Binge Drinking Blowout: The Extreme Dangers of Alcohol Abuse

Binge Drinking Blowout: The Extreme Dangers of Alcohol Abuse INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) Rationale...................................................4 Organization and Management....................................5 Features....................................................6 SECTION 1 INTRODUCING BINGE DRINKING BLOWOUT: THE EXTREME DANGERS OF ALCOHOL ABUSE Themes....................................................11 Overview..................................................11 Objectives..................................................11 SECTION 2 PREPARATION FOR VIEWING Introduction to the Program......................................13 Introduction to Vocabulary.......................................13 Discussion Ideas..............................................13 Focus.....................................................13 Jump Right In...............................................14 SECTION 3 AFTER VIEWING THE PROGRAM Suggested Activities...........................................15 Vocabulary.................................................18 Checking Comprehension.......................................19 Questions for Thought..........................................20 True or False................................................21 What Would You Say?.........................................22 A Closer Look...............................................23 Reverse Alphabet.............................................24 Test.......................................................25 SECTION 4 ADDITIONAL AIMS MULTIMEDIA PROGRAMS..........27 ANSWER KEYS................................28 1

Copyright 1999 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 1-800-FOR-AIMS 1-800-367-2467 2 Copyright 1999 AIMS Multimedia

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 2000. 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 1999 AIMS Multimedia 3

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 1999 AIMS Multimedia

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 1999 AIMS Multimedia 5

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 1999 AIMS Multimedia

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 1999 AIMS Multimedia 7

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 1999 AIMS Multimedia

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 1999 AIMS Multimedia 9

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 1999 AIMS Multimedia

Binge Drinking Blowout: The Extreme Dangers of Alcohol Abuse THEMES Binge Drinking Blowout: The Extreme Dangers of Alcohol Abuse explores teenage opinions about binge drinking. Young people share stories about being frightened, put at risk, and injured because of heavy drinking. Viewers are also presented with the consequences of drinking, including alcohol poisoning and death. They hear positive tactics for overcoming peer pressure and avoiding dangerous binge drinking situations. OVERVIEW Binge Drinking Blowout: The Extreme Dangers of Alcohol Abuse examines the realities of heavy drinking, including the physiological effects of alcohol poisoning, loss of control that can lead to poor judgement, mixing alcohol and drugs, and drinking and driving. Teens and young adults share their opinions about binge drinking and their experiences with alcohol, while a physician explains the dangerous risks of binge drinking. The program concludes with two actual stories of fatality and permanent injury caused by drinking. OBJECTIVES To describe why teens and young adults engage in binge drinking. To explain how alcohol poisoning occurs. To discuss the physical effects of binge drinking. To relate why a young person usually can experience alcohol poisoning after consuming less alcohol than an adult. To show that mixing drinks, taking drugs with alcohol, and drinking and driving can all be fatal. 11

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 91311-4409 12

INTRODUCTION TO THE PROGRAM For many teens and young adults, having fun with their peers means drinking alcohol, often to excess. Binge drinking consuming large quantities of alcohol in a very short time is an activity that many young people are encouraged to try. The results can be sickness, bad judgement, or serious injury. Seemingly fun and harmless activities like funneling and emptying the keg can lead to alcohol poisoning, coma, or death. Many young people who try these activities are unaware of alcohol s poisonous effects on the brain and body. INTRODUCTION TO VOCABULARY Before starting the program, write the following words on the board. Ask the class to discuss the meaning of each word, and review the terms that are unfamiliar to students. dependency - a physical or psychological need to use a drug B.A.C. - blood alcohol concentration; the amount of alcohol present in the blood alcohol poisoning - a severe elevation of blood alcohol concentration (B.A.C.) which may lead to coma or death binge drinking - consuming large quantities of alcohol in a very short time FOCUS Many people think that binge drinking will make them instantly popular or above the crowd. How does alcohol really change a person's reputation? Can it make someone funnier, more likable or more attractive? Why or why not? DISCUSSION IDEAS Ask students to discuss their opinions about binge drinking. What are the dangers? Why do people do it? Is it safe under the right circumstances? What kinds of things can happen to a binge drinker? Are there ways to protect these bad things from happening? 13

