JUVENILE NARCOTICS PREVENTION PROGRAM5th/6th GRADE CURRICULUM FOR KARELIAN SCHOOLS

DRUG PREVENTION OUTLINE

LESSON ONE INTRODUCTION

LESSON TWO DRUGS OF ABUSE

LESSON THREE CONSEQUENCES TO DRUG USE

LESSON FOUR VALUE IDENTIFICATION

LESSON FIVE CHARACTER DEVELOPMENT

LESSON SIX COMPARATIVE DECISION MAKING

LESSON SEVEN HEALTHY MANAGEMENT OF STRESSORS AND CONFLICT RESOLUTION

LESSON EIGHT EFFECTIVE REFUSAL SKILLS

LESSON NINE CULMINATION

PARENT FORUM

FATAL VISION PROGRAM

With each classroom session is an adventure-based activity facilitated by the officer. These activities relate directly to the curriculum by developing decision making skills, developing and enhancing positives between the participants. They also enhance the student’s, communication, teamwork and problem solving skills. Participating students learn to identify with a group in a positive manner.

With lessons 6 and 7 students will be involved in role-play activities.

The culmination activity provides positive reinforcement and recognition for completing the program. A small reception allows parents and friends to celebrate the students accomplishments.

A list of necessary posters, handouts will be attached to the curriculum.

LINDA BARKER AND DAVE PERRON

JUVENILE NARCOTICS PREVENTION PROGRAM5TH/6TH CURRICULUM FOR KARELIAN SCHOOLS

INTRODUCTION LESSON

Goal: To introduce the drug prevention program to the students.Objective: Students will meet the officer, understand his role in the classroom and what the rules and expectations for the class will be.

I. Teacher introduces officer to the class. Officer is in uniform. Remember to smile. You may want to walk around the classroom and ask the students their name

and shake their hand. Explain to students that this is an appropriate greeting. Or you may just go around the class and have them say their name.

II. Officer greets the class. Gives a short summary of police career. Explains why officer is teaching the class. Gives a short summary of personal life (married? children? hobbies?)

III. Officer summarizes the program and describes what s/he will do in the class. Describes briefly the six classes. Explain that the class is being taught to address the local youth narcotics

problem; militia, schools and families will work together to address this problem.

IV. Confidentiality. The officer should make sure students understand what this means. What is discussed in the classroom, stays in the classroom. This means that

students shouldn’t repeat stories told in the classroom by students. Exceptions to confidentiality include information about crimes; drug use or

drug sales; statements that indicate risk or suicide or violence. Students should understand that as a police officer, you are required to

respond to the above-listed statements for the student’s own safety and wellbeing.

Encourage students to talk with parents about the classroom curriculum. Tell students that they can always go to an officer, teacher or parent for help.

V. Establish classroom rules; bring a poster with the rules written on it Raise you hand to speak. Officer should ask, “Why is it important to raise

your hand?”

No insults, disrespectful comments or behaviors. This type of behavior can hurt people’s feelings and can cause problems.

When telling a story, use words such as, “someone I know” rather than identifying the person’s name or relationship to you. This avoids the humiliation of family, classmates or friends.

Observe and use the quiet signal. Students should be familiar with the classroom teacher and officer’s method of calling the class to order.

Students have the right to pass on topics that make them feel uncomfortable. Students should sit quietly and not be disruptive.

Ask students to suggest additional rules; the class should agree to the new rules.

VI. Bring a shoebox or other container to class. Tell the students that there may be times that they have questions for the officer, but

the officer is not in class or the student may be too shy to ask the officer directly. Students may place questions in the shoebox for the officer.

The officer will check the box prior to the start of class. The officer will answer the question, if s/he can or tell the class he will get more

information on the topic and answer the question the next time s/he comes to class. Encourage the class to decorate their question box sometime before you come to class

again.

VII. Closing Ask students to make name tags that sit on their desks; encourage them to be

creative! Make one to show students. Tell the students, if you have a few minutes left, that you would answer

questions. Remember to smile and tell them when you’ll be returning to their class again.

JUVENILE NARCOTICS PREVENTION PROGRAM5th/6th GRADE CURRICULUM FOR KARELIAN SCHOOLS

LESSON TWO - IDENTIFYING DRUGS OF ABUSE

GOALS: Students will be able to list various drugs of abuse and the effect these drugs have on the mind and body. Students will be able articulate the consequences of drug use to themselves, their families and community.OBJECTIVES: One objective of this lesson is that students will develop an understanding of various drugs of abuse and the consequences of their use. Students will learn how these drugs effect the users mind, body and life. They will learn how drug use effects their family and community.

VIII. INTRODUCTIONS

A. Introduce the class to the meaning of the word drug. (Substances that a person takes that change the way he thinks, feels and acts.)

B. Ask for examples from the class. C. Tell students that there are good drugs, like medicines. Ask for examples.D. Ask students how good drugs can be bad for you. (Using when not needed, taking

too much, not following directions.)E. The officer will introduce the concept of drugs of abuse. He will explain to the

students that many everyday substances can be used as drugs of abuse. Some medicines can be misused, thus become drugs of abuse. There are other substances that have no legitimate use, and are in themselves, drugs of abuse. Today we will learn about these drugs and how they effect a person's mind and body. We will also learn how drug abuse can have negative consequences on our families and community. The officer should direct the students to have pencils and paper ready to take notes. He should tell the students that they will be learning some new words and to be sure to take down the definitions. The officer may wish to have poster-sized cards with the definitions pre-written on them to put up at the appropriate times of the lesson. Not all the information below is necessary for the students written definition, but can be used by the officer to more completely explain the word or concept.

I. ADDICTIONA. Ask the students if they know what it means.B. Define physical and psychological addiction.C. Explain that some drugs are both physically and psychologically addictive.D. Tell students that some drugs require medical treatment to enable the user to

safely quit using. II. TOLERANCE

A. Define the word and give examples.

III. WITHDRAWALA. Define the word and give examples such as alcohol and heroin withdrawal symptoms.

IV. STIMULANTSA. Define the word and give examples.B. Explain to the students how the body speeds up with the use of these drugs.

