The Teen Files Flipped: Drug Use and Addiction

The Teen Files Flipped: Drug Use and Addiction INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) Rationale..........................................................................................2 Organization and Management..........................................................................2 Features...........................................................................................3 INTRODUCING The Teen Files Flipped: Drug Use and Addiction Jump Right In.......................................................................................5 Themes...........................................................................................6 Overview..........................................................................................6 Objectives.........................................................................................6 PREPARATION FOR VIEWING Introduction to the Program.............................................................................6 Introduction to Vocabulary..............................................................................6 Discussion Ideas.....................................................................................6 Focus............................................................................................6 AFTER VIEWING THE PROGRAM Suggested Activities...................................................................................7 Vocabulary........................................................................................9 Checking Comprehension..............................................................................10 True or False.......................................................................................11 Experiencing Life: Drug Alternatives.......................................................................12 Cause and Effect....................................................................................13 Staying Drug Free...................................................................................14 Word Search......................................................................................15 Test.............................................................................................16 ADDITIONAL AIMS MULTIMEDIA PROGRAMS...............................18 ANSWER KEYS.....................................................19

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 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. 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 Patricia A. Peirson. 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 1957. 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: 1-800-367-2467 Fax: 818-341-6700 Web: www.aimsmultimedia.com Email: info@aimsmultimedia.com 2

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

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

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 The Teen Files Flipped: Drug Use and Addiction 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 The Teen Files Flipped: Drug Use and Addiction 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

The Teen Files Flipped: Drug Use and Addiction Themes The perilous, life-threatening consequences of recreational drug use and drug addiction are the major issues explored in this insightful and disturbing reality program. The Teen Files Flipped: Drug Use and Addiction identifies and effectively demonstrates the harmful physical, social, and behavioral effects of drugs use on teens. The program dispels the myth that recreational drug use is benign, and illustrates the devastating long-term effects of usage, including the trap of addiction, the consequences of overdose, and the deadly link to HIV/AIDS. Overview Drugs continue to be a pervasive influence in our world today. Nearly everywhere we look, the consequences of drug abuse can be seen - street gangs, violence, loss of productivity, babies born crack or heroin addicted, the spread of HIV/AIDS, and the overall loss of health and life in shocking numbers. Just the medical cost of abuse is staggering, with drug abuse costing an estimated $60 billion, and alcohol abuse amounting to nearly $100 billion. To combat drug-related crime, the U.S. spends some $11 billion a year in our continuing war on drugs. The Teen Files Flipped: Drug Use and Addiction is a dose of reality that provides an excellent basis for thought and discussion concerning the hazards inherent in drug use. Self-absorbed teens Cory and Eva prefer the high life, and use drugs to achieve it. Cory feels that drugs are the key to experiencing life to the fullest. Eva s main goal in life is having fun, which she defines as getting high with her friends. However, both Cory and Eva have not yet encountered the dark side of drug use. When they are flipped for a day, they suddenly find themselves confronted by the treacherous, destructive physical, mental, and social effects of use and addiction, not to mention some of the legal repercussions. The program challenges perceptions, and encourages teen and young adult viewers to review their own decisions and practices, and to make healthier, more life-affirming choices. Objectives To demonstrate the real-life consequences of drug use and addiction To illustrate how recreational drug use can serve as the gateway to addiction To show the link between drug habits and criminal activity To establish the link between drug use and HIV/AIDS To encourage young people experimenting with drugs to reevaluate their behavior Introduction to the Program Every 24 hours, 3,500 teens will try illegal drugs for the first time. The average age at which they first try alcohol is 12, and the average age of first drug use is 13. There is an erosion in anti-drug perceptions and knowledge among today s young people, accompanied by an upward pattern of drug 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, often deadly consequences of using drugs, the program seeks to alert teens to the dangers of drug use and the negative impact it can have on their lives and the lives of those they love. Introduction to Vocabulary Before starting the program, write the following words and phrases on the board. Ask the class to discuss the meaning of the terms as they relate to drugs and addiction. Review the terms that are unfamiliar to students. addiction, alcohol, brain damage, brain death, coma, drug, drug paraphernalia, HIV/AIDS, overdose, recreational drugs, rehabilitation, withdrawal Discussion Ideas Ask students one or more of the following questions to prompt a discussion about drug use and addiction: Do you know anyone who uses drugs? How do you feel about drug use? Is alcohol a drug? (Yes. It is classified as one of the three major groups of drugs that can cause addiction, along with narcotics and sedatives.) Why do you think teens use drugs? Do you think it s possible to use drugs recreationally? Why or why not? Which drugs do you think are the most dangerous to use? What do you think is the most significant effect drug use or addiction can have on an individual? Do you know anyone whose life has been ruined by drugs? What happened? Focus The consequences of drug use and addiction are very real, and very serious. Encourage students to think about their own experiences, attitudes, beliefs, and perceptions regarding this issue. Have them compare and contrast their thinking with that of the two people they will meet in the program. Ask them to reevaluate their own decisions and behaviors. How might they respond if placed in similar situations? 6