JUMP RIGHT IN HOW TO USE THE BINGE DRINKING BLOWOUT: THE EXTREME DANGERS OF ALCOHOL ABUSE AIMS TEACHING MODULE Preparation Read Binge Drinking Blowout: The Extreme Dangers of Alcohol Abuse Themes, Overview, and Objectives to become familiar with program content and expectations. Use Preparation for Viewing suggestions to introduce the topic to students. Viewing BINGE DRINKING BLOWOUT: THE EXTREME DANGERS OF ALCOHOL ABUSE 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 Binge Drinking Blowout: The Extreme Dangers of Alcohol Abuse together or in small groups. Some students may benefit from viewing the video more than one time. After Viewing BINGE DRINKING BLOWOUT: THE EXTREME DANGERS OF ALCOHOL ABUSE 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

SUGGESTED ACTIVITIES Connection to Art As seen in the video, binge drinking can cause some nasty, painful side effects. Ask students to bring used magazines and newspapers to class. Each student should also bring a large piece of poster board. Encourage students to use photographs, drawings, cartoons and ads to create posters illustrating the negative effects of drinking. For inspiration, write on the board the following side effects of drinking: loss of coordination changes in personality increased aggression memory loss and confusion dizziness unconsciousness intense thirst double vision sluggishness vomiting bloodshot eyes headache 60 Minutes ART Meeting Individual Needs Ask students to make sentences using the following words. Encourage them to use a dictionary if they are unsure of the meanings. Make sure that their sentences display an understanding of the words as they relate to the program. intoxicated - the state that occurs when someone drinks enough alcohol to affect his or her brain sober - the state of someone who is not under the influence of alcohol or other drugs addicted - strong craving for a drug despite its harmful effects 20 Minutes Link to the World Peer pressure has been sited as the leading cause of binge drinking among young people. In order to be prepared for the intense pressure to drink, students must carefully consider their personal feelings about alcohol. How has alcohol affected people they know? What do they have to gain by drinking alcohol? What do they have to lose? Ask each student to complete the following statement: I choose not to drink alcohol because... Give the class a few minutes to brainstorm some responses. Encourage them to choose their strongest responses. Then initiate a class discussion, allowing students to share their responses. 30 Minutes 15

Link to the World Ask the class to create an anti-binge drinking campaign targeted specifically at one of the following groups: young women college students children of alcoholics young men students preparing for prom Extended Time What key points do students want to get across in their campaign? What tactics can they use to persuade the group not to drink? Would it be more effective to use hard-hitting facts or an emotional persuasion, such as a photograph and a moving story? Extended Activity Alcohol can have serious effects on judgement and decision-making skills, especially for young people. In fact, young people face at least eight increased risks because of alcohol. Ask students how many of these risks they can guess. Encourage them to think about various situations that would become more dangerous if alcohol were involved. The increased risks include: attempted or completed suicide, sexual abuse or rape, becoming a victim or perpetrator of violence, car accidents, unprotected sex leading to unwanted pregnancy or sexually transmitted disease, drowning, falls and other types of accidents, and drug overdose. 20 Minutes Connection to Health Alcohol is a depressant drug. In large amounts, it causes the body s major systems to slow down. This is the main danger associated with alcohol poisoning. Talk with students about the following signs of alcohol poisoning. How is each sign related to the depressant effect of alcohol? does not respond when talked to or shaken (slowed brain activity) does not wake up while vomiting (slowed brain activity) cannot sit up or stand (loss of coordination due to slowed brain activity) breathes less than six times per minute (depressed respiratory function) has skin that appears to be blue or purple (slowed circulation) has cold, clammy hands (slowed circulation) has a slow pulse rate (slowed circulation) 20 Minutes HEALTH 16

