This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

It is expected that students will:

• demonstrate an ability to access support in the home, school, and community to deal with substance abuse problems
• evaluate responses to pressure regarding substance use and abuse

To view the prescribed learning outcomes for Personal Development (Substance Abuse Prevention) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Invite members of the community to speak to the class about dealing with substance abuse problems. Speakers might include:
  • a recovering alcoholic who can discuss potential dangers of alcohol use and the support that was available for his or her recovery process
  • a spokesperson from an advocacy group to discuss services available to victims of substance abuse
• Have students simulate the process of contacting particular support agencies for help dealing with substance abuse problems. Students might have already compiled a list of community agencies in previous grades.
• Invite students to design (and, if possible, implement) an advertising campaign to educate the community about the dangers of drinking and driving.
• Have students in groups use scenarios from videos or print sources to identify strategies for responding effectively to peer pressure. Challenge students to create their own strategies. Then have students present their strategies in role plays. As a follow-up, ask students to rank the proposed strategies according to effectiveness.
• Have students use webbing or clustering to illustrate various responses to peer pressure related to the use of substances such as nicotine, alcohol, and drugs. Ask students to summarize and evaluate the possible consequences of each decision.
• Have students in small groups create "choose your own ending" scenarios related to substance abuse. Each group's scenario could be reviewed by other groups, who propose three or four possible endings.

• Before students listen to a presentation by a guest speaker, have them summarize three to five key points they know about the topic and identify two or three questions they hope the presenter will answer. After the presentation, provide opportunities for students to revise their notes, incorporating new information they learned. Provide prompts for reflection and self-assessment such as:
  • I used to think that __________ but now I know that __________.
  • One topic I know a lot about is __________ but I'd like to find out more about __________.
  • One way I could use the information I learned today would be __________.
• When students participate in simulations in which they demonstrate their abilities to access support to deal with substance abuse problems, look for evidence that they are able to:
  • draw on a variety of sources (rather than relying on the same one every time)
  • choose resources to match specific situations or people
  • follow appropriate steps in approaching various resources
  • clearly describe the problems they are seeking help with
• When students engage in role plays or develop strategies for dealing with pressure related to substance use and abuse, look for evidence that they are able to:
  • identify how pressure is being applied
  • describe the intended or unintended consequences of giving in to and of resisting the pressure
  • outline any complicating factors (e.g., friendship, loneliness)
  • generate more than one strategy for dealing with pressure
  • choose and defend a strategy for responding to pressure

• Be Your Best Self
• Exploring the Issues: Teens-Alcohol and Other Drugs
• Step By Step: A Prevention Handbook On Alcohol & Other Drug Use

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