SUGGESTED ACTIVITIES Meeting Individual Needs After watching the program, have students outline the sequence of events in Cory s flipped day, then the events in Eva s day. Write these lists of events on the board. Discuss with students Cory and Eva s attitudes towards recreational drug use, and the changes students saw in Cory and Eva s attitudes as the day progressed. Discuss why these particular flipped situations were chosen for each. Ask students if, in their opinion, Cory and Eva will alter their future behavior. Why or why not? Will any change in behavior be permanent? Why or why not? 40 Minutes Critical Thinking The war on drugs has been long, costly, and frustrating in its inability to halt the import and use of illegal drugs in the United States. There is a growing controversy over the legalization of drugs. Advocates claim that legalization would eliminate the enormous profits to drug dealers, weaken the allure of illicit drug use, reduce our prison population, and allow anyone addicted to openly get help. Those opposing legalization believe that addiction would increase, health costs would skyrocket, and that any drug use is highly damaging to individual users and to society as a whole. 75 Minutes Have students research the pros and cons of legalizing drugs. Using the information that has been collected, have volunteers form two teams to debate the issue of legalization vs. the continued war on drugs. 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. In the Newsroom According to a recent National Household Survey on Drug Abuse, an estimated 4.1 million Americans met diagnostic criteria for dependence on illicit drugs, including 1.1 million youths age 12 to 17. Obviously, illegal drug use continues to plague society, and it has become painfully clear that just saying no is not enough. There are five battlefield fronts in the war on drugs that society is concerned with: 60 Minutes federal protection of our borders against drug smuggling; local law enforcement s authority to arrest and prosecute drug users and dealers; drug testing and its infringement on civil liberties; drug treatment and its effectiveness and cost to society; the education of children regarding the dangers of drugs. These fronts are not without controversy, and intelligent, informed discussion is necessary. Divide students into five groups, assigning one issue to each group. Have students research these issues, looking into the definitions, procedures, pros and cons, impact on society, cost, benefits, effectiveness, etc. The Internet, magazines, and newspaper articles are excellent sources of information and opinions. Once research is complete, have each group share its findings with the rest of the class. Allow time for questions and discussion. 7

Writing Ask students to locate a magazine or newspaper article dealing with teenage drug use and/or addiction 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 Link to the Media The issue of drugs can be very confusing. If drugs are so dangerous, then why is the family medicine cabinet full of them? And why do TV, movies, music and advertising often make alcohol and other drugs look so cool? Messages about the use of alcohol or other drugs, and the cool drug culture are often portrayed in the media (film, television, music and rock videos, newspapers, and magazines), shaping our attitudes and beliefs without our being aware. Whether positive or negative in nature, these are powerful messages. It s therefore important for individuals to develop their own critical judgment regarding the images and ideas presented in the media. 60 Minutes From their own observations, have students create personal lists of media images concerning the use of alcohol or other drugs, and the drug culture. Have them share their observations with the class, and allow time for discussion concerning the positive or negative influence these images may have on individuals and on society. Cultural Exchange Some European countries, such as Holland, have less restrictive attitudes and laws concerning drug use compared with those of the United States. Using Internet and library sources, have students identify these countries and research their drug laws, as well as their impact on social issues such as drug-related death and disease, general public health, crime, frequency of drug use, work and productivity, etc. Have students write reports on their findings, and share these with the class. Allow time for questions and discussion. Extended CULTURE Hands On Ask students to create their own informational or anti-drug posters. 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. 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 drug use. What would students say if a friend asked them to use drugs? 45 Minutes 8