Connection to First Aid When alcohol poisoning becomes a matter of life or death, many people don t know what to do. Discussing the proper steps to take can help students be prepared. Talk about each of the steps below with the class. Make sure they understand the dangers of leaving an alcohol poisoning victim unattended. 15 Minutes FIRST AID If you see the signs of alcohol poisoning, call 911 for medical assistance. Place the person on his or her side to reduce the risk of choking on vomit. Check the person s breathing. If they take less than six breathes in a minute, perform rescue breathing. Check the person s pulse. If it goes below 40 beats per minute, perform CPR until the ambulance arrives. Stay with your friend until medical emergency technicians arrive. Explain to the medical emergency crew what you know. If you can, tell them what and how much your friend was drinking. If possible, have a certified CPR trainer visit the class to demonstrate rescue breathing and CPR. In the Newsroom Many stories in the news involve crimes or accidents that are alcohol-related. Ask each student to find an alcohol-related article from a local or national newspaper. The article might be about a car accident, homicide, drowning, rape or suicide. Encourage students to make sure that alcohol is mentioned in the article as a contributing factor. Have students write a summary of their articles, along with their own thoughts on the significance of the information. Make sure they explain the role that alcohol played in the story, as well as what might have happened if alcohol had not been involved. Ask students to attach their articles to the summaries. 60 Minutes Culminating Activity Using what they have learned in the unit, ask each student to write a question related to the program. Collect the questions and use them to write a review quiz. After giving the quiz, ask students if they enjoyed designing the test. How would they feel about designing more tests in the future? 60 Minutes 17

Name VOCABULARY The following terms are from Binge Drinking Blowout: The Extreme Dangers of Alcohol Abuse. Fill in the number of each term next to its closest definition. 1. binge drinking 2. alcohol poisoning 3. intoxication 4. vehicular homicide 5. B.A.C. (blood alcohol level) 6. asphyxiation 7. funneling 8. alcoholic 9. toxic 10. dependency the state that occurs when someone drinks enough alcohol to affect his or her brain the felony crime of ending a life by driving recklessly or while under the influence of alcohol or other drugs a physical or psychological need to use a drug blood alcohol concentration; the amount of alcohol present in the blood a severe elevation of blood alcohol concentration (B.A.C.) which may lead to coma or death consuming large quantities of alcohol in a very short time a type of binge drinking in which alcohol is poured directly down the throat using a tube or other device to suffocate or choke; a common cause of death for intoxicated people who vomit while unconscious someone who is addicted to alcohol containing enough poison to be dangerous or lethal if ingested in certain amounts 18

Name CHECKING COMPREHENSION Answer the following questions based on what you learned in the program Binge Drinking Blowout: The Extreme Dangers of Alcohol Abuse. 1. What are some of the side effects of drinking alcohol? 2. According to the program, why do some people engage in binge drinking? 3. Why do young people get alcohol poisoning more frequently than adults? 4. Why is it dangerous to take alcohol with others drugs, like sleeping pills? 5. What should you do if someone passes out from alcohol? 19

Name QUESTIONS FOR THOUGHT 1. In the video, Ashley Sommerville s mother said no one expects alcohol poisoning to happen to them. Do you think alcohol poisoning happens to a certain kind of person, or can it happen to anyone? Why do you think most people feel immune to the threat of alcohol poisoning? Explain your answers. 2. Have you heard of any remedies that can help someone sober up? What are they? Based on what you learned in the program, do you think these remedies can really help someone get sober? In other words, can any of them remove alcohol from the blood? 3. Do you think the pressure to drink is different for guys than for girls, or is it equally tough for both? Explain your answer. 4. Has someone you know ever had an experience with binge drinking. What happened? 20

Name TRUE OR FALSE Place a T next to statements that are true and an F next to statements that are false. 1. A binge drinker ingests a small amount of alcohol over a long period of time. 2. Alcohol poisoning happens more often to young people than to adults. 3. Mixing drugs and alcohol is less dangerous than binge drinking. 4. Alcohol is a poison that slows the respiratory system and the brain. 5. In the video, Susan Bower made a full recovery from the injuries suffered in a drunk driving accident. 6. If someone passes out, the most serious dangers of alcohol poisoning are over. 7. Dr. Preston said that someone can become an alcoholic overnight. 8. Body weight is a factor in determining the amount of toxicity caused by alcohol. 9. Many young people engage in binge drinking because of pressure from older peers. 10. Alcoholics start out as social drinkers, then increase their usage over time. 21