These drugs are addictive.C. Discuss with the students the consequences of using various stimulants.

1. Nicotine is one of the most commonly used stimulants. Found in tobacco products such as cigarettes, cigars and chewing tobacco, nicotine causes its user to become addicted. Youths become addicted 10-15 faster than adults do. Because it is legal for adults to use and in many instances still socially acceptable, it is difficult to convince people of its dangers. Nicotine increases the heart rate, causes blood vessels to narrow and the heart to work harder.

Use of chewing tobacco can result in yellow teeth, tooth decay, gum disease, cancer of the mouth, jaw, tongue and throat. Many times people who chew have to have surgery to remove parts of the face that has become cancerous. Chew tobacco is just as addictive as smoking cigarettes and cigars.

Long term consequences of smoking cigarettes are lung cancer, heart disease, and emphysema. Short-term consequences have a greater impact on youths than long-term ones. Explain to the youths that shorter breath, yellow teeth, smelly clothes and hair are consequences they may experience. Nicotine is a poison. It’s a poison used in insect spray. Ingestion can cause death.

2. Amphetamines – increase in pulse rate and blood pressure, insomnia. 3. Cocaine – increase in pulse and blood pressure, addiction, irritability,

seizures and death. Damage to the nose also occurs due to inhaling the drug.

4. Tolerance occurs with repeated use of these drugs.D. Explain to the students that many of these drugs are illegal for everyone to

use. Some of these drugs have medical uses such as amphetamines, which are used for attention disorders and weight control and cocaine that can be used as a local anesthetic. In America, surgery on some elderly patients may require the physician to use cocaine as a local anesthetic, for example. These same drugs are also used illegally for their euphoric effects.

V. DEPRESSANTSA. Define the word and give examples.B. Explain to the students that depressant drugs slow their bodies down.C. Discuss with students the consequences of using depressant drugs.

1. Alcohol is the most commonly used depressant drug. Because of its legal status, for those over 21 years of age, and its social acceptance, it’s difficult to educate people on the dangers of its use. Alcohol is both physically and psychologically addictive. Use of alcohol can produce tolerance. Alcohol produces mood depression, intoxication, impaired judgement, slurred speech and loss of coordination. In addition, use of alcohol can lower a person’s inhibitions. The impact of this can be devastating. People may do things they normally wouldn’t, such as engage in sex, criminal behavior or illegal drug use. Alcohol use is closely related to criminal behavior. With many crimes that police respond to, alcohol plays an important role. For instance, many calls for family or relationship domestic fights, criminal mischief complaints, suicides and homicides have their roots with alcohol use/abuse. Excessive use of alcohol causes liver disease, damage to the heart, strokes and cancer. An overdose of alcohol can cause permanent brain damage, coma and death. Withdrawal from alcohol can be extremely dangerous. Without medical assistance a person may die. Ask students for examples of alcohol. Be sure they include beer, wine, hard liquor, wine coolers (very popular with teens) and even the non-beer that also contains small quantities of alcohol. Tell students that their bodies are still forming and growing. It’s not until a person reaches their early twenties that their liver can adequately process alcohol.

2. Sleeping pills (point out the deadly combination of alcohol and sleeping pills.)

3. Tranquilizers

VI. NARCOTICSA. Talk to the class about narcotics. Give them some examples of the most. commonly abused narcotics such as, Heroin, and Codeine.B. Explain to the students that Codeine is a drug found in many medicines

and that it has many good uses. (Cough syrups and medicines to help with pain such as aspirin or acetaminophen.) Tell them that sometimes people misuse this drug and become addicted. Heroin (slang names are Horse and Smack) has no medical uses. Physical and psychological dependency is high. Heroin causes euphoria, drowsiness, respiratory depression and nausea. Overdose effects are slow and shallow breathing, clammy skin, convulsions, coma and death. HIV/AIDS are diseases commonly contracted by intravenous drug users who share needles.

VII. HALLUCINOGENS A. Explain to the class that a hallucinogenic drug has no medical purpose.

`Examples are LSD (Acid, microdot), Phencyclidine (PCP or angel dust), Mescaline and Peyote (Mexc, Shrooms, or Buttons). These drugs cause a person to hallucinate and have poor perception of time and distance.

B. PCP was investigated in the 1950’s as a possible anesthetic, but because of side effects such as confusion and delirium, it’s development for human use was discontinued. It was used for a short time in the 60’s as an animal tranquilizer, but its use was banned quickly and legal production was stopped. Current supplies of PCP are made illicitly in clandestine labs. PCP causes numbness, detachment, loss of coordination and an increased sense of strength and invulnerability. Behavior may become extremely violent, and the user may experience hallucinations, severe mood disorders and paranoia. Additionally, even one time use can produce reoccurring side effects, as stated above, long after the drug has left the body.

C. LSD – LSD is an abbreviation for lysergic acid diethylamide. It is produced from lysergic acid, a substance derived from a fungus that grows on rye or from a chemical found in morning glory seeds. The effect of LSD on the brain is similar to psychosis. Initially used in research to study mental illness, LSD is currently used illicitly for it’s hallucinogenic side effects. Sold in the form of tablets, thin squares of gelatin (windowpanes) or treated paper (blotter acid), LSD can produce side effects that persists for 10-12 hrs. Consequences of LSD use include hallucinations, illusions, psychosis and death. Permanent brain damage can result. Users risk the possibility of re-occurring “trips” or flashbacks years after the last use. Tolerance does occur with prolonged use.

D. Mescaline and Peyote – This hallucinogenic drug is derived from the peyote cactus. The Indians in Northern Mexico have used it for religious purposes for hundreds of years. Mescaline is the active ingredient found in the fleshy parts of the plant. Mescaline/peyote produces hallucinations and illusions lasting from 5 to 12 hours. Use of this drug does cause tolerance. As with the other hallucinogenic drugs listed above, use of peyote can cause severe psychosis, flashbacks, and even death

VII. CANNABIS

The Cannabis or hemp plant grows wild throughout many regions of the world. The plant material has been used as a drug for centuries. Marijuana, Hashish and Hashish Oil are the drug products produced from the Cannabis plant. The active ingredient in this mind-altering drug is THC. Marijuana is a tobacco-like substance that is rolled into “joints” (cigarettes) and smoked. Hashish and hashish oil are drug-rich resinous secretions from the cannabis plant. Hashish is dried before use and hashish oil is used in its liquid form. Use of these products does cause addiction and tolerance. Effects of the drug will last 2-4 hours. Users experience euphoria, lowered inhibitions, and increase of appetite and disoriented behavior. Overdose effects are fatigue, paranoia and possible psychosis. Marijuana use can cause cancer.

