Take Charge of Your Own Life BY

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Take Charge of Your Own Life. . BY MAKING INFORMED, RESPONSIBLE DECISIONS! OFFICER MATERIALS 1

Lesson #1 Introduction to D. A. R. E. Take Charge of Your Own Life! RESPECT: To treat others with courtesy, consideration and appreciation. Respect yourself. Respect Others. Respect the health of your BRAIN and BODY. Use Respect when discussing someone who is not present. Use ACTIVE LISTENING skills: let the other person know that you hear and understand what it is he or she is telling you. 2

Active Listening: 1. Look at the person when they are talking to you. 2. Repeat in your own words a key point the other person is making. 3. Nod your head when appropriate. 4. Make comments that are directly related to what the other person is saying 3

Lesson #1 Getting Acquainted Directions: Go around the room and introduce yourself to others. After the introduction, ask the other person if they fit any of the descriptions below. The goal is to find out something new about each person in the room. FIND SOMEONE WHO… 1 Has two dogs 2 Plays football or basketball 3 Watches MTV 4 Knows another language 5 Has a birthday this month 6 Bought a CD in the past week 7 Has a younger brother 8 Wants a kitten 9 Likes to dance 10 Has red hair 11 Has more than three brothers or sisters 12 Has ever had a broken bone 13 Has a grandparent living with them 14 Has to do dishes after dinner 15 Has a parent that quit smoking 16 Favorite color is blue 17 Has been on a roller coaster 18 Can play a musical instrument 19 Has lived in another state 20 Other: 21 Other: 22 NAME Other: 4

Lesson #2 Effects of Drugs Drug Influence Signs and Symptoms Substance Pulse Alcohol Beer Wine Distilled Spirits Slow or slightly elevated Normal Other Depressants Barbiturates Qualudes Valium Xanax Slow Normal Slurred speech, Slow reactions, Confused Sluggish/slow, Fumbling Depends upon the substanc e Normal (may be large) Confused, Slurred speech, Bloodshot, watery eyes Non-communicative, Residue around the mouth & nose, Lack of muscle control, Flushed face Fast Normal Inhalants PCP Cannabis Stimulants Hallucinogens Narcotics Analgesics Gasoline Propane Solvents Aerosols Anesthetic gases PCP Kalamba Marijuana Hashish Amphetamines Methamphetamin es Peyote Mushrooms LSD MDMA Opium Morphine Codeine Heroin Demerol Fast Pupil Size Large (may be normal ) Large Behavior Slurred speech, Staggering, Slow reactions, Odor of alcohol, Confused, Nausea, Vomiting, Sluggish/slow, Fumbling Blank stare, Warm, Perspiring, Muscles rigid, Confused, Agitated, Possibly violent & combative, Incomplete responses, Repetitive speech, breath odor, Hallucinations, Increased pain threshold Bloodshot eyes, Body or eyelid tremors, Increased appetite, odor of marijuana, Impaired perception of time & place, Lowered inhibitions, Confused, Possible paranoia Body tremors, Excited, Loss of appetite, Runny nose, Dry mouth, Red nasal area, Eyelid and leg tremors, Euphoria, Talkative, Exaggerated Reflexes, Insomnia, Increased alertness, Irritability Fast Large Body tremors, Disoriented, Paranoia, Hallucinations, Uncoordinated, Perspiring, Difficulty in speech, Poor perception of lines and distance, Memory loss Slow Small Low, raspy, slow speech, Dry mouth, Facial itching, Track marks, Drowsiness, Slow reflexes, Nausea 5

IT’S ALL IN YOUR BRAIN Decision-Making Central Frontal Lobe Personality Mood/Emotions Problem solving Language Temporal Lobe Hearing Memory Cerebellum Coordination Balance Occipital Lobe Vision Brain Stem Breathing Heart rate Reflexes and balance 6

Lesson #2 Brain Functions of the Brain Worksheet Front of Brain Thinking & Feeling Movement of the body Pain Coordination & Balance Vision Back of Brain 7

Lesson #2 Brain Slides Bright Colors – high brain activity Dark Colors – low brain activity 8

Lesson #2 Brain Slides Front of Brain Thinking & Feeling Movement of the body Pain Coordination & Balance Vision Back of Brain 9

Lesson #2 Brain Slides NON – USER BRAIN COCAINE USER BRAIN Thinking & Feeling Movement of the body Pain Coordination & Balance Vision 10

Lesson #4 Media Influences MEDIA – any system or way of communicating Ideas or messages to a large number of people. What are some examples of media influences in your life? 11

