TITLE Operation Drug Prevention: a Curriculum Guide K-12

DOCUMENT RESUME

ED 068 335 SE 014 904 AUTHOR Martin, William C., Ed. TITLE Operation Drug Prevention: A Curriculum Guide K-12. INSTITUTION University of West Florida, Pensacola. PUB DATE 72 NOTE 287p.

EDRS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS Community Action; *Curriculum Guides; *Drug Abuse; *Health Education; *Instructional Materials; Reference Materials ABSTRACT This K-12 sequential curricular program in drug prevention was developed by teachers in six participating countiesin Florida, as a result of the Drug Abuse Education Act passedby the Florida Legislature making such education mandatory in the public schools (K-12) beginning in the 1971-72 schoolyear. This program is based upon the creation of behavior involving the realmsof cognitive, affective, and normative domains, which is hoped will result in the individual's abstinence from theuse of drugs. The program was not written by "experts" in the field of drugs and narcotics nor by a professional writer, but by experiencedclassroom teachers. It was developed as an initial step in devisinga curriculum program and is also offered as a basis fora community action program. Generally, it is written in outline style and organized according to three areas: content, suggestedstudent activities, and resources and materials. Extensive appendixes include a list of slang terms, films, sources, a student dialogue on theuse and abuse of drugs, supplementary materials, directory of health services and agencies, school policies, Florida statutes,etc. A bibliography of books, journals and pamphlets follows. (LK) Pfr ...

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4N, 4 OPERATION DRUG PREVENTION: A CURRICULUM GUIDE K-12

Cooperative Endeavor of Six West Florida Counties Bay, Holmes, Okaloosa, Santa Rosa Walton, Washington

Supported by the Educational Research and DevelopmentCenter at The University of West Florida Pensacola, Florida and the Florida State Education Department Second revised edition The University of West Florida Printing Pensacola, Florida Winter, 1972

3 INTRODUCTION

There is little doubt that the illegaluse of heroin, marijuana, and LSD

in this country ison the increase by nearly every segment of our population.

However, abuse of illegal chemical agents has increasinglycome to involve

younger persons. For example, half the known addicts in the United Statesare

under age 30, and growing numbersare under age 20. During the last few years,

there has been a veritable epidemic ofheroin abuse in those 16 years and under;

with increasing frequency heroin is used byaffluent youngsters. Marijuana is

a drug that has also caught the fancy of theyoung. Studies conducted in 1966-

1969 indicate that about 15per cent of all college students use marijuana on

more or more occasions, and about 10 per cent of all high schoolstudents use

marijuana on one or more occasions.The use of LSD by college students has

been placed as high as 15 per cent in Californiaand 7 per cent in Connecticut

to 5 per cent country-wide. There also appears to have beena profound increase

among school-age youth in illicit use of stimulants of theamphetemine variety

and depressants of the barbiturate family. A recent (1970) survey of college

students in Florida conducted by the AttorneyGeneral's office revealed that more than 2,250 students drop out of college eachyear because of heroin addic-

tion; and 20 per cent of the students in Floridauniversities, colleges, and junior colleges are regular users of marijuana (arather alarming increase over

the 1966-1969 figures).

Many agencies in society have studied the drugabuse problem both super-

ficially and in depth, andnumerous proposals have been made for the solution of this problem. An overwhelming majority of these proposals take theform of

legislation which increases penalties fordrug abuse or provides for the rehabili-

4 tation of drug users to society, both ofwhich have proven to be ineffective and

expensive and may tosome extent even contribute to the magnification of the

problem. Other proposals have been forwarded whichsuggest that "something"

should be done in our public schoolsregarding drug education. These proposals

have been somewhat vague and general innature since they are made by those who

are not able to be specific due toa lack of expertise and a lack of accurate

data by research experts withrespect to what is possible regarding curricular

innovation in drug abuse education inthe public schools.

Most communities in Florida havecome to the awesome realization that

students "must" be educated to thedangers associated with the use and misuse

of drugs and narcotics. It is another thing entirely, however, for theschools

in the communities to provide the rightkind of education relative to the drug

problem. The one-shot program, utilizingresource people such as state or local

police, druggists, medical doctors,addicts or ex-addicts, social workers,etc.,

in an assembly program oncea year is of little or no value. Also doomed to failure are the kinds ofprograms designed by relatively uninformed teachers who are assigned the job of includinga few remarks about drug addiction in their programs while they also talk about alcohol,tobacco, communism, and sex. Teachers who know less about drugs than their students are marked for failure. Anything less than a well-planned, coordinated, implemented program will no doubtrange from ineffective to catastrophic.

Recently, the Florida Legislature passeda Drug Abuse Education Act making such education mandatory in the publicschools (K-12) beginning in the 1971-72 school year. Inherent in this billwas the realization by Floridians that in the final analysis there is onlyone way to solve the drug abuse problem; and that is to reach the minds of the youthwho are relatively untainted by the

ii prevalent attitudes which condone,even encourage, the abuse of drugs. The

public schools provide the only reasonablevehicle for reaching the developing

minds of youth; and since such schoolsare already inexistence, the cost of

developing such a program should benegligible.

Educators cannot take the attitude thatany meager effort is good, or that

once the subject in introduced throughan assembly speaker the "law has been

covered" or that a haphazard "crashprogram" will do the job.

It was felt that the solution to the problemof drug abuse was to be found

in a curricular program introduced in the elementary school, the middleschool, and the high school. This program is based upon the creation ofbehavior in-

volving the realms of cognitive, affective,and normative domains which is

hoped will result in the individual's abstinence from the use of drugs. In

addition, a significant aspect of the solutionincludes a definition, on the

part of the teachingarofession, of thetype of behavior which is desirable,

and the development of educationalexperiences which contribute to the development of that behavior.

The sequential curricula program containedherein, beginning at the kinder-

garten level and extending through gradetwelve, was developed by teachers in

the six participating counties who teachat the specific levels for which they

are written. It was not written by "experts" in thefield of drugs and narcotics nor by a professional writer. Rather, it was drawn up by experiencedclassroom

teachers who know the needs ofa particular level, the peculiarities of specific

age groups, and certainly, and most importantto the secondary level, by people who are knowledgeable ina subject discipline and in attitudinal development having received specibl trainingto teach in these areas.

The program began at the Regional Conferenceon Drug Abuse Education (Novem-

V w

ber, 1970) through introducing regionaleducators (a seven-county area) to

suggestions as to how a curricularprogram on drug education might be developed'

and specific involvement of teachers in the formulation ofstatements of de-

sirable behavior which could be reduced to behavioral objectivesnecessary to

the development of the curricularprogram for the prevention of drug abuse.

From this meeting developed a proposal for Operation Preventionto be

funded by the six participating counties. Each of these counties felt the

proposed program was needed in their schools and approved theplans for Opera-

tion Prevention. A meeting was then held involving representatives from each

county, the University of West Florida and the Florida StateDepartment of

Education. After the meeting each county coordinator returned to hiscounty

and selected a number of outstanding teachers from gradesK-12 who were willing

to cooperate in developing a drug abuse educationprogram.

The first of three regional monthly meetingswas held on March 3, 1971, in

De Funiak Springs. Part of each of these meeting dayswas devoted to "informa-

tion giving" relative to drug abuse, andpart to developing ideas, exploring

attitudes and outlining curricula plans. Between these monthly meetings each

county team held individual meetings and invited all other teachersin their

county to make a contribution to the program. The result was that every teacher

in the six counties had an opportunity to guide the developmentof Operation

Prevention. In addition, each of the six counties began developinga written

curricula focusing on drug abuse education.

These activities culminated in a week long Operation PreventionSummer

Workshop held at the University of West Florida, June 14th-18th.This workshop

differed from the typical drug abuse education trainingprograms in several im-

portant respects.

7 iv The program included a considerable amount of direct infolmationexchange.

Various experts, including other educators,researchers, law enforcement officlals

and psychologists presented theirperspective on drugs and drug abuse. An ample

opportunity to discuss issues informally withthese people was also built into

the program.

In addition to providing teachers with themost up-to-date information on

drugs and drug abuse, this program attemptedto equip teachers to lead discussions with students on drugs; understand the dynamics ofsmall groups (the type of

Netting which is often useful for this kind of discussion);and most importantly,

to understand and communicate with studentson this vital issue.

As a means of accomplishing this, theprogram included a substantial amount of time to small group trainingco the processes and dynamics of such groups.

An important feature of this small group trainingwas the inclusion of a number of young people, both high school students fromthe six participating counties and college students, who were familiar with thedrug situation today, into

these training sessions. During the discussion with theseyoung people, teachers came to an understanding of some of the motivating forces actingon young people today, and learned a great deal about theirown feelings and attitudes regarding drugs, drug abuse, and even the young people themselves. In addition, the program also included specific opportunities anda significant amount of time to work on curriculum development. Time was devoted to this urgent endeavor each day in achieving the goal of havinga workable curricula for the different grade levels by the end of the trainingprogram.

A NOTE TO THE TEACHER:

We live in a drug oriented society, where childrenare saturated with

8 the wonders of drugs from the time they are first able tosee television commercials on aspirin and Geritol. Children accept drugs as a necessary part of society. The problem arises when they have to differentiate between the legal and the illegal. How are we to explain the difference between the drugs doctors prescribe for them and the drugs acceptedby their parents and the drugs they learn about in school? The teacher's role is one of prevention, familiarizing pupils, makingthem aware, and building a base in human values. We cannot and must not use fear tactics.

Research indicates that police tactics and negative attitudesare not effective. Children's attitudes are not changed by these methods. Neither must we dwell on hard narcotics, but especially at the elementary school level, we must approach drug abuse problems froma positive viewpoint.

The secret is THE HOW, THE WHY, AND WITH WHAT ATTITUDES doyou present drug abuse education.

The key is one of building proper attitudes, teaching decision making, working from the concept and appreciation of the human body. Basic to developing attitudes and appreciation is how doyou solve your problems,

what do I have with which to meet life?

Citizenship needs to be stressed. Another teacher responsibility is to point out the relationship between drugs and beinga good citizen. The basic concept of the laws being challenged is anotheraspect on which we must work. As citizens we need to learn respect for the law.

The problem with our school age children is notso much of marijuana, heroin, and hard narcotics, but one of teaching values, andone of producing mentally healthy and socially adjusted children.

9 We are already teaching the effects of alcoholand tobacco as required

by state law. In teaching about drug abuse, as in all curriculumareas, we

must avoid lecturing and moralizing. The underlying concept of theprogram

is one of responsibility, responsibilityto ourselves and to others. We

must stress reason and awarenessas opposed to punishment, fear, and morality.

Positive and negative aspectsmust be stressed but not dwelled upon. These

concepts are not only about drugs, but aboutpeople. We want to produce

behavioralistic change. Guidance in the child's emotional and social development is most important. The strongest deterrent to drug abuse ina child's

future lies in his strength of characterand in his ability and determina-

tion to face life and enjoy it throughthe wholesome understanding and

constructive use of his ownresources.

The following pages containsome ideas developed by teachers in your county as an initial step in devisinga drug abuse education curriculum program in grades K-12. These curricula ideas are onlyresources and a starting point to generate creative approachesfor Operation Prevention.

As in the case of any such curricular innovation,an on-going program of evaluation must be instituted which willresult in a continuance of curricular improvement and clearly demonstratethe benefits of the program. It

is hoped that this year each ofyou will share with those of use in the other counties the results ofyour teaching in drug abuse; thereby strengthen-

ing our curricular program in each succeedingyear.

The development of a curricularprogram to create attitudes, under- standings, and appreciations which resultin abhorrence of drugs andan abstinence from the use of drugs will placethe six counties in the Florida

Panhandle in a position of statewide prominenceand leadership in drug abuse education. JERRY THOMAS PRESIDENT ELMER 0. FRIDAY. JR. SECRETARY WILBUR F. BOYD PRESIDENT PRO TCMPORE LEROY ADKISON SERGEANT AT ARMS

THE FLORIDA SENATE TALLAHASSEE JOHN R. DROXSON COMMITTEES: SENATOR. 1ST DISTRICT PUBLIC SCHOOLS. CHAIRMAN P. 0. BOX 160 RULES. CALENDAR. PRIVILEGED GULF BREEZE. FLORIDA 92561 BUSINESS AND ETHICS WAYS AND MEANS

In 1970, after meeting with several professors of the University of West Florida, and after conversationswith several education leaders, it became obviousthat the State Legislature must provide the necessary vehicle fora drug education program to be developed. Senate Bill No. 634 was subsequently developed to provide legislationto accomplish this end. Senate Bill 634, which was passed during the 1970 session, provided a structure for a comprehensive approach to this matter of vital concern to us all. The requirement of the law is that all children in public schoolbe enrolled in classes that teach them the dangers of drugabuse.

The University of West Florida, under theleadership of Dr. Bob Thornton and Dr. Billy Williams and theschool boards and school superintendents of six of the mostwesterly counties in Florida, have been involved in formulatinga program which will be the model for the entire State.

The citizens of the State of Floridaowe this group a debt of gratitude for undertaking and completingthis vital task. We must now undertake an additional task ofdesseminating this very fine work to the teachers of our State educationsystem. I feel positive that after having made thisexcellent beginning the program will be a tremendoussuccess and we will be providing a valuable service to the young people in our State.

' John Broxson / / Senator, First District STATE OF FLORIDA

FLOYD T. CHRISTIAN DEPARTMENTOF EDUCATION COMMISSIONEII TALLAHASSEE 32304

August 2, 1971

Dr. Billy Williams Vice President for Education University of West Florida Pensacola, Florida 32504

Dear Dr. Williams:

It gives me great pleasure toknow that a cooperative effort in the vital area of drug abuseeducation has been demonstrated in "Operation Prevention." The University of West Floridaand the participating counties ofBay, Holmes, Okaloosa, Santa Rosa, Walton and Washington willprofit in many ways from this endeavor. Frequently, it is not immediatelyrealized.

I was also pleased to know thatduring the training sessions and curriculum development thatstudents wire part of the involvement. It has been my sincere feelingthat in the area of drug education that we pull tog2ther all availableresources and share the expertise that isavailable for the benefit of all people in Florida.

Please continue your fine workand feel free to share your experiences with me.

Sincerely, der . Christian ACKNOWLEDGEMENTS

STEERING COMMITTEE

Bob M. Thornton, Ed.D., Director of Operation Prevention and Professor of Professional Education, The University of West Florida, Pensacola, Florida 32504.

Billy J. Williams, Ed.D., Associate Vice President for Education, The University of West Florida, Pensacola, Florida 32504.

H. T. Martin, Jr., Ph.D., Provost of Omega College and Professor of Psychology, The University of West Florida, Pensacola, Florida 32504.

Franklin A. Wittwer, Ph.D., Director of Educational Research and Development Center and Associate Professor of Elementary Education, The University of West Florida, Pensacola, Florida 32504.

Richard M. Goldberg, Ph.D., Assistant Professor of Psychology, The University of West Florida, Pensacola, Florida 32504.

John W. Keller, Ph.D., Associate Professor of Psychology,The University of West Florida, Pensacola, Florida 32504.

William C. Martin, Ph.D., Curriculum Specialist andAssistant Pro- fessor of Elementary Education, The University of West Florida, Pensacola, Florida 32504.

Hubert Richards, Administrator, Florida Department of Education Regional Center #1, 1316 Harrison Avenue, Panama City Florida 32401.

CONSULTANTS

David Culbreth, Clinical Psychology Intern, Sandhills Mental Health Center, P. O. Box 24, Pinehurst, North Carolina 28374.

Richard M. Goldberg, Ph.D., Consulting Psychologist, The University of West Florida, Pensacola, Florida 32504.

Charles R. Lemley, Ph.D., Associate Professor of ProfessionalEducation, The University of West Florida, Pensacola, Florida 32504.

H. T. Martin, Jr., Ph.D., Consulting Psychologist, The Universityof West Florida, Pensacola, Florida 32504.

x Mrs. Lee Martin, Guidance Counselor, Woodham High School, 150East Burgess Road, Pensacola, Florida 32503.

William C. Martin, Ph.D., Curriculum Specialist,The University of West Florida, Pensacola, Florida 32504.

Mrs. Joyce Paris, Consulting Psychologist, Private Practice, 3370 Bermuda Circle, Pensacola, Florida 32503.

R. K. Ready, D.C.S., Management Consultant, The University ofWest Florida, Pensacola, Florida 32504.

John C. Rieser, Clinical Psychologist, CounselingCenter, The University of West Florida, Pensacola, Florida 32504.

Donald Schulte, M.D., Consulting Psychiatrist,Private Practice, Sandhills Mental Health Center, P. O. Box 24, Pinehurst, North Carolina 28374.

Colin Silverthorn, Ph.D., Chairman, Department ofPsychology, The University of San Francisco, San Francisco, California 94122.

Ronald Yarbrough, Consulting Psychologist,Northwest Florida Mental Health Clinic, 175 Fox Road, Pensacola, Florida 32503.

EDUCATIONAL ADVISORS

The Honorable Joseph Crowell, Escambia CountyJuvenile Court, 1800 West Leonard Street, Pensacola, Florida 32501.

John Daigle, Agape House, 1212 East Gregory Street,Pensacola, Florida 32501.

Martin T. Green, Director, Public Schools Committee,The Florida Senate, Tallahassee, Florida 32301.

Jim Mahaffee, Agape House, 1212 East GregoryStreet, Pensacola, Florida 32501.

William Lee Mikulas, Ph.D., Professor of Psychology,The University of West Florida, Pensacola, Florida 32504.

Louis V. Morelli, State Coordinator, Drug EducationTraining Program, Florida Department of Education, Tallahassee,Florida 32304.

Robert Moulton, Pharmacist, Moulton's Apothecary,29 West Garden Street, Pensacola, Florida 32501.

Hubert E. Richards, Administrator, FloridaDepartment of Education Regional Center #1, 1316 Harrison Avenue,Panama City, Florida 32401.

xi The Honorable James Ron Shelley, Public Defender, EscambiaCounty, 210 South Palafox Street, Pensacola, Florida 32501.

Billy J. Williams, Ed.D., Associate Vice Presidentfor Education, The University of West Florida, Pensacola, Florida 32504.

Norman F. Vickers, M.D., Local Physician, 14 West JordanStreet, Pensacola, Florida 32501.

Thomas R. Birdwell, M.D., Local Physician, BaptistHospital 1000 West Moreno, Pensacola, Florida 32501.

EDITOR

William C. Martin, Ph.D., Curriculum Specialist,The University of West Florida, Pensacola, Florida 32504. PARTICIPANTS

Bay County School System

N. Allan S. G. Moore Joe Sewell W. Carter M. J. Moseley Joyce Sewell H. H. Cas0 R. C. Neudecker A. H. Strickland A. Fuller C. D. Pilcher J. Taylor N. Howard N. Rigell D. A. Welch K. Johnstone

Holmes County School System

M. E. Gavis R. H. Martin L. Wilkerson S. A. Howell 0. Parish K. Yates T. S. Jackson J. A. Russell T. Yates J. E. McFatter T. E. Segers

Okaloosa County School System

Mary Balcerak Truma Sheron Grey Ellen M. Norton Faye Beauchamp A. A. Griffin Jo Ann Purvis Eugenia Bouchillon James H. Harrison Nancy Reiker Alexis Bounds Melody K. Jackson Jeanette Rhoades V. E. Brown Warren H. Jones Frank W. Sage V. R. Brown Margaret G. Kearin Jane Ann Schulty Dave P. Dabria Nancy B. Kelly Sally A. Shaner Suevaughn Daniel Ruby H. Kensation James D. Sirmans Wanda B. Gardner Elizabeth Kentosh Mary Jo Sisson John H. Gordon David M. Kinlaw Mary T. Taylor Barbara H. Green David Lemak Shirley M. Tippin Eunice Greer Joan B. Myers Bobby W. Welch Sherry Grey Joyce Nichols Ann H. Windes

Santa Rosa County School System

Juanita Blakemore Richard C. Mancini Troy Penton E. R. Cannon T. L. Neustaedter Lillian Webster Herb Cannon Mary M. Pea den A. T. Williams Wanda J. Gardner

Walton County School System

J. L. Andrews Jim Howell H. T. Palmer P. H. Dier Eloise Laird Robert Price Beth Harrison R. K. Maddox Cathy Roberts P. C. Harrison Wayne Miller Dot Thomaston R. Hobbs J. D. Owen W. Wooten Washington County School System

S.Baxley J.B. McGlamery C. Stevenson J.P. Chance D.G. Newson H. T. Waller,Jr. G.C. Hartzog D.Sheffield P. L. Waller G.Jackson

COUNTY COORDINATORS

Willie Carter, Bay County Schools, Drawer 820,Panama City, Florida 32401.

Kenneth Yates, Holmes County Schools, 201 NorthOklahoma Street, Bonifay, Florida 32425.

Houston Harrison, Okaloosa County Schools, OkaloosaCounty Court- house, Crestview, Florida 32536.

Troy Penton, Santa Rosa County Schools, P. O.Drawer 271, Milton, Florida 32570.

Roy Hobbs, Walton County Schools, P. O. Box 272, DeFuniakSprings, Florida 32433.

J. B. Ward, Washington County Schools, P.O. Box 647, Chipley, Florida 32428.

STAFF

Bob M. Thornton, Ed.D., Project Director, The Universityof West Florida, Pensacola, Florida 32504.

David Riley, Graduate Assistant, The Universityof West Florida, Pensacola, Florida 32504.

Mrs. Emily Baird, Graduate Assistant, The Universityof West Florida, Pensacola, Florida 32504.