Name VOCABULARY The following terms are from The Teen Files Flipped: Drug Use and Addiction. Fill in the number of each term next to its closest definition. Use a dictionary if necessary. 1. addiction 2. AIDS 3. alcohol 4. brain death 5. coma 6. drug 7. HIV 8. overdose 9. (drug) paraphernalia 10. recreational 11. rehabilitation 12. withdrawal a substance used to chemically interact with the body to produce a desired effect; beneficial when used to treat disease or illness ceasing of breathing and other vital reflexes due to irreversible brain damage, although the heart may continue beating with the aid of life-support systems unpleasant physical and psychological effects that happen when a person stops using a drug the items used in drug activity, such as pipes or syringes human immunodeficiency virus; the body is no longer able to have a normal immune response to infection a state of deep, prolonged unconsciousness, usually the result of injury, disease, or poison physical, psychological, and emotional recovery from addiction acquired immunodeficiency syndrome; immune system failure an excessive or lethal dose of a drug one of the most commonly abused drugs among both teens and adults a physical or psychological need to use a drug despite its harmful effects something used for pleasure, relaxation, or diversion 9

Name CHECKING COMPREHENSION Answer the following questions. Use a separate sheet of paper. 1. At the beginning of the program, how does Cory justify using drugs? 2. Why has Cory run away from home in the past? 3. How does Cory s flipped day begin? 4. How does Cory meet Ollie and Rebekka? 5. What happens when Ollie doesn t get drugs for Rebekka? 6. What happens when Cory and Ollie finally try to buy drugs for Rebekka? 7. At the beginning of the program, how does Eva view the use of drugs? 8. What does Eva think about adults who warn her about using drugs? 9. What is Eva s assignment for her flipped day? 10. During the program, what does Carrie do to pay for her drug habit? 11. What happens to Carrie? 12. What could have been the results of Carrie s cocaine overdose? 13. What does Cory learn from his flipped experience? 14. What does Eva learn from her flipped experience? 15. What does Erin s mother tell Eva about stopping the use of drugs? 16. What did you learn about drug use and addiction from this program? 10

Name TRUE OR FALSE Think about the what Cory and Eva learned during their flipped experience, then read the following statements. Place a T next to statements that are true, and an F next to statements that are false. 1. Drugs are the best and only way to open up your mind and experience life fully. 2. Recreational drug use never leads to addiction, illness, or death. 3. In the program, Cory is torn between love of the people in his life and his desire to take drugs. 4. Eva believes she is in control of her drug use, and therefore, is not in any danger. 5. Taking drugs is a sure sign of maturity and adult independence. 6. Heavy drug use and addiction often lead to other demeaning or illegal behaviors such as lying, begging for money, or stealing. 7. Withdrawal from a drug is agonizing, and the user s only goal is to get relief through more drugs. 8. If a person is very careful, he or she cannot slip into the trap of drug addiction. 9. With drug use, it often only takes one mistake - one overdose - to end up in a coma, brain damaged, or dead. 10. A person can usually recover from drug-induced brain damage. 11. There is no link between drug use and the acquisition of HIV/AIDS. 12. Drug use and addiction is a self-destructive behavior. 13. Drug use and addiction harm no one besides the user. 14. It makes perfect sense to use drugs to enhance life, knowing that these drugs can also damage you or cut your life short. 15. Recovery from drug addiction is easy; it simply involves stopping the use of the drug. 11