Lesson #3 Advertising Techniques Which Advertising Technique is Used? 1. Sex appeal or glamour – the use of beautiful people to get you to use the product. 2. The “Bandwagon” approach – everybody is using the product and you’ll be left out if you don’t use it too. 3. Having fun and sports – want you to think that you will have more fun or be better at sports if you use the product. 4. Research – this ad claims that research shows this product to be effective. 5. Testimonial – a famous person tells you the benefits of using a certain product. 6. Snob appeal – rich people use this brand even though it may cost more – after all, they’re worth it! 7. Humor – making fun of people or using funny animals to sell a product. Directions: Identify the advertising technique used to sell each of the products presented by the instructor and put the number on the line below. Note your reasons for choosing the technique. Advertisement #1: _______________ Advertisement #2: _______________ Advertisement #3: _______________ Advertisement #4: _______________ 12

Lesson #3 Public Service Announcement Advertisement Topic: ____________________________ Title of Public Service Announcement ILLUSTRATION Advertising technique Used _____________ 13

Lesson #3 PSA Example Tobacco Companies are Looking for 1, 000 Replacement Customers Each Day…. Guess who they have in mind to fill those positions? 14

Lesson #3 PSA Example Hey! I’ll have one too! Think about it… When was the last time you saw animals drinking alcohol? 15

Lesson #4 Normative Beliefs Name ____________ What’s Your Guess? Directions: A. Estimate what you think the answer is for each question below. Make an X on the scale to mark your own guess. B. After you have completed your guesses for all the items, go back and write the factual percentages on the line. Then mark an X for the factual percentages below your own guess. 1. What percentage (%) of 8 th graders DO NOT smoke cigarettes? _____% Your Guess 10 20 30 40 50 60 70 80 90 100 Actual Percent 10 20 30 40 50 60 70 80 90 100 2. What percentage (%) of 8 th graders DO NOT drink alcohol? _____% Your Guess 10 20 30 40 50 60 70 80 90 100 Actual Percent 10 20 30 40 50 60 70 80 90 100 3. What percentage (%) of 8 th graders DO NOT sniff inhalants? _____% Your Guess 10 20 30 40 50 60 70 80 90 100 Actual Percent 10 20 30 40 50 60 70 80 90 100 4. What percentage (%) of 8 th graders DO NOT use marijuana? _____% Your Guess 10 20 30 40 50 60 70 80 90 100 Actual Percent 10 20 30 40 50 60 70 80 90 100 16

Lesson # 4 Headline News Group #1 Cigarettes Your group is a newscast team for a national television news program called TOP NEWS. Your executive producer has just given your team the following news assignment: Your job is to use the information you have been provided to prepare a story and then give a 30 second newscast on the next scheduled TOP NEWS. Remember the TOP NEWS motto: Bringing you news that always on target! Assignment: “Fact or Myth – Most Teens DON’T Smoke Cigarettes? ” NOTES FROM THE PRODUCER: I want this to be a positive story! I’m tired of all the negative news stories on television. This means you will have to reword the data below. Include in your story a personal testimony. Have a member of your group say why they do not use cigarettes! DATA: Total percent of 8 th graders who smoke cigarettes = 14. 6% This data is from the “Monitoring the Future” study, which is conducted every year by the University of Michigan. To conduct this research study, each year University researchers go into approximately 150 schools across the United States and survey almost 18, 000 students in the eighth grade. They also survey tenth and twelfth graders. All the surveys are confidential; none of the students give their names. The data above is based on students who smoked cigarettes in the past thirty days. 17

Lesson # 4 Headline News Bar Chart for Eighth Grade Cigarette Use 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% Percent DO NOT use Percent DO use 18

Lesson # 4 Headline News Group # 2 Alcohol Your group is a newscast team for a national television news program called TOP NEWS. Your executive producer has just given your team the following news assignment: Your job is to use the information you have been provided to prepare a story and then give a 30 second newscast on the next scheduled TOP NEWS. Remember the TOP NEWS motto: Bringing you news that always on target! Assignment: “Fact or Myth – Most Teens DON’T Drink Alcohol? ” NOTES FROM THE PRODUCER: I want this to be a positive story! I’m tired of all the negative news stories on television. This means you will have to reword the data below. Include in your story a personal testimony. Have a member of your group say why they do not use alcohol! DATA: Total percent of 8 th graders who drink alcohol = 22. 4% This data is from the “Monitoring the Future” study, which is conducted every year by the University of Michigan. To conduct this research study, each year University researchers go into approximately 150 schools across the United States and survey almost 18, 000 students in the eighth grade. They also survey tenth and twelfth graders. All the surveys are confidential; none of the students give their names. The data above is based on students who drank alcohol in the past thirty days. 19

Lesson # 4 Headline News Bar Chart for Eighth Grade Alcohol Use 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% Percent DO NOT use Percent DO use 20