Gerald Wright, Student Assistant, The University ofWest Florida, Pensacola, Florida 32504.

xiv CONTENTS

Page INTRODUCTION

LETTERS viii ACKNOWLEDGEMENTS

THE EARLY CHILDHOOD YEARS Kindergarten 1st Grade 1 26 2nd Grade 51 3rd Grade 68 THE MIDDLE ELEMENTARY YEARS 4th Grade 89 5th Grade 96 6th Grade 100 THE TRANSITIONAL YEARS 7th Grade 108 8th Grade 124 9th Grade 130 THE LATE ADOLESCENT YEARS 10th Grade 139 11th Grade 173 12th Grade 179 APPENDICES Glossary of Slang Terms Related to DrugUsage 189 Good Drugs Help Man 195 Drug Abuse Products Reference Chart 196 Student Dialogue on the Use and Abuse ofDrugs 197 Films on Drug Prevention 213 Sources 221 Teacher Supplementary Materials 227 Directory of Health Services and Agencies 231 School Policies on Drug Abuse:A Summary 235 Florida Statutes on Drug Abuse 249 BIBLIOGRAPHY Annotated: Books, Journals, Pamphlets 255 Addendum: Books, Journals, Pamphlets 269 PHILOSOPHY FOR DRUG PREVENTION IN EARLY CHILDHOOD YEARS attempting to find the solution. Whenever faced with serious societal problems, education automatically Recently, the Florida Legislature passed assumes responsibility for making such education mandatory in the public schoolsThe (K-12)straight lecture and textbook methods of instruction have proved beginning in the 1971-72 school year. unsuccessful.a Drug Abuse Education Act Research approach.respectindicates for that drugs preaching, do not work. moralizing, misinforming, using fear tactics and Communication between young people and adults should be encouraged. The method of teaching drug respect will be a positive child-oriented exaggerating in dealing with variousas a complete situations academic arise, subject the teacherin a specific and students block The ofwill timedevelopment recognize throughout ofthe individual theproblem school attitudes will be of utmost importance. Drug respect will beat taughthand and discuss possible year. Furthermore, as personalitiessolutions. and behaviors. The basis for this K-3 curriculum is a total approach to health incorporatingThis approach, the though time consuming, is necessary in order to develop awareness of attitudesof emotional, must intellectual,be developed tosocial serve and as physicala foundation well-being. for understanding, respecting At this formative level of childhood, and appreciating the inter-relatedness ofrole this of program. drugs in healthy living. The K-3 program is based on three broad concepts: Parent involvement, orientation and education must be an integral part body.mind; drugs and poisons in the child's environment and personal responsibility for developing personal responsibility for developing a healthy a healthy KINDERGARTENBROAD OBJECTIVE: CONTENT Personal Responsibility for_Developinn a Healthy Mind SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Awareness of Feelings Teacher-student"goodlike & bad" feelings discussions such aboutas boredom Film 16mm Psycology-Overcoming Fear Books Coronet patiencefriendlinesshappinessexcitementlove jealousyhatedislikesadness BelindaI'm forand You-andMe, Braucher You're for Me, Watts compassionforgivenesstrustrelaxing disgustdisappointmentanxietyfrustrationlaziness FirstWho Will DayDelights, Beat Mine,School, Tudor Golden Holland Gate . , - A pleasureaffectionhumor expectationangerhostilityfear TheNights Way Nice, Mothers Emberley Are, Schlein 1),..10.-/:* I (01011P41 .. ..0 , coolPossibleBoththeir offteacher feelings isuse suggested. ofand "time asstudents they out" happen. willplace express to KinderDavid Was Owl, Mad, Winston Bill Martin,Learn Jr.About Sharing, Roorbuch Thevarietyfeelings. teacherstudents of will moodwill make musicpantomine available and thethe studentsaabove LittleWhatInstructor Do Boys, You Love,Nagel charts: Steiner Understanding Thewillfeel. likestudents express and dislikewillhow thetell about music something themselves. makes theythem Our Feelings KINDERGARTENBROAD OBJECTIVE: Personal Responsibility for Developing a Healthy Mind Awareness of Feelings CONTENT SUGGESTED STUr.7NT ACTIVITIES RESOURCES & MATERIALS WhoSociogramquestions. do you basedlike toon workplaysuggested with best? Who'sAtKid Our Brother, Afraid,House, LenskiGayBeim Who do you like to share with best? I Feel the Same Way, Moore expressionsTheteacher.Attitude students surveys of will feelings. constructedillustrate by Kindness is A Lot of Things, Eckb lad ResourceBibliotherapyTapeStudents recorder peoplewill maketo record use of: feelings Individual Development Personal responsibility for When I am Big, Smith process.tivedeveloping self-concept a healthy is amind continuous and posi- Synthetic student When I Grow Up, Bethell TheattitudesexpressingFilmsactivities teacher and about storiesmustarefeelings, ofbea specificlittlemayaware thoughts, lead ofvalue. behavior.tothese and AlmostAllWhat inDo BigOne Enough,Day, Ozone Tamburne I Do?, Simon thespontaneous mood. situations and capture When I Grow Up, Lenski positivedevelopingThe following self-concept: a healthy are various mind andaspects of Record:I Want to be Different, Woods 45RPM I'd Rather Be My KINDERGARTENBROAD OBJECTIVE: Personal Responsibility for Developing a Healthy Mind 3 CONTENT 1 SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Individual Development Acceptance of making mistakes What Do I Say, Simon expressionDevelopingCoping with (art, creativity feelings music, of throughmovement, impatience self- or anger within self. (teacher included). Tim Filmstrip:Listens and Learns, Deincke Getting to Know Me SVE GrowingEnjoyingDoing one's up the throughbest. world newaround experiences us and preserving ecology. communication). ..- Handling shy or scared feelings.and communicating them. PuttingEncouragingListening things (teacherself-reliance. where too).they belong in neat manner. a 14 AwarenessTakingSeeing carethings of oftheindividual frompersonal roles another's of differences.belongings. adult point of view. 141110 excitement,hunger,disagreementAwareness boredom of etc. suchcauses vs asrelaxation, oflack agreement of sleep, and helpers at school. 411! unrealMakingRespectingand make situations.distinction believe all property. worlds. between realthe realand BROADKINDERGARTEN OBJECTIVE: Personal Responsibility a Healthy Mind Individual Development CONTENT SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS HelpingEncouraging: children like others. selfconfidenceand hisworth. abilities. in others.himself ParticipatingachievementDeveloping awarenessand as progress. a leader of personal and a responsibility.self-respect. AssumingRespondingExhibiting responsibility ato sense directions of fairfor and hisplay. own actions.follower. Social Development Developingacceptingliving in the aa consideration democracy.limits involved for inothers, Record 45RPM Bertie's Little GrowingangerCoping in upwithrelation through feelings to new the ofexperiences group.impatience or WhatManners, Do YouParish Say, Dear?, Joslin Brother and communicating them. Who Do I Say, Simon WorkingHelpingBeing a wellothers,good withloser showing others. and winner.compassion. Sesame Street Book of People and Things, Teltser 4 RIMMARIVE: Personal Responsibility for Developing a Healthy Mind 5 Social Development CONTENT Gaining an awareness of ways to SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Talkingsharing,settle outdisputes taking feelings turns,-- (compromising,with etc.). parent, AtThatHow Home, NewFamilies SheldenBaby, LiveSuba Together, Provies RespectingExhibitingteacher or allgood other property. citizenship trusted adult. WhereFilmstrip: Are You Going Today, Koester The Happy Family Eye Gate adultswithinBuilding outsideone's positive family, the home.relationships with peers and Filmstrip:Filmstrip: FamilyLiving Members With Your Work Family SVE SVE RespectingCooperating thoserightswith others.in of authority. others. RealFilmstrip: & Make Believe, P. Harper-Row Families Have Fun SVE GivingParticipating and accepting as a leader helpful and a follower. Filmstrip: ActivitiesSchool Helpers,Friends andEye SVE criticism. HowAbout Schools School Help Helpers, Us, Hage Hoffman Gate KINDERGAR1ENBROAD OBJECTIVE: Personal Responsibility for Developing a Healthy Body Simple Body Processes: CONTENT The teacher and students will discussSUGGESTED STUDENT ACTIVITIES True Book of Your Body, Hinshaw RESOURCES & MATERIALS Respiratory Thebreathingstrenuously thechildren different and willto heart become functionsexercise beat. aware of ofthe bad/. CirculatoryMuscular The (Arms,children legs, will stomach, find"make their muscles".etc.) pulses. Nervous The fivechildren(Neck senses. and will wrist) become aware of the Learning How to Use the Five Senses, Ellis Digestive TheofobserveThe childrenthe children digestive their will willmouths besystem. use shown & mirrorseyes. a chart to Mr.The Wonderful,Eye Book, LeKidder Sieg Growth weight,growthTheTeacher children footover participation size,a observeperiod hand ofan issize, timeadult's encouraged. etc.).(height, NowYou Weand Are Your Six, 5 SensesMilne (poem)- Disney 16mm overTheEachdifferent childrena childperiod plants will observeof time.be (including weighed,the growth measured,trees) of Bits That Grow Big, Webber schooland given nurse. an eye examination by the Wonderful Egg, Ipcar 6 7 KINDERGARTENBROAD OBJECTIVE: Pprsonal Responsibility for Developing a Healthy Body RESOURCES & MATERIALS Care of the Body CONTENT beBooks made pertinent available to for the the activity students. willSUGGESTED STUDENT ACTIVITIES The True Book of Your Body and You, Hinshaw Thehealth children book. will make a cumulative 16Filmstrip: mm Health, Karius and Baktus True Book of Your Body and You correctly.Children will name parts of the body Filmstrip:16 mm Healthy Families, FA Finding Out About Your Nutrition The children will tell about a good All About You, Bk. 1, Lyons,Body Carnahan SVE wouldusingChildrenbreakfast, enjoy. the willbasic lunch recognize four or dinnerfood a types.day's they menu Filmstrip:Good16 mmFor Good You, Eating Wilcox Habits, Cornonet The Story of Milk SVE A class weight & height chart will be kept. Filmstrip: Theand FruitStory of BreadVegetable SVE TheonChildren nutrition. children will will view be variousmade aware filmstrips of You Are the Captain, Colmey The Story of Meat SVE Theproper (insecticides,importancechildren storage will ofand washing bacteria).acknowledgepackaging food. of the food. HowLet'sFilmstrip: Foods Eat, Are Martin Preserved, Banks KINDERGARTENBROAD OBJECTIVE: CONTENT Personal Responsibility for Developing a Healthy Body SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Nutrition Thebalancedboard children game: meal. will play the flannel. What is missing? for a About Food and Where it Comes From, Shannon paperThefoods. children mache one will of modeltheir infavorite clay or lkiiot eV* ThenessThe students childrento try willnew will foods.cut exhibit and paste a willing- 111111 114)"414 10 Thefoods.pictures students of willthe fouridentify basic different food types A Guide for Teaching Poison b Thefood children items. will play store with PrimaryPrevention Grades. in Kindergarten and the HEW 8 BROADKINDERGARTEN OBJECTIVE: Personal Responsibility for Developing a Healthy Body 9 Care of the Body CONTENT madePertinent available books for and the equipment students. will beSUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Exercise Arl, ofTheviewed.Numerous exercise children films they will andget discuss filmstripsin one all day. types will be iogias Z body.exerciseTeacher andis importantstudents willto a discusshealthy why I.:1 Shortencouraged.additionA planned activity to physical regular breaks fitnessinstruction will beprogram used is toin T:aocvheerrc:::allow children to release energy and restlessness. share 41dilP 11 andawarenessThepersonal balance.children ofexercise correctwill display activities. body posturean t bulletinetc.cleaners,"Action will board.people" geometricbe displayed made shapes, from on pipethe tempera, KINDERGARTENBROAD OBJECTIVE: Personal Responsibility for Developing a Healthy Body RESOURCES & MATERIALS Exercise CONTENT willTo develop participate motor inskills games the such children as: SUGGESTED STUDENT ACTIVITIES All About You, Lyons, Carnahan SawBunnyGorillaTortoiseChoo Wood HopChoo Walk and Train Hare TeacherTossCallStoopJump Ball theTag Ball Brook Health for All, Bk. 1, Scott Foresman Thethe children exercises will they putdraw like together pictures to do best.of Webster McGraw-Hill withmovementsThe"Movable bradschildren to toMelvin" showtheirwill how compareorown thesimilar movements. bodypuppet puppetmoves The children will stretch and move in II Themany childrenways, "Simon will saysdo various body . Themovements,Readyknow children it Set, "If Gowill you'reprogram. develop happy skills and youin -- "Do this, do that---." Silver Burdett I0 BROADKINDERGARTEN OBJECTIVE: Personal Responsibility for Developing a Healthy Body Exercise CONTENT movementsThe children such will as walking,develop variousskipping, SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS ofshowingThe exercising.hopping, children pictures running, will of make galloping,different scrapbooks waysetc. Care of the Body Cleanliness personalTeacher andhygenic students patterns. will share Teacherpersonalimportance and appearance. students and responsibility will discuss ofthe etc.encouragedParent involvement through usewill of be check lists,, ties.surroundingsTeacherimportance and studentsand of theirclean will shelter,responsibili- discuss the (Helper Charts). Thebefore children meals. will usewash a theirmagnifying hands clean.displayTheglass ch:idren toof studyarticles will their make used skin.a totable keep KINDERGARTENBROAD OBJECTIVE: CONTENT Personal Resconsibilitv for Developing a Healthy Body SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Care of the Body Cleanliness anxietyThe children or fear will in exhibitgoing to no visit a 16mm Health - Save Those Teeth fl Thedentaldentist. children health. will practice good One Morning in Maine, McCloskey ThecutThe thechildren childrenthem teeth out, willproperly. will and recite drawrole someplayand teeth,brushing 141111111111P/ 11110 pantomine poems such as: "This is whatBrush we ourneed teeth to know.. the way they grow. 0 The children will discuss why it is We brushInside them and cleanout and before on the we top, stop." 0 Theobjectsshowing importantchildren out "Times of willto the keepWe make mouth.May foreign aGet chart Dirty" or unknown or Mop Top, Freeman Thehowplay"Times children different comparing We Should will animals how discussbe they Clean." keep keepthe clean. roleclean to The True Book of Bacteria, Wilde I3 BROADKINDERGARTEN OBJECTIVE: CONTENT Personal Responsibility for Developing a Healthy Body SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Care of the Body Cleanliness The illustratingchildren will personal make a muralhygenic habits. Care of the Body Rest Teacherrest is and important students to will the discussbody. how Bk.Little 1, Sleepy Head, Health For All, (poem) whatThetimes happened.children when theywill werecomparegive overtiredexamples quiet ofand SwitchBedtime,What's on in theFarjean the Night, Dark? Bradbury Memling Teacheroneselfactivities"What happensorand with thatstudents insideothers.can bewill usengaged whendiscuss wein rest'by Bedtime for Frances, Hoban differentThehow animalschildren animals rest. will rest."roleobserve play and "How discuss Care of Body Clothing Thetakingand children dramatize care willof theone's discuss, responsibility clothing. role play for Lucy McLockett, McGinley KINDERGARTENBROAD OBJECTIVE: Personal Responsibility for Developing a Healthy Body Care of the Body CONTENT SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Clothing andtheTeacher correctjewelry and useforstudents ofbody clothing, comfort.will discuss footwear, Teacherbags.danger and of students suffocation will withdiscuss plastic the ThedisplaycutoutsThe teacher children appropriateon willthe will flannelmake use seasonalavailable manipulativeboard clothingto Care of the Body Safety Factors clothing for "dressing up". playTheTeacher the studentssituations. correct and willstudents use role of toys. willplay discusssafe Filmstrip: Safe and Sound at Home SVE Therules children for the will class. develop safety Filmstrip: Safe and Sound at School SVE Theover-exposuresafetyStudents students rules. will will todiscuss discussthe sun's the hazards "why"rays. ofof 14 I5 KINDERGARTENBROAD OBJECTIVE: CONTENT Personal Responsibility for Developing a Healthy Rndy SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Care of the Body Safety Factors Theillustrating children will proper draw sun a pictureprotection. Thetrip".safety children concepts will ondisplay a "walking pedestrian field Filmstrip: Safe and Sound Along the Way SVE Thesidewalks,"aids" children such etc. willas traffic displayillustrate lights, knowledge safety signs, advancesdiscussTheof bicycle children theby riding strangers.possible will safetybe dangerscautioned rules. of and Filmstrip: The Legend of Patch the Pony SVE ThetheThe instudents schoolchildrenrelation bus.will willto discussstrangers. know the safety four inrules TheprecautionsThe children students willwhen will busplay dramatize riding. "traffic safety game All About You, Lyons, Carnahan boys.Theschool children policeman will listenor safety to talkspatrol by KINDERGARTENBROAD OBJECTIVE: CONTENT Personal Responsibility for Developing a Healthy Rody SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Care of the Body Safety Factors conductsuggestionsChildren when will forriding dictate safe the and or school courteouswrite bus. precautionsTheplaces studentschildren to playin willWillthe (streets, lunchroom.discussillustrate steps, safety "unsafe" etc.). StudentsboardTherules. students display and teacher willof lunchroom prepare will discuss asafety bulletin medicinedealingStudentsthe "why" withcabinets,will of electrical discussfire sharpdrills. safety outlets,objects, rules etc. whatTeacherTheing tochildren howdo and inthey students casewill can of makehelp anwill postersemergency.protect discuss show-others. Care of the Body Appreciation of Good Health Teacher and students will discuss: SenseAbsence of ofwell illness being I6 BROADKINDERGARTEN OBJECTIVE: CONTENT Personal Responsibility for Developing a Healthy Body SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Care of the Body Appreciation of Good Health effectivelyAbilitySufficient to energyworkwith andothers play BROADKINDERGARTEN OBJECTIVE: CONTENT Drugs and Poisons in the Child's Environment SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Home Environment Thefood children and non-food will learn substances. to recognize Medicines U.S.KindergartensTeaching Dept. Poison of &Health, PrimaryPrevention Education Grades, in HouseholdGrooming cleansers:aids: sprayslotions, colognes, hair cosmetics, soap, PublicationPublicand Welfare Health #1381 Service price 55 Solvents:DisinfectantsPaste and Glue powderdetergents, cleaning liquid agents and gasoline, kerosene, PlantsFertilizersInsecticides and pesticides paintturpentine, thinner lacquer and The following activities are JustWe Ask Suppose First suggested: Pamphlet,WorksheetsCheckFingerIndividual Lists Plays Ten Little Scrapbooks Tasters Distributed by local Police Dept. afoodappropriateThe kitchen childrensubstances with places will cupboards. on pasteafor mural food the scene and non-of HEW Publ. #1381 KINDERGARTENBROAD OBJECTIVE: CONTENT Drugs and Poisons in the Child's Fnvironment SUGGESTED STUDENT ACTIVITIES RESOURCES 6 MATERIALS Home Environment waysTeacherletter to store andto parentsstudentsand to disposediscussing will develop of safe a productsThemedicines.how children their and mothers howwill they discuss should where be used.and store cleaning Thetelephone students for will help. takerole homeplay ahow list to Teacherofsomepost emergency bymedicines and their students telephone telephones. are morewill numbers attractivediscuss to why School Thenon-foodand children better substances. tastingwill recognize than others. food and Thesharing children food. will discuss dangers of Red Light People - 16mm ofaddress,acceptingEach emergency. child andthings willtelephone fromlearn strangers. numberhis full in name,case Stay Away from Strangers. 16mm KINDEBROAD RGARTENOBJECTIVE: CONTENT Drugs and Poisons in the Child's Environment SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS School Thenotobjects bechildren put found in will theirin schoolbediscuss mouths. cautioned that and should listabout TheagainstHandling,food children poisoning eating Packaging). will and(Improper be smellingcautioned storage, pastes, Theoffoundglues, childrenproper in or theventilation.volatile will classroom. discuss chemicals importance to be TeacherThesafenurses' children school and office. students willenvironment. discuss will developbehavior a in Drugs in the Community Theto childrena super marketwill playtake or drugthea field "Westore. Asktrip HEW Publication #1381. community.ThefoodFirst children andGame". non-food will learn substances to recognize in the 20 BROADKINDERGARTEN OBJECTIVE: Drugs and Poisons in the Child's Environment 21 Drugs in the Community CONTENT Thetake children anything will from be acautioned stranger. not toSUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Teacheretc.ascommunity parks, and beaches,safetystudents rules desertedwill in discuss such buildings places 22

HOME SAFETY CHECK LIST (for distribution to parents)

Dear dame of teacher)

I took this check list home and helped my family check all of the places where potentially poisonous products might be found. We talked about safer places and ways on which to keep things which might be poisonous. I promised always to ask

before tasting anything I found around the house. I'm going to try to protect other children who live in my home or come to visitus, too, so they will be safe from poisoning.

Here are the places my family looked to see if potentially poisonousproducts were stored safely, out of reach of little children:

Bathroom Dining Area Workshop

Bedrooms Basement Utility Room

Kitchen Garage Special Storage Places

Livingroom Attic Porch & Under the Porch

Closets Yard Other

My family looked especially for these things:

Kerosene and Gasoline Disinfectants and Deodorants

Aspirin and Sleeping Pills Fertilizers and Weed Killers

Dye and Bleaches Toilet Bowl and Drain Cleaners

Soaps and Detergents Moth Balls and pesticides

Polishes and Cleaning Powders Paint Remover and Turpentine

Ant and Rat Poison All Kinds of Sprays

Now we hope that our home is poison-proof!

Sincerely yours,

(name of child) Help keep baby safe. Safe to taste ? Not safeto taste? Put anX in each box beside esafe to-taste"product.

