by an upward pattern of marijuana use. This program is designed to give young people the information they need to help them make healthier decisions and responsible drug-related choices. By discussing the real-life consequences of using marijuana, the program seeks to alert teens to the dangers of drug use and the negative impact it can have on their lives. Before starting the program, write the following words and phrases on the board. Ask the class to discuss the meaning of each word, and review the terms that are unfamiliar to students. addiction, amotivational syndrome, benign (drug), dependency, euphoria, gateway drug, marijuana, mind-altering drug, short-term memory Discussion Ideas Ask students one or more of the following questions to prompt a discussion about marijuana: Do you consider marijuana a harmful drug? Why? What, if any, negative effects does it have on a user? Do you think that marijuana is a gateway drug? Why do you think some people start using marijuana? What long-term consequences do you think a drug user might experience? Focus Marijuana is often viewed as a benign drug, no worse than cigarettes or alcohol. As they view the program, encourage students to think about the risks of marijuana use and the impact its use would have on their individual lives, daily activities, relationships, success in school and sports, and long-term life goals. 6

7 SUGGESTED ACTIVITIES Writing Ask students to locate a magazine or newspaper article dealing with teenage marijuana use. The library and the internet are two excellent resources. They may choose an article that describes personal stories, one that contains statistics and factual information, or a combination of the two. Ask each student to summarize their story in a written paper. Encourage students to contribute their own ideas and opinions to the paper. The papers may be presented to the class, with a question-and-answer session after each article. Extended Meeting Individual Needs Based on what they have learned, ask students to write an explanation of how each word or phrase listed below relates to marijuana use. Encourage them to use a dictionary if they are unsure of the meanings. Have students share their answers aloud, and allow time for discussion. addiction cigarettes experimentation memory loss motivation peer pressure personal relationships self-esteem 45 Minutes Critical Thinking There is a growing controversy over the legalization of medicinal marijuana. Advocates claim that patients suffering with AIDS, cancer, glaucoma, and multiple sclerosis benefit from smoking marijuana. Those opposing legalization believe that any marijuana use is highly damaging to individual users and to society as a whole. 75 Minutes Assign students into two groups, one to research the advantages of legalizing marijuana for medicinal use, and the other to research the disadvantages. Using the information that has been collected, have volunteers form two teams to debate the issue. You may wish to involve the class in designing the structure for the debate. Allow time at the end of the debate for the class to vote on the winner. Link to the World There are many reasons why some young teens start smoking marijuana. Most young people smoke marijuana because their friends or brothers and sisters use it and pressure them to try it. Some young people use it because they see older people in the family using it. Others may think it s cool to use marijuana, or feel they need it and other drugs to help them escape from problems at home, at school, or with friends. 60 Minutes Discuss the impact of individual marijuana use on the family, school, and community. Then ask each student to complete the following statement: I choose not to use marijuana because... Give the class a few minutes to brainstorm some responses. Encourage them to choose their strongest responses. Continue the class discussion, allowing students to share their responses. 7

8 Hands On Ask students to create their own anti-drug posters directed at marijuana use. Divide them into cooperative groups of two or three people. Have each group think of a theme or slogan to serve as the focus of the poster. They may choose to do this by taking a vote on different ideas. Encourage each group to work democratically. Students who are good at research may want to collect statistics for the poster. Those who are creative may want to design the layout, draw or paint illustrations, take photographs, or add artistic lettering. 30 Minutes Display the posters on a special wall in the classroom. Discuss with the class which posters are most effective and why. You may wish to further display the posters elsewhere in the school or, if the school budget permits, have the most effective poster reproduced for use throughout the school. Connection to Civics The Controlled Substances Act of 1970 classified marijuana along with heroin and LSD as a Schedule 1 drug, i.e., having the relatively highest abuse potential and no accepted medical use. This resulted in the passage of strict laws and mandatory sentences for possession of marijuana. Ask students to research the legal penalties for drug possession and drug use in their state. They may wish to contact local law enforcement offices for information. Ask them to research the specific penalties for marijuana use. Extended For discussion: How would students feel if they were arrested for marijuana possession? How might the arrest affect their family or friends? What effect might an arrest have on the rest of their lives? What would it feel like to have a drug arrest on their permanent record? Culminating Activity Allow time for students to think about the information presented in the program and learned from class activities. Have each student write or share what, if any, change has taken place in their attitudes or beliefs about marijuana. What would students say if a friend asked them to use marijuana? 45 Minutes 8

