Crossing the Line. Rationale...4 Organization and Management...5 Features...6. Themes...11 Overview...11 Objectives...11

Transcription

1 Crossing the Line INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) Rationale Organization and Management Features SECTION 1 INTRODUCING CROSSING THE LINE Themes Overview Objectives SECTION 2 PREPARATION FOR VIEWING Introduction to the Program Introduction to Vocabulary Discussion Ideas Focus Jump Right In SECTION 3 AFTER VIEWING THE PROGRAM Suggested Activities Vocabulary Checking Comprehension Test SECTION 4 ADDITIONAL AIMS MULTIMEDIA PROGRAMS ANSWER KEYS

2 Copyright 2000 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 for nearly 40 years. 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 film, videocassette, laserdisc, CD-ROM and CD-i formats. Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact: AIMS Multimedia FOR-AIMS Copyright 2000 AIMS Multimedia

3 Congratulations! You have chosen a learning program that will actively motivate your students AND provide you with easily accessible and easily manageable instructional guidelines designed to make your teaching role efficient and rewarding. The AIMS Teaching Module provides you with a video program keyed 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. Copyright 2000 AIMS Multimedia 3

4 RATIONALE 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: Knowledge (rote memory skills), Comprehension (the ability to relate or retell), Application (the ability to apply knowledge outside its origin), Analysis (relating and differentiating parts of a whole), Synthesis (relating parts to a whole), and Evaluation (making a judgment or formulating an opinion). 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. 4 Copyright 2000 AIMS Multimedia

5 ORGANIZATION AND MANAGEMENT To facilitate ease in classroom manageability, the AIMS Teaching Module is organized in four sections. You are reading Section 1, Introduction to the Aims Teaching Module (ATM). SECTION 2, INTRODUCING THIS ATM will give you the specific information you need to integrate the program into your classroom curriculum. SECTION 3, PREPARATION FOR VIEWING provides suggestions and strategies for motivation, language preparedness, readiness, and focus prior to viewing the program with your students. SECTION 4, 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. Copyright 2000 AIMS Multimedia 5

6 FEATURES INTRODUCING EACH ATM SECTION 2 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, your AIMS Teaching Module features these components: Themes The Major Theme tells how this AIMS Teaching Module is keyed into the curriculum. Related Themes offer 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. 6 Copyright 2000 AIMS Multimedia

7 PREPARATION FOR VIEWING SECTION 3 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, 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 SECTION 4 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. Copyright 2000 AIMS Multimedia 7

8 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. MATH Curriculum Connections Many of the suggested activities are intended to integrate the content of the ATM program into other content areas of the classroom curriculum. These cross-connections 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 world view. 8 Copyright 2000 AIMS Multimedia

9 VOCABULARY Every ATM contains an activity that reinforces the meaning and usage of the vocabulary words introduced in the program content. Students will either 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. CONSUMABLE ACTIVITIES The AIMS Teaching Module provides a selection of consumable 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 test-taking 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. Copyright 2000 AIMS Multimedia 9

10 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. ADDITIONAL READING SUGGESTIONS AIMS offers a carefully researched list of other resources that you and your students may find rewarding. ANSWER KEY Reproduces tests and work pages with answers marked. 10 Copyright 2000 AIMS Multimedia

11 Crossing the Line THEMES The theme of social and personal responsibility are presented and discussed as young people who drove while under the influence of alcohol talk about their behavior and its effect on them and their victims. OVERVIEW Crossing the Line takes an intimate yet hard hitting look at a group of young DUI drivers who are paying the consequences of having had a few drinks and getting behind the wheel of a car. Documentary interviews from the drivers' jail cells each describe the regret about the ill-fated moment that changed their lives, took away their freedom, and claimed the lives of several crash victims. Crash survivors and the family and friends of victims speak movingly about the void in their lives, the lost opportunities and pain of knowing they will never see their loved ones again. Law enforcement officers, attorneys, and court officials speak about the legal issues of alcohol - related crashes. A medical examiner also explains how alcohol effects the brain and ones ability to operate a motor vehicle. OBJECTIVES To illustrate the severe and permanent damage that can occur when one drinks and drives To provide information to help those who drink and drive to change their behavior To disprove the myth that a few drinks does not impair ones ability to drive responsibly 11