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---...... ______, EVALUATION: The evaluation of the students cannot be objective in the area of Teacher observation and evaluation will be continuous. checkChangesattitudinal list): in studentchange. behavior should be noted. Restrains from putting foreign or unknown objects into the Example (in the form of a mouth.protection. Student shows evidence of sound judgment. Positive changes in the sociogram. Given a choice the studentStudent exercises self- showsExpressing evidence positive of decision attitudes making. concerning a visit to the dentist or doctor. Student will show awareness of feelings. Demonstrates good hygiene. activities.HasExpresses developed awareness independence of proper and interdependencehealth habits. in the carrying out of Shows positive changes in the attitude surveys. Expression skills.of ideas in role-playing. Evidence of knowledge and comprehension in the area of drug Expression of ideas in art. Evidence of physical respect.Improve or Unsatisfactory. The above will be evaluated by the terms Satisfactory, Needs to Teacher code: S U N. GRADEBROAD OBJECTIVE: 1 Personal Responsibility for Developing a Healthy Mind Awareness of Feelings CONTENT Teacherstudent discussions about SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Books excitement"goodlovingliking & bad" feelings such as jealousylazysadness LittleFilm 16 Boys, mm Psychology-Overcoming Nagel Fear, Coronet friendlinesshappiness anxietyintensity I Learn About Sharing, Roorbuch trustforgivenesspatiencerelaxed hostilityangerdisgustdisappointment WhatI'm Do forYou YouLove, and Steiner You're For Me, Watts affectionsecurityhumorcompassion feardislikehateboredom First DayDelights, at School, Tudor Holland theirBothpleasure teacherfeelings and as studentsthey happen. will express frustrationinsecurity BelindaWho Will and Be Me,Mine, Braucher Golden Gate coolPossible off is use suggested. of "time out" place to TheKinderDavid Way WasOwl, Mothers Mad, Winston Bill Are, Martin, Schlein Jr. NightsInstructor Nice, Emberley charts:Feelings Understanding Our 26 BROAD OBJECTIVE: Personal Responsibility for Developing a Healthy Mind 27 GRADE 1Awareness of Feelings CONTENT The students will pantomime the above SUGGESTED STUDENT ACTIVITIES Who's Afraid, Gay RESOURCES & MATERIALS varietystudentsThefeelings. teacher of willmood will expressmusic make and howavailable the the music a KidAt Our Brother, House, BeimLenski Themakeslike students themand dislikefeel. will tellabout something themselves. they KindnessI is A Lot of FeelThings, the SameEckblad Way, Moore questions.Sociogram based onWho suggested do you like to workplay with best? teacher.Attitude surveys constructedWho do you by like to share with best? bibliography.UseThesions ofstudents resourceof feelings. will people, illustrate tape recorder,expres- BROADGRADE OBJECTIVE: 1 Personal Responsibility for Developing a Healthy Mind CONTENT Personaling a healthy responsibility mind and forpositive develop- self- SUGGESTED STUDENT ACTIVITIES Record 45 RPM- I'd Rather Be My Size RESOURCES & MATERIALS Books thoughtsSyntheticconceptleadlittle to isvalue. and expressing studenta attitudescontinuous activities of about feelings,process. aare of Films and stories may BigFilmstrip Little Davy,- Getting Lenski to Know Me, SVE tionsbespecific aware and behavior. ofcapture these thespontaneous mood. situa- The teacher must When I Grow Up, Bethell developingThe following a healthy are various mind and aspects of AllWhen in One Day, IOzone am Big, Smith Individual Development Acceptancepositive self-concept: of making mistakesincluded). (teacher TimWhat Listens Do and Learns, Deincke I Do?, Simon DevelopingCoping with creativity feelingsexpressionanger ofthrough impatience within self-(art, self. or music, movement, AlmostWhat Do Big Enough, Tamburne I Say, Simon Doing one's best. communication). When I Grow Up, Lenski Enjoying the world preservingaround us andecology. I Want to Be Different, Woods EncouragingListeningHandlingGrowing up shy(teacher, throughself-reliance. or scared newtoo).and feelings. experiencescommunicating them. SeeingPutting things things from where view.neatanother's they manner. belong point in of a Taking care of personal belongings. (Conted) 28 29 GRADEBROAD 1OBJECTIVE: CONTENT Personal Responsibility for Developing a Healthy Mind SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS theTeacher-studenttheTeacher-student difficulty effects of of discussiongood discussionbreaking and bad habits.concerning concerninghabits. BROADGRADE OBJECTIVE: 1 CONTENT Personal Responsibility for Developing a Healthy Mind SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Individual Development RespectingMakingHelping distinction children all property. likebetweenmake others. believe. real and Books Encouraging self-respect.selfconfidence worth.his in abilities. others.himself and AwarenessParticipatingEncouraging of personal responsibility.as a leader follower.progress.achievement and a and RespondingAssumingExhibiting responsibility to sense directions ofactions. fairthe for and limitsplay. hisaccepting owninvolved in living in a Social Development CopingConsideration with feelings for others.anger democracy.of impatience in relationship or to the group. RecordSesame 45 Street RPM- BertiesBook of LittlePeople Brotherand WorkingHelpingBeingGrowing awell goodothers,up throughwith loser showingothers. andnewand winner. experiencescompassion.communicating them. WhatManners, do You Parish Say, Dear?,Things, Joslin Teltser ExhibitingTalkingAwareness out ofgood feelings ways citizenship. to teacher withsettle(compromise, parent, ordisputes other share,trusted- take adult. turns, etc.) TheWho DoTrue Book of FreedomUnited and StatesOur I Say, Simon 30 31 BROADGRADE OBJECTIVE: 1 CONTENT Personal Responsibility for Developing a Healthy Mind SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Social Development hisBuildingRespecting family, positive all peers property. relationshipsand adults outside within Filmstrip-LivingFilmstrip-The Happy With Family, Your Family,SVE Eye Gate Books CooperatingRespectingof the home. rightswith others. of others. Filmstrip-FamiliesFilmstrip-Family Members Have Fun, Work, SVE SVE follower.ParticipatingRespecting those as ain leader authority. and a Filmstrip-School FriendsHelpers,Activities, and Eye GateSVE i 1 \ Giving and accepting helpful criticism. That New Baby, Suba ..,0 , At Home, Shelden ationventingSome respectsuggested emotions for student (takingothers)clay, activitiesinto pounding consider- bench,for finger paint, HowFamily, Families Witty Live Together, Provies II'ROM jilt bag,water, physical sand, artexercise, projects, role punching play- WhereReal Are& Make You Believe,Going Today, Harper-Row Koester %_ ...., . .... -.... e" ,,,- experimentation.Theunwise students dares will or consentrefuseing toto pantomimes, acceptunwise time-out room, etc. HowAbout Schools School Help Helpers, Us, Nage Hoffman GRADEBROAD OBJECTIVE: 1 CONTENT Personal Responsibility for Developing a Healthy Body SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Simple Body Processes ThetheThe students differentteacher willand functions studentsexercise of willstrenuously the discussbody. LearningTrue Book Aboutof Your Health Body,Alice Series, Hinshaw, Ency- Books Respiratory Thebeat.to becomestudents aware will of "make breathing muscles." and heart Health For All, Bk.Filmstripclopedia Britannica& records Ed. Corp. 1, Scott Foresman CirculatoryMuscular The (Neck(Arms,students and legs, willwrist). stomach, find their etc.) pulse. All About You, Bk. 1, Lyons Carnahan fir \ ,) 1 usingThe students a stethoscope. will discover heart beat Askheart.Placethe the human achildren teaspoon body showingto of draw tempera thean outlineheart. on the of Using a straw, the children Nervous usingTheareaswill children attemptofthe the five body.towill sensesblow experience the to paintshow activities thatto all the You and Your 5 Senses, Disney, 16mm observeThenerves children carrytheir messageswilleyes useand tomirrorsmouths. the brain. to The NoseEarEye Book,Book, LeLe SiegSieg pain,ticklesevenAllow touch, knowntheand children cold. heat,types pressure,of to sense experience receptors:traction, the (Cont'd) 32 BROAD OBJECTIVE: Personal Responsibility for Developing a Healthy Body 33 GRADE 1 CONTENT Given a chart showing the digestive SUGGESTED STUDENT ACTIVITIES Be Healthy, Go Safely Series, SVE RESOURCES & MATERIALS GrowthDigestive pathThesystem, ofchild food the observes throughchildren histheir will own bodies. tracegrowth the over Now We Are Six, A.A. Milne (poem) overThea period childa period of observes time. of time. an adult's growth (Height, WonderfulBits That GrowEgg, Big,Ipcar Webber, Dahlov I.E. overTheweight,different childa period foot observes plants size,of time. (includinghandthe growthsize, trees)etc.)of eV andschoolEach given child nurse. an willeye examinationbe weighed, bymeasured the BROADGRADE OBJECTIVE: 1 CONTENT Personal Responsibility for Developing a Healthy Body SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Care of the Body madeTheBooks availablechildren pertinent willfor to the makethe students. activitya cumulative will be Filmstrip-FindingFilmstrip-Your Body Out and About You Your Body Books byChildrenhealth the book.correct will callname. parts of the body Filmstrip-The Story ofSVE Milk,Meat, SVE Nutrition Childrenwouldbreakfast,Have enjoy.the will children lunch classify or tell dinner the about basic that a goodfourthey Filmstrip-The Storyand of Fruit,VegetableBread, SVESVE kept.A foodclass types weight into and a heightday's menu.chart will be 16mm-Healthy16mm-Health, Families,Karius and FA Baktus storageTheonChildren nutrition. children and will packaging will view be various awareof food. offilmstrips proper The16mm-Good16mm-Eat True Book forEating ofHealth Your Habits, Body Coronetand You, bacteria)ofThe washing children food. acknowledge the importance (Insecticides, AllGood About For You,You, Bk.WilcoxHinshaw 1, Lyons, Carnahan macheMissing?"ChildrenPlay one the offorwill flanneltheir a modelbalanced favorite board meal. game: foods. What is in clay or paper YouHow Are Foods the areCaptain, Preserved, Colmev Banks (Cont'd) 34 35 BROADGRADE OBJECTIVE: 1 CONTENT Personal Responsibility for Developing a Healthy Body SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS A tryChildrenclass new chart foods. will might exhibit be keptwillingness listing to AboutLet's Food Eat, and Martin Where itShannon Comes From, basicTheandthe newwhichstudents four foods theyfood willtried liked.types. cut :Jy and the paste students the A Guide for Teaching PoisonPrimarytion in Preven- Grades,Kindergarten HEW and the foodThefoods, studentschildrenitems. will identifyplay store different with 1 i BROADGRADE OBJECTIVE: 1 Personal Responsibility for Developing a Healthy Body Care of the Body CONTENT madePertinent available books for and the equipment students. will be SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS viewed.NumerousTeacher filmsparticipation and filmstrips is encouraged. will be Exercise exerciseTeacher-studentsAllow the theyis children important get willin to one todiscuss day.a healthy whyall the Ready, Set, Go additionA regularbody.planned to physicalphysical that performed educationfitness byprogram instructor the in childrenrestlessness.Useis shortencouraged. to activityrelease energybreaks andto allow ChildrenpersonalTeacher andexercisedisplay students awarenessactivities. will shareof correct displayedgeometric"Actionbody posture people" onshapes, andthe madebalance.bulletin tempera, from board.pipe etc. cleaners, will be (Cont'd) 36 37 BROADGRADE OBJECTIVE: 1 Personal Responsibility for Developing a Healthy Body CONTENT Thefollowing children games will toparticipate Tortoisedevelop aand inskill. Harethe Game SUGGESTED STUDENT ACTIVITIES All About You, Lyons, Carnahan RESOURCES & MATERIALS ChooBunnyGorillaSaw Choo WoodHop Walk Train TeacherTossCallStoopJump Ball Ball the TagBall Brook Childrenexercise puttheywill together likedraw topicture "Moveabledo best. of the Webster, McGraw-Hill theirChildrenMelvin"to show own or comparehowmovements. similar the puppetbody puppet moves. movements with brads to manyChildren ways, will"Simon stretch says and move in .". "Dochildren this, dodo If variousthat...." you're body happy movements. and you know it"... Silver Burdett Ready,Children Set, will Go accomplishprogram. skills in (Cont'd) BROADGRADE OBJECTIVE: 1 Personal Responsibility for Developing a Healthy Body CONTENT Childrensuch as willwalking, use variousskipping, movements hopping, SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS accomplish.showUserunning, skillsof a galloping,teacher-prepared the children etc.) can chart to

38 39 BROADGRADE OBJECTIVE: 1 CONTENT Personal Responsibility for Developing a Healthy Body SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS CleanlinessCare of the Body Teacher-studentpersonalTeacher andhygenic students discussionpatterns. will shareof checkpersonalEncourageimportance lists. appearance. parent and responsibilityinvolvement such of as charts.andTeacher-studenttance their of responsibility.clean discussionshelter, surroundings of impor- Helper glassThebefore children to mealsstudy will their usewash skin. a theirmagnifying hands fearThearticlesChildren childrenin going usedmay exhibitmaketo visitkeep a table no clean.a anxietydentist. display or of 16mm-Save Those Teeth Thehealth. children willpractice draw goodsome dentalteeth. One Morning in Maine,McCloskey Robert themCut themproperly. out. Role-play brushing (Cont'd) BROADGRADE OBJECTIVE: 1 CONTENT Personal Responsibility for Developing a Healthy Body SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS poemsChildren such mightas: reciteBrush"This Insideand isour pantomime what teethano weout theneed and way toon they know.the grow.top, We"TimesThe Should children We beMay Clean." mayGet makeDirty"We a brush chartor "Times themshowing clean before we stop." TheMop TrueTop, BookDon Freemanof Bacteria, Wilde ThedifferentChildren ingchildren how animals discussthey will keep makekeepand clean roleaclean. mural toplay how compar- theputDiscuss illustratingmouth.foreign why or it unknown personalis important objects hygenic not into habits.to BROAD OBJECTIVE: Personal Responsibility for Developing a Healthy Body 41 GRADE 1 CONTENT SUGGESTED STUDENT ACTIVITIES Little Sleepy Head, poem, Health For RESOURCES S. MATERIALS RestCare of the Body timesTheTeacher-studentis childrenimportant when they will to werediscussion thegive overtiredbody. examples on howand of rest What's in the Dark? CarlAll, Bk.Memling 1, p. 59 oneselfwhattiesAsk happened. childrenthat or withcan tobeothers. compareengaged quietin by activi- Bk.Bedtime,Switch on E. the Farjean, Night, HealthBradbury For All, 1, p. 97. GivehappensTeacher-student the inside children discussion the opportunity of "What of of us when we rest?" Bedtime for Frances, R. Hoban ( 144 1901111VAlki 10. differentHaveobservingrest. children animalsand rolediscussing rest." play "how how animals Clothing onesresponsibilityDiscuss, clothing. role playfor takingand dramatize care of Lucy McLcckett, P. McGinley DisplayjewelryuseTeacher-students of clothing,afor weather body comfort.footweardiscussionbulletin andboard. of correct The ofTeacher-studentchildrenfor suffocation boy willand girl makewith discussion paper seasonalplastic dolls. of bags.clothes danger GRADEBROAD OBJECTIVE: 1 Personal Responsibility for Developing a Healthy BodY Care of the Body CONTENT 1 correctTeacher-student use of toys. discussion as to SUGGESTED STUDENT ACTIVITIES Filmstrip-SafeFilmstrip-Safe and and Sound Sound at at Home, Schoc, SVE RESOURCES & MATERIALS Safety Factors situations.Students will role play safe play Filmstrip-Safe and SoundWay,SVE AlongSVE the theseChildrenStudentfor therules. willclass.discussion develop of safety the "why" rules of Filmstrip-The Legend Pony,of Patch SVE the ThetheDiscuss sun'schildren hazard rays. will of drawover-exposure a picture to trip."safetyTheillustrating children concepts will proper on displaya "walkingsun protection.pedestrian field Thesigns,Childrenin childrenthe and waywill sidewalks, ofwill illustrate traffic display etc. lights safetyknowledge and "aids" of advancesdiscussThebicycle children theridingby strangers.possible will safety be dangers cautionedrules. of and (Cont'd) 42 43 GRADEBROAD OBJECTIVE: 1 CONTENT Personal Responsibility for Developing a Healthy Body SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Therelation children to willstrangers. knowDon't the talkgo 4 withrules to a instranger. All About You, Lyons, Carnahan safetyStudent-bus in the riderschool discussion Tellbus.Don't an takeadult. of anything from a stranger. TheprecautionsThe children students when will will bus play dramatize riding. "traffic safety game." ChildrenpatrolTalks byboys. dictateschool policemanor write suggestionsor safety placesTheridingfor children safe to the play.and schoolwill courteous (Streets, illustrate bus. conduct steps, "unsafe" whenetc.) safetyBulletinsafetyStudent-teacher rules. precautions board displaydiscussion in the of lunchroom. lunchroomabout "why"Student-teacher of fire drills. discussion of the (Coned) GRADEBROAD 1OBJECTIVE: CONTENT Personal Responsibility for Developing a Healthy Body SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS sharpelectricalDiscuss objects, safety outlets, etc. rules medicine dealing cabinets, with DiscusstheyChildren can what helpwill to protectmake do inposters case ofshowing an how Appreciation of Good Health Teacher-studentemergency.following: discussion of the AbilitySufficientSenseAbsence ofto of wellwork energyillness beingand effectivelyplay with others 45 BROAD OBJECTIVE: 1 Drugs and Poisons in the Child's Environment GRADE Home Environment CONTENT Children will recognize food and non- SUGGESTED STUDENT ACTIVITIES Drugs and You, R. Brady, Prentice- RESOURCES 6 MATERIALS displayingsubstances.Childrenfood substances. willfood makeand non-fooda bulletin board A Guide for TeachingGrades,tion PoisonHall in HEWKindergartensPreven- and Primary MO ICI 11E5 CF 11191K- '?oU ... theirandnon-foodChildren paste usefulness substanceswillthem cuton andaout 3x5found theirpictures card. in danger. the of home Discuss HealthHealth for for All, All, Bk. primer,Foresman Scott I, Scott *V--)14): a'44i. qi playChildren in controlling will discuss diseases. the role drugs All About You, Bk. Foresman 1, Lyons, ..- --- L. ..,_ 40 1-11 .--. Ci -4A... Children will recall stories dealing Drug Ed. Curricula, ImperialCarnahan Beach, k5L up Li 6A Th LoE.J_L_ parentswithHomeworkSleeping drug the potions.Beauty)assignment: medicines (Snow keptDiscuss White, at home.with Calif. MakehandlingDiscuss a check Firstof listmedicines. Aid on kits. the proper ofmedicinegood.Allow drug childrenadvertisements. and decide to "advertise"how it can remaina good The class may make a scrapbook Allowbe"How good childrenis andit possiblebad?" to discuss for medicinesat length, to (Cont'd) BROAD OBJECTIVE: 1 Drugs and Poisons in the Child's Environment GRADE CONTENT Students discuss: "Who helps when SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS wereChildrendochildren toused? help? willare sick?"discuss how different What medicines (if any) What do parents gob muoiciAub GE:r1500,1) 1-wzooc;" 7.4...... 1r4.1..-- .C1C1 -THE medicines(Oral, areshots, taken etc.) into the body. \'1? 16 :7, Z!-,1E. wherechemical)Teacher-student medicines (doctor, come discussion drugstore)from (plant, about CQTR E101 Throughradrgr.mwill discussion bring out: illustrate their concept V- MedicineDisposalStorageDosageWho should is notgive candy. medication? TeacherPose situations and students such andTippy,will as: ate compile thethem. dog, a found some pills Help! My Child Has Taken Poison!, Discussdanger.thelist home. warningsof harmful listed chemicals on labels. found in Storage. Discuss their use and My Family is Dying! Goodkeeping,Reader's House- Nov.Digest, Aug. '67 '69 (Cont'd) 46 BROADGRADE OBJECTIVE: 1 Drugs and Poisons in the Child's Environment CONTENT chemicalsAsk children, sold? Why are harmful SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS alcohol.Studentssmoking. will discuss factssome effectsabout of The following activitiesJustWe Ask areSuppose First suggested: HEW Guide #1381, DepartmentDistributed by p.local 31, Police 46, 45, 74 CreateTenCheckWorksheets Little "GetList Tasters Well" cardsclassmates for sick Cr) puttheDiscuss foreign mouth. why or it unknown is important objects not into to BROADGRADE OBJECTIVE: 1 Drugs and Poisons in the Child's Environment School CONTENT foodChildren substances. will recognize food and non- SUGGESTED STUDENT ACTIVITIES Red Light People - 16mm RESOURCES & MATERIALS Childrensharing food. will discuss dangers of Stay Away from Strangers - 16mm ofaddressacceptingChildren emergency. and thingsknow telephone their from fullstrangers.number name, in case CautionputaboutChildren in thetheir children schoolwill mouths. discuss aboutthat should foodand listpoisoning. not objectsbe Avoid eating and smellingPackagingHandlingImproper pastes, storage Discussofglues,in proper the volatile behaviorclassroom. ventilation. chemicalsin nurses' to office. be found Discuss importance safeTeacherTake schoolmedication and environment.students only fromwill schooldevelop nurse. a 48 49 BROADGRADE OBJECTIVE: 1 CONTENT Drugs and Poisons in the Child's Environment SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Drugs in the Community oleander,TeacherSomeSome plants plants showsetc.) cause arespecimens.Pictures toxicskin irritation.ifof (Poinsetta, eaten.poison Bulletin 175A, PoisonousorofFlorida, FarmFlorida, Plants Agent Agriculture, Gainesville, in University Florida 1100U GIA-T ON LL? AT THE, market.Fieldivy andtrip oak. to drug store or super AroundHEW thepamphlet Corner, #1381 Primer,Row, p.Harper- 147, Give to the Red Lb -RUG STORE. doctor'sHaveWe Ask children Firstoffice. game. dramatize a visit to Worlds of Wonder, 1stThe Crossreader, Goat Story,p. 113, MacMillan 1 toChildrenandAllow actnurse. childrenout will the use procedureto therole telephone play of callingdoctor (play) a BandChildrenPolice.doctor, Aid. thewill Fire learn Department how to apply and thea aChildrensubstance stranger. willin the recognizenot community. take anythingnon-food from beaches,Show an streets,adult anything etc. found at parks, (Cont'd) BROADGADE 1 OBJECTIVE: CONTENT Drugs and Poisons in the Child's Environment SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS cans.DoDo not not play swim in in dumpsters polluted orwaters. garbage Miscellaneous activities:ListInvite community a community helpersto how helperchildren. and they discussto help. speak HEW Publication #1381, pp. 65-70