9 Name VOCABULARY The following terms are from Do You Believe in Magic? Teens and Marijuana. Fill in the number of each term next to its closest definition. 1. addiction 2. amotivational syndrome 3. euphoria 4. euphoric recall 5. gateway drug 6. high 7. marijuana 8. peer pressure 9. self-esteem 10. short-term memory loss a mind-altering drug that comes from a mixture of dried, shredded leaves, stems, seeds, and flowers of the hemp plant a drug whose use leads to the use of even stronger, more dangerous substances a physical or psychological need to use a drug despite its harmful effects inability to recall recent information or events a set of behaviors in which a person lacks motivation, energy, and the ability to concentrate the influence of the social group on an individual memories or delusions about drug use and addictive behavior as being good or a positive experience; this leads to an urge to repeat the behavior belief in or positive opinion about oneself the initial feeling of dizziness, euphoria, relaxation, or floating that occurs after use of a drug such as marijuana an exaggerated sense of well-being or happiness 9

10 Name CHECKING COMPREHENSION Answer the following questions in the space provided. Use a separate sheet of paper if necessary. 1. Why do many people believe that marijuana is a benign drug? 2. List three reasons why someone might begin to use marijuana. 3. What is the most noticeable effect that marijuana use has on the brain? 4. What are the symptoms of amotivational syndrome? (List at least four) 5. Why is marijuana considered a gateway drug? 6. How does the use of marijuana affect a person s social and emotional development? 7. What specific negative effect can marijuana use have on men? 8. What can happen if you fail a work-related drug test? 9. Why is drug use so damaging to a person s self-esteem? 10. What is euphoric recall, and how does it make recovery from addiction difficult? 10

11 Name TRUE OR FALSE Place a T next to statements that are true, and an F next to statements that are false. 1. A teen who smokes cigarettes and drinks alcohol is less likely to try marijuana. 2. The chemical THC is responsible for the feeling of euphoria marijuana users experience. 3. The use of marijuana may cause infertility in both men and women. 4. There are no long-term negative effects of using marijuana. 5. Because of marijuana s effect on short-term memory, students who use the drug find it difficult to concentrate and learn. 6. When people fail drug tests, they often feel angry and victimized, instead of taking responsibility for their actions. 7. Euphoric recall makes recovery from marijuana addiction an easy process. 8. In the addictive cycle of drug use, the user builds up tolerance to the drug, and must use stronger and stronger doses of the drug to get the same high. 9. Recovery from marijuana addiction is easy, and simply involves stopping the use of the drug. 10. Marijuana users are unlikely to try other drugs. 11

12 Name QUESTIONS FOR THOUGHT - SHORT ESSAY Based on what you have learned from the program Do You Believe in Magic? Teens and Marijuana, answer the following questions. Use a separate piece of paper if necessary. Answers should be in short essay form. Be sure to offer examples to support your answers. 1. How does peer-pressure play a part in the decision to try drugs such as marijuana? How can you avoid giving in to peer pressure? 2. When evaluating the effects of marijuana use, the program tells us not to compare these effects to those of other drugs. The program advises us to simply identify and evaluate the effects by themselves. Why is this important when discussing drugs and drug use? 3. Why is amotivational syndrome such a serious side-effect of using marijuana? 4. What are the four stages or levels of healing in the recovery from addiction? Why is each important to recovery? 12

13 Name WHAT WOULD YOU SAY? Using marijuana is often a peer pressure situation. Staying true to yourself takes courage and thought. How would you respond to each pressure statement below? Be prepared to share your thoughts. 1. Marijuana s no big deal. Everybody uses it. 2. Everyone at the party s going to be smoking pot. 3. Come on. Just try it. It s fun. Trust me. 4. It s not like marijuana is addicting. What are you worried about? 5. Look, I m your friend. I wouldn t ask you to try anything dangerous. 6. Don t worry about getting busted for drugs. You re a juvenile. What can they do? 7. All that stuff they tell us about marijuana is a lie. 8. You want to be cool, don t you? 9. What have you got to lose? 13