Name WHAT WOULD YOU SAY? Binge drinking is often a peer pressure situation. How would you respond to each pressure situation below? 1. At a party, your best friend s older brother says, You ve always been an early starter. I bet you can drink more than these guys. You say: 2. A female friend you really care about is drinking way too much. She wants to let another guy take her home. She hardly knows him and you don t trust him. When you tell her it s not a good idea, she says, Leave me alone! You sound like my mom! You know she d never yell at you if she were sober. Everyone is looking at you. You say: 3. You have a close friend who started drinking a few months ago. When you re together, he expects you to go along. You join in a few times, but then his routine gets old first he acts really stupid, then he throws up, then he stays in bed for the rest of the weekend. One night, he starts putting away beer after beer. He hands you a beer. You say: 4. You go to a fraternity party with some older friends. Some people are funneling beer. When an older guy sees that you aren t joining in, he says, Hey, I m a senior and I ve been doing this for four years. It never hurt me. He hands you the funnel. You say: 22

Name A CLOSER LOOK Each topic below is related to alcohol. Use the Internet and library resources to prepare a 3- to 5- minute speech on a topic that interests you. Drunk driving in the United States Heredity and its link to alcoholism Alcohol s effects on the brain Fetal alcohol syndrome Alcohol poisoning in young people Binge drinking and its link to college dropouts Families and children of alcoholics Alcohol marketing and advertising Alcoholism recovery These hints will make your speech more successful: 1. Decide on your purpose. Do you want to persuade your audience, or simply inform them? What is the main point you want to get across? 2. Write a brief outline of your presentation. Begin with an introduction to grab interest, a purpose statement, facts to back up your purpose, and a conclusion. 3. Think about your audience. How much does the audience know about your subject? If you plan to present a persuasive argument, think about how strong your argument should be to influence a mixed audience. 4. Add interest. Personal stories, interesting facts and quotes will make your paper more memorable. 5. Rehearse. You will feel more comfortable if you go through your presentation at least three times. Don t try to memorize it. Instead, write the main points of the presentation on note cards and use the cards as memory cues. 23

Name REVERSE ALPHABET Use the code below to uncover the words in bold and complete each sentence. A = Z, B = Y, C = X, D = W, E = V, F = U, G = T, H = S, I = R, J = Q, K = P, L = O, M = N, N = M, O = L, P = K, Q = J, R = I, S = H, T = G, U = F, V = E, W = D, X = C, Y = B, Z = A 1. Half of the people killed by drunk drivers are gvvmztvih nearly 12,000 each year. 2. Alcohol abuse can cause xzmxzi of the stomach, throat, liver and mouth. 3. Alcohol is loaded with empty xzolirvh and can cause major dvrtsg gain. 4. Almost seventy percent of all hfrxrwvh are alcohol-related. 5. Alcohol kills brain xvooh and can cause the brain to hsirmp. 6. If you re under 21, it is roovtzo for you to drink alcohol even in your own home. 7. Five times as many teenagers die from zoxlslo klrhlmrmt than from any other drug, legal or illegal. 8. Many young people who survive alcohol poisoning are left with irreversible yizrm wznztv. 24

Name TEST Circle the phrase which best answers each question. 1. All of the following are serious consequences of alcohol poisoning, except: weight gain. slowed heart rate. coma. vomiting. 2. Teenagers face a greater risk of alcohol poisoning because they: frequently mix their drinks with soda. are usually smaller than adults and have less body weight. are more likely to drink when it s hot outside. go to more parties. 3. Binge drinking affects judgement and puts young people at a higher risk of: fights and violence. unprotected sex. criminal behavior. all of the above 4. Alcohol is a depressant drug that, in large amounts, causes: the heart s rhythm to slow down. brain activity to speed up. breathing rate to increase. the drinker s energy levels to rise. 5. If someone passes out from alcohol poisoning, you should: take the person home and put him or her to bed. make sure the person is near a toilet. call 911 immediately. give the person some aspirin immediately. 25