50 51 GRADEBROAD 2OBJECTIVE: CONTENT Personal Responsibility for Developing a Healthy Mind SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Awareness of feelings "goodlikeTeacher-student and bad" feelings discussions such as:about anger WhatLittleI'm Do For YouBoys, You-andLove, Steiner You're for Me, Watts Nagel patiencefriendlinesshappinessexcitementloving disappointmentdisgustfearhostilityinsecurity FirstPsycology-Overcoming Delights, Tudor Fear, Coronet humorsecuritycompassiontrustforgiveness jealousyfrustrationsadnessanxietyintensity FirstI Day at School, LearnHolland About Sharing, Roorbuch theirBothpleasureaffection teacherfeelings and as studentsthey happen. will express boredomhate WhoTheBelinda Will Way BeandMothers Mine, Me, BrancherAre,Golden Schlein Gate TeachercoolPossible off will isuse makesuggested. of "timeout"available placea variety to UnderstandingNights Nice, EmberleyOur Feelings theyTheexpressof mood studentslike howmusic and the willdislikeand music thelist aboutmakesstudents 5 things themselvesthem will thatfeel. KidAtWho's Our Brother, Afraid,House, BeimLemskiGay Sociogram based on suggested questions: I Feel the Same Way, Moore Attitude surveys. WhoWho do do you you like like to to sharework play with withwith best? best?best? Kindness is a Lot of Things, Eckblad BROADGRADE OBJECTIVE: 2 Personal Responsibility for Developing a Healthy Mind CONTENT conceptPersonaling ais responsibilityhealthy a continous mind andprocess. for positive develop- self- SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS specificthoughtsSyntheticleadlittle to value. behavior.and expressingstudent attitudes activities of aboutfeelings, aare of Films and stories may The teacher must developingThebetions awarefollowing and of a capture thesehealthy are variousspontaneous the mind mood. andaspects positivesitua- of Individual Development AcceptanceCopingself-concept: with of feelingsmaking mistakes of(teacher impatience included). or TimBig Listens Little andDavy, Learns, Lenski Deincke Developing creativityanger through within self- self. When I Grow Up, Bethel] Doing one's best. communication).expression (art, music, movement, When I am Big, Smith GrowingEnjoying up thethrough world new aroundpreserving experiences us and ecology. WhatRecord Do 45RPM I'd Rather Be My Size I Say, Simon PuttingEncouragingListeningHandling things shy(teacher, self-reliance. or wherescared too). andthey feelings. communicating belong in them. AlmostAll Big Enough, Tamburne In One Day, Ozone Seeing things from another'sa neat manner. point of When I Grow Up, Lenski view. (Con't) I Want To Be Different, Woods 53 BROADGRADE OBJECTIVE: 2 CONTENT Personal Responsibility for Developing a Healthy Mind SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS AwarenessTaking care of individualtheof personalroleshelpers ofdifferences. belongings.adult at school. WhatFilmstrip Do Getting To Know Me, SVE I Do?, Simon Awareness of causes excitement,hunger,ofdisagreement agreement boredom etc. and such vs relaxation,as lack of sleep, Teacher-studentThe students will discussion rolea .'.1(1the play effects concerning habit.""breaking of good and bad habits. HelpingMakingRespecting distinctionchildren for alllike between makeproperty. others.the believe. realdifficulty and of breaking habits. Encouraging-selfEncouraging-confidenceEncouraging-confidence worth.his in in abilities.others. himself and AwarenessEncouraging-responsibility.Encouraging-self-respect. of personal progress.achievement and ExhibitingAssumingParticipating responsibility sense as ofa leaderfairactions.follower. forplay. and his a own Responding to directionsdemocracy.the andlimits accepting involved in living in a (Con't) BROAD OBJECTIVE: Personal Responsibility for Developing a Healthy Mind GRADE 2 CONTENT Consideration for others. SUGGESTED STUDENT ACTIVITIES Sesame Street Book of People and RESOURCES & MATERIALS Social Development GrowingCoping upwith through feelings newandanger of experiencescommunicating impatiencein relationship orthem. to the group. Manners, Parish Things, Teltser AwarenessWorkingHelpingBeing awellothers, goodof withways loser showing others.to andsettle (compromise, compassion.winner. disputes- share, take turns, etc.: WhatRecord Do You45RPM Say, Berties Dear?, BrotherLittle Joslin Talking out feelings withteacher parent, or other trusted adult. Who Do I Say, Simon BuildingRespectingExhibiting positive allgood property. citizenship. relationshipswithinadults his outside family, of peersthe home. and HowThe FamiliesTrue Book Live of FreedomTogether,United and States Provies Our ParticipatingRespectingCooperating rightsthosewith as others. inaof leaders authority.others. and a AtThat Home,Filmstrip New Sheldon Baby, Family Suba Members Work, SVE SomeGiving suggested and accepting student ventingcriticism.follower.helpful activities emotions (taking into Filmstrip Living WithSVE Your Family, water,bag,clay,consideration physical sand,pounding art exercise, respect bench,projects, fingerfor role punchingothers): paint, WhereFilmstripFamily, Are WittyYou The Going Happy Today, Family, Koester Eye The students will refuseexperimentation.unwiseetc.playing to dares pantomines,accept or consent time-out to unwise room, Filmstrip Families HaveGate Fun, SVE I (Con't) 54 BROAD OBJECTIVE: Personal Responsibility for Developing a Healthy Mind 55 GRADE 2 CONTENT SUGGESTED STUDENT ACTIVITIES Real and Make Believe, P. Harper - RESOURCES & MATERIALS Filmstrip School FriendsActivities,Row and SVE AboutHowFilmstrip SchoolsSchool School Helpers,Help Us,Helpers, HoffmanHage Eye Gate GRADEBROAD OBJECTIVE:2 CONTENT Personal Responsibility for Developing SUGGESTED STUDENT ACTIVITIES a Healthy Body RESOURCES & MATERIALS RespiratorySimple Body Processes TheTeacher students and willstudents exercisedifferent will strenuouslydiscuss functions the of the body. Muscular The students will discussvariousoffor breathing aand timedmuscles. show andperiod heart to beat.become aware . NervousCirculatory The students will findapply(Neck their their and pulse. five wrist.) Our Senses and How They Work, Zim Digestive Given a diagram of theactivities.thesenses human children ofbody, knowledge will color through the various Whats Inside of Me, Zim dl Vision Teacher participation.digestive system. Health for All, Book 1, p. 52. ChildrenEye care: will have an eye examination TVforeignproper viewing lightingmatter Growth The child observes weight,anover byadult's aa footschoolperiod growth size, nurse.of time.(height,hand size, etc.). (Con't) 56 WEINNMINII1MIIMININV 57 BROADGRADE OBJECTIVE: 2 CONTENT Personal Responsibility for Developing a Healthy Body SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS EachThe childchild observeswill be overweighed,theanddifferent growth agiven period measured, ofanplants ofeye time. examination(including trees)by NutritionCare of the Body TheBooks children pertinent will tomake thebethe a activity madecumulativeschool available nurse. will for the students. HinshawThe True Book of Your Body and You, HaveChildren the children will call tell bypartsbreakfast,health correctabout of book. athe name.good lunchbody or dinner that 16mmYouFilmstrip True Book Your Body and Health, Karius and Baktus A classChildren weight will and write heightbeusing athey kept. day'schart thewould menubasicwill enjoy. four food types. FilmstripBody,16mm SVE Finding Out About Your Healthy Families, FA TheChildren children will acknowledgewill view be various storageonaware nutrition. the offilmstrips andimport- proper packaging of food. GoodYou16mm and For Good Others, You, Eating Wilcox Bk2 Habits, Cornonet ChildrenPlay the willflannel model boardmissing?bacteria)ante game, of for washingWhat a balancedis food (insecticides, meal. in clay or paper Filmstrip16mm Eat TheFor StoryHealth Of Milk, SVE Children will exhibitmachetry willingness newone foods.of their to favorite foods. (Con't) FilmstripHow Foods TheAre StoryPreserved, Of Meat, Banks SVE --BROADGRADE OBJECTIVE: 2 CONTENT Personal Responsibility for Developing a Healthy Body SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS A classChildren chart will might dramatize becommercial.and keptthe which anewlisting TV foodstheyfood liked.tried by the students FilmstripYou Are TheThe Captain,Story of ColmeyVegetableBread, SVE TeacherBulletinPertinent participation board books illustrating andmade equipmentbasicis encouraged.available fourthe will food for be types. the students. AboutLet'sand Fruit,Food Eat, and MartinSVE Where It Comes Exercise AllowNumerous the childrenfilms and to filmstrips discussbe viewed. all will the From, Shannon A Teacher-studentsplanned physical willfitnessexercise body.discuss program theyis why important inget in one to day.a healthy Use short activity breaksencouraged.additionchildrenregular to allowto Phys.to that release Ed. performed instructor energy by and theis ChildrenTeacher anddisplay students awareness personalwillbodyrestlessness. sharepostureof exercisecorrect and activities.balance. TheBulletinChildren children willboard willshow depicting modeldevelopmentphysicalCan wet "OurDo clayManyfitness Bodyof intoThings." skills. "action people." 58 59 BROADGRADE OBJECTIVE: 2 CONTENT Personal Responsibility for Developing a Healthy Body SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS CleanlinessCare of the Body anceTeacher-studentpersonalTeacher and andhygenicresponsibility students discussionpatterns. will of sharepersonalof import- The16mm True Health Book -of Save Bacteria, Those TeethWilde Teacher-studentEncourageappearance. parent discussion involvement. of import- beforeTheandance theirchildren of meals. clean responsibility. will shelter, wash theirsurroundings hands . . glassThe children to study will their use skin. a magnifying ./,, .2. 1)0 articlesChildren used may tomake keep a tableclean. display of \'VW% ,Loy. Thefear children in going practice exhibitto visit nogood a anxietydentist. dental or 1111b4till ! -,,:40 - Oahealth.theputDiscuss mouth.foreign why orit unknownis important objects not into to BROAD OBJECTIVE: Personal Responsibility for Developing a Healthy Body GRADE 2 Care of the Body CONTENT Teacher-student discussion on how rest SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Rest whatThetimesis happened. childrenimportant when theywill to theweregive body. overtiredexamples ofand oneselfAskTeacher-student tieschildren orthat with tocan others.compare bediscussion engaged quiet inof activi- by"What animalsofGivehappens observing the rest. children and discussing the opportunity how 'inside' of us when we rest?" Clothing Teacher-studentsonesDiscuss,responsibility clothing. role play discussion for and taking dramatize of care correct of Lucy McLockett, Phyllis McGinley Displayforuse bodyof aclothing, weathercomfort. bulletinfootwear board.and jewelry The ofTeacher-studentforchildren suffocation boy and will girl with havediscussion paper plasticseasonal dolls. ofbags. clothesdanger 60 BROAD OBJECTIVE: Personal Responsibility for Developing a Healthy Body 61 GRADE 2 Care of the Body CONTENT Teacher-student discussion as to SUGGESTED STUDENT ACTIVITIES Filmstrip Safe and Sound at Home, RESOURCES & MATERIALS Safety Factors inStudentscorrect situations. use will of roletoys. play safe play SVEFilmstrip Safe and Sound at School, StudentforChildren the class.discussion will develop of the safety "why" rules of TheFilmstrip Way, SVE Safe and Sound Along Discussthethese sun's rules.hazard rays. of over-exposure to All Pony,.FilmstripAbout SVEYou TheLyons, Legend Carnahan of Patch the ChildrensafetyThetrip." children concepts will willillustrate on displaya "walking safety pedestrian field "aids" ofThesigns bicycle inchildren the and way ridingsidewalks, will of trafficsafetydisplay etc. rules. lightsknowledge and Theadvancesdiscuss children theby strangers.possible will knowbe dangerscautioned the "4" of rulesand Student-bustyin inrelation the schoolrider to strangers. discussionbus. of safe- (Con't) GRADEBROAD OBJECTIVE:2 CONTENT Personal Responsibility for Developing a Healthy Body SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Theprecautions childrenstudents when will bus playdramatize riding. "traffic safety game." ChildrenpatrolTalks byboys. dictateschool policemanor write suggestionsor safety placesTheforriding childrensafe to the andplay schoolwillcourteous (streets, illustrate bus. conduct steps, "unsafe" whenetc.). Student-teachersafetyStudent-teacher precautions discussion discussion in the lunchrooms.of about the "why' electricalsharpDiscussof fire outlets,objects, drills.safety medicineetc.rules dealing cabinets, with emergency.DiscusshowChildren they what canwill tohelp make do protectinposters case others.ofshowing an 62 BROAD OBJECTIVE: Personal Responsibility for Developing a Healthy Body GRADE 2Appreciation of Good Health CONTENT Teacher-student discussion of SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS AbsenceSensefollowing. ofof wellillness being withAbilitySufficient others. to work energy and play effectively