VIII. INHALANTSAn inhalant is a chemical, such as permanent marker, paint and glue, which can be inhaled. Other terms used to describe inhaling is sniffing and

huffing. Inhaling chemicals can cause respiratory and cardiac arrests, brain damage, damage to the liver and other organs, addiction and death.

IX. SUMMARY Close the lesson by telling students that there are many drugs that are

dangerous for their body and their mind. Some of these drugs are commonly used such as tobacco and alcohol. Remind the students that when people use drugs they are no longer in control – the drug is. Additionally, many drugs are addictive, so it becomes difficult to stop, even when you want to.

Tell students that next week they will be learning about consequences of drug use.

X. ADVENTURE BASED ACTIVITY

Materials needed: Posters of word definitions.

JUVENILE NARCOTICS PREVENTION PROGRAM5TH/6TH GRADE CURRICULUM FOR KARELIA SCHOOLS

LESSON TWO - DEFINITIONS

DRUGS - Substances that a person uses that change the way he thinks, feels and acts.DRUG ABUSE – Drug abuse is using drugs, medicines or other substances in the wrong way.CONSEQUENCES - Consequences are the results of a person's action or inaction.ADDICTION - A physical or psychological need for a drug which causes a person to continue its use despite bad consequences to the user.TOLERANCE – Continued use of a drug over a period of time may cause a person’s body to develop tolerance to that drug. This means that a person will have to use more and more of the drug to feel its desired effect.WITHDRAWAL – The symptoms that occur when a person suddenly stops using a drug that they are addicted to. STIMULANTS- Stimulants are a category of drugs that when used causes the body to speed up. These substances cause a person’s blood pressure, body temperature and heart rate to increase. An overdose of stimulants can result in hallucination, convulsions and death. Examples of stimulant drugs are cocaine, amphetamines and nicotine.DEPRESSANTS - Depressants are a category of drugs that when used causes the body to slow down. These substances cause a person's blood pressure, body temperature and heart rate to slow down. Possible effects of these drugs are slurred speech, disorientation, and drunken behavior. Overdose of depressants can result in coma or death. Examples of depressant drugs are alcohol and barbiturates. INHALANTS - Inhalants are a category of drugs that is made up of many different substances. These substances, when inhaled, can cause the heart rate to increase, and cause the respiratory system to shut down. Common effects of these drugs are light-headedness, nausea, confusion, liver damage and even death. Examples of inhalants are model glue, paint, cleaning solvents and gasoline.HALLUCINOGENS - Hallucinogenic drugs are substances that change the way a person sees, feels and acts. The users' sense of direction, distance and time becomes distorted. Effects of overdose are longer, ore intense “trip

episodes, psychosis and death. Examples of hallucinogenic drugs are LSD (lysergic acid diethylamide) , PCP(Phencyclidine) and Peyote and Mescaline (active ingredient of the peyote cactus.NARCOTICS - Narcotics are a group of drugs that result in a short-lived state of euphoria. Use of these drugs can cause personality disorders, drowsiness, apathy, nausea, vomiting and respiratory arrest. Examples of narcotics are opium, morphine, codeine and heroin. Legitimate medical uses of narcotics are as analgesics. The medical meaning of narcotics refers to opium and opium derivatives or synthetic substitutes. Narcotics are used medically to relieve intense pain, as a cough suppressant and to relieve diarrhea. CANNABIS – Marijuana, Hashish and hashish oil. A mind altering drug that change a person's sensory perceptions such as their sense of sight, smell, touch, taste and hearing. Users experience increased hunger, memory loss, inability to think, loss of interest in school, sports and family and friends. Smoking these substances can cause short-term memory loss, cancer and addiction. COCAINE – Cocaine is a stimulant drug extracted from the leaves of the coca plant. The drug is usually snorted through the nose, however it can be smoked or injected. Cocaine is highly psychologically addictive. Using cocaine may cause the user to become irritable, anxious, and restless. Other consequences include the user believing they are persecuted, followed or watched. Excessive doses of cocaine can result in seizures and death from respiratory failure, stroke, brain hemorrhage, or heart failure. There is no “safe” dose of cocaine.

JUVENILE NARCOTICS PREVENTION PROGRAM5TH/6TH GRADE CURRICULUM FOR KARELIA SCHOOLS

LESSON THREE

CONSEQUENCES

Goal: Students will understand the concept of consequences. Students will understand how their actions may result in consequences, both good and bad. Objectives: Students will be able to recognize that consequences are a direct response to their actions. Students will be able to list multiple consequences for drug use. Students will understand that drug use has many negative consequences.

1. Greet the students. Ask students how their day/week or weekend has been. Tell them that you are

glad to see them again. Do a quick review of last week’s lesson. (5minutes)

2. Introduce the day’s lesson – Consequences. Ask students if they know what a consequence is. Call on several students. Tell students the definition and put up the poster. A consequence is the result

of something you choose to do or not to do. Tell students that consequences can be either good or bad. Ask students for example of things they have done that have resulted in good

consequences and then for bad consequences. Explain to students that sometimes there are consequences when we fail to do

something. Give examples; don’t do your homework or study for a test or not clean your room.

3. Ask students who gives us consequences. List student’s suggestions on the board. Point out to students that adults have consequences for their behavior too. Give examples such as; If parents are late to work or if they drive too fast or

while intoxicated. Have students tell you who gives adults consequences for their behavior.

4. Ask students why they think there are consequences. Ask “Why can’t we do what ever we want to do? Call on several students for answers and put them on the board. Call on as

many as needed until you get a good list of reasons. i.e. safety of self, safety

of others, protect rights of others, grow up to be responsible person, good role model to others, respect yourself and others.