12 Use this page for your individual notes about planning and/or effective ways to manage this AIMS Teaching Module in your classroom. Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to: AIMS Multimedia Editorial Department 9710 DeSoto Avenue Chatsworth, California

13 INTRODUCTION TO THE PROGRAM Explain to students that this program seeks to dispel the myth around driving under the influence and " it can't happen to me" by presenting real stories of" average students" to whom tragedy did occur and the results of their life-changing events. INTRODUCTION TO VOCABULARY Write the following vocabulary words on the chalkboard and pronounce each word aloud: confine, deterrence, DUI, impairment, incarcerated, indictment, manslaughter, motor vehicle, secure, and veer. Explain that these words will be used in the program and in several followup activities. Encourage students to note each word as it is presented, and try to determine its meaning from context clues. FOCUS Ask students to think about a time when they or someone they know might have been in the position to drive while under the influence or be a passenger in a car with a driver who was impaired as they view this program. Encourage them to think about several different outcomes that could take place in such a situation. DISCUSSION IDEAS You may wish to ask the class one or more of the following questions before students view the program: Do you know someone who has been affected by a driver who drove under the influence of alcohol? (explain) What impact doe those who drink under the influence have on society? Do you think that you can drink and drive responsibly? What do you think would happenif you were stopped by the police while driving under the influence? If someone was injured or killed while you were driving under the influence? 13

14 JUMP RIGHT IN HOW TO USE THE CROSSING THE LINE AIMS TEACHING MODULE Preparation Read Crossing the Line Themes, Overview, and Objectives to become familiar with program content and expectations. Use Preparation for Viewing suggestions to introduce the topic to students. Viewing CROSSING THE LINE 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 Crossing the Line together or in small groups. Some students may benefit from viewing the video more than one time. After Viewing CROSSING THE LINE 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. 14

15 SUGGESTED ACTIVITIES Critical Thinking Lead a discussion where students consider the behavior of Joseph, one of the drivers in jail for drag racing while under the influence. He had expected to be treated as a minor and get off lightly in court. Ask: What do you think should be the legal consequences for a minor who drinks and drives? What if that juvenile driver causes death or injury through an alcohol - related crash? 20 Minutes Connection to Social Studies / Law Have students research the drunk driving laws in your community or state. Encourage students to look for information on any or all of the following: the blood alcohol level necessary to be considered DUI, mandatory punishments for DUI, the legal drinking age, tests used to determine roadside sobriety, how drunk drivers are treated in the court (as adults or minors) and so on. 30 Minutes SOCIAL STUDIES Meeting Individual Needs As students view the video, have them note any questions about concepts or vocabulary that they may have. Working in pairs or in small groups, have students review their questions at the end of the class discussion. 20 Minutes Writing Ask students to select one person that they saw in the program. Have them write a letter to this person explaining their response to what has happened to him or her. You may wish to have students read their letters aloud to the class. 25 Minutes 15

16 Extended Activity Have students conduct a survey of their grade level classmates or the school about the incidence of drinking and driving under the influence in your school. You may wish to have students present their findings in the school newspaper or on the school or class website. Encourage a discussion of the significance of the findings. 40 Minutes Cultural Awareness Different cultures hold a range of opinions about alcohol consumption. As a class, identify several cultures that students would be interested in researching on this topic. Remind students to look for information about the penalties for drinking and driving as they conduct their research. You may wish to have students work in pairs or in small groups. Have students report their findings orally to the class. Discuss the similarities and differences among the cultures that are reported. 20 Minutes CULTURE Link to the World Invite a speaker to your class to talk about the issue of teen drinking and driving. Possible speakers might include a lawyer, judge, police officer, representative from MADD (Mother Against Drunk Driving) or SADD (Students Against Drunk Driving), a victim of a drunk driver, or a convicted drunk driver. Encourage students to think about the questions they will ask of your visitor. Allow time for students to write a post-visit thank you letter to your speaker. 30 Minutes In the Newsroom Have students scan the local newspaper for a week or more and collect news stories about driving accidents that involve alcohol. Working in pairs, have students read and analyze their stories and identify such features as the age and gender of the driver and victim, extent of injuries, and the time and location of the accident. Suggest that students use a graphic organizer to present their findings. Have each pair make a report to the class. Encourage students develop inferences or generalizations about this data. 35 Minutes 16