I BROADGRADE OBJECTIVE: 2 Drugs and Poisons in the Child's Environment Home Environment CONTENT ownnon-food artIndividual work substance. showing scrapbook each usingfood andchild's SUGGESTED STUDENT ACTIVITIES U.S.KindergartenTeaching Dept. Poison of &Health, PrimaryPrevention Education Grades in RESOURCES & MATERIALS ActivityPuppet show activity pp.andPublicationPublic 48-51Welfare Health # 1381Service price 55 sceneChildrenCheck listand willpaste create their aown mural drawings kitchen 20002Drugs130Prentice-Hall Queand St.,You. N.E. Washington, D.C. Robert J. Brady 1 Miscellaneousofthe food right and places.non-food Activities substances in ..- .3YANG__,-R ESE medicines.Developsafe ways a letter to store to parentsand to disposediscussing of .-tsoN..;.'e "why".Askcines children that areto describeattractive the to medi- them and II, ... 4 / Askmothers theychildren are store kepthow cleaning andaway where from products, theiryoung child- how Havestancesconductren studentsand pets.keptan inventory askin theparents home. of poisonousto help sub- 4 (Con't) 64 BROADGRADE OBJECTIVE: 2 Drugs and Poisons in the Child's Environment -- CONTENT Constructlabels for bulletin safety boardat home, of signsat school and SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS MakeRoleand liston play the of how street,emergency to telephone etc. telephone for help. School foodChildrentelephone.numbers substances. andwill post recognize it at homefood nearand non-the ChildrensharingChildren willfood. will discuss discuss dangers dangers of of Red Light People - 16 mm 14'2a andChildrenaccepting telephone know things numbertheir from fullin strangers. case name, of address Stay Away from Strangers. 16 mm putaboutChildrenemergency. in thetheir will school mouths. discuss that andshould list not objects be Caution children about food poisoning. HandlingPackagingImproper storage , Avoidproperclassroom.volatile eating ventilation. chemicals Discussand smelling importanceto be paste,found of inglues, the (Con't) BROADGRADE OBJECTIVE: 2 .CONTENT Drugs and Poisons in the Child's Environment SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS nurse.TakeDiscuss medication behavior only in nurses'from school office. RolesafeTeacher schoolplay and situation environment.students relating will develop to the a Drug in the Community store.Fieldpossible trip danger to super of strangers. market or drug HEWP. Publication31 #1381 WepoisonChildren Ask First prevention tape Game. their in ownthe storycommunity. on 7FPW,.. -0-)R.;b1C:N6L. 1=e0r-n NU.)t'R "MyChildren dog was complete poisoned a bystory such as, .11 A.-)L-PILZI-T1(4T_. AvoidChildrenDanger: eating create leaves, posters grass, relating etc. to toxic, insecticides, etc. NI, .,,N 1 displaypoison preventionin community for stores. possible 1112righ i 44110 NA-Mi q , . Do not take anything from stranger fair IISOWramalp i) fl Ill orDo playmate. not swim in polluted waters. (Con't) 66 67 BADE OBJECTIVE CONTENT Drugs and Poisons in the Child's Environment SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Listbathrooms.publicTake andprecautions fountains discuss communityandwhso when drinking usinghelpers. frompublic BROADGRADE OBJECTIVE: 3 CONTENT Personal Responsibility for Developing a Healthy Mind SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Awareness of feelings Teacher-student"goodlike & bad" feelings discussion such about as hate NightsThe Way Nice, Mothers Emberley Are, Schlein patiencefriendlinesshappinessexcitementlove dislikejealousysadnessboredomfrustration WhoLittleBelinda Will Boys, Beand Mine, Me,Nagel BraucherGolden Gate humorcompassiontrustforgivenessrelaxed disgustdisappointmentanxietyintensitylazy FirstI'm Delights, for You andTudor You're for Me, Watts pleasureaffectionsecurity angerhostilityfearinsecurity 16mmI Psychology - OvercomingLearn About Fear Sharing, Roorbuch Coronet PossibletheirBoth teacherfeelings use of and "timeas studentsthey out happen. will express place to WhatFirst Do You Day Love, at School, Steiner Holland willvarietyThecool teacherexpress off of ismood will howsuggested. music themake music andavailable the makes students athem Instructor charts: ourUnderstanding Feelings Thethemselves.thatfeel. students they like will and list dislike five thingsabout 68 BROADGRADE OBJECTIVE: 3 69 Awareness of feelings CONTENT Sociogram based on suggested SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Whoquestions: do you like to shareworkplay withwith best?best? Thea letter.students willcould dramatize express feelingssituations in KidAtWho's Our Brother, Afraid,House, BeimLenskiGay involving the above feelings. I Feel the Same Way, Moore AttitudeofferProposefinish an situationsstory,surveys.alternative. analyze where decision class will or Kindness is A Lot of Things, Eckblad andUseRole resourceof playingbibliotherapy, people. and reverse tape situations.recorder, Individual Development aPersonal healthy responsibilitymind and positive for self-developing When I Am Big, Smith Syntheticconceptlittle isvalue. studenta continuous activities process. are of Films and stories may BigWhen Little Davy, Lenski I Grow Up, Bethel] situationsbespecificthoughtslead aware to behavior.ofandexpressing and these attitudes capture spontaneous of theaboutfeelings, mood a The teacher must TimGetting Listens to Know and Me,Learns, Filmstrip Deincke SVE BROADGRADE OBJECTIVE: 3 CONTENT Personal Responsibility for Developing a Healthy Mind SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Individual Development AcceptanceTheself-concept:developing following of a makingarehealthy various mistakes(teacher mind aspects and positive of AllAlmostRecord in OneBig 45RPM Day,Enough, I'd Ozone RatherTamburne Be My Size Copingincluded) with feelings of impatience or I Want to be Different, Woods angerDeveloping within creativityself. through self- When I Grow Up, Lenski expressioncommunication). (art, music, movement, What Do I Say, Simon preservingDoingEnjoying one's the ecology.best. world around us and What Do I Do?, Simon EncouragingListeningHandlingcommunicatingGrowing up shy(teacher, throughself-reliance. or them. scared newtoo). feelings.experiences and Seeingview.neatPutting manner.things things from where another's they belong point inof a AwarenesshelpersAwarenessTaking care atof of school. causes oftheindividual personal roles of agreement of differences.belongings. adult and Teacher-studentexcitement,hunger,disagreement boredom etc. such discussion vs asrelaxation, lack concerningof sleep, the effects of good and bad habits. 70 71 BROADGRADE OBJECTIVE: 3 CONTENT Personal Responsibility for Developing a Healthy Mind SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Individual Development Teacher-studentaThe thebad students difficultyhabit". will discussionof role breaking play concerning "breakinghabits. HelpingmakeMakingEncouraging:Respect believe. distinctionchildren for all likeproperty. between others. real and self-respect.selfconfidenceand hisworth. abilities. in others.himself followerParticipatingprogress.Awareness of personalas a leader achievement and a and responsibility. AssumingtheRespondingactions.Exhibiting limits responsibility involvedto sense directions of in fair forliving and hisplay accepting inown a Social Development Considerationdemocracy. for others. Sesame Street Book of People and Things, Teltser rnmmuniratinnGrowingangerCoping in withup relationship through feelings them new of toexperiences impatiencethe group. andor WhatManners, Do You Parish Say, Dear?, Joslin BROADGRADE OBJECTIVE: 3 Personal Responsibility for Developing a Healthy Mind Social Development CONTENT Being a good loser and winner. SUGGESTED STUDENT ACTIVITIES Record 45RPM Berties Little Brother RESOURCES & MATERIALS AwarenessWorkingHelping wellothers, of withways showing others.to settle compassion. disputes- Who Do I Say, Simon ....- Talkingteacher(compromise, out or feelingsother share,trusted with take parent,adult. turns, etc.) ... a Exhibiting good citizenship. The True Book of Freedom and Our United States ... ofhisBuildingRespecting the family, home. positive peersall property. andrelationships adults outside within Family,How Families Witty Live Together, Provies CooperatingRespecting rightswith others. of others. WhereFilmstrip: Are You Going Today, Koester Living With Your Family SVE T...,=====.7.4 Participatingfollower.Respecting those as a inleader authority. and a AtFilmstrip: Home, Sheldon Families Have Fun SVE SomeventingGiving suggested andemotions accepting student (taking helpfulactivities into criticismconsider- for Filmstrip:Filmstrip: FamilyThe Happy Members Family Work SVE Eye Gate ation respect for others) 72 73 BROADGRADE OBJECTIVE: 3 CONTENT Personal Responsibility for Developing A SUGGESTFn STUDENT ACTIVITIES Healthy Mind RESOURCES & MATERIALS Social Development punchingpaint,clay, water,pounding bag, physicalsand, bench, art exercise, fingerprojects, RealThat &New Make Baby, Believe, Suba P. Harper-Row decisionDiscuss how(good a friendor bad). influenced a room,role playingetc. pantomine, time-out Filmstrip: School Friends and Activities SVE experimentation.Theunwise students dares will or consentrefuse toto acceptunwise AboutFilmstrip:How SchoolsSchool Helpers,Help Us, HoffmanHage School Helpers Eye Gate BROADGRADE OBJECTIVE: CONTENT Personal Responsibility for Developing a Healthy Body Simple Body Processes Thethe teacher different and functionsstudents willof the discuss body. SUGGESTED STUDENT ACTIVITIES True Book of Your Body, Hinshaw RESOURCES & MATERIALS MuscularRespiratory ThewithStudents studentsanimal will respiratory will compare discuss human systems. and respiratory show Circulatory capillaries.beatThevarious students and muscles. identify will countveins, their arteries heart and DigestiveNervous partsThephysiology students of the of digestivewillsenses. namediscuss system.the thevarious What'sOur Senses Inside & Howof Me?,They ZimWork, Zim Teachereyes,Students ears,participation. will teeth. learn to care for their GrowthVision Theby Children childschool observes nurse.will have an adult'san eye examinationgrowth differentThefootover child size,a period plantsobserves hand of (includingsize, time.the growthetc.) (height, trees)over of weight a period of time. 74 75 GRADEBROAD OBJECTIVE:3 CONTENT Personal Responsibility for Developing a Healthy Body SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Simple Body Processes schoolandEach given childnurse. an willeye examinationbe weighed, bymeasured, the 16mm Health, Karius & Baktus Care of the Body byChildren correct willnames. call parts of the body Filmstrip:The True Book of Your Body and You, True Book Your Body and Hinshaw You ThebeBooks childrenmade pertinent available will tomake for the athe activitycumulative students. will Filmstrip:Growing Every Day, Bk. 3, Lyons, Finding Out About Your Carnahan Nutrition wouldbreakfast,Havehealth enjoy. the booklet. childrenlunch or telldinner about that a theygood Good16mm For You, Wilcox Healthy Families PA Body SVE theChildren basic willfour writefood types.a day's menu using Filmstrip: The Story of MeatMilk SVE onA Childrenkept classnutrition. and weight exhibited.will &view height various chart filmstrips will be How 16mmFoods Good are EatingPreserved, Habits Banks Coronet ProductsstorageThe children andmight packaging will be displayedbe awareof food. offor proper a Filmstrip:You Are the Captain, Colmey The Story of Vegetable and Fruit SVE tanceThe"food(inserttcidPc children store".of washing acknowledge food by observation.the impor- bacteria) Let's Eat, Martin BROADGRADE OBJECTIVE: 3 CONTENT Personal Responsibility for Developing a Healthy Rody SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Care of the Body Nutrition machemissing?"PlayChildren theone flannel offorwill their a modelbalanced board favorite in game, claymeal. foods. "Whator paper is AboutFilmstrip:16mm Food and Where it Comes From, Eat for Health The Story of Bread SVE ListChildrentry child'snew willfoods. name, exhibit new willingnessfood tried andto Shannon Thecommercialform.the children child's related willliking create tofor food ita TV inproducts. chart Care of the Body TeachermadePertinent available participation books for and the equipment is students. encouraged. will be Exercise Allowviewed.Numerous the childrenfilms and to filmstrips discuss all will the be body.Teacher-studentsexercise theyis important get will in discussone to day.a healthy why 76 77 BROADGRADE OBJECTIVE: 3 Of a ;- DOI I- Care of the Body CONTENT SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Exercise encouraged.A regularplannedin addition Phys.physical toEd. that fitnessinstructor performed program is by the childrenUserestlessness. short to activity release breaksenergy toand allow bodyChildrenpersonalTeacher posture andexercisedisplay studentsand balance. awarenessactivities. will shareof correct ageofThe physicalgroup.children fitness will show skills accomplishment for this Care of the Body The"action children people". will model wet clay into Cleanliness Teacher-studentspersonalTeacher andhygenic students patterns.discussion will share of personalEncourageimportance appearance. parent and responsibilityinvolvement. of BROADGRADE OBJECTIVE: 3 CONTENT Personal Responsibility for Developing a Healthy Body SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Care of the Body Cleanliness Teacher-studentsurroundingsimportance ofand discussion clean their shelter, responsibility. of glassThebefore children tomeals. study will their usewash skin. a theirmagnifying hands The True Book of Bacteria, Wilde ThearticlesfearChildren children in usedgoing may exhibit to maketo keep visit a notableclean. anxietya dentist. display or of Discusshealth.The children why it practice is important good dentalnot to put 16mm Health - Save Those Teeth Care of the Body Rest Teachermouth.foreign and or studentsunknown objectdiscuss into how therest whattimesThe happened.ischildren whenimportant they will wereto give the overtired body.examples and of 78 79 BROADGRADE OBJECTIVE: 3 CONTENT Personal Responsibility for Developing a Healthy Body SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Care of the Body Rest oneselfAskactivities children or with thatto others.compare can be quietengaged in by TheTeacher-studenthappens student inside" will discussion compareus when restingwe of rest?. "What to whichphysicalTeacheractive occurs andpulse.rebuilding duringStudents rest. of will body discuss cells Care of the Body Clothing StudentsDiscuss,rest. will role list play various and dramatize ways to Lucy McLockett, McGinley Teachercorrectclothing.responsibility and use students of clothing,for takingwill discussfootwear care of andones Thejewelryforchoice children weather forin selectingbody dramatizeand comfort.activity. clothing making wisesuitable cautionTeacherfabrics. toand be students displayed will with discuss flammable BROADGRADE OBJECTIVE: 3 Personal Responsibility for Developing a Healthy Body Care of the Body CONTENT SUGGESTED STUDENT ACTIVITIES RESOURCES 8. MATERIALS Clothing finishProposeresponsibilities storysituation dealing where(such with classas home picking will up Care of the Body youngerafter one's children, self, etc.)helping mother with Safety Factors StudentscorrectTeacher-student use will of roletoys. discussion play safe as play to Filmstrip: Safe and Sound at Home SVE theChildrensituations. class. will develop safety rules for Filmstrip: Safe and Sound at School SVE DiscusstheseStudent rules. hazarddiscussion of of the "why" of over-exposure to the safetyThesun's children conceptsrays. will on displaya "walking pedestrian field Filmstrip: Safe and Sound Along the Way SVE signs,Childrentrip".in the and waywill sidewalks, of illustrate traffic etc.) lights safety and "aids" 80 81 BROADGRADE OBJECTIVE: 3 CONTENT Persona_L Responsibilities for Developing a Healthy Body SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Care of the Body Safety Factors ofThe bicycle children riding will safetydisplay rules. knowledge advancesdiscussThe children theby strangers.possible will be dangerscautioned of and Filmstrip: The Legend of Patch the Pony SVE Student-busThe inchildren therelation school rider will to bus. discussionknowstrangers. the four of safetyrules Theprecaution childrenstudents when willwill bus playdramatize riding. "traffic safety game ". All About You, Lyons, Carnahan forChildrenpatrolTalks safe byboys. anddictateschool courteous policemanor write conduct suggestionsor safety when Theplaces ridingchildren to the play. will school illustrate bus. "unsafe" (streets, steps, etc), precautionsStudent-teachersafetyBulletin rulpc board in the discussiondisplay lunchroom. of aboutlunchroom safety BROADGRADE OBJECTIVE: 3 CONTENT Personal Responsibility for Developing a Healthy Body SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Care of the Body Safety Factors Student-teacher discussion of the electricalsharpDiscuss"why" objects,of safety fireoutlets, drills. etc.rules medicine dealing cabinets, with emergency.DiscusshowChildren they whatcan will helpto makedo protect in posters case others. of showing an Care of the Body Appreciation of Good Health Teacher-studentfollowing: discussion of the AbilitySufficientSenseAbsence of ofto well illnessworkenergy being and play effectively with others 82 BROADGRADE OBJECTIVE: 3 Drugs and Poisons in the Child's Environment 83 Home Environment CONTENT Discuss how students can help to SUGGESTED STUDENT ACTIVITIES HEW Publications #1381 RESOURCES & MATERIALS foodownprotect Individual artand workanon-food baby showing scrapbookand substances. younger four using each children. child'sof p. 18-24 youngerPossibilityPuppet showchildren. activity.of presenting the show to Gamedisplay.Chart - Cleaningstory and out posters the Kitchen for school MiscellaneousSafetyCu.board Dictionary Activities ChildrenCheck List will create a bulletin Drugs and You, Level II mothersAskboard substances.children basedstore whereoncleaning food and and products.how non-food their SetPrenticeRobert 130of 20Que J. transparencies Hall, St.,Brady Wash.,Inc. Co. D.C. 20002 $65.00 usedfirehelpfulDiscuss and and stored_ ifhowhealth properly household hazards used, products when but improperly may may be be BROADGRADE OBJECTIVE: 3 CONTENT Drugs and Poisons in the Child's SUGGESTED STUDENT ACTIVITIES Environment RESOURCES & MATERIALS Home Environment Eg.contentscontainers IdentifyCAUTION, are markingswhichWARNING,poisonous indicate ofPOISON, substances. labels that on etc. the ReportpoisonousconductHave students to an class.substances inventory ask parents keptof medicines into thehelp home. and 1U 00 5 ....=.... whatpoisonResearch it does.control to find center where is the located nearest and Wash.,Supt. ofD.C. Documents 111!- _ nAthrrf613 numbersMake a listand postof emergency it at home telephone near the .--.....10 1Allet1110 411--- .er whichAsktelephone. childrenare attractive to describe to them the and medicines -..1, 1) ,- Ai- (--- Readwhy. the instructions and other ask 4,e...:2-7,....., coldinformation remedies, etc.on labels of cough syrup, Discuss experiences with poisonous 'MO 1 // A / N. avoidingDiscussplants. swimminghow to avoid in polluted contamination waters, by Agriculture,Gainsville,BulletinPoisonous 175APlants UniversityFla. College around of the Fla. Home. etc.playing in garbage cans and dumpsters, 84 85 BROADGRADE 3 OBJECTIVE: Du_gsarher:jjsasEnyirQnaeat___ CONTENT SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Home Environment DemonstrateofExplain alcohol to and smokingchildren tobacco machine that is harmful.excessive which may use - mouth.foreignDiscussbe obtained orwhy unknownfromit is local importantobjects cancer into not society. theto put School Environment sharingChildrenfoodChildren substances. food. will will discuss recognize dangers food ofand non- addressChildrenaccepting and know will thingstelephone theirdiscuss from fullnumber strangers.dangers name, in ofcase StayRed AwayLight From People Strangers - 16mm - 16mm putaboutChildrenof emergency.in thetheir willschool mouths. discuss that shouldand list not objects be Caution children about food poisoning. HandlingPackagingImproper storage GRADEBROAD 3 OBJECTIVE: CONTENT Drugs and Poisons in the Child's Environment SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS School Environment Avoidfoundglues,importance eating in volatile the and ofclassroom. smellingproperchemicals ventilation. pastes, to be Discuss nurse.TakeDiscuss medication behavior only in fromnurses' school office. ChildrensafeTeacherrelating school andwill to environment.students dangerswrite and willof actstrangers. develop in play a putDiscussMakesuch foreign friends as why nurse, orit with unknownis librarian, importantan adult objects atetc.not school,into to Community Environment Theaboutthe children mouth. a visit will to writethe nurse an experience or doctor. MedicinesStudentsplants.The children will Kill." willdebate recognize "Medicines poisonous Help, children_Invite school nurse to talk to 86 BROADGRADE OBJECTIVE: Drugs and Poisons in the Child's Environment 87 Community Environment 3 CONTENT Take drugs only from reliable people. SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Playplaymate.Take onlynothing in cleanfrom aareas. stranger Give three reasons why not. or a DisposeforLeave others public of totrash beachesenjoy. in the and proper parks clean way. TapeitIfin intheyouown the community.muststory proper smell on poisonmanner. a container, prevention smell receptacles.StayDo not away drink from polluted trash andwater. garbage bathrooms.TakeyourDo not mouth.precautions touch a drinking when using fountain public with MakestoriesChildren a community of will accidental scan helper the poisonings, yournewspapers friend. etc.for GRADEBROAD 3OBJECTIVE: CONTENT Drugs and Poisons in the Child's Environment SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Community Environment prevention.Childrenrhymes orwill slogans make upto jinglesdramatize & poison

88 89 The upper elementary grades are a critical period in a drug prevention PHILOSOPHY FOR DRUG PREVENTION IN THE MIDDLE ELEMENTARY YEARS program because the child is beginning powerfulfactsto enter concerning influence a new phase drugs.in hisin hislife. development. Through drug education, the child may begin a phase of his life equipped with honest The desire for peer group acceptance creates an awareness of a new and alsobetter notice one. their parents' consumption of alcohol andMany tobacco. adults in our society abuse drugs by taking medications for Useful drugs become dangerous with abuse. This is especially true of drugs that produce dependence. Children are convinced that their selection is a every minor discomfort. Children see this and 1-.1 mind-expandingThe fact that scientificand soul-purifying research doeshas notnot establishedseem to all the negative and positive aspects of drugs they consider CO Teachersshort cut areto happiness.in a particularly good position to encourage parents, students, and the community Punitive measures have not been successful; therefore, education must be the worry young people and does not deter them from their quest for a to remain level- answer. headed about the drug abuse. It is necessary at the fourth, fifth and sixth grade levels of drug abuse education for the students to be gradetotaught this level anstudy awarenessthe ofphysical, drugs, of the ansocial, understandingphysiological, and emotional of social, the needs normal and and emotionalfunctions ways to effectshelpof the students humanof drugs bodysupply should these be needs taught. on the human body. As a prerequisiteAt the fourth At thebe stressed.fifth grade level, physiology of the human body is studied. At the sixth grade level, the drug prevention program should be approached from the behavior patterns Here the physiological effects of drugs should must be stressed. problemsoftaking the preadolescent placewithout in thethe child.usebody. of chemical agents. Hopefully, these studentsDrug canabuse be isshown as aconstructive symptom of theways lack to of ability to adjust to the emotional changes cope with their daily

90 91 BROADGRADE OBJECTIVE: 4 CONTENT Behavior Patterns Influence our Present and Future Health. SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS How we act When happy Discussionfeelings ofof happiness,what makes anger, sadness us have AbuseNational Information Clearinghouse WT 240 for 5454 Drug othersangrysad are angryhappy DoRoleetc. creative play different writing moods.to create WisconsinAddiction,NationalMaryland Ave.,Family 401 ChevyWest Council EndChase, Ave.,on Drug 20015 What influences our actions:ExerciseRestEating habits betterHavedifferent children when moods. they list are things happy. they do U.EducationNew York, N.Y.and Welfare S. Department of Health, 10025 MedicinesActionsFeelingsselfSecurity of we andothers take satisfaction with MakeKeep BasicFour records ofFood foods Charts eaten Washington,National330 Independence Congress D.C. ofAve., Parents S. W., and 20003 foodsDiscussKeep recordfor the good ofimportance nutrition.sleep and of rest tasting new UnitedTeachers,Chicago, Christian 700Illinois N. Action,Rush Street, Inc. 60611 program.Discuss merits of the school lunch 535AmericanLakeland, 1705North Gary MedicalDearborn Florida Road Association Street 33801 showingCollectandDiscuss physical differentmagazinethe importancefitness. picturesmoods ofand ofexercise discuss people Washington,330FoodChicago, Independence and DrugIllinois D C. Administration 20003 Ave., S.W. 60610 whataffectRole might play you.have how created actions the of mood.others 419MentalNew Park York, Health Ave. New Materiais York Center S. 10016 BROADGRADE OBJECTIVE: 4 CONTENT Behavior Patterns Influence our Present and Future SUGGESTED STUDENT ACTIVITIES Health. RESOURCES & MATERIALS toyoungerDiscuss like yourself. why it is important forto helpyou siblings like themselves. Washington,U.S.Bureau Department of NarcoticsD.C. of Agriculture and Dangerous 20505 engagedealDiscuss within honestlysports, feelings. sew,constructive help others, ways to (cook, paint, Washington,PublicNationalDrugs, Information U.S.Institute D.C. Dept. Branchofof MentalJustice Health 20537 etc. YourMarylandFinding5454 Needs; Wisconsin YourChoosing Way; Ave., YourUnderstanding Chevy Goals Chase, 20015 DrugChicago,LyonsIrwin, Abuse,and Farnsworth,Il! Carnahan, Escape to 407Fraumeni Nowhere E. 25th St. 60616 Washington,National1201Smith, Sixteenth KlineEducation D C. and Street, FrenchAssociation N.W. Laboratories 20036 Health 45, Laidlaw , Laidlaw TeachingMcgraw-HillRichardDrugs From AboutR. LingemanABook toDrugs, ZCo. a DictionaryAmerican Healthvpnt Ass. thin 4494n 107 S. Depester St. 92 93 GRADEBROAD 4OBJECTIVE: CONTENT Medicines Can be Helpful and Harmful SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Usecure of ofmedicines sickness. for prevention and Discussion of definition of terms. Parents,Drug Education William for H. Teacher and Sadlier, Inc. the Improperindividual. use of medicinesNon-prescriptionPrescription can harm Research and reporthomeantibioticsvaccines onserums medicines.remedies NewDrugs, York, Washington New York Square Press, towardAdvertisements medicines. affect our attitudes Discuss importance ofdiseases sourcesusing medicines of drugs ResourceWhatPressDrags, You AltonBookCan Do forBlakesless About Drug DangerousAbuse Associated body.Drugs and their effectsCaffeineGlue on sniffing human coffee aboutCollectas directed. medicines, information especially on early in ideas Know"WhatEducation, About You &Drugs", YourU.S. FamilyDept. Benjamin H.E.WShould #1964 Nicotine colacocoatea drinks diseasechangesDiscussrelation controlthey"wonder to havemagic. drugs" brought and about the in Drug"ANewCompany, Doctor York,Addiction" Inc. DiscussesNew 485York by MadisonLouis Narcotics Rebin Ave., andin 10022 MarijuanaAlcoholLSD Acid diseases.vaccinationsDiscuss role playimmunizations in the control and of 5428SharoffconsultationIll. N. Virginia M.D., withBudlong Ave., Robert Chicago,Press L. Co. 60625 Cutdrugs.concerningDiscuss out, cautionbring aspirin to that school, and should other and be familiarmake taken of"Narcotics"PrintingtionU.S. Documents andDepartment OfficeWelfare, U.S.#1827 Washington,ofGovernment Superintendent Health, Educa-D.C. medicinetingscrap exaggerated books, advertisements, or aclaims. bulletin illustra- board of "Thinking"LSD""The"Sedatives""Stimulants" Up#1828 and About #2098 #2097 Drinking" Down Drugs" #1830 BROADGRADE OBJECTIVE: 4 CONTENT Medicines Can be Helpful and Harmful SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS 4! TV,Discuss Dramatizeemphasizing why medicineadvertisers extravagant commercials, show claims. instant ie. "FactOffice,Drugs,Bureau Sheets" Washington,U.S.Narcotics Government and D.C. Dangerous Printing20402 oforDo fastmisuse charts relief. of and different diagrams drugs. and cartoons Association,Chicago,Dependence""The Crutch 111. 535that N. Cripples: Dearborn St. American Medical 60610 Drug i' /44 7 N Discussrooms whenimportance using glue.of well ventilated "Marijuana: Detriment ?" Social Benefit or ion of America, Narcotic . Cal.5055:Zic:ItilZit=1 Sunset Blvd., Los Angeles, 90027 i fir/9))) 381"Your ies",Park Child's Ave.,Public S. SenseAffairs New ofYork, Committee,Responsibil- N.Y Inc %Ire C-7 d Florida"DrugIdentification", Abuse Medical - Problems Association, Women's of AuxiliaryInc. ( INSTANT Fo K RichardBarrancasLife"To ParentsInsurance J. HootenAve., / About Company, Pensacola,Metropolitan Drugs", 1550 Florida . TAKE FABE50! JOY S records.V E Set of 4 filmstrips with 94 SUGGESTIONS FOR EVALUATION IN 4th GRADE Teacher Observation: student participation in activities behaviorattitude changes (changes(could be in determined eating habits, by questionnaires) rest habits, etc.) medicines,STDHealth Committee posters rest, bulletin doneand exercise.by boardsthe children on the involvingdrugs. proper and improper use of AnonymousClass scrapbook evaluation of magazine by pupils drug of advertisementsthe drug ed. and program. newspaper articles. BROADGRADE OBJECTIVE: 5 Through the Centuries, Man Has Tried CONTENT SUGGESTED STUDENT ACTIVITIES to Alter his Feeling by the Use of Chemicals Without Regard for Body Damaging Effects. Definition of Drugs drugsHave childrenand let classgive definitionsarrive at work- on PharmaceuticalSet of slides Manufacturerson drugs Assn. RESOURCES & MATERIALS MisuseBrief ofhistory drugs of drugsHallucinogens marijuana Directablein thedefinitions research unit. designed of terms to to show be usedthe Washington,Films:1155 15th D.C. Street, N.W. 20005 Sedatives alcoholbarbituratesLSD drugsdiscoveriesearlyIndependent uses(penicillin, of and drugs. researchuses etc.). of important& reporting on The"Physical"The"Steps Upjohn Social Toward -Fitness DisneySide Maturity of andHealth Health" Good and Series, Health" NarcoticsStimulants AmphtaminesCaffeine misusingnon-prescriptive.Discuss drugs,potential both dangers prescriptive involved and in 666Walt"Growing Busse Disney Hwy.Up" Educational Park Ridge, Materiais Coronet Film, 60068Ill. NicotineGlue Sniffing morphineheroin misuse.categoriesCommittee reportsof drugs, on theirthe different use and "MomentsCoronet Building,of Decision" Chicago, Ill. 60601 thePhysiological body. effectsPhysicalPossible of drugs dependencelong on term use classifyingteristicCharts and effects. drugsor bulletin by their boards charac- ParkSid Blvd.,Davis Production,Santa Monica, 2429 Calif. Ocean 90405 problemsMask symptoms of more serious bechildrenQuestionthey used have in forbox conjunctionconcerning depositingto be used drugwith questionsby theuse.an out- May TheandEducation,booklet"Flowers State Insturction, "99 ofof Bureau FloridaFilmsDarkness" Tallahassee, ofon Department CurriculumDrugs" of From healthbodyDiscussionside by resourceofficial. a doctor, of drug person. nurse, effects or onpublic the Florida. 96 9 BROADGRADE OBJECTIVE: 5 CONTENT Man has Attempted to Deal With the SUGGESTED STUDENT ACTIVITIES Dependency-Producing Drugs by Restri.stive.Legislation Prevention and Rehabilitation Centers. RESOURCES & MATERIALS and WhatDrug is beingLaws done relatingresearchIndividuals to the the history and/oruse of committeesofdependency legislation TransparenciesLevel"Drugs and You" II - 4th Grade InIn the the schoolchurch communityTreatmentSeminars centersfor the public Discussdiscussproducing effectiveness them. drugs. of legislative Share these and ARobert 130Levelsubsidiary Que J. St.Brady ofN.E. Co.Prentice-Hall, Inc. III - 5th and 6th grade Usestudents.problemscontrols resource andof person enforcementenforcement to discuss withproblems. the Washington, D.C. 20002 Haveproblems.Role-play student some research of the and enforcement reporting on"dependence".DiscussU.S. Border meaningControl ofof "emotional"drugs entering and Researchman.tionsCollect which toadvertisements trace claim history to be of beneficialof prepara- man's Make a scrapbook of these. to toeffectiveRole-playdependence situations techniques situationson at non-food hand of arein sayingsubstances. whichexhibited. "no" BROADGRADE OBJECTIVE: 5 Man Has Attempted to Deal With the Dependency-Producing Drugs by Restrictive Prevention and Rehabilitation Centers. Legislation and CONTENT Have resource people from Mental SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS classTreatmentHaveHealth aboutlocal Clinic Centers. whatnarcotics talk is beingto officers class done about intalk to aboutyourShow community treatmentthe film about"Flowerscenters. drug of abuse. Darkness" - 99 Objective Type tests on Drugs and their physiological effects on the body. SUGGESTIONS FOR EVALUATION IN 5th GRADE TeacherChildrenEvaluation observation. do of self-evaluation vocabulary. and also have two children do cross evaluations. Be sure children understand words being used. books,EvaluationneedsHave childrenetc.to be throughgiven. evaluate production research of andcharts, report posters, on findings. bulletin boards, No grade scrap- ObservationClassificationHave children of write studentof lists film participation intoreviews after in showing. activities. food and non-food substances. GRADEBROAD 6 OBJECTIVE: CONTENT One Must Understand Himself, His Attitudes, to Adjust to and Feel Secure in SUGGESTEDhis Daily STUDENT ACTIVITIES Feelings and Capabilities in Order for Relationship with Others. RESOURCES & MATERIALS Him to be Able Individual BehaviorSenseSelf-discipline PatternsIndependent of responsibility thinking situationsstudents).Buzz Groups as (discussion starters for groups discussion of Use open-end sentences or Maturity RespectSelf-esteem for others or self-worth Listneedsacceptable characteristicsand discuss ways to individual satisfy of people these needs who and Emotional and MentalAppropriate acceptanceproblemsAbilityHealth to expressionofcope feelings. with dailyand Haveothersare ableeach and to studentdiscuss get along pickthese. wellout hiswith worst Social DevelopmentDesireSeeking for educational self-fulfillment opportunities questionsSetcomeF.-wit upit. question dealingand tell box withhow and heworries hopesencourage andto over- values.others.DevelopmentPeerSelf-acceptance group acceptance of good and attitudesacceptance and of Discussdiscussion.fears ofgood class sportsmanship members. and fair Use for cooperativeEncourageplay.sponsibility dependabilitytasks. through individual and re- and gradersListoneDiscuss hasresponsibilities and need ways for ofto success acceptingmeet for these sixththat these. needsevery- GRADEBROAD 6 OBJECTIVE: One Must Understand Himself, His Attitudes, Feelings and Capabilities in Order for Him to be Able to Adjust to and Feel Secure in His Daily Relationships with Others. ICA CONTENT Discuss emotional needs and changesSUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS "TheEncourageteenexperienced years.Fine Artstudents in of pre-teen Saying to write "No".and essaysearly on Discussstudentsrelative these.and whichto list the are someexperiences necessary of the steps offor your Discussemotionalimmature examples maturity.behavior. of mature and achievement.areDiscuss within student-oriented the realm of student goals that experimentationDiscussRole-playacceptance. student the situationtoideas obtain of typesofpeer a groupof drugs.peopledrugsstudent's by may a friend. befirst led introductionto experiment to with try Discuss how some Manydailythey dopeople not know abuse problemshow drugs to cope constructively.because with analyzeeffectivestudentsCompileself-discipline athem thinklistgroup critically, of aremembership &those responsibleindependent factors emphasizing and forthinking GRADEBROAD 6 OBJECTIVE: One Must Understand Himself. His Attitudes. Feelings and Capabilities in Order for Him to be Able to Adjust to and Feel Secure in His Daily Relationships with Others. CONTENT Discuss how feelings of self-worth,SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS sT TRY r fRY IT OW"' IT sociala friendlinesssense development. of responsibility are necessary and to our acjU , 113 Coot- I showDevelop respect standards for the of ideasconduct of whichothers. , useRolefrom drugs. play friends how towho cope insist with that pressure others 111111/010 01% °IP wayshe!pingholpingBence,Describe that eg. familyfriends areand doing safediscuss members, solve homeworkto show constructiveproblems, etc. indepen-promptly, ofListHave activities.their andchildren friends evaluate write influence methods a paper theirof oncoping howchoice withDiscusshaveLet daily childrenmade common problems.during list situations the decisions past 24involving thathours. they criteriadecisions.childrenLet children fortheir good compileage decision that a requirelist making. of 02 103 GRADEBROAD OBJECTIVE:6 CONTENT One Must Understand Himself. His Attitudes. Feelings and Capabilities in Order for Him to be Able to Adjust to and Feel Secure in SUGGESTEDHis Daily STUDENTRelationships ACTIVITIES with Others. RESOURCES & MATERIALS decisionRolerequiring play making. involving value judgment situation and o advertisements.Maketoslogans people.tapes and and why displays they might of drug appeal Discuss the various , lib, -411,4low JP-. Discuss how a person might come to all to probir..., Ifi.411)F-TO .41(*, +944 Illif dependself ason adrugs solution rather to thandaily on problems. him- 1,100._ es,idt 4 JP44,..."0"-"Zto.".:11111141Vd .0vie 401 -.( Wt NP Qlt.:110, alr.1%.3w, ir Discussinleft the unsolved whythinking and canhow of becomedailya person. problemsmonumental Role LL $11 play to illustrate. GRADE BROAD6 OBJECTIVE: CONTENT Drugs and Volatile Chemicals, When Improperly Used, are Potentially Dangerous. SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Dangerous Drugs Hallucinogens LSD DiscussionRead,lets researchon different groups and on reportdrugs. individual on pamph- Opiates marijuanamescalinepsilocybinDMI Filmdrugs strips and their on different effect on drugs. body. Barbiturates (sleepingmorphineparegoriccodeineheroin pills - wayspeopleDiscussion to usinguse energiesof ofdrugs filmstrips.personality and thesecontructive traits people. of depressants) PhenobarbitalNembutalAmytal Use Showschool sets nurse of sl:desto lead on discussiondrugs. Amphetaminesstimulants) (diet orDexedrineAlcohol Benzedrinepep pills - Throughunit.definitionand answer -discussion, (drug, studentof wordsemotional, choosequestions. to be adependence,used workable in the NicotineMethedrine usesCollectetc.)search, and information misuses.kinds of drugs, on medical medicines re- 105

