HPE.07

SUMMARY

KEY INFORMATION

In this Cornerstone, students will create a toolkit of refusal statements and strategies that can be used when someone asks them to try alcohol or other drugs. Students must include a sample dialogue between two people, where one person uses effective communication skills to resist pressure to use alcohol or other drugs and identify factors that influence a person's decision not to use alcohol, tobacco or other drugs.

GRADE
6

TOPIC
Triple Threat

LESSONS
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DURATION
3 Days

INSTRUCTIONAL MODEL
Project-Based Learning

AUTHOR(S)
Travis Brenner, Jefferson MS

RESOURCES

The lessons for this Cornerstone require the resources listed below. More information regarding the use of each of the resources can be located in the Cornerstone lesson plans.

TEXTS AND WEBSITES

Just Think Twice Drug Index Links to an external site.

U.S. Drug Enforcement Administration Fact Sheets Links to an external site.

SUPPLIES & TECHNOLOGY

This Cornerstone does not require any special materials.

CURRICULUM INTEGRATION

Cornerstones are relevant, rigorous, and aligned to national learning standards. Use the tabs below to learn more about aligning to standards, embedding the Cornerstone in your unit of study, and preparing to teach the Cornerstones.

STANDARDS

Standard: 6.1.16 Identify internal and external factors that influence the decision of young people to use or not use alcohol or drugs.

Standard: 6.1.17 Demonstrate ways of refusing tobacco, alcohol, and other drugs from peers and ways of sharing preventative health information.

REQUIRED KNOWLEDGE AND EXTENSIONS

PRIOR KNOWLEDGE

Students need no prior knowledge about this content in order to be successful. That said, it is important to discuss the definition of the word drug as is outlined in the first lesson.

PLACEMENT

BEFORE

Students will need no prior knowledge. There is a lot of content, so if the time is available you may want to consider spreading this lesson out into an extra day or two.

DURING

Students explain the impact and effects of drug use
Students identify refusal skills that will work best for them
Students apply those refusal skills to scenarios that could happen in their lives.

AFTER

Consider an advocacy project. Students can take this information to the next level by considering ways to spread the information to their peers and their community. Have students create a presentation, public service announcement, poster, or speech explaining the impact of drug use and how they can use refusal skills to say no

PLANNING

To plan for this Cornerstone, read the summary, consult the rubrics and lesson plans, and utilize student work provided.

INSTRUCTIONAL APPROACH

This topic can be very sensitive for students who have/had issues with family members with substance abuse issues. Creating a safe environment where this can be discussed openly by all students will be very important.

BACKGROUND INFORMATION

Teachers should enter this Cornerstone with command of the subject material, specifically the information related to the unit at hand.

LESSON PACING

Below is a recommended pacing for this Cornerstone and the objective for each lesson. More information regarding each lesson can be located in the Cornerstone lesson plans.

LESSON	OBJECTIVE
Lesson 1	Students will explain what a drug is and the potential impact of using alcohol, tobacco, and other drugs.
Lesson 2	Students will examine the reasons that people choose drugs, and refusal skills that can help them say no.
Lesson 3	Students will develop a tool box of refusal skills, and use the refusal skills in a number of scenarios to explain how they will say no to drugs in a realistic situation.

District of Columbia Public Schools
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Washington, DC 20002

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and staff of DC Public Schools.
DCPS.CORNERSTONES@DC.GOV

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