Name EXPERIENCING LIFE: DRUG ALTERNATIVES Many people try drugs because they want to escape the stress of daily life, or they believe drugs will provide an exciting, mind-expanding, life-enhancing experience. Unfortunately, these seductive illusions pull the user into an ever-shrinking world with drugs as the center. Getting drugs, using them, then figuring out how to get some more become the focus. There are healthy, life-affirming alternatives that actually do offer escape from stress or boredom, and that can truly open up new worlds of thought and experience. Dance, music, reading, art, meditation, writing, exploring nature, sports, exercise - these are just a few activities that celebrate life, offer a natural high, open the mind, and release creativity. Part A: Take a moment to think about activities you already enjoy or might like to try, then answer the questions below. 1. What are two activities you enjoy? 2. What are two you might like to try? 3. What advantage do these activities have over getting high on drugs? 4. How would drug use impact your ability to engage in these activities? Part B: In the space provided below, write a short paragraph about one of the pastimes you enjoy. What is the activity? If this is a physically demanding activity, what does it involve? How did you become interested in this pastime, and how long have you been involved? Why do you enjoy it? What are its benefits? Why might others find it interesting, enjoyable, or worthwhile? 12

Name CAUSE AND EFFECT The Teen Files Flipped: Drug Use and Addiction presented some of the effects of recreational drug use and resulting addiction. Use what you learned to complete the following. 1. The life-threatening effects of drug use are: 2. A drug overdose can cause: 3. Withdrawal from a drug can cause: 4. The addiction to and need for a drug may result in these behaviors: 5. In my opinion, the overall effects of drug use on an individual s quality of life and future are: 13

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 six advantages to staying drug free. Use the space below to write your reasons to stay away from alcohol, marijuana, and other drugs. Reason 1: Reason 2: Reason 3: Reason 4: Reason 5: Reason 6: 14

Name WORD SEARCH The following words can be found in the maze below. The letters may be arranged horizontally, vertically, diagonally, or backwards. Z Y Q T V D A H J X Q K Z Y D S D I A K X D V I P S C O R E X S R Z M Y D J H V N Y U V Z C Z E Y D O I X K H Z G X J Q O Q H V K L C Z Q Y S G T V M N V A G Z H T N W J M X Q Y A T Y B X Q W I T H D R A W A L R Z I S Y J O Q Z J Y K X V C O Q L V K X N E S O D R E V O L X I N D E P E N D E N C E H Y S T M Z G V K S Y Q H Z K O Z P A R A P H E R N A L I A L V X T K Q D S Y B Q V H X S Z K Z E Y H T A E D X N I A R B R E C R E A T I O N A L Z Y X addiction AIDS alcohol brain death coma control drug HIV independence overdose paraphernalia recreational rehabilitate score withdrawal Part B: What have you learned about drug use and addiction? How have your attitudes or beliefs changed? Answer these questions in short essay form on a separate sheet of paper. Use as many of the above words as possible. 15

Name TEST Circle the letter of the correct answer for each question. 1. At the beginning of the program, Eva s idea of fun is: a) hanging out with her friends. b) going to a lot of parties. c) hanging out with her friends and getting high. d) taking dance classes. 2. Cory initially believes that drugs: a) improve his ability to study and do well in school. b) open up his mind and help him experience life. c) help him connect better with people he loves. d) are a problem in his life, and he should stop using. 3. Carrie gets money to buy cocaine: a) by begging in front of a supermarket. b) by pawning some of her own jewelry. c) by selling drugs to some friends. d) by stealing money and a watch, then pawning the watch. 4. Cory and Ollie go out begging to get money: a) to buy more drugs for Ollie s girlfriend. b) to buy back Ollie s guitar from the pawn shop. c) to buy more drugs for Ollie. d) to pay for medical treatment for Ollie s girlfriend. 5. The results of Carrie s cocaine overdose could have been a) coma or death. b) brain death. c) brain damage. d) all of the above. 6. Rebekka s drug addiction: a) helped her modeling career. b) began as recreational use of alcohol and drugs. c) had no long-term effect on her health. d) never turned into addiction. 16