Lesson # 4 Headline News Group #3 Inhalants Your group is a newscast team for a national television news program called TOP NEWS. Your executive producer has just given your team the following news assignment: Your job is to use the information you have been provided to prepare a story and then give a 30 second newscast on the next scheduled TOP NEWS. Remember the TOP NEWS motto: Bringing you news that always on target! Assignment: “Fact or Myth – Most Teens DON’T use Inhalants? ” NOTES FROM THE PRODUCER: I want this to be a positive story! I’m tired of all the negative news stories on television. This means you will have to reword the data below. Include in your story a personal testimony. Have a member of your group say why they do not use inhalants! DATA: Total percent of 8 th graders who use inhalants = 4. 5% This data is from the “Monitoring the Future” study, which is conducted every year by the University of Michigan. To conduct this research study, each year University researchers go into approximately 150 schools across the United States and survey almost 18, 000 students in the eighth grade. They also survey tenth and twelfth graders. All the surveys are confidential; none of the students give their names. The data above is based on students who used inhalants in the past thirty days. 21

Lesson # 4 Headline News Bar Chart for Eighth Grade Inhalant Use 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% Percent DO NOT use Percent DO use 22

Lesson # 4 Headline News Group #4 Marijuana Your group is a newscast team for a national television news program called TOP NEWS. Your executive producer has just given your team the following news assignment: Your job is to use the information you have been provided to prepare a story and then give a 30 second newscast on the next scheduled TOP NEWS. Remember the TOP NEWS motto: Bringing you news that always on target! Assignment: “Fact or Myth – Most Teens DON’T Smoke Marijuana? ” NOTES FROM THE PRODUCER: I want this to be a positive story! I’m tired of all the negative news stories on television. This means you will have to reword the data below. Include in your story a personal testimony. Have a member of your group say why they do not use marijuana! DATA: Total percent of 8 th graders who smoke marijuana = 9. 1% This data is from the “Monitoring the Future” study, which is conducted every year by the University of Michigan. To conduct this research study, each year University researchers go into approximately 150 schools across the United States and survey almost 18, 000 students in the eighth grade. They also survey tenth and twelfth graders. All the surveys are confidential; none of the students give their names. The data above is based on students who smoked marijuana in the past thirty days. 23

Lesson # 4 Headline News Bar Chart for Eighth Grade Marijuana Use 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% Percent DO NOT use Percent DO use 24

Lesson #5 Decision - Making Take Charge of Your Own Life by Making Thoughtful, Responsible Decisions Define the Problem Generate Alternatives Is this Alternative: Responsible? Respectful? Realistic? Choose the Best Alternative ACT 25

Lesson #5 “The Movies” Script for “The Movies” SCENE 1 Narrator: Angie and Michael have been talking to each other in the halls a lot and have been walking with each other to classes. It is clear to most of their friends that they are interested in each other. Lewis is Michael’s best friend and Christina is Angie’s friend. The four usually hang out with a group of other friends. After school one Friday, they all decide to go to the movie theater on Saturday night. Narrator: Michael and Lewis arrive early to theater and decide to have a smoke while They wait for the others. Angie and Christina come around the corner near the door of theater. They greet each other and start talking about the movie and the guys. Angie is the first one to notice the boys smoking outside. Angie and Narrator: Christina look upset, and Angie whispers to Christina. Angie: Good thing theaters are non-smoking. I don’t want to breathe second-hand smoke all night! Narrator: Michael and Lewis put out their smokes and the group goes into theater. The four of them walk into theater and take their seats. Angie is obviously confused and shoots a glance toward Christina gives Angie a sympathetic look. Michael is oblivious to their body language and watches the movie. Lewis looks first at Michael, then at Angie and then turns to Christina and offers her a mint. END OF SCENE 1 26

Lesson #5 “The Movies” THE MOVIES SCENE 1 CONT… What does Angie see as the problem in this situation? What are some alternatives for Angie? Which alternatives are responsible, respectful, and realistic? Which alternative do you think is best? Why? In two or three days, how might you evaluate your decision and action? Why? What is going on with Lewis? What do you think he is thinking? THE MOVIES SCENE 2 (After the Show) Narrator: After the movie lets out, the four friends walk outside laughing and talking about the film. Angie: I never would have guessed that ending – I nearly jumped out of my seat! Lewis: Yeah, and did you see the woman in front of us jump? Christina: Her scream scared me more than the movie! Michael: That really was the best horror movie I’ve seen all summer. Narrator: An embarrassing silence falls on the group as they realize that they have run out of things to say. Michael reaches into his pocket. He pulls out a pack of cigarettes and holds them out to Angie. Michael: Wanna cigarette? Narrator: Angie has a sick look on her face and doesn’t know what to do. She looks at Michael and then at Christina. All her friends are silent. Christina has an odd look on her face. 27