Name TEST (CONTINUED) 6. Women are especially at risk from binge drinking because they: might be sexually victimized by someone. usually have a lower body weight than men. could have unprotected sex causing unwanted pregnancy or transmission of an STD. all of the above 7. When alcohol and drugs are mixed: alcohol lessens the effects of the drugs. the drugs lower the level of alcohol in the blood. their effects can combine, causing coma or death. the drinker feels better in the morning. 8. The program presented the story of Susan Bower, a woman who accepted a ride from a drunk driver because she: was late for dinner. felt sorry for the driver. did not know how to drive. was intoxicated and had impaired judgement. 9. Ashley Sommerville died because she: drank alcohol and took pills on the same night. drove herself home after a party. passed out on the street and was murdered. fell from the roof of an apartment building. 10. Dr. Preston said that alcoholism cannot be predicted because it is related to a person s: intelligence level. genetic predisposition. appearance. social background. 26

ADDITIONAL AIMS MULTIMEDIA PROGRAMS You and your students might also enjoy these other AIMS Multimedia programs: AR9112VE-SG AA9769VE-SG AR9954VE-SG AR8868VE-SG AR9865VE-SG AR9115VE-SG Shatter Alcohol and Human Physiology Alcohol, Addiction and Teens Fast Forward: An Alcoholic s Story Alcohol Abuse and Teens: The Turning Point Blurred Lines 27

ANSWER KEY for page 18 VOCABULARY The following terms are from Binge Drinking Blowout: The Extreme Dangers of Alcohol Abuse. Fill in the number of each term next to its closest definition. 1. binge drinking 2. alcohol poisoning 3. intoxication 4. vehicular homicide 5. B.A.C. (blood alcohol level) 6. asphyxiation 7. funneling 8. alcoholic 9. toxic 10. dependency 3 4 10 5 2 1 7 6 8 9 the state that occurs when someone drinks enough alcohol to affect his or her brain the felony crime of ending a life by driving recklessly or while under the influence of alcohol or other drugs a physical or psychological need to use a drug blood alcohol concentration; the amount of alcohol present in the blood a severe elevation of blood alcohol concentration (B.A.C.) which may lead to coma or death consuming large quantities of alcohol in a very short time a type of binge drinking in which alcohol is poured directly down the throat using a tube or other device to suffocate or choke; a common cause of death for intoxicated people who vomit while unconscious someone who is addicted to alcohol containing enough poison to be dangerous or lethal if ingested in certain amounts 28

ANSWER KEY for page 19 CHECKING COMPREHENSION Answer the following questions based on what you learned in the program Binge Drinking Blowout: The Extreme Dangers of Alcohol Abuse. 1. What are some of the side effects of drinking alcohol? Drinking impairs your judgement, making it harder to think things through. It can cause you to act foolish or do things you later regret. It also causes hangovers, headaches, vomiting, and loss of coordination. Binge drinking can cause alcohol poisoning, coma or death. 2. According to the program, why do some people engage in binge drinking? Many are first-time or inexperienced drinkers who don t know their own tolerance for alcohol. Others want to impress their friends or older peers, especially if the peers encourage them to drink. In addition, some people might be embarrassed about not being able to drink as much as others. 3. Why do young people get alcohol poisoning more frequently than adults? Many young people do not know their own limits with alcohol. In addition, young people are usually smaller than adults. Therefore, their body weights cause them to become intoxicated more quickly. A lower dose of alcohol creates a higher level of toxicity. 4. Why is it dangerous to take alcohol with others drugs, like sleeping pills? Like alcohol, sleeping pills and other drugs slow the body s vital systems. When taken together, the effects of the two drugs stack up and can be a lethal combination. Brain activity, respiration and heart rhythm can become too slow to sustain life. 5. What should you do if someone passes out from alcohol? Try to keep the person awake and call 911 immediately. Never leave an unconscious drinker alone. 29

ANSWER KEY for page 20 QUESTIONS FOR THOUGHT 1. In the video, Ashley Sommerville s mother said no one expects alcohol poisoning to happen to them. Do you think alcohol poisoning happens to a certain kind of person, or can it happen to anyone? Why do you think most people feel immune to the threat of alcohol poisoning? Explain your answers. Answers will vary. 2. Have you heard of any remedies that can help someone sober up? What are they? cold showers, black coffee, fresh air, vomiting, walking it off Based on what you learned in the program, do you think these remedies can really help someone get sober? In other words, can any of them remove alcohol from the blood? No. Time is the only thing that removes alcohol from the blood. 3. Do you think the pressure to drink is different for guys than for girls, or is it equally tough for both? Explain your answer. Answers will vary. 4. Has someone you know ever had an experience with binge drinking. What happened? Answers will vary. 30