SUGGESTIONS FOR EVALUATION OF THE 6th GRADE

Check List Yes No

1. Do I possess characteristics that make me easy to get along with?

2. Am I progressing in overcoming my worst fault?

3. Do I display good sportsmanship and fair play at all times?

4. When I have a task to do, do I complete the task on time?

5. Do I accept responsibility when it is given to me?

6. Do I let my friends persuade me to do things I don't want to do?

7. Do I have immediate goals I'm working to obtain?

8. Do I have longtime goals that I'm working toward?

9. Am 'I achieving in relation to my ability?

10. Do' I have constructive interests to help fulfill my needs?

11. Do I contribute my share in group work and discussions?

12. Can I examine evidence and make a decision?

13. Can I read an advertisement and analyze and evaluate it?

14. Can I cope with my daily problems without becomingfrustrated?

15. Do I feel that I am growing into a worthwhile person?

Teacher Observation

Paper for Evaluation of Self in Accomplishing goals setup.

Evaluate program with constructive criticism and suggestions. This can be oral and written.

Objective Type Evaluation.

Define: Use Misuse Abuse Hallucinogen Opiate Depressants Stimulants Barbiturate Amphelamine 106

Clasify each of these drugs into the group (a) Hallucinogen (b) Opiate (c) Barbiturate (d) Amphetamine.

Give at least one danger of misuse of each of the following: (a) Hallucinogen (c) Barbiturate (b) Opiate (d) Amphetamine

Pre test and Post test on Transparencies "Drugs and You" See Resources 6th GRADE TEST 2. 1. WhatName are two hallucinogens? hallucinogens? 4.3. WhatHow aredo hallucinogenstwo immediate effectdangers the from body? the use of hallucinogens? 6.5. WhatName do amphetaminesone medical usedo toof thehallucinogens? body? 8.7. WhatName is two the medical danger usesof amphetmine of amphetamines. abuse? 10. 9. WhyWhatdoctors? is do overdosing barbiturates so prevalentdo to the whenbody? barbiturates are prescribed by 12.11. WhatName are twonarcotics? medical uses of barbiturates? 14.13. WhatHow isdo themost danger addicts of getinhaling started volatile using heroin?chemicals? 16.15. HowName doesten reasonsalcohol whyeffect young the people body? use drugs. 18.17. WriteWhat isat aleast lethal a halfdose pageof alcohol? on how you can avoid becoming a drug abuser. PHILOSOPHY FOR DRUG PREVENTION IN THE TRANSITIONAL YEARS: GRADE 7 the State Department of Education to implement a drugSince education there is program.evidence of need for education in the proper use of drugs, Florida Legislature has instructed for solving this problem through the education ofAs Westudents, educators, believe parents,the we home,further and church, otherbelieve school,concerned that studentscivic adults. organization, should be given and agenciesan opportunity must each to assessaccept andthe toresponsibility originate ofalternativestudents the drug to educationsolutions become knowledgable program.to personal inproblems the proper for improvinguse of drugs the sociallyself-concept and biologicallyand facing reality. must be an essential part Opportunities for

108 GRADEBROAD OBJECTIVE: Many Widely Used Substances Contain Drugs Define Substance CONTENT . , Discuss as many definitions of SUGGESTED STUDENT ACTIVITIES Dictionary, science text, RESOURCES & MATERIALS ..,___:: !MO CIL 4111. commonly"substance" used, as chemical, can be found etc.) (technical encyclopedia, pamphlets. /- 1 , definitionForm an oral of concensus "substance" of opinion on Scienceteacher. teacher, home economics . RNC OU theroomDiscuss definitionand substancesschool ofenvironment "substance" used in thewhich class- fit secretary,Curriculum foodcoordinator, service personnel.custodian, 2. : (4/ whichList all"substances" (or most) previouslypeople use, discussed Commercials,newspaper,Consumer's periodicals,guideradio, magazine, billboards. TV daily Define Drugs Writedictionary,resourceDiscuss the definition definitionpamphlets, etc. of ofbooks, "drugs" drugs texts, usingbased Resourcesencyclopedia,Dictionary, on science"Group pamphlets. Dynamics",text, andDisplayonabove concensusschool research.items environment ofused opinion in thewhich after classroom contain the from3-D"what displayschool is concensus?". environment.area, items borrowed use"safe"Labeldrugs. or consumption. theor "unsafe"above display for unrestricted items as theirClassification effects on list the ofbody. drugs and GRADEBROAD 7 OBJECTIVE: CONTENT Many Widely Used Substances Contain Drugs SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Define Drugs drugscommonlyCollect which scrapbook used are substances found of labelsin thecontaining ofschool filler,labels,18" xcover 24" scissors, whitestock, drawing binding,glue, letteringpaper as Arrangedrugscompositionenvironment. whichand sketch areof substancesused still in lifethe containing school drawingTableitemssupplies. for frompens-pencils, still school life, environment drawingdrawing paper,boards Recognize need for knowing what Prepareenvironment. shopping list for a week's assistanceNotecontaining pad, 2drugs.of colors adult ofshopper pen or in pencil, drugssubstances. are found in commonly used notingShopdesignateexpendable for prices the which household aboveof containitems list needs containing ofdrugs. items,and purchases,Shoppinghousehold. list, assistance money towith make weektoPreparedrugs. duplicatecombining a shopping substancesthose listitems containingfor which the seem2nd household.assistanceNotetransportation. pad, 3 ofcolor adult of shopperpen or pencil,in Shopsubstancespossibledrugs. for the saving are2nd eliminated. list,when duplicatenoting the transportation.purchases,Shopping list, assistance money towith make 110 GRADEBROAD 7 OBJECTIVE: ICONTENT Drugs Are Found in the Home SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS home.Know what drugs are found in the Collectboard.packaging labelsadvertisements and displayfrom empty onfrom bulletindrug Periodicals,suppliesspace,Empty drug misc.(glue, packaging,collage lettering scissors, backing, 2-Dand etc.) displaylayout medicineperiodicalsPreparecollage. commonlyexhibit of drugs offound variousand in arrange the types home. in of 3-Dscissors,in displayhome, gluedrapery, space, shellac. medicinessmall risers. found home.home,Know whererelatives' drugs home,are kept friends' in my drugDraw storage.schematic of my home and locate etc.chartDrawing of paper,symbols pencils, for doors, rulers, windows, relatives,Discussin my homeand friends. compareand that location of others of indrugs class, Books2-DSchematic display of housepreviously to planscompare made(floor schematics. of lay-out),my home. DevelopsafeforPlan storingwaysa aschematic letter both drugs toto which storeinparents the wouldand average suggesting to be dispose useablehome. preparedPaper,graph paper, pencil-pen,above ruler,applicable Includepencils. to schematicaverage Know why drugs are found in the Askof medicine, pharmacist to describe various Pharmacisthouse. home, Discussformsin the of useshome.medicine of drugs and theircommonly uses. found boarddisplayCollages display previously previously previously made, made, made.bulletin 3-D BROAD OBJECTIVE: Drugs Are Found in the Home GRADE 7 CONTENT . SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS home.Know why drugs are found in the capsules,liquids,foundDivide in display ointments,mists,the home ofetc. intodrugs sprays, tablets, commonly creams, found3-D display in home. area, drugs commonly germicides,antiseptic,householdfoundArrange in display home cleaner,etc. insecticides, into of bodycategoriesdrugs cleaner, commonlyherbicides, by use: 3-Dfound display in home. area, drugs commonly home.Know for whom drugs are in the drugs,occupation,lengthList members(constant of timephysical of they orhousehold, occasional), dependencyuse various their on anddrugs. age, Members of household, paper, pen. Know how drugs come into the home. List householdbusinesses shoppers. from whom purchased. MembersfromdrugMembers chargepackages, of of household, household,accounts, monthly labels paper, paper,statements from pen.pen. differencesList prices from paid various for drugs stores. and note TVdrugpaymentMember ads. packages, of of household accounts, newspaper, who price handles periodicals tag from mightdecisionhome,Role-play occur. giving is purchasemade possible to storingof errorsdrugs in from whichthe time Members of class. 112 1 I 3 GRADEBROAD 7 OBJECTIVE: CONTENT Drugs Are Found in the Home SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Know when drugs can be used safely. accidentshandbookResearch forcurrent which suggested mightRed Cross occurtreatment First within ofAid the Aidunit,Representative unit. handbooks offrom local Red RedCross Cross First aboveListhome research.orthe school drugs environment.recommended by the pen.Red Cross First Aid handbooks, paper, aid.Comparelist recommended list of drugs by Redin myCross home first with handbook.ofList of drugs found in my home, list -ugs recommended by First Aid drugsPreparelatePractice onon simulatedpossiblechart (role-play) to errorsuseaccidents. atuse andhome of results. theon firstabove Specu- MembersChart materialof class. (posterboard, felt tip thecommentsandaid class.listtreatment, theirof family storagehome onremedies theplace. chart available, with Share home,previouslypens,inscissors, First firstlettering Aid madeconstructionaid handbook. Remediesguides,of drugs rulers, paper),suggestedfound in list my GRADEBROAD 7 OBJECTIVE: CONTENT There Are Differences in Prescriptive and Non-Prescriptive Drugs and Each Serves a Purpose SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS drugs.prescriptiveKnow how there and isnon-prescriptive a difference in hein decidesInvite prescriptive local(chemically) physician and non-prescriptive the to difference discuss how discussion.environmentLocal physician, for effective informal classroom 111111LCI drugs. Local chemist, informal classroom 114144 111 prescriptivesortsInvite drugs local andin chemisthisnon-prescriptive. laboratory to discuss as tohow he environment for effective discussion. i l differencepureimportanceInvite food andstatein prescriptivedrugof enforcementretailers act to discuss anddistinguishing officer non- of A-VState largeequipment Pure group Food for (150-200 andvisual Drug students),presentation. officer, 3,11c4,71!!,FAIDS-Mta prescriptiveSurvey advertisements drugs. in periodicals, Local and area newspapers, periodical5 115.0 lifitlr-RZIOMI virgriino021' 1.., anddrugsnewspapers, "non-prescriptive". are advertised etc. for asdetermining "prescriptive" if TV commercials verbally described. scriptiveResearchrequire statedistinguishingand non-prescriptive and federal between laws drugs whichpre- Textbooks,local lawyer. pamphlets, area legislator, prescriptiveKnow why there and is non-prescriptivea difference in physicalbyInvite handlers. effects local physicianof drugs, toboth discuss pre- the Local physician. drugs. adiscuss scriptivepersonInvite themay a and factorspharmacistrespond non-prescriptive. thatto ordrugs determine physician classi- how to equipmentLocal pharmacist for visual or presentation.physician. A-V Hug.fied as prescriptive and non-prescrip- 1 14 115 GRADEBROAD 7 OBJECTIVE: CONTENT There are Differences in Prescriptive and Non-Prescriptive Drugs and Each Serves a Purpose SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS drugs.prescriptiveKnow why there and isnon-prescriptive a difference in prescriptive.categoriesGroup drugs of brought prescriptive from home and intonon- Drugs brought from home. evolvedprescriptiveKnow how in thedifferent drugs prescriptive have cultures. and non- DrugdevelopmentResearch laws, history of present sources Pure for Food the and in the U.S. Textbooks,sources,filmstrips, also).encyclopedias, films (check pamphlets,science DiscusstivementResearch drugof probableprescriptive usehistory in reasonsother sources and cultures. whynon-prescrip- for all develop- Classroomsocialjournals,Textbooks, studies physician's withencyclopedias, sources.informal textbooks, atmosphere medical drugs.prescriptivecultures deal and differently non-prescriptive with museum,tiveoffor other (borrow effectiveand art non-prescriptivecultures gallery,from discussion, local related library, physicians, drugstoartifacts parentsprescrip- Statisticsobjects).otherand localcountries onpeople sales and who ofcollected haveprescriptive traveled art in drugsofGraphically prescriptive in the illustrateU.S. and non-prescriptive the rise in use paper.journals,paper,and non-prescriptive ruler, consumer's pens, reports, constructiondrugs, medicalposter becomeoverprescriptivecouragedDiscuss the common past reasonsor bannedin20and theyears whynon-prescriptive the home).the (since advertisement U.S. TVhas has en-drugs of toforClassroom show effection examples with discussion, informal of advertisements. atmosphere TV monitor GRADEBROAD 7 OBJECTIVE: CONTENT There are Differences in Prescriptive and Non-Prescriptive Drugs and Each Serves a Purpose SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS drugs.prescriptiveuishKnow thehow physicalindividuals and non-prescriptive appearance can disting- of differencesstudentsprescriptivevarietyInvite ofto local prescriptiveandsee, drugs similarities. physiciantouch, with smell,opportunityand to non- display etc. thefor smallclassroomLocal group physican, with interaction. informal 3-0 display setting area, for prescriptivedescriptionssimilaritiesPrepare(actual bulletin and drugs.of in simulated)differences prescriptive board of with texturesand andverbal non- paints.objects,2-D display glue, area, scissors, papers, tacks, asst. pens,found prescriptiveKnow where prescriptivedrugs are manufactured. and non- manufacturersprescriptivediscussInvite geographic state ofdrugs. prescriptive pharmaceutical locations andof officermajornon- to visualtionclassroomLocal (150 orpresentation. area 200)for pharmaceutical largeA-V equipment group presenta- officer,for prescriptivemanufacturersLocate on Florida drugs. of prescriptive map the location and non- cf frompointer,projection,informationLarge Fla. map andDept. of for thumbtacks,necessary. Florida, ofapprox. Health or 30 pamphlets with opaqueviewers,