14 Name STAYING DRUG FREE When we say no to drugs, we say yes to positive goals and experiences in life. Working with a partner, identify at least five advantages to staying drug free. Use the spaces below to write your reasons to stay away from marijuana and other drugs. Reason 1: Reason 2: Reason 3: Reason 4: Reason 5: 14

15 Name WORD SEARCH The following words can be found in the maze below. The letters may be arranged horizontally, vertically, diagonally, or backwards. M Q V A T Y R S W G N R G X D E D P D H G K Q C A W E P C F M P J D E V T L Y T B C N H S O F Y I M U H B W E B O X E K R T H C V A P Q R W S V P M N Y S V T R W R H B A C E Y I M M R D I Z H B I O Y Z R X C Y N E Y V L D N E J R D Y K A Z K E N E J T H D N U I L J L R S P Q W X K L F P I A C B S N D R J T G R P Z K Q G N W C X R A M O T I V A T I O N A L W U Z W X P G D V N K M X Q Z R G Q R X Y C N E D N E P E D T S S R N R T H Z D K L T B K C WORD BANK addictive amotivational benign chemicals dependency drugs euphoric gateway marijuana memory peers recovery 15

16 Name TEST Circle the letter of the correct answer for each question. 1. Teens who smoke cigarettes or drink alcohol: a) seldom use other drugs. b) are less likely to try marijuana. c) are more likely to try marijuana. d) are less likely to become addicted to marijuana or other drugs. 2. The use of marijuana: a) retards social and emotional development. b) impairs thought processes and short-term memory. c) can lower the testosterone levels in males. d) A and B e) A, B, and C 3. One of the key symptoms of amotivational syndrome is: a) use of harder drugs such as cocaine or heroin. b) loss of energy, motivation, and the ability to concentrate. c) feelings of anger, guilt, or shame. d) increased energy, and the desire to set and achieve new goals. 4. When drug users fail a drug test, they will usually: a) take full responsibility for their actions. b) seek treatment for their addiction immediately. c) feel angry and victimized by the laws. d) cut back on their drug use. 5. Euphoric recall: a) is a powerful memory or delusion that an addictive drug made things better. b) leads to cravings for the drug to which a person is addicted. c) makes recovery from addiction difficult. d) all of the above e) A and C 6. Why is marijuana considered a gateway drug? 16

17 Name TEST (CONTINUED) 7. What are some reasons that teens might begin using marijuana? (List at least three) 8. List five symptoms of amotivational syndrome caused by marijuana use. 9. How does marijuana use affect the brain? 10. What are the 4 levels or stages of healing when recovering from addiction? Define or give and example of each. 17

18 ADDITIONAL AIMS MULTIMEDIA PROGRAMS You and your students might also enjoy these other AIMS Multimedia programs: 2635-EN-VID: In-Dependence: Teens and Tobacco 2634-EN-VID: Building Up for a Fall: Teens and Steroids 2256-EN-VID: The Teen Files: The Truth About Drinking 2517-EN-VID: The Teen Files: The Truth About Drugs 9298-EN-VID: The Teen Files: Smoking Truth or Dare 2295-EN-VID: L-Evated: The Blunt Truth 8512-EN-VID: Smoking and Human Physiology 9855-EN-VID: Tobacco and Human Physiology 9832-EN-VID: Marijuana and Human Physiology 18

19 ANSWER KEY for page 9 VOCABULARY The following terms are from Do You Believe in Magic? Teens and Marijuana. Fill in the number of each term next to its closest definition. 1. addiction 2. amotivational syndrome 3. euphoria 4. euphoric recall 5. gateway drug 6. high 7. marijuana 8. peer pressure 9. self-esteem 10. short-term memory loss 7 a mind-altering drug that comes from a mixture of dried, shredded leaves, stems, seeds, and flowers of the hemp plant 5 a drug whose use leads to the use of even stronger, more dangerous substances 1 a physical or psychological need to use a drug despite its harmful effects 10 inability to recall recent information or events 2 a set of behaviors in which a person lacks motivation, energy, and the ability to concentrate 8 the influence of the social group on an individual 4 memories or delusions about drug use and addictive behavior as being good or a positive experience; this leads to an urge to repeat the behavior 9 belief in or positive opinion about oneself 6 the initial feeling of dizziness, euphoria, relaxation, or floating that occurs after use of a drug such as marijuana 3 an exaggerated sense of well-being or happiness 19