If students have difficulty with this be sure to help them. Understanding why we have consequences is an important step to accepting responsibility and good decision-making.

5. Ask students for some consequences for using drugs. Call on several students for answers.

6. Tell students that today you will be talking about three/four drugs that young people in Petrozavodsk are using. Pre-select three or four drugs that your community is having problems with

youth use and write them on the board. Be sure that alcohol and tobacco are two of the drugs that are discussed.

7. Talk to students about each drug and how these drugs can hurt their bodies and their minds.

Ask students what other consequences can happen when these drugs are used. Call on several students.

Remind students that Alcohol and Tobacco are dangerous drugs too. Tell them that these drugs are called “Gateway Drugs” because they often lead users into use of other drugs like marijuana and inhalants.

Be sure students understand that consequences of drug use include not only medical problems, but problems with family and friends, difficulty in school or work for adults, drunk driving, arrest etc.

8. Tell students that in the next activity they will work in small groups to come up with a list of consequences for the three/four drugs listed on the board. Have the classroom teacher assist you in putting students in cooperative

learning groups. (no more than 5 to a group) Assign one student in each group to be the recorder of information. Tell students that they are to use their drug fact sheet to help them develop a

list of consequences for drug use. 9. Instruct students that with each of the four drugs listed on the board they

need to write down at least 3 consequences. With each consequence listed have students be able to identify who else is effected by

that persons decision to use drugs. Example: I get arrested for drunk driving – my family is effected because I can’t drive to work and I lose my job. Or I’m on the gymnastic team and I get busted for marijuana use – my teammates are effected because I get suspended or kicked off the team.

10. Have each group select a reader or have the group pass the paper to different members of the group to report back to the class what they have learned. List each drug on the board leaving room underneath to write the

consequences reported to you by the team.

Start with the first drug listed on the board and call on each team until you have everyone’s answers. Put a check mark next to duplicate answers to recognize and emphasize these answers.

Ask with each consequence that else might be effected. Write that next to the consequence.

Complete consequences for all four drugs listed on the board.

11. Ask students what they think about the list of consequences. Lead a discussion that emphasizes the negative consequences to individuals,

family and the community of drug use. Point out that there are no (or very few) good consequences for drug use. Be sure during the classroom discussion that you acknowledge some youth’s

responses that may reflect positive consequences for drug use. For example: Some youths may suggest they can have more friends if they use drugs. What this student may be saying is that they can fit in or belong. As a response to this comment, tell the class that there are many good activities they can be involved in that can help them make friends. Ask students for suggestions and add a few of your own, such as joining school clubs, church activities, and other popular activities. You may also want to point out to students that friends that use drugs may not be the best kinds of kids to hang out with. Sometimes these youths get into trouble in other ways, such as skipping school, stealing, and fighting.

End on a positive note with the class by saying that there many fun, cool things that they can do without using drugs!

Materials needed: Poster with the definition of consequences, paper for the teams to write on and chalk for writing on the board.

JUVENILE NARCOTICS PREVENTION PROGRAM5TH/6TH GRADE CURRICULUM FOR KARELIAN

SCHOOLS

Lesson Four - Values Identification

Goals: In Lesson Four, Values Identification, students will learn the definition of Values. While learning the definition of Values, students will learn the difference between material value and personal character values. In addition, students will create a list of Values that they consider important attributes of good character. Objectives: This lesson is a combination of large group discussion, and interaction with teacher and/or officer and the students.

I. Large group discussion. Introduce the lesson by telling students that they will be

spending some time talking about Personal Values. Ask the class for a definition of the word Values. Guide the students toward the answer of values being attributes

of your personality that contribute to individuals being a good person.

When the students discover the definition of values, place the Values Definition Poster on a wall in the classroom that is visible for the remainder of the program.

II. Group Activity After the Values Definition Poster is displayed it is time to play

the “What Would You Rather Be?” game. This is a game that will help the students brainstorm a list of values. In this game, the teacher and/or officer will have a list of core values (see attached). Which include: Honesty, Responsibility, Trustworthiness, Self-Control, Respect, Self-Respect, Tolerant, Loyalty, Empathy, Courage, and Dependability. The teacher/officer will then begin the game by choosing a student and asking them a “What Would You Rather Be?” question, for example:

“Nikoli, would you rather be known as someone who is honest or someone who is a liar?”

When Nikoli gives the correct answer, he is given a piece of candy and a piece of chalk. He then goes to the board and writes down Honesty as the first value on the list. A “What Would You

Rather Be?” question is asked for each of the core values.

When each student has had a chance to add a value to the blackboard, the teacher/officer can announce that the class has generated an Excellent List, and commend them for their work. At this point, the students will have a solid understanding of the definition of values, and examples of what values are.

Optional Additional Activity: Give each student a piece of construction paper and some markers and they can make a sign with the value that they wrote on the board. Then they can post all of the signs on the classroom walls.

Materials Needed: Core Value List, Values Definition Poster, Markers or Crayons, Small Candy Items, Tape

JUVENILE NARCOTICS PREVENTION PROGRAM5th/6th GRADE CURRICULUM FOR KARELIAN SCHOOLS

Lesson Four - Values Identification Core Value List

1. Responsibility2. Self-Control3. Respect4. Self-Respect5. Patience6. Tolerance7. Honesty8. Perseverance9. Courageous10. Loyalty11. Dependable12. Citizenship13. Reliable14. Trustworthy15. Pride16. Caring17. Thoughtful

JUVENILE NARCOTICS PREVENTION PROGRAM5TH/6TH GRADE CURRICULUM FOR KARELIAN

SCHOOLS

Lesson Five Character Development

Goals: In Lesson Five, Character Development, the students will learn how to define Good Character. The students will build directly on the precious lesson of Values Identification. Student will vote as a class, on what they feel are the five most important values that contribute to good character. Students will also write a written reflection on what being a person of good character means to them.Objectives: This Lesson is a combination of large group discussion, small group work, and individual, short writing assignment. (Possibly homework)

I. Large Group Discussion: Begin by explaining to the students that the

lesson for today is to learn about Good Character. Explain to the students that they will be using the values learned in the previous lesson in their lesson today.