Lesson #5 “The Movies” THE MOVIES SCENE 2 (After the Show) What do you think Angie is feeling and thinking now? What could Angie do? Explain. Is this a realistic response? How so? Is it a responsible thing to do? Why? Is it respectful to everyone involved? Explain. In a few days, how would you determine if it was a “good” decision? 28

Lesson #5 “The Movies” THE MOVIES: CONCLUSION Angie’s friends help her out by offering some responses to Michael’s offer: Trey: I don’t think that is the best way to impress a girl! Daniel: Those are the worst! They are really addictive! Vinnie: What a waste of money! Trey: You don’t have to smoke to be cool! Vinnie: Kids know the tobacco companies only want our money. Olivia: What do you want with that smelly stinking habit, Angie? Christina: That is just stupid! It’s going to kill you. Erin: Oh, one doesn’t kill. You have to smoke for years before it can do anything. Irma: Are you kidding? Nicotine is the most addictive drug. Not to mention the poison gases and tars. Olivia: My mom has been trying to quit for years! Christina: Your parents will ground you! Olivia: Tell him, ‘No Way’! Irma: Tell him, ‘Not these lungs’! Erin: Tell him that you’re disappointed that he is a smoker, because you thought he was so cool. Christina: Tell him that smoking is gross. What are some other ways for Angie to say “no”? 29

Lesson #6 Confidence Take Charge of Your Own Life! KEY CONFIDENCE BEHAVIORS 1. 2. 3. EYE CONTACT: Make and keep eye contact to give the non-verbal message that you mean what you say. FIRM VOICE: Use a strong, clear voice without a lot of uhmms, or pauses. A strong, steady statement also gives the message that you mean what you say. “I” MESSAGES: Describe how you are thinking or feeling. Instead of saying, “You are stupid for drinking beer, ” SAY, “I” don’t want to drink because I don’t think it’s a smart thing to do. ” EXAMPLES OF CLEAR MESSAGES: “No thanks, I don’t smoke. ” “I don’t want any beer. Do you have any soda? ” “No, alcohol is not my thing. ” 30

Lesson #6 Assertiveness “Hangin’ out at Anthony’s” Script Characters Christina: Angie: Vinnie: Lewis: Trey: Anthony: Carlos: Shauna: Michael: Victor: SCENE 1 (Making Plans) Narrator: The group is hanging out around the school, talking about the basketball team and what they are planning to do over the weekend. Christina and Lewis join the group with news. Christina: Hey, Anthony wants us to come over to his house and make some signs and stuff for the game tomorrow. His parents won’t be home until after six, so we can raid the fridge and watch cable too. Lewis: All right! Anthony’s parents have a load of beer in the fridge! We could easily sneak a few -- they’d never notice! Carlos: Boy, I want to stay as far away from that bad news as I can. Angie: Me too! I’m not drinking until I’m legal. Too much, too fast for me. Trey: Yea, me too. I would get into a lot of trouble with my folks. I want to get my license some day and getting caught drinking could really mess that up. Shauna: Oh, come on, this sounds like fun. What else do we have to do? Christina: Yeah, Anthony’s older brother is in high school and maybe he’ll be home- he’s my number one crush! Narrator: Michael and Angie have been quietly listening to all of this and wondering to themselves, and now to each other, about whether they should go to Anthony’s. And if they do, what should they do if they are asked to drink beer? 31

Lesson #6 Assertiveness Hangin’ at Anthony’s SCENE 1 Continued… What problems are Michael and Angie dealing with in scene 1? ____________________________________________ What alternative responses do you think they have? _________________________________________________ Cross out all of the alternatives that do not meet the requirements of the three R’s (respectful, responsible, and realistic). Of the alternatives that are left, which would you choose if you were Michael or Angie? ________________________________ Why would you select this alternative? ______________________________________________________ With another person in your group, “try on” your alternative by acting the part of either Michael or Angie. Your partner should act the part of the other person. Discuss the party and then tell the other actor that you… (whatever you have decided to say). Then switch places with your partner so he/she can “try on” their own response. 32