116 GRADEBROAD 7 OBJECTIVE: CONTENT Drugs Affect Different People in Different Ways: SUGGESTED STUDENT ACTIVITIES Physically, Mentally, Emotionally, Socially, RESOURCES & MATERIALS Economically. 1 1 7 economically'mentally,Know how emotionally,people differ socially, physically, Discussemotional,Define thethe social, termsterms above "physical,economic." and form mental, con- ClassPamphlets, members. dictionary, encyclopedia. definitioncensus(physical,Invite of opinionlocalof mental, each. authority on emotional,an acceptable on each social, aspect minister,Local physician, social welfare psychologist, representa- whyusedSpeculateeconomic) people to accept differ.toas discussto differences what probablymethods in maycausespeople be classmatesDiscusstive,industrial Chamberwith the above areas. possibleof Commerceconsultants ways expert man and can on Know how drugs affect the "normal" Researcheconomical.)(physical, literature mental, on emotional,social,effect of drugs ces.reasonably accept people's differen- person. programs,onView the films,human etc. bodyfilmstrips, showing which varyingis movies, "normal". degrees TV TVAllmedicalAllavailable programs. available journals, films,pamphlets, periodicals. filmstrips, books, compareDiscussofin affect the drugtheresearched on aboveeffectsthe "normal"audio-visuals literature. with thoseperson. statedand onClass effects members researched and written in abovecomments affectdescribingTaperecord them. howphysician's drugs (prescribed) patients patientrecording).Physician,activities. (giving recording approval equipment, for GRADEBROAD 7 OBJECTIVE: CONTENT Drugs Affect Different People in Different Ways: SUGGESTED STUDENT ACTIVITIES Physically, Mentally, Emotionally, Socially, RESOURCES & MATERIALS Economically. person.Know how drugs affect the "normal" Taperecordhow drugs, family prescribed members and describing non-pres- equipment.Family members, tape recording consideredeffectscribed,Invite of affect physician"normal".drugs them.on peopleto describe who are the discussion.Localinformal physician, atmosphere class for members, effective Knowis nothow "normaldrugs alter". the person who haveviewphysicallyVisit onvisible a thelocal or"abnormal" effects mentallyinstitution of person. handicappedaffect for thedrugs to topreviouslyLocal visit. instituion contacted which for has permission been mentallypalsyinstitutionInvite clinic, handicapped a representative mental for the healthto physicallydiscuss ofassoc., the effects cerebralor mentallyclinic,Localinstitution consultant handicapped.mental for health fromthe physically-assoc.,cerebral palsy drugsabilitiesofView drugs onfilms theon which theon"abnormal". mental"abnormal"illustrate and physicalperson.effect of dis- Available films. Write a paper on "The disability I Paper, Pen. wouldsomeone least like to have", "How I know overcame Physical (or disabledsomeDrugs",Mental) disabilities through"HowDisabilities someone use cannot of through drugs", be overcome use "Why of I know was throughinvent usea Drug, of Drugs", "If ", "The circumstances under It would be one to I could which I would exnPriment with druas". 118 119 GRADEBROAD 7 OBJECTIVE: CONTENT Drugs Affect Different People in Different Ways: SUGGESTED STUDENT ACTIVITIES Physically, Mentally, Emotionally, Socially, RESOURCES & MATERIALS Economically. Knowis nothow "normal".drugs alter the person who drugsCompilelocalinformation are citya anbibliography libraryimportant about whichdrugs partof books include orof inthe in which our bibliography.readfromPaper, tobooks, pen,constitute etc.,appropriate whichusable haveinformation been orpersonsCollectstory who (fictional could undercommercial be the consideredand influence posters non-fictional) under whichof drugs theshow otherPosters members collectedby of family. students or ofpersonCompose drugs,influence would aprescriptive verbal of look drugs. description under and the non-pre- influenceof how a activities,Information class gained members. from previous drugsageComposescriptive. who(non-prescriptive). ais portrait under the of influencea person yourof Artfrompencil, materials previous etc.) (paper, activities.information pen, brush,gained economical,)mental,byKnow effective which emotional, aspectseems controlled social,toof beman benefited use(physical, of economical).effectivelyResearch(physical, benefits controlledmental, to emotional,man use by of the drugs social, All available pamphlets, books, etc. drugs. effectivelyentlyformDiscuss couldconcensus finding controlledbenefit of of which mostabove use fromaspect researchof drugs. appar- and Above information, class members. handicaps.successfulDescribe activities in spite ofof severepeople physicalwho are conduciveClass members, to effective informal communication. environment GRADEBROAD 7 OBJECTIVE: CONTENT Drugs Affect Different People in Different Ways: SUGGESTED STUDENT ACTIVITIES Physically, Mentally, Emotionally, Socially, RESOURCES & MATERIALS Economically. mental,economical,)Know emotional,which aspectseems social, toof beman benefited (physical, throughfullyInvite overcome effectively local physical person controlled whohandicap has usesuccess- of communication.environmentLocal person, conducive class members,to effective informal drugs.by effective controlled use of productionmakingdrugs.Investigate of massefficiency. dispensedresearch ondrugs use forindustry is Journals.Industrial Journals, Psychological effectivelycurrentlysocial,manDesign (physical, economical)chart most controlled showingmental,positively seems whichdrugs.emotional, affectedto aspectbe byof activities.previouslyChart material, gathered information in above mental,economical)Knowling which emotional,by effective aspect seems social,ofto use manneed of (physical, control-drugs. acceptable.byaspectsHave drugs science ofwhich man teacher wouldthat coulddiscussbe socially be physicalcontrolled Science teacher, local pharmacist. whichmansentativeHave that wouldmental could discussbe health sociallybe controlled emotionalassociation acceptable. byaspects drugsrepre- of A-VRepresentativelarge equipment group (150-200for of presentationmental students). health to assoc wouldcoulddiscussHave be be social socially socialcontrolled welfare aspects acceptable. by representative drugsof man which that 200presentationorganization,Representative students). to A-V largeof equipment Social group Welfare (150-for 120 it

SUGGESTED EVALUATION

Ability to distinguish a "substance" is evidentat completion of drug unit.

"Concensus of opinion" is used in other curriculum activities.

Schoolis cooperative to the extent the students have freedom ofinvestigating supplies used.

Increased awareness of effect of mass mediaon consumer decisions.

Verbalization is easy and unrestrained when definingdrugs.

Re-use of "concensus" is reinforcing its merit insome group activities.

Items are Freely loaned by administration, etc., indicating cooperationin drug education.

Display space is made available for school wide viewing.

Collection continues to grow after deadline for activity ispast.

Skills learned in other area of curriculum are applied to drug unit. Art instructors involved in coordinating the required materials andart supplies.

Becomes involved in deciding what items should be purchased andwhy they are needed.

Becomes familiar with responsibility for expending monies forpurchases, making monetary decisions.

Evaluates results of his purchases and attempts to improveover previous efforts to plan family expenditures.

Feels successful in decreasing household expenditures whilemaintaining previous quality and degree of maintenance, consumption,etc.

Can name the drug contained in the substances foundat home when viewing label.

Is familiar with how many advertisements are contained inmass distributed periodicals.

Can distinguish medicine from other household substances.

Can express visually the areas of home which contain drugs,also relatives' & friends' homes.

Can generalize regarding how a family stores drugs and substancescontaining drugs.

Can generalize regarding how drugs can be safely stored inthe average home.

Can verbally express to parents the need for safely storing anddisposing of medicines.

Can verbalize with specialist in drugs and be ableto transfer knowledge to family and others. .140, 122

Can verbalize with class his personal family drug needs and habits withno embarrassment.

Can readily sort variety of substances containing drugs into categories of physical form.

Can readily sort variety of substances containing drugs into categories ofuse.

Can freely discuss with members of family their drug habits.

Can determine who in family is responsibile for actual purchase of most drugs used.

Can name and locate geographically the retailer from whom drugsare purchased for the home.

Can classify drugs commonly used according to cost.

Can predict results of proper or imporper purchase and storage of drugs.

Recognizes local Red Cross representative's role in community and is knowledgable of personal responsibility in accidents.

Knows what drugs should be part of the home drug storage cabinet.

Can suggest to parent possible discrepancies in recommended list of home drugs with what is actually on hand in the home.

Can meet some common accidents with more knowledge of how to render first aidor find help.

Family used the chart to stock family drug storage and ismore knowledgable of first aid possible in the home.

Be generally knowledgable with chemical differences in prescriptive and non-prescriptive drugs.

Be aware of how drugs are cared for in laboratories suggesting cautions needed by general public.

Be aware of federal regulations governing purity of food and drugs which protect our health.

Be aware that each person is held responsible for distinguishing the difference.

Be aware of label contents which are required by laws when shopping for substances containing drugs.

Be aware of the role a physician plays in deciding how to apply the benefits of prescriptive and non-prescriptive drugs.

Be aware of chemical effect of the prescriptive and non-prescriptive drugson the body.

Be able to sort drugs found at home into prescriptive and non-prescriptive.

141 123

Know generally when major drugs were discovered, manufactured,etc., mass innoculation, epidemic consequences.

Be aware of development of use of prescriptiveand non-prescriptive drugs in U.S. compared to other culture.

Be aware of probable reasons other cultures deal differentlyor similarly with drugs than U.S.

Be able to prepare a graphically visual statement whichwill communicate easily with others the desired information.

Be aware of the impact, both audio and visual, thatTV has on the average household.

Be able to distinguish the differences in prescriptiveand non-prescriptive drugs which are perceptable through thesenses.

Be able to distinguish the physical characteristicsaccurately so as to visually and verbally express the distinctions.

Be able to locate major sources of manufactureor harvest of many commonly used prescriptive and non-prescriptive drugs throughoutthe world.

Can write a definition of the terms "physical, mental,emotional, social, economic."

Can for a concensus of opinion on a term which iscontroversial.

Can respect some local persons as "expertly" knowledgable inthe physical, mental, emotional, social, and economic aspects of life.

Can discuss ways which would indicate efforts toaccept people who are different in these aspects of life: physical, mental, emotional, social,economic.

Is knowledgable of sources of informationon the human body, including recent publication.

Has opportunity to view quantity of films, filmstrips, TVprograms giving different points of view.