Name TEST (CONTINUED) 7. Both Ollie and Rebekka: a) still have serious drug addictions. b) have HIV/AIDS as a result of their former drug abuse. c) are recovering from HIV/AIDS. d) have successful modeling and acting careers. 8. Recreational drug use: a) can never result in addiction. b) never results in serious injury, illness, or death. c) can result in the acquisition of HIV/AIDS. d) is a safe way to enjoy drugs. SHORT ESSAY SECTION: USE FULL SENTENCES TO ANSWER THE FOLLOWING QUESTIONS. 9. What are some of the consequences of drug use and addiction? 10. What would be some of your personal reasons to avoid taking drugs? 17

ADDITIONAL AIMS MULTIMEDIA PROGRAMS You and your students might also enjoy these other AIMS Multimedia programs: # 2659-EN-VID: The Teen Files Flipped: The Reality of Drug Use # 2517-EN-VID: The Teen Files: The Truth About Drugs # 2574-EN-VID: The Downside of Uppers # 2559-EN-VID: Monkey on the Back: Teens and Heroin # 2555-EN-VID: Marijuana: One More Toke # 2633-EN-VID: Do You Believe in Magic? Teens and Marijuana # 2756-EN-VID: No Second Chances # 2553-EN-VID: Angry Young Man... A Drug Tragedy # 2612-EN-VID: It Can Happen to You Series: Binge Drinking, Edited Version # 2613-EN-VID: It Can Happen to You Series: Alcoholism, Edited Version # 2256-EN-VID: The Teen Files: The Truth About Drinking 18

ANSWER KEY for page 9 VOCABULARY The following terms are from The Teen Files Flipped: Drug Use and Addiction. Fill in the number of each term next to its closest definition. Use a dictionary if necessary. 1. addiction 2. AIDS 3. alcohol 4. brain death 5. coma 6. drug 7. HIV 8. overdose 9. (drug) paraphernalia 10. recreational 11. rehabilitation 12. withdrawal 6 4 12 9 7 5 11 2 8 3 1 10 a substance used to chemically interact with the body to produce a desired effect; beneficial when used to treat disease or illness ceasing of breathing and other vital reflexes due to irreversible brain damage, although the heart may continue beating with the aid of life-support systems unpleasant physical and psychological effects that happen when a person stops using a drug the items used in drug activity, such as pipes or syringes human immunodeficiency virus; the body is no longer able to have a normal immune response to infection a state of deep, prolonged unconsciousness, usually the result of injury, disease, or poison physical, psychological, and emotional recovery from addiction acquired immunodeficiency syndrome; immune system failure an excessive or lethal dose of a drug one of the most commonly abused drugs among both teens and adults a physical or psychological need to use a drug despite its harmful effects something used for pleasure, relaxation, or diversion 19