17 Culminating Activity Have students conduct a mock trial where a class member is being tried for driving under the influence. In small groups, or as a class, establish the details about the driver, the event, the victim or victims, and so on. Assign roles for defendant, lawyers, judge, jury and plaintiff. 90 Minutes Copyright 2000 AIMS Multimedia Ronald Reagan: An American Success Story 17

18 Name VOCABULARY Listed below are ten words from Crossing the Line. Write their definitions in the space provided and then use each word correctly in a sentence. You may use the back of this page or a separate sheet of paper for your sentences. 1. confine: 2. deterrence: 3. DUI: 4. impairment: 5. incarcerate: 6. indictment: 7. manslaughter: 8. motor vehicle: 9. secure: 10. veer: 18

19 Name CHECKING COMPREHENSION Read the following questions. Write the correct answer in the space provided. 1. How did David and his friends get into an accident? 2. How does the lawyer describes the driving laws in his state? 3. Why does the police investigator secure an accident scene? 4. Why does the judge think that the punishment for driving under the influence in his state is so severe? 5. In what way is the response of the victims' families the same? 19

20 Name PEER PRESSURE It is often difficult to say no to accepting a drink from friends. Working with a partner, write a response to each of the possible scenarios. 1. It's just beer. It's not like the hard stuff. Come on, have one. Response: 2. Bob can take us home in his car. He hasn't had much to drink, just a couple. Response: 3. You're a drag. Why you won't have anything to drink and party with us? Response: 4. How about buying some drinks and going out cruising to see who else is out tonight? Response: 20

21 Name A CONTRACT FOR LIFE Organizations such a Students Against Driving Drunk (SADD) distribute sample contracts for parents and teenagers. Use the format provided below and create your own drinking-driver contract. You may wish to include a logo or some art work on your contract. Title: Teenager: I agree to Signature Parent: I agree to Signature Date 21

22 Name DRINKING AND DRIVING Read the statements below about drinking and driving. Working with a partner, or in a small group, list five things that you think could be done in your school or community to reduce this number of deaths. Your teacher may ask you and your partner to share your list with the class. In 1996, 17,274 people died in alcohol related automobile accidents. Of these, nearly twenty-five hundred were between the ages of sixteen and twenty. Alcohol related auto crashes is the number one killer of fifteen-to twenty four year olds

23 Name A WIDE CIRCLE The first segment of the program focused on an accident caused by a young college student named David. Following are people who were effected by the accident. In the space provided, describe their response to this accident. David: Jill Saunder (David's girlfriend): Donna DeSanto (the victim's sister): Mr. Bonds: Gene Maurer (lawyer): 23

24 Name PROTECTING THE SCENE In the program, Crossing the Line, the police investigator describes his responsibilities at the scene of an accident. In the space provided, describe three things the officer and his assistants do and explain why

25 Name TEST Underline the phrase which best answers the question. 1. When he was drinking and driving, David said that he a. was always afraid of getting caught b. felt in control c. was always extra careful behind the wheel d. none of the above 2. The laws for driving under the influence in Delaware are a. fair. b. controversial. c. strict. d. none of the above. 3. How was the minor who drove under the influence treated by the court? a. He was treated and convicted as an adult. b. He was treated as a minor and received a light punishment. c. He was put on probation because he had been so severely injured. d. none of the above 4. Debbie might have not had been killed if she had a. taken a ride with another person. b. worn her seat belt. c. had not been drinking. d. all of the above 5. Why was the accident scene secured by the police? a. They wanted to keep bystanders away. b. They had to collect evidence from the scene that could be used in court. c. They had to needed to keep it clear for emergency vehicles. d. all of the above 6. Another word for being in jail is a. confined b. DUI c. incarcerated d. none of the above 25