Lesson #6 Assertiveness Hangin’ at Anthony’s SCENE 2 Narrator: Carlos, Trey, Lewis, Michael, Angie, and Christina have heard that the gang is heading over to Anthony’s house, and decide that they will “drop-in. ” They arrive together. Anthony is happy to see them, and they enter the living room where several of their friends are on the floor making posters. The stereo and T. V. are both on and the volume is loud. Lewis notices a couple of open beer cans on the coffee table. Two boys are sitting on the couch drinking beer and watching television. Lewis: I don’t think I’m gonna stay – this doesn’t look good to me. Christina: You got that right. Let’s split. Lewis: Yeah, let’s go over to the community center and see what’s happening there. Narrator: Christina and Lewis leave Anthony’s. The rest of the group goes into the house. Carlos and Angie say their “hello’s” and make their way to the kitchen. Shauna: Hey Vinnie, this doesn’t look like fun to me. Vinnie: Me either. Let’s move on. Carlos, you want to come with us? Narrator: Shauna, Vinnie and Carlos leave. In the front room, several kids are laughing loudly, others are standing around talking and drinking sodas and some have beer. Michael asks Angie if she wants to help out on a poster. She agrees and the two of them come up with a really cool picture of the other team looking like they just got crunched under the shoe of a basketball player from their own team. After awhile Michael sits back and looks at Angie. Michael: Let’s get something to drink. Angie: Okay, but only soda. Michael: Okay. You know something? This is really fun – we don’t need beer to have a good time. Angie: Yeah, it’s fun being with you when you’re yourself. Michael: Yeah. I mean, I’m having fun being with you too. Let’s finish these signs. Narrator: While all this is going on, Anthony walks over to his good friend Trey. Anthony: Trey, there’s a beer in the fridge with your name on it. Narrator: Trey doesn’t want to drink a beer, but he doesn’t want to look like a jerk or offend Anthony. 33

Lesson #6 Assertiveness Hangin’ at Anthony’s SCENE 2 Continued… What is Trey thinking? _________________________________________________________________ What is the problem? _____________________________ What can Trey do? (brainstorm a list of alternatives for him) __________________________________________________________________________ Again, cross out those alternatives that are not responsible, respectful AND realistic. From the remaining options, choose the alternative that you think is best and talk about why you selected that alternative. What do you think the consequences would be for you choice? _________________________________________________ 34

Lesson #6 Assertiveness Hangin’ at Anthony’s SCENE 3 Narrator: Victor and Alicia have been spending most of the afternoon at Anthony’s house working on signs and talking. Out of the corner of his eye, Victor sees Anthony and Teri, a star volleyball player, walking toward them with a couple of beers in their hands. Victor has decided that he does not want to drink. How should he handle this situation? What is the problem for Victor? What are his alternatives? Choose an appropriate (meets the requirements of the three R’s) response and role play the situation within your group. Group members should take turns taking the parts of Victor, Alicia, Anthony and Teri and after each role play. After each enactment, discuss whether the scene was realistic, and critique (point out the strengths and weaknesses) of Victor and Alicia’s assertiveness in their response. Did they make eye contact when they spoke to Anthony and Terri? Did they use an “I” statement? Did they use a strong, clear voice? Did they give a reason to back up their decision? Have each person in your group practice the role of Victor until he/she shows all the assertive behaviors in his/her response. 35

Lesson #6 Assertiveness Hangin’ at Anthony’s SCENE 4 Narrator: At about 5: 45, a few minutes before Anthony’s parents are due to come home, Victor, Alicia, and Terri see a police car pull up in front of the house. What is the problem? Pick one person in this group and brainstorm some acceptable alternatives for him/her for this situation. _________________________________________________________________ Which choice do you think is best? Why? What will be the consequences (both positive and negative) for the alternative you have selected? DISCUSS WITH YOUR GROUP MEMBERS Think about scenes one through four in this story. How did the decisions made in scenes one and two by each member of the group effect the events of scenes three and four? How did the choices made by Victor and Alicia early on in the story limit their options at the end of the story? Do you think the decisions made earlier in the story by the other group members limited their choices too? 36

Lesson #7 Role Play Practice FEEDBACK GUIDE FOR ROLE-PLAYING The goal for role – playing is to practice the skills you have learned in the previous lessons. Each person in your group should have the opportunity to practice their assertiveness skills in a realistic situation. Practice makes perfect, and group members should help each other practice by pointing what is done well and what skills needs more practice. This is referred to as “critiquing” (kri-teek-ing) one another. Use the following questions as a guide to your critique of the performances given by each of the members of your group. Was the refusal strategy stated clearly: 1. Did they use a clear voice? 2. An “I” statement? 3. Did they offer a good reason for refusing? 4. Did they make eye contact? How did the refusal strategy show respect of self and others? In what ways was the refusal strategy a responsible one? In what ways was the refusal strategy a realistic one? What did the speaker do to be assertive How did the student explain why they decided to use the strategy they did? 37

Lesson #7 Practice SCENARIO #1 You are in the Wal-Mart store, and your friend puts a CD under his shirt and walks toward the door without stopping at the cashier’s counter. What would you do? Why did you choose this response? What do you think the consequences (both positive and negative) will be for this response? Does your response solve the problem? How did the response show respect to self and others? In what ways did it show you were responsible Have each person in your group role play their own response to this situation. Use your “Feedback Guide for Role Playing” to critique their performances. Everyone should practice their response to this scenario until they can do it well. After everyone has mastered their own response, ask the instructor to critique your performance and give you another practice scenario. 38