ANSWER KEY for page 21 TRUE OR FALSE Place a T next to statements that are true and an F next to statements that are false. 1. F A binge drinker ingests a small amount of alcohol over a long period of time. 2. T Alcohol poisoning happens more often to young people than to adults. 3. F Mixing drugs and alcohol is less dangerous than binge drinking. T 4. Alcohol is a poison that slows the respiratory system and the brain. F 5. In the video, Susan Bower made a full recovery from the injuries suffered in a drunk driving accident. F 6. If someone passes out, the most serious dangers of alcohol poisoning are over. F 7. Dr. Preston said that someone can become an alcoholic overnight. 8. T Body weight is a factor in determining the amount of toxicity caused by alcohol. 9. T Many young people engage in binge drinking because of pressure from older peers. 10. T Alcoholics start out as social drinkers, then increase their usage over time. 31

ANSWER KEY for page 24 REVERSE ALPHABET Use the code below to uncover the words in bold and complete each sentence. A = Z, B = Y, C = X, D = W, E = V, F = U, G = T, H = S, I = R, J = Q, K = P, L = O, M = N, N = M, O = L, P = K, Q = J, R = I, S = H, T = G, U = F, V = E, W = D, X = C, Y = B, Z = A 1. Half of the people killed by drunk drivers are gvvmztvih nearly 12,000 each year. teenagers 2. Alcohol abuse can cause xzmxzi of the stomach, throat, liver and mouth. cancer 3. Alcohol is loaded with empty xzolirvh and can cause major dvrtsg gain. calories, weight 4. Almost seventy percent of all hfrxrwvh are alcohol-related. suicides 5. Alcohol kills brain xvooh and can cause the brain to hsirmp. cells, shrink 6. If you re under 21, it is roovtzo for you to drink alcohol even in your own home. illegal 7. Five times as many teenagers die from zoxlslo klrhlmrmt than from any other drug, legal or illegal. alcohol poisoning 8. Many young people who survive alcohol poisoning are left with irreversible yizrm wznztv. brain damage 32

ANSWER KEY for page 25 TEST Circle the phrase which best answers each question. 1. All of the following are serious consequences of alcohol poisoning, except: weight gain. slowed heart rate. coma. vomiting. 2. Teenagers face a greater risk of alcohol poisoning because they: frequently mix their drinks with soda. are usually smaller than adults and have less body weight. are more likely to drink when it s hot outside. go to more parties. 3. Binge drinking affects judgement and puts young people at a higher risk of: fights and violence. unprotected sex. criminal behavior. all of the above 4. Alcohol is a depressant drug that, in large amounts, causes: the heart s rhythm to slow down. brain activity to speed up. breathing rate to increase. the drinker s energy levels to rise. 5. If someone passes out from alcohol poisoning, you should: take the person home and put him or her to bed. make sure the person is near a toilet. call 911 immediately. give the person some aspirin immediately. 33

ANSWER KEY for page 26 TEST (CONTINUED) 6. Women are especially at risk from binge drinking because they: might be sexually victimized by someone. usually have a lower body weight than men. could have unprotected sex causing unwanted pregnancy or transmission of an STD. all of the above 7. When alcohol and drugs are mixed: alcohol lessens the effects of the drugs. the drugs lower the level of alcohol in the blood. their effects can combine, causing coma or death. the drinker feels better in the morning. 8. The program presented the story of Susan Bower, a woman who accepted a ride from a drunk driver because she: was late for dinner. felt sorry for the driver. did not know how to drive. was intoxicated and had impaired judgement. 9. Ashley Sommerville died because she: drank alcohol and took pills on the same night. drove herself home after a party. passed out on the street and was murdered. fell from the roof of an apartment building. 10. Dr. Preston said that alcoholism cannot be predicted because it is related to a person s: intelligence level. genetic predisposition. appearance. social background. 34