TEENAGE DRUG ABUSE: WHY DO TEENAGERS USE AND ABUSE DRUGS

TEENAGE DRUG ABUSE:

WHY DO TEENAGERS USE AND ABUSE DRUGS?

ALMA DASH-DEVILLE

T.I.P.S. P.P.A. WEBQUEST

EVANDER CHILDS HIGH SCHOOL

9^TH GRADE GLOBAL HISTORY – INCLUSION

INTRODUCTION: Drug use among teenagers today is on the rise. Teenagers use drugs today for many reasons. The cost of drugs varies depending on the type of drug. There are many types of drugs at the disposal of teenagers. Drug abuse among teenagers occurs’ in schools, in social situations, (parties, raves, concerts, sporting events) at home, and out in the streets. Hollywood plays a big part in the lives of teenagers, and their use of drugs.

TASK: You will create power point presentations on the topic of Drug Abuse Among Teenagers in the United States. You will use the six(6)-step Public Policy Analyst: (Click Here) to create your power point project. You will:

1. Identify the problem(s) http://www.maxwell.syr.edu/plegal/tips.html

2. Gather evidence http://www.mawell.syr.edu/plegal/tips.html

3. Determine the cause(s) http://www.maxwell.syr.edu/plegal/tips.html

4. Examine and evaluate the existing policies/policy http://www.maxwell.syr.edu/plegal/tips.html

5. Develop solutions/policies for the problem(s) in the existing policies/policy http:// www.maxwell.syr.edu/plegal/tips.html

6. Select the best policy/policies for the problem(s) http:// www.maxwell.syr.edu/plegal/tips.html

PROCESS: You will be working in 5 groups, with 4 members in each group for the United States Drug Enforcement Agency. Each group will be given a specific area to investigate. The groups are as follows:

Group 1: Media (movies, videos)

Group 2: Music (current and past rock, pop, hip-hop, & rap music)

Group 3: Social Scene (school(s)/homes)

Group 4: Social Scene (parties/raves/concerts)

Group 5: Social Scene (street corners, parks)

Each group will be responsible for gaining information and insight into their specific area assigned to them. No member may be an active participant in any of the drug use which may occur. You may observe and take mental notes for your power point project. Remember you are working for the United States Government!

*You must remember as a group to use the six(6)-step public policy analyst work-sheets www.maxwell.syr.edu/plegal/tips.html
before handing in your power point project.

A Review of What To Do

*You will create a power point project*

You will be broken into 5 groups with 4 members in each group

Each group will use the TIPS Website to:

-Identify the problem(s)

-Gather evidence

-Determine the cause(s)

-Evaluate the existing policy/policies

-Develop solutions/policies for the problem

-Select the best policy/policies for the problem(s)

You will also complete the six(6)-step pubic policy analyst worksheets (as group members)

You will create a power point presentation with at least 8 slides, no more than 10 per group. All of your slides should contain information that you have gathered from your group assignments, videos, movies, music, parties, social situations, the public policy analyst worksheets, internet web

resources and the TIPS web site.

INTERNET RESOURCES

www.maxwell.syr.edu/plegal/tips:html
http://www,eawr.madison.k12.il.us/supt/STORY5.htm
http://www.edweek.org/ew/vol-17/12health.hl7
htpp://www.house.gov/berrnie/town_meeting/1997/danielle_dupuis_and phillip_bidwell.html
htpp://www.homepages.ius.edu/jobarnes/tenfilm/drugs.htm
htpp://www.helpforteens.net/

You may also use these search engines to gain information:

www.google.com
www.ask

www.yahoo.com

VIDEOS

- Reefer Madness

- Drugstore Cowboy

EVALUATION:

GRADES 65-69% 70-79% 80-95% 100%

PRESENTATION -Incomplete -Complete -Complete -Complete

but follows with too few with sufficient with a

the 6 step analyses of the analyses of the superior

format. of the PPA for- PPA format for under-

- Does not mat for this this topic. standing

use the con- topic. –Exhibits an of the PPA

ventions of -Exhibits a acceptable format for

standard weak usage of usage of the this topic.

written of the conven- conventions -Exhibits

English. tions of stand- of standard a strong

ard written written use of the

English. English. conventions

of standard

written

English.

SLIDES -Fewer -8 slides,some -8 or more -Creative

than 8 slides graphics slides, graphics slides with

-Not clear, -Too much -Clear animated

too much wording on a graphics and

information slide sound

on a slide -Slides too -Clear with

-No graphics busy and bulleted

distracting information

ENGLISH LANGUAGE ARTS STANDARDS:

E1c: Read and comprehend informational materials.

E2a: Produce a report of information.

E3b: Participate in group meetings.

E4b: analyze and subsequently revise work to improve its clarity and effectiveness.

SOCIAL STUDIES SKILLS:

GETTING INFORMATION – STUDENTS WILL GATHER INFORMATION FROM A RANGE OF SOURCES INCLUDING, BUT NOT LIMITED TO

-PICTURES, CARTOONS, SKETCHES

-OBSERVATIONS

-DISCUSSION WITH OTHERS THROUGH INTERVIEWS

USING INFORMATION – STUDENTS WILL BE ABLE TO

-INTERPRET INFORMATION

-DRAW CONCLUSIONS

-DETERMINE CAUSES AND EFFECTS

-EVALUATE DATA AND PREDICT OUTCOMES, ACTIONS AND OPINIONS

-DRAW INFERENCES FROM DATE BY IDENTIFYING FROM DATA BY IDENTIFYING RELATIONSHIPS, DETECTING INCONSISTENCIES, AND WEIGHING CONFLICTING FACTS AND STATEMENTS

-INTERPRET INFORMATION WITHIN A VARIETY OF CONTEXT

NEW YORK STATE STANDARDS:

STANDARD 1: LANGUAGE FOR INFORMATION AND UNDERSTANDING

STANDARD 2: LANGUAGE FOR CRITICAL ANALYSIS AND EVALUATION

STANDARD 3: LANGUAGE FOR SOCIAL INTERACTION

CONCLUSION: As a result of this activity, the students will have learned to use the internet to gather information to complete a research project. The students would have used their critical thinking skills to make decisions on policies that would be most effective. They would have gained knowledge on how to use the power point program, to work in groups to complete a task, and to put together information using technology.