Lesson #7 Practice SCENARIO #2 Your are pheasant hunting with a buddy when you come across a patch of plants that look like marijuana to you. You think you know who is growing it. What would you do? Why did you choose this response? What do you think the consequences (both positive and negative) will be for this response? Does your response solve the problem? How did the response show respect to self and others? In what ways did it show you were responsible Have each person in your group role play their own response to this situation. Use your “Feedback Guide for Role Playing” to critique their performances. Everyone should practice their response to this scenario until they can do it well. After everyone has mastered their own response, ask the instructor to critique your performance and give you another practice scenario. 39

Lesson #7 Practice SCENARIO #3 Your parents have gone out for the evening, and won’t be home until late. The extra set of car keys are on the table, and the car is in the garage. Your friend, Mike, says, “Let’s go for a ride – no one will ever know!” What would you do? Why did you choose this response? What do you think the consequences (both positive and negative) will be for this response? Does your response solve the problem? How did the response show respect to self and others? In what ways did it show you were responsible Have each person in your group role play their own response to this situation. Use your “Feedback Guide for Role Playing” to critique their performances. Everyone should practice their response to this scenario until they can do it well. After everyone has mastered their own response, ask the instructor to critique your performance and give you another practice scenario. 40

Lesson #7 Practice SCENARIO #4 All your other friends are going out tonight to a teen dance. You cannot go because you are grounded. Meghann, your best friend, says, “Just tell your parents you’re going to bed and then sneak out your bedroom window so you can go with us. ” What would you do? Why did you choose this response? What do you think the consequences (both positive and negative) will be for this response? Does your response solve the problem? How did the response show respect to self and others? In what ways did it show you were responsible Have each person in your group role play their own response to this situation. Use your “Feedback Guide for Role Playing” to critique their performances. Everyone should practice their response to this scenario until they can do it well. After everyone has mastered their own response, ask the instructor to critique your performance and give you another practice scenario. 41

Lesson #7 Practice SCENARIO #5 You and two other friends are walking home from school and pass by Jake’s place. The garage door is closed, but you hear Jake’s voice, so you knock. Inside, Jake and Paul are huffing paint from several cans they found in the garage. “Go on – take a whiff” says Jake. What would you do? Why did you choose this response? What do you think the consequences (both positive and negative) will be for this response? Does your response solve the problem? How did the response show respect to self and others? In what ways did it show you were responsible Have each person in your group role play their own response to this situation. Use your “Feedback Guide for Role Playing” to critique their performances. Everyone should practice their response to this scenario until they can do it well. After everyone has mastered their own response, ask the instructor to critique your performance and give you another practice scenario. 42

Lesson #7 Practice SCENARIO #6 It has been the hottest weekend on record and your friends have no place to cool off. The elderly couple down the road have an in-ground swimming pool, but it is fenced in, and they don’t allow anyone other than family to use it. It’s dark outside, and you know the elderly couple is not home. Someone in the group says, “We can just sneak over the fence and take a quick swim to cool off. ” What would you do? Why did you choose this response? What do you think the consequences (both positive and negative) will be for this response? Does your response solve the problem? How did the response show respect to self and others? In what ways did it show you were responsible Have each person in your group role play their own response to this situation. Use your “Feedback Guide for Role Playing” to critique their performances. Everyone should practice their response to this scenario until they can do it well. After everyone has mastered their own response, ask the instructor to critique your performance and give you another practice scenario. 43

Lesson #7 Practice SCENARIO #7 Your parents have given you permission to go bowling with your friends. Tamisha’s older sister is driving. You know that there is a midnight curfew for anyone under 18 years old. It is almost midnight, and no one else seems to be concerned about getting home. What would you do? Why did you choose this response? What do you think the consequences (both positive and negative) will be for this response? Does your response solve the problem? How did the response show respect to self and others? In what ways did it show you were responsible Have each person in your group role play their own response to this situation. Use your “Feedback Guide for Role Playing” to critique their performances. Everyone should practice their response to this scenario until they can do it well. After everyone has mastered their own response, ask the instructor to critique your performance and give you another practice scenario. 44

Lesson #7 Practice SCENARIO #8 You are at a friend’s house after school to study. It is 3: 00 and her parents will not be home until after 6: 00. Your friend’s older brother offers you a drink of vodka and juice. What would you do? Why did you choose this response? What do you think the consequences (both positive and negative) will be for this response? Does your response solve the problem? How did the response show respect to self and others? In what ways did it show you were responsible Have each person in your group role play their own response to this situation. Use your “Feedback Guide for Role Playing” to critique their performances. Everyone should practice their response to this scenario until they can do it well. After everyone has mastered their own response, ask the instructor to critique your performance and give you another practice scenario. 45