20 ANSWER KEY for page 10 CHECKING COMPREHENSION Answer the following questions in the space provided. Use a separate sheet of paper if necessary. 1. Why do many people believe that marijuana is a benign drug? Reasons may include the fact that its effects are subtle, not dramatic, and relatively mild compared to other drugs; the user doesn t die with 1st use; users don t suffer DTs or commit violent acts while under the influence. 2. List three reasons why someone might begin to use marijuana. Reasons may include the easy availability of marijuana; the allure or mystique of using; the fun or risk of using; peer pressure; the belief that the user will feel better; desire to be cool or belong to a group; predisposition to drug use; prior use of cigarettes or alcohol; family influence; marijuana is seen as a benign drug. 3. What is the most noticeable effect that marijuana use has on the brain? Short-term memory loss 4. What are the symptoms of amotivational syndrome? (List at least four) Symptoms may include change in habits; drop in grades; laziness; lack of motivation or direction; social changes; sleep disturbances; mood swings; deterioration of personal hygiene; strange patterns of eating. 5. Why is marijuana considered a gateway drug? Marijuana use may lead to experimentation with and addiction to stronger drugs such as cocaine or heroin. 6. How does the use of marijuana affect a person s social and emotional development? Use impairs or retards social and emotional development. 7. What specific negative effect can marijuana use have on men? Testosterone levels can drop, causing decreased sex drive and infertility. 8. What can happen if you fail a work-related drug test? You may lose a job or a job opportunity, end up feeling angry or victimized, experience a loss of self-esteem, and/or be forced to pay a legal fine. 9. Why is drug use so damaging to a person s self-esteem? Eventually the user realizes that he or she is no longer in control of the drug; the drug is in control of the user. 10. What is euphoric recall, and how does it make recovery from addiction difficult? Euphoric recall is the false memory or delusion that the drug made the user feel better. As the addict is trying to break the addiction, this memory results in obsession with or cravings for the drug and those good feelings. 20

21 ANSWER KEY for page 11 TRUE OR FALSE Place a T next to statements that are true, and an F next to statements that are false. 1. F A teen who smokes cigarettes and drinks alcohol is less likely to try marijuana. 2. T The chemical THC is responsible for the feeling of euphoria marijuana users experience. 3. T The use of marijuana may cause infertility in both men and women. 4. F There are no long-term negative effects of using marijuana. 5. T Because of marijuana s effect on short-term memory, students who use the drug find it difficult to concentrate and learn. 6. T When people fail drug tests, they often feel angry and victimized, instead of taking responsibility for their actions. F 7. Euphoric recall makes recovery from marijuana addiction an easy process. 8. T In the addictive cycle of drug use, the user builds up tolerance to the drug, and must use stronger and stronger doses of the drug to get the same high. 9. F Recovery from marijuana addiction is easy, and simply involves stopping the use of the drug. 10. F Marijuana users are unlikely to try other drugs. 21

22 ANSWER KEY for page 12 QUESTIONS FOR THOUGHT - SHORT ESSAY Based on what you have learned from the program Do You Believe in Magic? Teens and Marijuana, answer the following questions. Use a separate piece of paper if necessary. Answers should be in short essay form. Be sure to offer examples to support your answers. 1. How does peer-pressure play a part in the decision to try drugs such as marijuana? How can you avoid giving in to peer pressure? STUDENT ANSWERS WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC. 2. When evaluating the effects of marijuana use, the program tells us not to compare these effects to those of other drugs. The program advises us to simply identify and evaluate the effects by themselves. Why is this important when discussing drugs and drug use? 3. Why is amotivational syndrome such a serious side-effect of using marijuana? 4. What are the four stages or levels of healing in the recovery from addiction? Why is each important to recovery? 22

23 ANSWER KEY for page 13 WHAT WOULD YOU SAY? Using marijuana is often a peer pressure situation. Staying true to yourself takes courage and thought. How would you respond to each pressure statement below? Be prepared to share your thoughts. 1. Marijuana s no big deal. Everybody uses it. STUDENT ANSWERS WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC. 2. Everyone at the party s going to be smoking pot. 3. Come on. Just try it. It s fun. Trust me. 4. It s not like marijuana is addicting. What are you worried about? 5. Look, I m your friend. I wouldn t ask you to try anything dangerous. 6. Don t worry about getting busted for drugs. You re a juvenile. What can they do? 7. All that stuff they tell us about marijuana is a lie. 8. You want to be cool, don t you? 9. What have you got to lose? 23