Guide the students to a common definition of Good Character. Again refer them to the values that were learned in Lesson Four, Values Identification.

When a definition of good character is reached as a group, it is now time to vote on what the group decides to be the five most important core values in being a person of good character.

When those five core values are decided, select a volunteer to write them in on the Good Character Poster.

II. Small Group Work: In this part of the lesson, split the students into five smaller groups. Each group will be assigned on of the core values that they just voted on. With the value that they are assigned, the group will create a “Character Web”. (See Attached) A Character Web places the opposite of a core value in the center of a piece of paper, inside a circle for example, Dishonesty. The students then draw the individual fibers of the web from the center, and write a feeling word that that is a result of being treated in a Dishonest fashion. Each of the students in the smaller groups should add at least two feeling words to the web. Ask the students to relate to a personal experience when someone in their own lives has treated them in that manner, then ask how it made

them feel. Encourage them to write those feelings on the web. When all five groups are finished, a student representative from each group can share the webs that they created. The Webs should then all be posted on the walls of the classroom.

III. Short Writing Assignment: In this part of the lesson, students are given a short writing assignment that can be done in class or can be given as a homework assignment. Students are asked to reflect on good character by responding to the following questions:

What does being a person of good character mean to you as an individual?

What are the values, or qualities that people of good character share?

Please describe a person in your life that is of good character and what they mean to you.

Materials needed: Values definition poster, markers, large paper (11.5 x 17), tape.

Dishonesty

JUVENILE NARCOTICS PREVENTION CURRICULUM5th/6th GRADE CURRICULUM FOR KARELIAN SCHOOLS

Lesson Six - Decision-Making

Goals: In Lesson Six, Decision-Making, students will learn techniques used to make important decisions. Students will learn how to look at “pros and cons” and will learn the importance of seeking advice from people they trust when they need help with a particular decision. Students will reflect on how they have made decisions in the past and on how that decision affected them.Objectives: This lesson is a combination of large group discussion, smaller group work, and a short writing assignment. (Possibly homework)

I. Large Group Discussion: Begin this lesson by telling the students that they will be spending some time today talking about decision-making. Let them know they will be looking at some decisions that they have made in the past, as well as learning some new ways to approach decision making in the future. Lead the discussion by asking the students some questions about how they make decisions now. For example: Raise your hand if you have ever struggled with a decision. What are some decisions that you have had to make that were

difficult? Did you experience any outside pressure to make a certain decision? What were the outcomes from some decisions you have made? Has anyone ever made a bad decision?

These questions are meant only to spur discussion. The students do not need to divulge details at this point. The goal here is to simply facilitate discussion. Let the discussion progress for about 15 minutes then move onto the small group wok section of the lesson.

II. Small Group Work: In this part of the lesson, split the students into four or five smaller groups. (It is all right to have students work in pairs for this activity) Distribute the “Pros and Cons Decision -Making Worksheet”. Discuss the definition of Pros and Cons with the class. Before the class, write down as many decisions as you will have groups, on small pieces of paper and put them in a bag. Have each group of students pick one piece of paper form the bag. The one that they pick is the decision that they must make as a group. For example, one of the pieces of paper may read: “You and a friend have found a large sum of money with no identification. You both have wanted to go skydiving but do not have enough money to cover the cost. Do you keep the money?” Now the group of students will need to use the “Pros and Cons Decision Making Worksheet” to come to the decision. (See Attached) When each group has completed the activity, a representative form the group will share their results with the whole class.

III. Short Writing Assignment: The written assignment may be done in class or given as homework. The written assignment is in response to the following questions:

Please describe a time in your life when you have had to make a difficult decision.

How did you make the decision? Did you ask for help making the decision? What were the consequences, positive or negative of your

decision? Were you satisfied with the results of your decision?

Materials needed: the Pros and Cons Decision-Making Worksheet, Paper, and a bag or a hat for the small group activity.

JUVENILE NARCOTICS PREVENTION PROGRAM5TH/6TH CURRICULUM FOR KARELIAN SCHOOLS

Pros and Cons Decision-MakingLesson Six worksheet

What is a “Pro”? A Pro is a result from a decision that is positive and desirable. A Pro is a result that would make you satisfied with your decision.

What is a “Con”? A Con is a result of your decision that would cause you concern or that is less desirable or negative.

All decisions have both pros and cons. When using the pros and cons technique for making decisions, it is important to remember that your pro list should outweigh your con list. It is helpful to actually write down all pros and cons when making a difficult decision. Use the space below to make the decision presented in this activity.Pros Cons

NARCOTICS PREVENTION PROGRAM5TH/6TH GRADE CURRICULUM FOR KARELIAN SCHOOLS

LESSON SEVEN HEALTHY MANAGEMENT OF STRESS

GOALS: Students will recognize the sources of stress in their lives and know how to prevent and reduce the stress by the use of effective methods.OBJECTIVES: Through group discussion and worksheets students will identify their stress and learn appropriate ways to manage it.

I. Tell students that today you will be talking about stress. Everyone experiences stress in their lives, even teens. What’s important is that you know your stress and are able to manage it in appropriate and effective ways. Give students an example of the kinds of stress you as a police officer or as a parent have. Tell them that you need to be able to handle that stress appropriately to do your job right. Tell them how you handle stress; talk to a friend, go for a walk, or by taking a couple of deep breaths.

Define stress: Physical or emotional strain or pressure caused by a situation. (Put up poster)

II. Tell students that not everyone has the same stress. What may be a stressful situation to one student, like taking a test, may not be stressful to another.

III. Tell them you would like them to think about what causes stress in their lives. Is it arguing with parents, too much school, trying out for a sports team?

IV. Instruct students to list on a piece of paper different kinds of stress they have. When they’ve a list of four or more stresses then call on them to share their list with the class. Some examples will be arguing with family or friends, too much homework, parents who put pressure on them to play the same sports they did when they were in school and being late to school.