26 Name TEST (CONTINUED) 7. When one gets behind the wheel of an automobile a. one is in danger. b. one assumes a significant responsibility. c. one is exercising a right of any citizen. d. none of the above 8. In the state mentioned in this program, a strong punishment for driving under the influence is seen as a. unreasonable. b. no deterrent to DUI. c. a deterrent to DUI. d. none of the above 9. David describes his time in jail as a. a time to be able to think about what he has done. b. a nightmare. c. a punishment he must accept. d. none of the above 10. Alcohol can effect the body a. very soon after one has a drink. b. several hours after one has a drink. c. more if one has had something to eat. d. none of the above 26

27 ADDITIONAL AIMS MULTIMEDIA PROGRAMS You and your students might also enjoy these other AIMS Multimedia programs: 8269-EN-VID-JE3: Drinking and Drugs: Driving under the Influence 9667-EN-VID-JE3: Marijuana, Driving, and You 8494-EN-VID-JE3: Alcohol and Pregnancy: Fetal Alcohol Syndrome and Fetal Alcohol Effects 9955-EN-VID-JE3: Alcohol and Cocaine: The Secret of Addiction 8913-EN-VID-JE3: Teens and Tobacco 27

28 ANSWER KEY for page 18 VOCABULARY Listed below are ten words from Crossing the Line. Write their definitions in the space provided and then use each word correctly in a sentence. You may use the back of this page or a separate sheet of paper for your sentences. Definitions appear in bold. Sentences will vary but should reflect correct usage. 1. confine: to restrict, limit confine, to shut up or keep inside, as in prison 2. deterrence: the act of preventing or discouraging someone or something from acting 3. DUI: driving under the influence (of alcohol) 4. impairment: to have diminished strength, quantity, or quality 5. incarcerate: to put in jail, imprison 6. indictment: the act of accusing one of wrong doing, a charge or accusation against a person 7. manslaughter: the unlawful killing of a person without the intent to do so 8. motor vehicle: a self-propelled vehicle that travels on wheels, but does not run on rails, for example, an automobile 9. secure: to guard against danger or loss 10. veer: to turn aside from a course, direction or purpose 28

29 ANSWER KEY for page 19 CHECKING COMPREHENSION Read the following questions. Write the correct answer in the space provided. 1. How did David and his friends get into an accident? ANSWER: David had had too much to drink and drive. He was speeding and lost control of the car. 2. How does the lawyer describes the driving laws in his state? ANSWER: They are color blind, gender blind and social status blind. If one is convicted of driving under the influence,, a mandatory jail sentence will follow. 3. Why does the police investigator secure an accident scene? ANSWER: The scene is secured in order to collect evidence and data that can be used in a court case. 4. Why does the judge think that the punishment for driving under the influence in his state is so severe? ANSWER: It is to serve as a deterrent to those who might drink and drive 5. In what way is the response of the victims' families the same? ANSWER: All of them strongly feel the absence of the person who was killed and regret the opportunity to be together. 29

30 ANSWER KEY for page 20 PEER PRESSURE It is often difficult to say no to accepting a drink from friends. Working with a partner, write a response to each of the possible scenarios. ANSWER: Responses will vary, but should be realistic and effective. Possible responses: No thanks; if I drink I'll lose privileges. No thanks; what else do you have to drink? No thanks; I have to drive home. No, thanks; I don't drink. 1. It's just beer. It's not like the hard stuff. Come on, have one. Response: 2. Bob can take us home in his car. He hasn't had much to drink, just a couple. Response: 3. You're a drag. Why you won't have anything to drink and party with us? Response: 4. How about buying some drinks and going out cruising to see who else is out tonight? Response: 30