24 ANSWER KEY for page 14 STAYING DRUG FREE When we say no to drugs, we say yes to positive goals and experiences in life. Working with a partner, identify at least five advantages to staying drug free. Use the spaces below to write your reasons to stay away from marijuana and other drugs. Reason 1: STUDENT ANSWERS WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC. Reason 2: Reason 3: Reason 4: Reason 5: 24

25 ANSWER KEY for page 15 WORD SEARCH The following words can be found in the maze below. The letters may be arranged horizontally, vertically, diagonally, or backwards. M Q V A T Y R S W G N R G X D E D P D H G K Q C A W E P C F M P J D E V T L Y T B C N H S O F Y I M U H B W E B O X E K R T H C V A P Q R W S V P M N Y S V T R W R H B A C E Y I M M R D I Z H B I O Y Z R X C Y N E Y V L D N E J R D Y K A Z K E N E J T H D N U I L J L R S P Q W X K L F P I A C B S N D R J T G R P Z K Q G N W C X R A M O T I V A T I O N A L W U Z W X P G D V N K M X Q Z R G Q R X Y C N E D N E P E D T S S R N R T H Z D K L T B K C WORD BANK addictive amotivational benign chemicals dependency drugs euphoric gateway marijuana memory peers recovery 25

26 ANSWER KEY for page 16 TEST Circle the letter of the correct answer for each question. 1. Teens who smoke cigarettes or drink alcohol: a) seldom use other drugs. b) are less likely to try marijuana. c) are more likely to try marijuana. d) are less likely to become addicted to marijuana or other drugs. 2. The use of marijuana: a) retards social and emotional development. b) impairs thought processes and short-term memory. c) can lower the testosterone levels in males. d) A and B e) A, B, and C 3. One of the key symptoms of amotivational syndrome is: a) use of harder drugs such as cocaine or heroin. b) loss of energy, motivation, and the ability to concentrate. c) feelings of anger, guilt, or shame. d) increased energy, and the desire to set and achieve new goals. 4. When drug users fail a drug test, they will usually: a) take full responsibility for their actions. b) seek treatment for their addiction immediately. c) feel angry and victimized by the laws. d) cut back on their drug use. 5. Euphoric recall: a) is a powerful memory or delusion that an addictive drug made things better. b) leads to cravings for the drug to which a person is addicted. c) makes recovery from addiction difficult. d) all of the above e) A and C 6. Why is marijuana considered a gateway drug? The use of marijuana often leads to experimentation with and addiction to stronger drugs such as cocaine or heroin. 26

27 ANSWER KEY for page 17 TEST (CONTINUED) 7. What are some reasons that teens might begin using marijuana? (List at least three) Answers will vary. (Reasons may include the easy availability of marijuana; the allure or mystique of using; the fun or risk of using; peer pressure; the belief that the user will feel better; desire to be cool or belong to a group; predisposition to drug use; prior use of cigarettes or alcohol; family influence; perception that marijuana is a benign drug.) 8. List five symptoms of amotivational syndrome caused by marijuana use. Answers will vary. (Symptoms may include change in habits; drop in grades; laziness; lack of motivation or direction; social changes; sleep disturbances; mood swings; deterioration of personal hygiene; strange patterns of eating.) 9. How does marijuana use affect the brain? The effects on the brain include short-term memory loss, inability to learn, difficulty in concentrating, decrease in energy and motivation levels. 10. What are the 4 levels or stages of healing when recovering from addiction? Define or give and example of each. Examples of each stage will vary, but definitions may include the following: Physical healing involves getting the drug out of your system, resisting the cravings caused by euphoric recall, and regaining general health. Emotional healing involves dealing with feelings of anger, shame, guilt, and sadness. Social healing involves giving up friends who are still users, building new relationships, repairing friendships, and rebuilding self-esteem. Spiritual healing involves coming to terms with who we are in the world and understanding our place in it. 27