ANSWER KEY for page 10 CHECKING COMPREHENSION 1. At the beginning of the program, how does Cory justify using drugs? Cory believes that using drugs expands his mind and allows him to experience life to the fullest. 2. Why has Cory run away from home in the past? His mother frequently expresses her concern about his drug use, and Cory runs away from what he considers her nagging. 3. How does Cory s flipped day begin? He is emancipated from his mother and given a bus ticket to another city, where he can be free to do what he wants. 4. How does Cory meet Ollie and Rebekka? A stranger starts to hassle Cory, and Ollie comes to his rescue. He invites Cory to his place, where Cory then meets Rebekka. 5. What happens when Ollie doesn t get drugs for Rebekka? Ollie used his drug money to buy back his guitar from a pawn shop. When he comes home without the drugs for Rebekka, she freaks out, crying and screaming that she hurts and needs help (meaning more drugs). 6. What happens when Cory and Ollie finally try to buy drugs for Rebekka? They both are arrested by the police for possession, and taken to the police station. 7. At the beginning of the program, how does Eva view the use of drugs? Eva s main goal is to have fun, which she does by getting high with her friends. She feels that people are at risk of dying every day, so why not take a chance on using drugs if you enjoy them and aren t afraid to die. 8. What does Eva think about adults who warn her about using drugs? She feels it s hypocritical for one generation to tell another generation to not take drugs. 9. What is Eva s assignment for her flipped day? Eva is asked to co-host an MTV program about the teen scene in San Diego, California. 10. During the program, what does Carrie do to pay for her drug habit? Carrie steals a watch and some money, then pawns the watch. 11. What happens to Carrie? She overdoses on cocaine and has to be taken to a hospital. She is in a coma and possibly brain dead.. 12. What could have been the results of Carrie s cocaine overdose? She could have suffered coma, brain damage, brain death, or death. 13. What does Cory learn from his flipped experience? He learns that, instead of opening him up to life, using drugs could end his life; addiction is a very real possibility and an easy trap to fall into; even casual drug use can lead to HIV/AIDS; withdrawal from drugs is painful and traumatic; and the legal consequences of drug use are unnerving. 14. What does Eva learn from her flipped experience? Eva learns that, just beneath the surface of fun that drug use promises, there is another world of deceit, criminal activity, danger, and death. She sees how just one mistake can lead to something as bad, or possibly worse than death - coma, drug-induced brain damage, or brain death. She also realizes that the drug user is not the only victim; that a user s family and loved ones suffer, as well, from the consequences of the user s drug activity. 15. What does Erin s mother tell Eva about stopping the use of drugs? She tells Eva that, if she doesn t love herself enough to stop being selfdestructive, she should do it for her family; for those who love her. 16. What did you learn about drug use and addiction from this program? STUDENT RESPONSES WILL VARY. ACCEPT ANY WHICH DEMON- STRATE UNDERSTANDING OF THE TOPIC. 20

ANSWER KEY for page 11 TRUE OR FALSE Think about the what Cory and Eva learned during their flipped experience, then read the following statements. Place a T next to statements that are true, and an F next to statements that are false. 1. F Drugs are the best and only way to open up your mind and experience life fully. 2. F Recreational drug use never leads to addiction, illness, or death. 3. T In the program, Cory is torn between love of the people in his life and his desire to take drugs. 4. T Eva believes she is in control of her drug use, and therefore, is not in any danger. 5. F Taking drugs is a sure sign of maturity and adult independence. 6. T Heavy drug use and addiction often lead to other demeaning or illegal behaviors such as lying, begging for money, or stealing. 7. T Withdrawal from a drug is agonizing, and the user s only goal is to get relief through more drugs. 8. F If a person is very careful, he or she cannot slip into the trap of drug addiction. 9. T With drug use, it often only takes one mistake - one overdose - to end up in a coma, brain damaged, or dead. 10. F A person can usually recover from drug-induced brain damage. 11. F There is no link between drug use and the acquisition of HIV/AIDS. 12. T Drug use and addiction is a self-destructive behavior. 13. F Drug use and addiction harm no one besides the user. 14. F It makes perfect sense to use drugs to enhance life, knowing that these drugs can also damage you or cut your life short. 15. F Recovery from drug addiction is easy; it simply involves stopping the use of the drug. 21

ANSWER KEY for page 12 EXPERIENCING LIFE: DRUG ALTERNATIVES Many people try drugs because they want to escape the stress of daily life, or they believe drugs will provide an exciting, mind-expanding, life-enhancing experience. Unfortunately, these seductive illusions pull the user into an ever-shrinking world with drugs as the center. Getting drugs, using them, then figuring out how to get some more become the focus. There are healthy, life-affirming alternatives that actually do offer escape from stress or boredom, and that can truly open up new worlds of thought and experience. Dance, music, reading, art, meditation, writing, exploring nature, sports, exercise - these are just a few activities that celebrate life, offer a natural high, open the mind, and release creativity. Part A: Take a moment to think about activities you already enjoy or might like to try, then answer the questions below. 1. What are two activities you enjoy? STUDENT RESPONSES WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC. 2. What are two you might like to try? 3. What advantage do these activities have over getting high on drugs? 4. How would drug use impact your ability to engage in these activities? Part B: In the space provided below, write a short paragraph about one of the pastimes you enjoy. What is the activity? If this is a physically demanding activity, what does it involve? How did you become interested in this pastime, and how long have you been involved? Why do you enjoy it? What are its benefits? Why might others find it interesting, enjoyable, or worthwhile? STUDENT RESPONSES WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC. 22