31 ANSWER KEY for page 21 A CONTRACT FOR LIFE Organizations such a Students Against Driving Drunk (SADD) distribute sample contracts for parents and teenagers. Use the format provided below and create your own drinking-driver contract. You may wish to include a logo or some art work on your contract.answer: Responses will vary but should reflect a commitment on the part of the teenager to call for advice or a ride home when he or she has been drinking. The parent agreement should be one to come to the teenager's assistance without question, at any hour of the day or night, and expect to talk about the situation at a later time. Title: Teenager: I agree to Signature Parent: I agree to Signature Date 31

32 ANSWER KEY for page 22 DRINKING AND DRIVING Read the statements below about drinking and driving. Working with a partner, or in a small group, list five things that you think could be done in your school or community to reduce this number of deaths. Your teacher may ask you and your partner to share your list with the class. In 1996, 17,274 people died in alcohol related automobile accidents. Of these, nearly twenty-five hundred were between the ages of sixteen and twenty. Alcohol related auto crashes is the number one killer of fifteen-to twenty four year olds. ANSWER: Responses will vary but should reflect some thought on, and realism about, possible steps that could be taken

33 ANSWER KEY for page 23 A WIDE CIRCLE The first segment of the program focused on an accident caused by a young college student named David. Following are people who were effected by the accident. In the space provided, describe their response to this accident. ANSWER: Responses will vary. Sample responses are provided. David: He regrets his actions and takes responsibility for them. He is not hopeful about his future because he will have a manslaughter charge on his record. Jill Saunder (David's girlfriend):she misses her best friend who was killed in the accident. She is angry at David, her former boyfriend. Donna DeSanto (the victim's sister): She has had to face the loss of her older sister, Debbie, when she was a teenager, which was and still is very upsetting. She misses her sister and is sad and upset at knowing that she and her sister will not be able to share a future together. Mr. Bonds: He regrets the loss of having his son with him and the family living a normal life. He is sorry for the loss of the DeSanto family. Gene Maurer (lawyer): He admits that however good a lawyer may be, the law in Delaware will send someone who drinks and drives to prison for a substantial period of time. 33

34 ANSWER KEY for page 24 PROTECTING THE SCENE In the program, Crossing the Line, the police investigator describes his responsibilities at the scene of an accident. In the space provided, describe three things the officer and his assistants do and explain why. 1. They must first secure the scene in order to protect it from being disturbed. They must be able to collect evidence and information so that it can be used in court. 2. They may photograph or video tape the scene. 3. They may collect data at the scene, such as skid marks or gouge marks. 4. They collect pieces of evidence and label it for possible use in a trial. 34

35 ANSWER KEY for page 25 TEST Underline the phrase which best answers the question. 1. When he was drinking and driving, David said that he a. was always afraid of getting caught b. felt in control c. was always extra careful behind the wheel d. none of the above 2. The laws for driving under the influence in Delaware are a. fair. b. controversial. c. strict. d. none of the above. 3. How was the minor who drove under the influence treated by the court? a. He was treated and convicted as an adult. b. He was treated as a minor and received a light punishment. c. He was put on probation because he had been so severely injured. d. none of the above 4. Debbie might have not had been killed if she had a. taken a ride with another person. b. worn her seat belt. c. had not been drinking. d. all of the above 5. Why was the accident scene secured by the police? a. They wanted to keep bystanders away. b. They had to collect evidence from the scene that could be used in court. c. They had to needed to keep it clear for emergency vehicles. d. all of the above 6. Another word for being in jail is a. confined b. DUI c. incarcerated d. none of the above 35

36 ANSWER KEY for page 26 TEST (CONTINUED) 7. When one gets behind the wheel of an automobile a. one is in danger. b. one assumes a significant responsibility. c. one is exercising a right of any citizen. d. none of the above 8. In the state mentioned in this program, a strong punishment for driving under the influence is seen as a. unreasonable. b. no deterrent to DUI. c. a deterrent to DUI. d. none of the above 9. David describes his time in jail as a. a time to be able to think about what he has done. b. a nightmare. c. a punishment he must accept. d. none of the above 10. Alcohol can effect the body a. very soon after one has a drink. b. several hours after one has a drink. c. more if one has had something to eat. d. none of the above 36