Lesson #7 Practice SCENARIO #9 Scott is one of the most popular football players at your school, and his locker is next to yours. This morning, Scott is at his locker when you open yours. Scott grabs your locker door so no one will see and places a baggy of weed on the top shelf of your locker. He says, “I’ll get this after school – but for now just pretend you don’t know it’s there. ” What would you do? Why did you choose this response? What do you think the consequences (both positive and negative) will be for this response? Does your response solve the problem? How did the response show respect to self and others? In what ways did it show you were responsible Have each person in your group role play their own response to this situation. Use your “Feedback Guide for Role Playing” to critique their performances. Everyone should practice their response to this scenario until they can do it well. After everyone has mastered their own response, ask the instructor to critique your performance and give you another practice scenario. 46

Lesson #7 Practice SCENARIO #10 Amy and Jennifer were your best friends all through grade school. The two of them had a big fight last week and now are not speaking. You do not want to lose either one as a friend, but Amy just told you that Jennifer is saying bad things about you. To make matters worse Jennifer says that Amy doesn’t really like you and is just “using” you to get at her enemies. What would you do? Why did you choose this response? What do you think the consequences (both positive and negative) will be for this response? Does your response solve the problem? How did the response show respect to self and others? In what ways did it show you were responsible Have each person in your group role play their own response to this situation. Use your “Feedback Guide for Role Playing” to critique their performances. Everyone should practice their response to this scenario until they can do it well. After everyone has mastered their own response, ask the instructor to critique your performance and give you another practice scenario. 47

Lesson #7 Practice SCENARIO #11 Someone forgot a pair of new basketball shoes in the hall. You pick them up and see they are really close to your size. There is no one in the hall, but there is a lost and found in the office. What would you do? Why did you choose this response? What do you think the consequences (both positive and negative) will be for this response? Does your response solve the problem? How did the response show respect to self and others? In what ways did it show you were responsible Have each person in your group role play their own response to this situation. Use your “Feedback Guide for Role Playing” to critique their performances. Everyone should practice their response to this scenario until they can do it well. After everyone has mastered their own response, ask the instructor to critique your performance and give you another practice scenario. 48

Lesson #7 Practice SCENARIO #12 Several of your friends are spending the night. Your parents said you could walk to the movie store to rent a video. You have to pass the house of a girl who is not popular, and gets a lot of teasing from everyone at school. Someone in your group says, “Hey, let’s get some toilet paper and tee-pee Jessica’s house on the way to the store. ” What would you do? Why did you choose this response? What do you think the consequences (both positive and negative) will be for this response? Does your response solve the problem? How did the response show respect to self and others? In what ways did it show you were responsible Have each person in your group role play their own response to this situation. Use your “Feedback Guide for Role Playing” to critique their performances. Everyone should practice their response to this scenario until they can do it well. After everyone has mastered their own response, ask the instructor to critique your performance and give you another practice scenario. 49

Lesson #8 “Cooling It” GUIDE for ANALYZING “COOLING IT” SCENARIOS BUY TIME to COOL OFF!! 1. Clearly state how the characters are feeling. 2. Identify why you think the characters in the scenario are frustrated or angry. 3. What can the character do to “buy some time” before acting on his/her feelings in this situation. 4. What can he/she do with his/her anger that is non-violent? 50

Lesson #8 Cooling It SCENARIO ONE (Model with the whole Class) Anthony’s Dad finds a couple of beer cans in the back yard and Anthony is in big trouble. Anthony thinks TC just tossed them out back when he and some other guys were on the back porch. The same day, Anthony sees TC in the school cafeteria. DISCUSSION QUESTIONS • Clearly state how the character is feeling. • Identify why you think the characters in the scenario are frustrated or angry. • What can the character do to “buy some time” before acting on his/her feelings in this situation? • What can he/she do with his/her anger that is non-violent? 51

Lesson #8 Cooling It “COOLING IT” PRACTICE SCENARIOS SCENARIO #2 Your new jacket is missing out of your locker. Some kids say that Pat took it. Next period, you see Pat walking down the hall. SCENARIO #3 After the basketball game, your friends plan to go to the roller rink to celebrate. Your best friend, Anita, says she’ll wait for you. You go into the bathroom and when you come out, everyone is gone. You have to get to the skating rink on your own. When you get there, you see Anita with a group of other friends. SCENARIO #4 You were playing pick-up basketball and one of the opponents kept cheating and pushing you. He tells others that you are fouling him. You are the only person he is doing this too. SCENARIO #5 Your best friend comes to you and says that she heard you started a rumor that she was drunk at Anthony’s party. He/she goes on to say that the only thing he/she had to drink at Anthony’s party was a soft drink, and he/she doesn’t want to be know around school as a drunk! SCENARIO #6 You and your brothers were responsible for cleaning the family’s barn. No one was allowed to leave until it was finished. Your brother quit before the job was done, and there was no way you could get it done by the end of the day by yourself. You get yelled at for doing a sloppy job and being irresponsible. SCENARIO #7 D. A. started a fight with you after school. In the fight his shirt got ripped. He keeps bugging you to pay for his shirt. 52