ANSWER KEY for page 13 CAUSE AND EFFECT The Teen Files Flipped: Drug Use and Addiction presented some of the effects of recreational drug use and resulting addiction. Use what you learned to complete the following. 1. The life-threatening effects of drug use are: STUDENT RESPONSES WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC. 2. A drug overdose can cause: 3. Withdrawal from a drug can cause: 4. The addiction to and need for a drug may result in these behaviors: 5. In my opinion, the overall effects of drug use on an individual s quality of life and future are: 23

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 six advantages to staying drug free. Use the space below to write your reasons to stay away from alcohol, marijuana, and other drugs. Reason 1: STUDENT RESPONSES WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC. Reason 2: Reason 3: Reason 4: Reason 5: Reason 6: 24

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. Z Y Q T V D A H J X Q K Z Y D S D I A K X D V I P S C O R E X S R Z M Y D J H V N Y U V Z C Z E Y D O I X K H Z G X J Q O Q H V K L C Z Q Y S G T V M N V A G Z H T N W J M X Q Y A T Y B X Q W I T H D R A W A L R Z I S Y J O Q Z J Y K X V C O Q L V K X N E S O D R E V O L X I N D E P E N D E N C E H Y S T M Z G V K S Y Q H Z K O Z P A R A P H E R N A L I A L V X T K Q D S Y B Q V H X S Z K Z E Y H T A E D X N I A R B R E C R E A T I O N A L Z Y X addiction AIDS alcohol brain death coma control drug HIV independence overdose paraphernalia recreational rehabilitate score withdrawal Part B: What have you learned about drug use and addiction? How have your attitudes or beliefs changed? Answer these questions in short essay form on a separate sheet of paper. Use as many of the above words as possible. STUDENT RESPONSES WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC. 25

ANSWER KEY for page 16 TEST Circle the letter of the correct answer for each question. 1. At the beginning of the program, Eva s idea of fun is: a) hanging out with her friends. b) going to a lot of parties. c) hanging out with her friends and getting high. d) taking dance classes. 2. Cory initially believes that drugs: a) improve his ability to study and do well in school. b) open up his mind and help him experience life. c) help him connect better with people he loves. d) are a problem in his life, and he should stop using. 3. Carrie gets money to buy cocaine: a) by begging in front of a supermarket. b) by pawning some of her own jewelry. c) by selling drugs to some friends. d) by stealing money and a watch, then pawning the watch. 4. Cory and Ollie go out begging to get money: a) to buy more drugs for Ollie s girlfriend. b) to buy back Ollie s guitar from the pawn shop. c) to buy more drugs for Ollie. d) to pay for medical treatment for Ollie s girlfriend. 5. The results of Carrie s cocaine overdose could have been a) coma or death. b) brain death. c) brain damage. d) all of the above. 6. Rebekka s drug addiction: a) helped her modeling career. b) began as recreational use of alcohol and drugs. c) had no long-term effect on her health. d) never turned into addiction. 26

ANSWER KEY for page 17 TEST (CONTINUED) 7. Both Ollie and Rebekka: a) still have serious drug addictions. b) have HIV/AIDS as a result of their former drug abuse. c) are recovering from HIV/AIDS. d) have successful modeling and acting careers. 8. Recreational drug use: a) can never result in addiction. b) never results in serious injury, illness, or death. c) can result in the acquisition of HIV/AIDS. d) is a safe way to enjoy drugs. SHORT ESSAY SECTION: USE FULL SENTENCES TO ANSWER THE FOLLOWING QUESTIONS. 9. What are some of the consequences of drug use and addiction? STUDENT RESPONSES WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC. 10. What would be some of your personal reasons to avoid taking drugs? STUDENT RESPONSES WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC. 27