V. Tell students that just like how different situations cause some people stress and others not, the ways people reduce stress will also be different. Ask students how they reduce stress, or cool down when they are upset. After hearing from a few students, compliment those students who provided appropriate responses such as; walking away, listening to music or doing a physical exercise.

VI. Suggest to the class that it is important that we know how to effectively handle our stress. Explain to them that sometimes people either ignore their stress or behave inappropriately and both of these can cause further problems. Tell students that too much stress or stress that is ignored can cause some physical and emotional problems. Ask students if anyone in the class has ever had a difficult time falling asleep at night because they were worried about something, or maybe had problems with their eating, either overeating or not eating because of stress. These are a couple of examples of problems caused by stress. Sometimes a person

can develop ulcers or heart problems, or become depressed and even suicidal when they fail to take care of their stress. Those are extreme consequences, for many of us we experience anxiety, sleeplessness, and quick tempers.

VII. Tell students that you are going to suggest some ways that they can try to deal with their stress. Remind them that they may have to experiment with a variety of techniques before finding some that work for them. Begin by telling students examples of stress relievers that work for you. Examples might be going for run after work, taking a deep breath or talking to someone. Write these examples on the board and then ask the students for other examples. Write them on the board. Be sure you have a large list before ending the exercise. Other methods may be going for a walk, walking away from the situation, making homemade bread- the kneading of the dough is tiring and is a great way to get the energy caused by stress out, or playing with your pet.

VIII. After you have developed a large number of stress relievers ask your students to go back to their list of stress situations. Direct them to write at least two stress relievers from the board for each one of their stresses. Tell them that they may have to try a number of techniques before finding some that work. Explain to the students that reducing stress is important so that we can work on solving the situation that caused the stress. Once you feel better you can focus on the problem.

IX. Tell the students that these same stress relievers are used when you have conflicts with other people. Conflicts cause stress. When you have a problem with someone it is really important to get your angry feelings under control (reduce the stress) so you can work toward solving that problem. The second half of this lesson deals with resolving conflicts without violence. Remember, you need to be in control of you anger (reduce your stress) to be effective in conflict resolution.

X. Ask students to try these techniques out before their next class with you. Tell them you will ask them to report to the class which methods worked and which ones didn’t!

XI. Adventure-based activity.

Materials needed: Poster of the definition of Stress.

JUVENILE NARCOTICS PREVENTION PROGRAM5TH/6TH GRADE CURRICULUM FOR KARELIAN

SCHOOLS

LESSON EIGHTCONFLICT RESOLUTION

Goals: In this lesson, students will learn the importance of resolving conflicts in a peaceful manner. Students will learn the concept of the Conflict Escalator, and “I” Statements. Students will also be reinforcing the importance of communication in dealing with problems.Objectives: This lesson is part large group discussion, and part interactive role-playing. I. Prior to starting today’s lesson remind the students of the previous class that

addressed effective stress reducers. Ask students if they had an opportunity to try any of the methods and if so which ones did they use and what were the results.

II. Remind students that today you are going to talk about conflict resolution. And if they recall from last week, to effective solve your problems without violence you need to get your angry feelings under control. Ask for examples of how to cool down when angry. Examples would be taking a deep breath, counting to ten, walking away or talking to someone.

I. Begin the lesson by telling the students that they will now talk about conflicts and how to resolve them. It is important for the group to come to an agreement on a definition for conflict. Once a definition is reached, ask for a student volunteer to come and write the definition on the chalkboard. When this is done, continue the discussion. The following are some suggested questions to lead the discussion:

1. Can anybody here describe a conflict that they have had?2. How did you resolve this conflict?3. What was the result of the conflict?4. Has anybody ever had a conflict that they have asked for help in

resolving? From a teacher? A friend? A parent?5. Should we always avoid conflict?6. Can good things come out of conflict?

II. Once the discussion has come to a conclusion, it is time to introduce the students to the two main concepts of this lesson: The Conflict Escalator, and the use of “I Statements.

The Conflict Escalator

The conflict Escalator is a metaphor for how conflicts can move away from resolution, and towards increased conflict. (Distribute Conflict Escalator hand-out) Discuss with the students the various ways that conflicts can escalate, for example: Blaming, Dishonesty, Defensiveness, Gossiping, Disrespect, Shouting, and Poor Anger Control. Ask the students if there are any other ways

that they can think of that would contribute to a conflict escalating. Ask the students to write these escalating behaviors onto their Conflict Escalator handout. (See Example)

“I” Statements

In this part of the lesson, students will learn how to use “I” Statements in resolving conflict. “I” Statements aid in resolving conflict by reducing the blaming, disrespect, and poor anger control behaviors of conflict escalation. For example: “ I feel upset when I hear you talking to other people about me.” Instead of: “Stop talking to other people about me you Jerk!” The “I” Statement focuses on the result of the other person’s behavior, not on the other person. This technique is extremely helpful, especially with adolescents, who often times immediately get defensive in conflict situations. During this part of the lesson, role- playing can be a fun way for the students to practice “I” Statements. The other students can use their Conflict Escalator Handouts to gauge how well the role-players are handling their conflict. In advance, the teacher/officer should prepare four or five various conflict situations, for example:

1. One friend is consistently late for activities with another friend, and the other friend wants to confront the late friend.

2. One of your friends or a sibling borrows things from you but doesn’t always return them.

3. One of your friends has been gossiping about you to other people.4. One of your friends has lied to you about something.5. One of your friends is constantly asking you to try drugs and you

want it to stop.During the role-plays, it is important to point out the different ways that conflict can escalate as they happen. After each role-play, ask the other students how they did. What did they do to resolve the conflict? What did they do to escalate the conflict?

Materials Needed: Conflict Escalator handout, pens/pencils

Time Needed: 40-50 minutes.

JUVENILE NARCOTICS PREVENTION PROGRAM5TH/6TH GRADE CURRICULUM FOR KARELIAN SCHOOLS

Lesson EightConflict Resolution- the Conflict Escalator

Conflict Resolution

Increased Conflict

Blaming

I. Disrespect

Dishonesty

Defensiveness

Shouting

JUVENILE NARCOTIC PREVENTION PROGRAM5TH/6TH GRADE CURRICULUM FOR KARELIAN SCHOOLS

LESSON NINE – EFFECTIVE REFUSAL SKILLS

GOALS: Students will be able to demonstrate effective refusal skills, when offered drugs or asked to do something they know is wrong. OBJECTIVES: Students will know the different sources of pressure they may encounter and the effective methods of handling those pressures.