Lesson #9 Responsibilities SOCIAL AND LEGAL RESPONSIBILITIES SOCIAL RESPONSIBILITIES: Doing things in a way that is expected by your family, neighbors, teachers, and other people in your community. For example, you are expected to be honest and helpful to others. ADD SOME OTHER SOCIAL RESPONSIBILITIES: 1. _________________________________ 2. _________________________________ 3. _________________________________ LEGAL RESPONSIBILITIES: Rules that are written into laws such as respecting others’ property, respecting others’ privacy, and attending school. ADD SOME OTHER LEGAL RESPONSIBILITIES: 1. _________________________________ 2. _________________________________ 3. _________________________________ 53

Lesson #9 Court Cases CASE NUMBER 1 CASE HISTORY: Wendy was having a party on Friday night. A guy she did not invite, Chris, came drunk, hung around outside, and eventually accidentally broke a window in the front door. Wendy’s parents are making her pay for it. She wants Chris to pay for the window. CASE NUMBER 1 PROSECUTION POINTS: 1. Chris was not even invited to the party 2. Chris had been drinking alcohol 3. Wendy is being punished for something that Chris did 4. Wendy’s party was privilege that got abused by Chris 5. Window are expensive and it takes time to replace one CASE NUMBER 1 DEFENSE POINTS: • Accidents can happen to anyone and Chris didn’t mean to break the window • Maybe the window was already cracked • If Wendy had good manners, she would have invited Chris in • Maybe Wendy’s parents broke the window • Good neighbors let “bygones be bygones” 54

Lesson #9 Court Cases CASE NUMBER 2 CASE HISTORY: Janet and Sharon bring some vodka onto the band bus to drink on the way home from a competition. Three other girls join them and drink it too. It is the first violation of the school substance abuse policy for all of them. Who should be suspended? For how long each? CASE NUMBER 2 PROSECUTION POINTS: 1. Drinking is against the law and against all school policies 2. Janet and Sharon planned to do this ahead of time and should be suspended longer 3. The other three girls should also be suspended 4. All parents should be contacted 5. All students should do extensive community service CASE NUMBER 2 DEFENSE POINTS: • This was the first time for all of these students • They did not hurt anyone or put anyone in danger • It was after the competition was over • They all say that they will not do it again and that they are sorry • Parents have already punished them enough • If there are suspensions, they should be equal 55

Lesson #9 Court Cases CASE NUMBER 3 CASE HISTORY: Chris and Corey go to the local mini-mart and persuade Tom, the clerk, to sell them each a pack of cigarettes. There is an undercover ATF (alcohol, tobacco and firearms) agent in the store who cards Chris and Corey and arrests Tom for selling cigarettes to minors. The owner of the store gets fined for this and fires Tom wants his job back. CASE NUMBER 3 PROSECUTION POINTS: 1. Tom violated the law 2. Tom let down the trust the owner had in him 3. Tom did not show that he was responsible 4. Having a job is a privilege – it is not his right 5. How would the owner believe that Tom wouldn’t do it again? CASE NUMBER 3 DEFENSE POINTS: • Tom had been a good employee who was always on time • Tom needs the job to pay for his new car • Tom only did it because they were threatening to trash the store • Tom thought they were old enough to buy cigarettes 56

Lesson #9 Court Cases CASE NUMBER 4 CASE HISTORY: Steve and Chuck share a locker. Steve opens it one day and sees that there is a “baggie of weed” in the locker. He does nothing about it - and just gets his books for the next class. Later that afternoon, there is a drug – dog search of the lockers and both Steve and Chuck are called to the office. Steve says that the baggie was not his. Chuck does not claim it. CASE NUMBER 4 PROSECUTION POINTS: 1. Since they share the locker both are guilty 2. Lockers are not private property 3. Chuck should be punished more for lying 4. Steve should have reported the baggie to the principal CASE NUMBER 4 DEFENSE POINTS: • Lockers are private property and should not be searched without permission • Steve was afraid of Chuck so he didn’t turn him in • Lockers were assigned – Steve didn’t choose Chuck to share with • Chuck’s fingerprints are on the baggie 57

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