Explain to the students the concept of pressure. Pressure occurs when a person feels compelled to do something either good or bad.

Tell students that everyone experiences pressure, even grown-ups. Give a personal example of how you were pressured or influenced.

Ask students if they ever feel pressured and if so what are examples? For instance; pressure by parents to get good grades or pressure from the “group” to wear certain clothes or act a certain way.

Tell students that pressure comes from many different sources. Ask students for examples of where they get pressure. Write them on the board. Friends, Television, Parents, Teachers, Coaches…. Talk about how the pressure from these sources can be good or bad. Tell students that an important source of pressure is the kind that they put on themselves. Often people say the “peer pressure” is the most influential source of pressure. But many people, including kids themselves state that it’s the pressure they put on themselves that’s the hardest. Engage the students in dialogue on the topic of personal pressure. Have students give personal examples of how they have felt pressure to fit in or belong and what they may have been willing to do (or may have done) to be a part of the group. Ask students how those decisions conflict with our personal values – what we know to be right and wrong.

Tell students that peer pressure does occur. Peer pressure is when people who are about your age are doing something and because of personal pressure and the need to fit in you might do it too. Peer pressure can be good. Ask the class if a friend has ever influenced any one, to join a sports team or study for a test. Ask for other examples of positive peer pressure. Tell them that sometimes peer pressure isn’t good. Sometimes people that we know try to convince us to do something we shouldn’t, like cheat on a test or steal something. Ask the class if they have ever experienced peer pressure to do something they shouldn’t. Ask individuals how they handled the situation and how they felt about the outcome. Remind the students that if they give into peer influence, it’s their own personal pressure that’s responsible. Tell them if they do something wrong and get caught, then neither the teacher, their parents nor the police will accept the excuse, “my friends pressured me into it!” Remember: your actions equal your consequences!

Peer pressure is an overt offer to participate in an activity such as smoking or shoplifting. Some one might say, “Hey, do you want a beer?” Just as powerful, if not more so is what is called peer influence. Peer influence happens when other people’s

behavior effects our choices and decisions. For example, everyone in the group wears a certain brand of sneakers, so that’s what we want to wear so we fit into the group. Another example of peer influence would be, you are with a group of people and they are smoking and drinking and you feel you should also to fit in with the group. There may be no verbal offers. A person who isn’t clear on his or her values may be tempted to do whatever the group is doing just to fit in. Your personal pressure to do what you know is right needs to be strong to resist the influence of the peer group.

Say: “Next we are going to learn effective refusal skills. In other words we are going to learn and role-play good ways to say no to peers who ask you to do something you know you shouldn’t do.” Remind the students that although this will be a fun activity, you expect them to take it seriously. At no time during role-play will students say yes to the request. Anyone who can not be serious will be asked to sit down and will not be invited to role-play again.

The first thing you need to do when you’re asked to do something is to ask questions. For example, if you are invited to a party find out exactly what is going to happen, whose going to be there and whether adults will be present. You need the facts to make a good decision.

IX. Tell the students that they need to “Say No! If it’s something you shouldn’t be doing. Let’s go over some simple, but effective ways to say no.”1. Put up Poster on “Ways to Say No”2. Read off each way and ask for volunteers from the class to role-play with you

first. After you’ve demonstrated each one, put youths into pairs and have them role-play situations in front of the class.

3. Praise the students for their work. Remind them that this was just role-play in the classroom and that in real life situations it will be different. Students should be encouraged to practice with their classmates.

X. Summarize the lesson.

XI. Adventure Activity

Materials needed: Poster of “Ways to Say No”.

JUVENILE NARCOTICS PREVENTION PROGRAM5TH/6TH GRADE CURRICULUM FOR KARELIAN SCHOOLS

LESSON NINE – WAYS TO SAY NO POSTER

WAYS TO SAY NO

1. NO THANKS

2. SAY NO AND SUGGEST AN ALTERNATIVE

3. GIVE A REASON – CONSEQUENCES OF BEHAVIOR

4. GIVE AN EXCUSE – WHY YOU CAN’T

5. REPEATED REFUSAL

6. WALK AWAY WHILE SAYING NO AND GIVING YOUR REASON

7. AVOID THE SITUATION WHEN POSSIBLE

8. HANG OUT WITH OTHER NON-USERS

JUVENILE NARCOTICS PREVENTION PROGRAM5TH/6TH GRADE CURRICULUM FOR KARELIAN SCHOOLS

PARENT FORUM

Goal: To provide information to the parents of the students participating in the school narcotics prevention program about the curriculum and about the various drugs of abuse. Parents will engage in an open discussion to share effective prevention techniques.Objectives: Through officer led discussion and facilitation parents will participate in a group discussion that will help them gain understanding about drugs of abuse and effective methods they and the community can use to reduce drug use by youths.

Prior to starting your school program meet with school administrator and set a date for the Parent Forum. The date you choose for your parent night should be soon after you begin the program because the students will be going home and sharing information with their parents about your classes. Parents may have questions or concerns about the current drug situation and what you are telling their children. This forum will quell concerns and educate parents about drugs. Go over your presentation with the administrator and discuss what role he or she will have in your forum. An administrator should be present at your forum to introduce you to the parents and explain your role in the school and his support of the program. He/she should be prepared to answer questions about the types of problems the school is experiencing with substance abuse and that your program is to help the classroom teacher, in a unique way, present drug prevention information.

A key to any presentation is preparation. Do not go without having your agenda set. Prepare an outline. Have a list of any audiovisual equipment or handouts you require and make arrangements well in advance to be sure you have what you need that night. Start on time and end on time. Allow one and a half-hour to two hours, with time for light refreshments. (Have school or parent volunteers help with cookies and beverage, if possible.)

Send home notices about a week before the parent forum to notify parent’s of the event. If possible have students return a note from parents indicating the intention in attend. The notice should include date, time, location and subject matter. It’s my recommendation that this event be for parents only. Adults will feel freer to ask questions and discuss issues without younger ears present.

TOPICS FOR PARENT FORUM

A. Welcome the parents and thank them for being with you for the Forum. Invite them to have some refreshments (if provided).

B. Introduce yourself. Tell them who you are (your title or position) and what your background is. This could be both your professional background and your personal history. (E.g. married, children and personal interests.)

C. Explain why they have been asked to join you and that if at anytime during the presentation they have a question, then please feel free to ask it. You are here tonight:

To tell them about what their youths are learning in your class.

To inform them about the drugs in their community. To educate them about these drugs. To help provide them with useful information to help

keep their youths off drugs.D. Go over the curriculum you are or will be teaching their

children. Tell them about each lesson (summary) and what your goals and objectives are. Parents should have a basic understanding of each lesson and what it is their children will be learning. Explain that each lesson builds upon the previous one. This means that the youths will use the information and skills learned in the day’s lesson in the subsequent lessons.

E. Tell about some of the drugs that young people in your community are using. Provide them with current information about the drug situation in their community - the types of drugs you and other police officers are seeing, what types of crimes are being committed because of drugs.

F. Tell the parents about the effects of these drugs on the people that use them. You may want to have your drug definition sheet and Lesson Two with you.

G. Provide them with information to help them keep their kids off drugs.

Get involved in your children’s lives. Start when they are young and continue as they get older. This means you volunteer at their school, show up at their sports, school or community activities. Talk with their teachers, coaches etc.

Know who your children’s friends are. Before they spend the night at anyone’s home be sure you know the parent’s. Call their house and make sure your child is there.

Talk with your children. Tell them (and show them) that you love them. Educate them on the dangers of drug use. Let them know what your values, opinions and beliefs are.

Listen to your children. Your children need you to listen to their thoughts, beliefs, joys and concerns. Take the time to really listen to your children. Acknowledge them; let them know their opinions and ideas are valuable too.

Give your children responsibilities and duties around the house. Children need to know they are a part of the family. By providing chores around the home, that they are responsible for, you teach children that they’re a necessary person within the family unit. You also teach them responsibility.

Supervision. Your pre-teen and teenager need as much, if not more parental/adult supervision as a toddler does. Unstructured, unsupervised time can lead to your children making poor choices. Studies in the U.S. show that youths who are involved in supervised activities, i.e. sports, music, school, community and family events, are far less likely to use drugs, be involved in crime or other at-risk activity.

Provide an opportunity for your child to volunteer in the community. Perhaps take them to a homeless shelter or soup kitchen and work with them to show how we are all responsible for each other’s well being. By volunteering in the community a person

not only helps others, but also develops a sense of community, and enhances their own self-esteem.

Role Model good behavior. We are our children’s first and most influential teacher. Provide your children with a good image to emulate. In other words, don’t do whatever you don’t want your children to do. They will be the first to “throw it back into your face”.

Talk to other parents. Parents need to communicate with each other about everything. Our children are far better at networking with each other than we as parents are. If parents talk with each other about our youths, our concerns, shared values etc., we are in a strong position to help our youths.

H. Provide them with local resources to help them with issues around drug use. Such as any treatment program, crisis hotlines, hospital and police departments phone numbers.

Tell parents that you have finished with your presentation and would like to provide them with an opportunity to ask questions.When questions and answers are complete, thank them again for coming.

Fatal Vision ProgramDriving While Intoxicated Awareness Activity

Goals: The goals of the fatal Vision Program are to demonstrate to students what being impaired by alcohol or drugs feels like and looks like. Students will have the opportunity in a safe setting, to attempt to complete certain tasks while wearing the Fatal Vision Goggles. For the participant and for those observing, the goggles simulate being intoxicated with a blood alcohol level of .08 or .20 depending on the type of goggles being worn. The student that is wearing the goggles will be unable to complete the tasks assigned. Each Student will have the opportunity to participate. In addition, students will hear relevant statistics regarding drunken driving accidents and deaths.

Objectives: The Fatal Vision Program is an experiential activity. Begin by telling the students that they will be learning about the

effects of alcohol on their ability to drive a car. Tell the students that they will be using special goggles that will make

them feel and look impaired. Explain that while they are “impaired”, they will be asked to perform a

series of tests that will assess their ability to drive a car. At this point, ask the students if they are comfortable sharing any

personal experiences they may have around the issue of drinking and driving.

Allow the students some time to discuss these. Share any local statistics available on car accidents and fatalities that

are linked to alcohol. Also share the drinking and driving laws and penalties of your locality.

When all of the above discussion has taken place: Ask for a student volunteer. Place the Fatal Vision Goggle on the

student and have them stand still. (They may have difficulty doing so.) Test One: Ask the student to stand with their feet together. Have

them lean back with their head, extend both arms outward, and extend both index fingertips. Ask the student to close his/her eyes, and touch the tip of their nose with the tip of their right fingertip. Ask them to repeat the process with their left fingertip.

Test Two: Ask the student to stand with their feet together and to raise their right knee straight up towards their stomach. Repeat with left knee.

Test Three: Extend a set of keys or a pen approximately two or three feet in front of the student, ask the student to reach out and grab the item.

Test Four: Stand approximately 15 feet in front of the student and ask them to walk in a straight line, heal to toe, towards you.

Test Five: Drop an item on the floor near the student and ask them to bend over and pick the item up.

Notes on Fatal Vision Tests: As the tests are progressing, ask the students that are observing what the think about what they are seeing.

Ask them if they would want to be in a car if this person was the driver.

Ask them if they were this person’s friend, would they let him/her drive.

Ask the students if they have ever known anyone that was injured because of an alcohol related car accident.

Ask the students if they have ever known of anyone who was in trouble with the law because of drinking and driving.

In addition, please be aware that the student wearing the goggles will be experiencing impaired coordination, and depth perception. Be sure to be alert when administering the tests to keep the student safe.

Materials Needed: Fatal Vision Goggleswww.fatalvision.com