Can accurately relay information in visuals to classmates and offeropinions. PHILOSOPHY FOR DRUG PREVENTION IN THE TRANSITIONAL YEARS: GRADE 8 ill-advised experimentations; for others, it may Drugindicate abuse, basic like or other adolescent forms ofpsychological aberrant behavior, problems. may have varying causes. For some, it may represent Since waysthe toreasons roleexperience offor personality drug the abuserichness developmentvary ofwidely, living in so andsolving must to the problems approaches will tobe stressed. make life more exciting and less dangerous than mind expansion individual students. One such approach is to provide better At the eighth grade level, by ingesting chemicals. Realizing that frustration and deep discontent with contemporary living patterns are a is misleading, wewidespread CI).44, believecharacteristic it vital of to our change times the and main that emphasis contemporary from HowDRUGScries often todepicting the USER. the drug problem as new we see society violating the beliefs it preaches: brotherhood, equality and basic honesty with otherrather people. than what one thinks and feels determines his identity. It seems we live in a paradox . . . an oriented society where what one owns and appears to No wonder man at times seeks to escape responsi- be maybilities find satisfaction and tensions. in other activities and Negative and positive ways of coping with teen problems will be discussed in this unit, and will be less likely to find regular use of drugs appealing. hopefully, youngsters Main constructiveestablishingemphasis will aoutlets liedirection in whichunderstanding in willlife. benefit self theby evaluatingreal world. strengths and weaknesses, Through their personal realization of worth, energies can be channeled into setting personal goals and GRADEBROAD 8 OBJECTIVE: CONTENT The Students Will Be Made Aware of the Importance of Personality Development in Solving Problems- SUGGESTED STUDENT ACTIVITIES Emphasis on Drug Abuse. RESOURCES & MATERIALS dependIndividual on personality responseCauses todevelopment. problems of Teen Problems: oftenSuggestionPlace and "What's bring Box onquestionsin yourroom. Mind" up forQuestion- class Check box forResourceEducation, Mental Book Health, National for DrugChevy Clearinghouse Abuse Chase, process.Conflicts involved inparents.gapHow maturation toexisting deal with between generation self and children.thatClassdiscussion. may discussion arise between concerning parents problems and TheMaryland PTA Magazine, March 1969 20015 AdjustingandProblemstions.Realization other humantoconcerned pressuresof relationships.one's with limita-and dating Presentand let studentsfollowinghypothetical offer. situations family problemsand let Unsatisfied needs: Needdemands toof experienceloveofpride society. and in appreciation.self success. and mightstudents arise. discuss special problemsfostersicknessone-parent that parents in familyhome Unrealistic expectationsofNeedExpectrealization others. respect a quick andof worth.solutioncommunication to memberworkingalcoholicsiblingdivorced ofparents rivalryminorityparents parents group instancesrealizationExpectsocial injustices.perfection society that inviolatesin some others- the ListtionDiscuss andways differencelying. in which peoplebetween may rationaliza- rational- AbuseStamford Education Curriculum Guide for Drug solving.Inadequate responsesPoor to healthproblem- and studybeliefs habits. it preaches. Cansituation.ize a inproblem order everto meet be solvedan uncomfortable by Avoidance of facing BlamingproblemsRationalizing others. ignoring it? Give examples. 125 126 GRADEBROAD 8 OBJECTIVE: CONTENT The Students Will Be Made Aware of the Importance of Personality Development in Solving Problems- SUGGESTED STUDENT ACTIVITIES Emphasis on Drug Abuse. RESOURCES & MATERIALS AbuseescapeSicknessIgnore of drugs problemas an as escape aexists form of HowattemptName may some negativeto commonescape emotional waysproblems. that responsespeople Withdrawal RunningExcessiveRetreating away daydreaming to fromthe pasttheBecoming problem anti-social broughtWhatDevelopbe redirectedare about someidea accidentallycausesthat and addictionmodified? of drug or addition?mayas abe Overaggressive BehaviorBelittlingFighting Changinglocation geographical addictionArereaction some personality proneto pressure. than others?types more SuicideNegative Reactions BeingHostilityRebelliousness defensive frommembersratherDiscuss their ofseek reasons parents.their advice peerwhy from adolescentsgroups friends than andwould Shacter,Health for Pounders All, Bauer, Jenkins, Abuse of drugs: To meet demands of peer group Testcompleting your own the system sentence: of values by I ToTo aid"escape" cram weight for through testscontrol sedation (amphetamines) Makethat ain list mythe life ofthree yourare. most weaknessess. important things believe ,Why?What Positive Responses that Facilitate againstAsDesireor aeuphoria means toauthority experimentof rebellion writecontrollingRudely isyour your blunt?plan majorthis for weakness.fault? overcoming or Know it all? Temper? Now Envy? Maturity AssembleinformedIdentify facts sources real or consultproblem for opinion. personality.usedtraitsMake toa andlistdevelop discuss of positivean attractivehow these and negativecan be ORMEBROAD 8 OBJECTIVE: CONTENT The Students Will Be Made Aware of the Importance of Personality Development in Solving Problems- SUGGESTED STUDENT ACTIVITIES Emphasis on Drug Abuse. RESOURCES & MATERIALS possibleAnalyzealternatives. factssolutions and considerandWeighsolution consequences in terms ofof eachshort and personaltheyInvite affected personality ex-drug his addict behavior. traits to anddiscuss how his action.assumeMakelong intelligent responsibility range advantages. decision for thatand People who fail to develop positive conviction.made,Once anhave intelligent the courage decision of your is Bring in news article concerning Problems of American Society, Drugs, problem-solvingdrugs.to crutches-one methods of whichbehavior.Use may ofmay resortdrugs involve may lead to antisocid classantisocialdrugInvite toabuse. explain abehavior pharmacist connection resulting or physician between from to "Drugs:Look magazine, Feb. 23, 1971 Gerald Leinwand A Progress Report" Abuse of drugs may leaddrugSocialbehaviorUnpredictable toabuse barriers andresulting uncontrollable from both?treatedDodrug you use feelas and a thatcrimeunpredictable drug or asabuse a sicknessbehavior. should beor criminal activitieswhenPossibilityPurchase, underillegal drug possessiondrugs. of influencecriminal and behavior sale of whichcrutches,Define are habit. good or nonproductive.and habits which are Give examples of habits maintainCommitting(traffic drug violations,criminal habit. actstheft etc.) to abuse.criminalBring in behaviornews articles resulting concerning from drug Abuse"MarchToday's 1969, Education, "Students NEA andJournal, Drug prostitutionfnrainn nrperrintinns_ 127 GRADEBROAD 6 2BJECTIVE: The Students Will Be Made Aware of the Importance of Personality Development in Solving emphasis on Drug Abuse. Problems- 128 CONTENT Write letters to the World Health SUGGESTED STUDENT ACTIVITIES Drug Education for Teachers and RESOURCES & MATERIALS toOrganizationinterested?internationalrequesting drug use. informationof regulationsUnited Nations concerning pertaining Why is this organization Parents, John Imhof drugs:Possible consequencesPsychologicalsomePhysical-harm of cases, abusing others. to individual and in theamountDiscussreactions. individual of lack drug, of and theuniformity the tolerance setting.) in leveldrug of (Depends on strength and Social (main emphasis)Adverseindividual affects and on society. thetalentPossible and waste energy of human useDiscusspsychologicalDiscuss on individuals the differences adverse and physical students effects between dependency. haveof drug Thesocietyhimself, loss of his the family, user to friendsNeglectionand of family and known. (No names). how?DidwhenHow it hedid affect became this other man'san alcoholic? people?life change If so, Depersonalizationindividual ofDegenerationHealth Brokenthe homes of Appearance asPositive a problem alternatives solver:directionSelf identityto evaluation drug abusecrisis to overcomeand establish prescribedusingDiscussreact drugs? ifthe youfor question discoveredmedical "How purposes) yourwould parents you (Other than those GRADE gBJECTIVE: CONTENT SUGGESTED STUDENT ACTIVITIES II Emphasis on Drug Abuse I- velopment in Solving Problems-RESOURCES & MATERIALS ReadingcommunicationExpansion of selfwith throughothers Whatto thealternatives use of drugs? would you suggest est:Development of hobbiesArt,Assessmentand andagoals means inter- of of personal visual self-values LetpersonWritefrom students onenow.you pagewould make essay likeconstructive describingto be ten yearsthe expression; should be creative, criticisms of the program by writing I fortionsSports-annot achievementstereotyped. and tensions,outlet and for ana frustra- channelavenue Asthat"In a typefuture of drugevaluation, programs, let students recommend II for developing self-disciplineindividual sports (lifetime) writeof this a paper program, concerning "As a result I have decided that Clubs:MusicDancing, relaxation andteamworkteam fun sports-development and fair play of Band, Girl and Boy Other meaningful responses:Games:Scouts,tions, 4-H,Church School organizations, organiza- etc. chess, bridge, cards Look Magazine, Feb. 9, 1971. VariousReligio.! sources of enjoymentvisitingworkingchildren witholder younger people Turning'Today's from Kids: Drugs" Turning to Jesus, workingenvironmentalhouses,organizations,devoting in special timehospitals projects, to civic,pollution worthwhile rap etc. and PHILOSOPHY FOR DRUG PREVENTION IN THE TRANSITIONAL YEARS: GRADE 9 130 separatethrough segmentposters, of songs,society. and fabric design, creating"Turn aon, "now" tune generation in, and freak and anout" alienation is a slogan of youngof the people psychedelic as a movement which has generated a style of art The history of our country has shown that young people's closest ties were with becomingvisualfamilies and andan aural integralneighbors. experimentations part of American sought consumption. by the youth of society today is the social problem of drugs which is This is not true today; young people's peers are a major influence. In addition to the AA. curing or alleviating previously incurable ills andBecause diseases, of advancements people are moremade familiarin "miracle with drugs" drugs. and the use of them in increasing the average life span and The mass media drugschangersof television, has as "reached solutions magazines, down" to problemsto and our radio youth, and enhance a makingquick, the themeasy attraction ignoremeans tothe of happiness. dangersremedies of for misusing insomnia, chemical trivial substances. ailments, and mood- This trend toward everyday reliance on Is it any wonder our young people feel a need to "fix themselvesThe basic up?" key to solving any problem is to understand it. We do not understand the problem of drug abuse. In slangfact,involved termswe adults can of onlyusers are be barelyand guessed pushers. conversant at due toon thethe scarcitysubject. of empirical research data. If the size and scope of the present problem is evasive, the potentialities The knowledge of drugs by youth is primarily limited to The most respected authorities in wonderviolentlymedicine, that thanlaw,youth previousand is theloath socialgenerations. to accept sciences the areestablished in wide disagreementsocial order onand the tends most to fundamental rebel more questionsgenerally involved.and more Small orientedcerning drugsociety. use and the dangers involved, making themThrough less thevunerable drug education to the pressures program itimposed by the drug- The moralistic and fear tactic approach should be avoided and an open, honest approach used, is hoped young people may learn to weigh the choices they have con- educationdiscussingis hoped program. values, constructive reasons, attitude and attitudes changes soand relevant an awareness to youth concerning today. drugs will be the end product of the drug Once the facts have been presented, it GRADEBROAD 9OBJECTIVE: The Awareness of Students to the Legislation and Control of Drugs and Narcotics Legislation and Control of drugs CONTENT SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Actsand ofnarcotics. Congress Harrison Act andpenaltiesdifferentRole-play use of forviewsofdrugs individualsimproper concerningand narcotics. lcquisition who laws hold and PostReportFederalFilms: Mortem - DrugDrug AssociationAbuse and Goofballs Special NarcoticsControlNarcoticMarijuana of DrugControl Synthetic and ActExport Narcotics(Robertsonof 1956Act Amendment) Points forShouldHowWhat discussion: effective about they thebe arerevisedlaws they? concerning or abolished? drugs? NarcoticsMarijuana - Why Not? DrugNarcotics Abuse ManufacturingControl Amendment, Act of 19651960 ThereViewpointsLegal should prohibit;on to be be no discussed: restrictionsof drug use violatesat all, AThe Trip People - A TripNext toDoor Where? FloridaInternational Laws Control EffortsUnited Nations medicalNotan individual's enough use Aofknowledge few drugs. constitutionallaws ofare drugs necessary isrights. known -- such as Pamphlets:(See bibliography for sources) World Health Organizations affordphysicallyTheto chanceallow to be unregulatedorthat taken. psychologically drugs mayuse. harm cannot people andDistrictJointlytheThe the Way St. Out publishedisof Petersburg EasyKiwanis - freeBut International Times Noby onethe KnowsFlorida curfews,haveDebate(what them) bythewould reasonstudents penalties happen and on feasibilityif involved.traffic society laws, didof not perPublishedChristopher 12100 E. copies. 48th by NewsSt.,the Christorphers,Ny,Notes Ny, #178 $1. $9.00 per 1,000 copies. AlcoholEducatiog.Education,Laws: ... Narcotics,1q67 p.61 Tallahassee, State Dept. Fla. of Resource Book for Drug Abuse BROAD OBJECTIVE: The Awareness of Students to Causes, Effects, and Possible Prevention of Drug Abuse GRADE 9 CONTENT I SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Causes of Drug Dependence medicalAccidentalPsychopathicNeurotic treatment -- "escape"as - ataken result reasonsfor of "kicks" treatment.dependencecasesCollection involving asof aarticles resultaccidental ofby medical studentsdrug of KiwanisChicago,"Deciding101 E.Internation ErieIllinois About St. Drugs" 60611 whyPanelPharmaceutiallyDiscussion teenagers discussions of feel "tighter" dispensed theby studentsneed control medicines.to "escape'as ofto everydayexperimentation,byDiscussion teenagers ofto persuasion enticethe availability peers tactics into ofused Effects of Dependence Havedrugs,theinvolved. studentsfollowing and the place curiosityeffects a yes, which element no mayor ?occur by Effects,"Drug Abuse: Types, Danger of Drugs. The Chemical Tomb" Physical: LossInsomnia of coordinationenergyappetiteself-esteem as a result of taking drugs. MentalIncreased deterioration awareness of one's surrounding Los2223Film Angeles,S.Distributors Olive CaliforniaSt. International Personality: Heighteningcharacter(afraid oftraitsof beingfear Weakening of GreaterHeightened friendlinesschance anxiety of unfaithfulness to loved ones AbuseM.D.Communication"Hide Who and is Seek",Knowledgeable of ColumbiaCenter forin Univ. DrugMass CriminalLessdiscoveredtaking tolerance drugs)tendencies one isto pain WithdrawalMoreUncleanlinessHallucinationsPhysical love for deteriorationfrom one's society peers Press, 440 W. 110 St. N.Y,N.Y.10025 Mental dicorders to cupport dependence Damage to future generations 133 134 BROADGRADE OBJECTIVE: 9 CONTENT The Awareness of Students to Causes, Effects, and Possible Prevention of Drug Abuse SUGGESTED STUDENT ACTIVITIES RESOURCES 6 MATERIALS Effects of Dependence MoreSpreadDisorientation susceptible of disease of to time physical and space violence physicaldrughomeRoleif dependency.environment a play andstudent personalityby students onand/or drugs effectsofthe begins scenes classroom ofto of show BROADGRADE OBJECTIVE: 9 CONTENT The Awareness of Students to Causes, Effects, and SUGGESTED STUDENT ACTIVITIES Possible Prevention of Drug Abuse RESOURCES & MATERIALS Possible Preventions of DependenceDevelopmentCareful choice of logicalof friends goals mightWhatViewpoints areask some himselfto bequestions discussed: in deciding a teenager about Kiwanis"Deciding International About Drugs" KnowledgeWise use ofof leisuredangers timeof drugs and standards Whatdrug?drugs? reason do I have for using a withyouthResource any activities youth person program whoto presentis the involved county students Weighingand narcotics the possible when abused conse- WhatI are the possible do?consequences if amight feasible have programor offer involving suggestions young of takingquences drugs. against the reasons for onrisk meIf fromit? a reliable source, whyI cannot find out about its effect "Escapepeople. to Nowhere" Film toyouthDiscussionleisure encourage program time of young orthemore community need peoplewisely. for to activitiesorganized use WilliamHowUniversalProfessional to beC. aCity,Menninger, SuccessfulArts California Corp. M.D. Teenager, whobehavior thesetiesHavewill theystudentsonlyrealistic? patterns? admire"go writealong" in a withfriend.list negativeof quali- Do they seek friends Are BiographicalDavidCross Wilkersonand Switchblade fallacies:Discussion of problem solvingarrangements.normalProblems results are notof ourabnormal, social but are holdsolvesolved.Many"Getting differentpeople a problem the do facts"valuesnot because want willand problemspeople wantrarely different outcomes. 135 136 BROADGRADE OBJECTIVE: CONTENT Students Should Be Able to Classify Drugs According SUGGESTED STUDENT ACTIVITIES to Medical Use, Abuse and Effects Classification of drugs: NarcoticsDefinitions committeesInvolve tostudents orally inreport research on McGraw-HillDrugs from BookA to CompanyZ: RESOURCES & MATERIALS A Dictionary OpiumToleranceEmotional and derivatives addiction dilaudidmorphine Bypurpose purpose: of drugs: PreventFight disease disease (antibiotics) (vaccine) paregoricheroindemerol CuriosityGeneralPrevent painnutrientand "kicks" (vitamin) (LSD and (anesthetics) marijuana) Depressants: Sourcetranquilizersphenobarbital, - barbituric barbital, acid seconal Legal availability: Satisfy addiction (Nicotine, alcohol, opium derivatives) Film: PrecisionBennies and Film Goofballs Laboratories Medical use - treatment of anxietyHyperthyroidism,mental conditions,states OverPrescription the counter (morphine, (liquor and tranquilizers) aspirin) Your"Sniff, Way toSniff, Run Sniff" Maryland State Dept. of Health Abuse and Effects - Tolerance withstaggeringSlurringand excessivephysical of speech dependenceuse. ResearchIllegal onlyin U.S. (Marijuana) for a reason (heroin) Lakeland,United1705 GaryChristian Florida Rd. Action, Inc. 33801 Hallucinogens: LSDMescaline - Lysergic psilocybin acid, quarreling DMTSTPSolventsModel airplane glue diethylamide BROADGRADE OBJECTIVE: 9 CONTENT Students Should be Able to Classify Drugs According to Medical Use. Abuse and Effects SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Medical use - No known medical MarijuanausePeyote Abuse and effects - Euphoric state mystical.whichexcept may research seem breathing.pulsationtakecolorsSounds on tasted,may qualitiesand be felt,objects of Antidepressants and Stimulants:AmphetaminesCaffeineCocaine andnecessitatesociety,Encourage tranquilizers. the openthe pressuresinvolved, needdiscussion of stimulants of our which Supt.DrugsBureauFact ofSheets ofPublic Narcotics Documents and Dangerous TobaccoNicotineMethedrineDexedrineDenzedrine betweenprescribed?mechanisms,Are these addiction drugs for pleasureused and asobsession? escapeor medically What is the difference Washington,U.S. Gov't D.C.Printing Office 20402 Medicaluse - Used to combat fatigue nasalReduceWeightand sleepiness, passagescontrolswelling in Areobsessed?tea?Are people people addicted addicted to to coffee, T.V, or cokes, Abuse and effects - Do not cause developedbutphysicalsical a tolerance effect. addiction,to the isphy- "wake up occur?andAt getwhat going" age does in the morninginability to BROAD OBJECTIVE: Students Should be Able to Classify Drugs According to Medical Use, Abuse and Effects CONTENT Can cause high SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS blood pressure, . disturbances.severeabnormalresponsiblerhythms, emotional heart and for maybe PHILOSOPHY FOR DRUG PREVENTION IN THE LATE ADOLESCENT YEARS through the ninth grade. Most curriculum guides have dealt in depth with methods of Drug Abuse Education at the levels of Kindergarten Not much has been written for the young adults at the Senior High School Level, however. whelmsThisto theprobablyteachers drug educationstemsknowing from that program the often educator's of in their the appreciationclassroompeers in thean ofattemptstreets the fact toand present thata feeling by athis didactic of agefrustration many course children ofand instruction helplessness have been willexposed over- be weremetalready with not covertawaremade up thator their overt some minds hostility.of our on studentsthe subject are ofusers. Drug Use--either pro or con. It would be foolish of us to ignore the fact that many of our students have It would be unrealistic, too, if we ca/*-14 that these same intelligent, well-educated young peopleTo initiate hold thea meaningful future of programour country at this and levelour world requires in their that hands.we face these facts and yet we must remain aware sort,ForEducation a nodemocracy better has solved meansto function manyof solution difficult properly can problems itsbe foundcitizenry before. than mustto present be well the educated. facts as completely as is at our disposal, to Certainly this one is no harder than the Calculus or French. When confronted with a problem of this eliminateknowledgeable as much decisions. fable as is possible, and then to haveIn manyfaith discussions that well-informed with young individuals people who will are comeprisoners up with as a result of the drug scene, with ex-addicts, and withThehas studentsuniversal become atinvolved, response the junior hehas feels andbeen senior he"get can't closehigh discuss level,to the histhestudent. problemquestion at has home often with been his asked,parents "What or with can anywe asother teachers adult. do?" Make him know you care." Too often when the student They have conveyed the image of too many of us being concerned only with the subject area we teach rather than with the 140 andsurestudent justify that as theoura whole teacherposition. human who being. will be in the classroom for the purpose of Drug Perhaps we must, however, accept the criticism and at leastWe in as this teachers area ofcan education find many be excuses for the situation having reached this stage Education is the most vital cog in determiningsheThe hasteacher read the shouldthe success state be ableorregulations failure to relax of concerningthesomewhat program. inher the legal face responsibilities of many confidences and liabilitieswhich will bein sharedthis matter. with her when The teacher must be the friend, the leader and the mentor. All will Many of the senior high school students who inyou a willyear orteach so. this year will be able to vote for the first time. The responsibilities and privileges associated with this right are closely related to /..4 onethe aspect responsibilities of the many ofsocial reaching problems a well-informed that our country decision is confrontedon drugs. with at As we are well aware, the abuse of drugs is this time. It should be viewed in W__Cli self-valueandthis try overall at andall context.self-worthtimes to guide in moral, and direct intellectual this curiosity and physical into healthyareas will channels. be the students' greatest defense against The teacher and parent should also be aware of experimentation being a part of adolescence The evolution of a strong sense of studentself-destructive possesses. activities. We should try at all times to encourage the growth of the particular talent the rather than punishment for bad will help us solveThis thisEmphasis curriculum difficult on positive, guideproblem. is optimistic the first approachesstep in our toward attempt the to problem eliminate under drug consideration abuse from ourwith community. rewards for good We broadenappreciate its visionthat it and is bea sparsemore detailed outline atand each anticipate grade level that nextfeedback from all of you will enable us to enlarge it, year. onlyfactual and informationportion of thefrom medical, scientific psychiatric periodicals and arelegalThe requisites youngmaterial adults asbe well presentedwho have givenby experts invaluable in the assistance field. in the development of this curriculum ask that the in order to preserve credibility. New films successful program. AtSince this allage studentslevel student need toinvolvement, be exposed participationto the specifics and oncommunity the individual action shoulddrugs, betheir the dangers,key methods and forthe alaws atcovering all levels their in usethis and first abuse, year. it is strongly recommendedEvaluation that of thethis detailed curriculum curriculum will best of bethe evidenced tenth grade by thebe useddegree of student interest and participation. "Dend A now.long-range evaluation would be accomplishedof each by aactivity. statistical surveyIt of use now as opposed tois several recommended years thatfrom each communication group keep a copy of their decision reached by consensus at the This could be submitted and filed by the teacher and examined by the group at the end of .4114 kalkA.1* 142 GRADEBROAD OBJECTIVE:10 CONTENT Drugs Have Been Used By Man for Thousands of Years SUGGESTED STUDENT ACTIVITIES Historical DevelopmentDrugs of Ancient Cultures (see opium,Tell how and early alcohol man usedas one marijuana, attempt to Filmstrip:Information, Eye Gate House, Inc. RESOURCES & MATERIALS Narcotics, Background Datesaccompanying of historical chart)ChinesemarijuanaAs significance far back was as known2700 B.C.to the Haveovercomeillustrating students his problems. develop the use a timeof drugs. line Filmstrips.FilmstripsFilmstrip: 4 and 5, Cathedral Drugs in Our Society, OpiumEgyptiansreportedIn was500 knownB.C. usingas far the tomarijuana backtheScythians as 1500 were U.S.orsmuggled alcohol. CustomsIn all into the Bureau thehistory country.to obtainof opium, infor- marijuana, Which ones are apt to be Write the Drugpp.14-28.Cashman, Abuse: John, The LSD Story, Escape to Nowhere, ofmedicine"HippocratesB.C. the "juice recommended "theof the father white the ofuse ofmation drugsmuggling smuggling.about of measures drugs and to forprevent incidences AlcoholNEA, pp.15-25. and Narcotics Education - forpoppy",is In amade numberHomer's (opium) to aof "Odyssey"substance sicknesses.as a treatment referencethought theopiumdiscussion Involveyears. which of resourcehave the beenlegal persons instituted controls for a onover A StateHandbook Department for Teachers, of Education, Florida 1967 B.C.to be opium in the 9th century havebooks,Encourageinclination meaningful and biographiesstudents toinformation report with which ona literarystories,on may opium In the 12th century A.D. opium andinformation.setting its use. might be investigated for Stories with an oriental extensivelytradeandused medication. asamong a sourceas countries. a product of pleasure in Also, used explainbeSourcetopicEncourage traced related oftheir Trade"in small thespread.to in"Narcoticsworldgroup which marketdiscussion opiates as anda cantoon a AbuseNationalRhode information. Island Clearinghouse Drug Abuse for Curriculum, Drug GRADEBROAD 10OBJECTIVE: CONTENT Drugs Have Been Used By Man for Thousands of Years SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Thewide.By opium1800's trade opium resulted used world- in a PharmaceuticalDrug Abuse Education, Association, American pp.26- 33. DiscoveryWars"andwarEngland abetween ofcause 1836andof ofFrance morphine China.and the 1865 "Opiumand (1805) betweenEngland Association,Guide,Teaching K-12, About America-6pp. Drugs: 117-135. School Health A Curriculum tion.theandinfluenceInvention problemscodeine spreadof (1832)of hypodermic opium ofcompounded narcoticaddic- needle DrugsppShevlin,You 11-16. and from Narcotics,Ramapo A to Z:House Dr. Publishers, Gilbert A Dictionary, oboliuqui,HerointriadaddictionIndians synthesizedof plantsandin(1843). Mexicopeyote - inteonanacatl, were1898.for mindusing a Richard R. Lingeman, McGraw-Hill. mescalineThepeyotearrivedaltering hallucinogenic in in was before1836. Mexico. isolated the alholoid Spaniards from sizinghistoricalInvolve of studentsthe developments various in researchdrugs and discussed.synthe- on the Mindmushroom.alkaloidisolated1950's altering thepsyilocybin from propertieshallucinogenic the teonanacatl was of drugthetimeLackLSD lack incontrol wereof 1938. ofmedical observed laws led governingtoknowledge forearly the drug andfirst abuse. 143 144 GRADEBROAD 10 OBJECTIVE: CONTENT Drugs Have Been Used By Man for Thousands of Years SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Early uses of DrugsrisenIncidence in the of 20th drug century. abuse has Student report on the use of narcotics Dade County Drug Abuse Curriculum Opium toreligious relieveinduce sleepritesintoxicationpain during as part of a religious ceremony. Guide, 1969, pp 22-23 Marijuana realitytofor providetreat cough hysteria escapeand diarrhea from Report on the preparation of warriors Drug Addiction: Physiological, toasbattle adetachproduceprepare medicine worshippers euphoriawarriors for from drugs.for battle under the influence of Asects,Ph.D.,Psychological byp. David95, ppand Ausubel, 57-63. Sociological M.D. Early use of drugs DeclarationBenjaminOpiumin America blas Rush advocated of (aIndependence) signer byreality Dr.of the discussUselaws law in theenForcement America. development officials of drug to abuse P.Marijuana 17-33. by E.R. Bloomquist, M.D. Opiumdeagedfor Quincy's bytyphusEater.eating such Confessions fever.worksprobably as encour- of an abounded.practiceopiumused;For medicalpreparationsthere of self-medicationwas reasons no andcontrol opium the ofwas GRADEBROAD 10OBJECTIVE: CONTENT Drugs Have Been Used by Man for Thousands of Years SUUGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS WarextensivelyOpiumas thatthe and "armyaddiction morphine during disease". thewaswere Civilknown used Marijuanagods",Peyotelaborers.the United andwas was ritualsStatescalled introduced by"fleshinvolving Mexican into of the byUnitedamongthe the Kiowas,peyote theApaches,States Aztecs cauters andwhere the andthe Omahas,it spreadintoComanches. was theused Alcoholanesthetic was usedand foras adrunkenness. medicine, gradeshouldachievementPost testin be itself. ato forlearning determine this unit.device-not the degree as ofa Test GRADEBROAD OBJECTIVE:10 CONTENT The Student Will Learn to Classify the Drugs Which SUGGESTED STUDENT ACTIVITIES are Commonly Abused Today. The Opiates and CocaineOpium Films Abuse,Stanford J.G. Curriculum Ferguson PublishingGuide on Drug Co. RESOURCES & MATERIALS withMedical the Valueproblemsdrug. associatedtolerancedependence Student presentationResearch House,You and 1970 Narcotics p 35 - Shenlin Ramapo Morphine mannercontrolsabuse used ExpertsDiscussion - Medical groups Psychiatric BureauDept.StateNarratedFilm- of Flowersof Florida EducationbyCurriculum Paul of NewmanDarkness & Instruction. 1968 withMedical the problemsvaluedrug. associatedtolerancedependence experimentation.experienceAnforcefully ex-addict can thewith perhaps dangers first presentinvolvedhand most in N.I.M.H.Resource p.36, Book p.45for Drug Abuse Ed. Heroin mannercontrolsabuse used TheTeachingChap.Guide 2 Worlds K-124 Aboutfrom Narcoticsof Problemsin Drugs,Linda, Ap.Fitzpatrick Curriculum Am. Society, 156 withMedical the problemsvaluedrug associatedtolerancedependence Codeine Medical value mannercontrolsabuse used withMedical the problemsdrug associatedabusetolerancedependence GRADEBROAD OBJECTIVE:10 CONTENT The Student will learn to classify the Drugs Which are Commonly Abused Today SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Paregoric mannercontrols used withMedical the drugproblemsvalue associatedtolerancedependence Demeral Medical value mannercontrolsabuse used withMedical the problemsdrug associatedabusetolerancedependence Methadoine Medical problemsvalue associatedcontrolsmanner used with the drug mannerabusetolerancedependence used Cocaine withMedical the drugproblemsvalue associatedcontrols tolerancedependence !47 BROAD OBJECTIVE: GRADE 10 The Student will Learn to Classify the Drugs Which are Commonly Abused Today 148 mannerabuse used CONTENT SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Barbiturates Medical value controls andPhysician pathology to speakof the on "uppers" the pharmacology and Abuse,Stamford J.G. Curriculum Ferguson PublishingGuid for Drug theMedical drug problems associatedabusetolerancedependence with ofPharmacist"downers" these Drugs to discuss the Availibility p.YouCo. 481971and Narcotics - Shevlin Chap 7 p.50 controlsmanner in which it is used RoleCross playing Word puzzle- good -drug jargari (use effects effect) badvs drug (use effect) U.W.F.Barbituratesp.Resource 39-41 Drug Book Abuse and for SeminarAmphetamines Drug Education Flash cards barbituratesVickersLingeman,Drugs from& Birdwell Richard Ap.15 to Z M.D.R.- A Dictionary, p.149Am.GuidaK-12Teaching School About Health Drugs Ass'n. - A DepressantCurriculum BROAD OBJECTIVE: The Student Will Learn to Classif GRADE 10 CONTENT SUGGESTED STUDENT ACTIVITIES the Drugs Which are Commonly Abused Today. - RESOURCES & MATERIALS Amphetamines Medical value Ex-users - Agape House-Pensacola Rap House-Valparaiso Ferguson,Stamford 1971Curriculum Guide, J. G. theMedical drug problems associatedabusetolerancedependence with Scrap book - clipping and summaries of local television specials Chap.RamapoYou and8 p.58House Narcotics - Shenlin controlsmanner in which it is used articlesphotofilms from newspapersperiodicals NationalResourceEducation. ClearinghouseBook for Drug forAbuse Mental scientific reports pp.PrintingSup'tPublicHealth 42-53 ofInformationHealth OfficeDocuments Service U.S. #1964 Govt Hallucinagens Resource people to discuss the "bad pp.FilmsDrugs 250-276 -from The A-Z,Mind Lingeman,Benders, Nat'lpp 4-8 LSD psychologicalphysicalformshistory in effectswhich effects sold membersortrip" emeroency and its roomeffects. or Rap House Physicians Chamblee,MedicalLSD-Eglin Audio Ga. Air 3005Visual Force CenterBase Mescaline (Peyote) physicalformorigin, sourceeffects The LeHuivFilmPeyote Library vsCult Learey - LaBorre Psilocyhin origin,physicalformpsychological source effects effects Shoe String Press, 1964 I psychological effects 149 BROADGRADE OBJECTIVE: 10 The Student Will Learn to Classify the Drugs Which are Commonly Abused Today 150 DMT (dimethyltryptamine)origin, source CONTENT SUGGESTED STUDENT ACTIVITIES Individual Pamphlets RESOURCES & MATERIALS STP & morning glorypsychologicalphysical seedsform effects effects U.S.SedativesNarcoticsLSDSupt. Govt.- of# Documents1828 Printing#2098#1827 $5.50/100$3.25/100 Office $5.50/100 UnitedUpCataloguesMarijuanaStimulants & Down Christian Drugs #1829 #2097 #1830 Action$3.75/100 $6.75/100 $3.25/100 TheJacksonville, SuiteChristophers 411N.Y. Fla. 10017- 12 E. 48th St. 1230 Hendricks Ave. 32207 Marijuana Present pro & anti material ChapYou and 9 TheNarcotics Hallucinogens - Shevlin p.67 abusemedicaltolerancedependence value ResourceStudent expertDebate from medicine Abuse,1971Stamford J.G. Curriculum Ferguson PublishingGuidefor Drug Co. p.48 mannercontrols in which- legal it is used social psychology presenting all facts. DrugSmith,LehmannDoctor Abuse Kline,What - EscapeAbout French Marijuana-to ppNowhere 39-40 - Readers Digest Reprint OwnedYou(Film) ClosetCan'tby Operation 1970 Grow a GreenPrevention. Plant in a BROADGRADE OBJECTIVE: 10 The student Will Learn to Classify the Drugs Which are Commonly Abused Today. Marijuana CONTENT SUGGESTED STUDENT ACTIVITIES Marijuana (CBS report) RESOURCES & MATERIALS , HandbookTheBureau 1968State Bookletoffor Of Curriculum TeachersFla. Dept &of Instruction Education 99 Films on Drugs , -- iOr9 Tallahassee,Alcohol-NarcoticsStateEducation Dept Fla. of Education ... i 4 d; #0 i JournalAmerican Medical Association -194/10: Mr Parents,DrugShenlinYou and Education Narcotics,John Imhof for Dr.Teachers Gilbert & VisualNETChemistryResearch Film Center, Report:Service of MarijuanaBloomington, Indiana U. Ind. Audio- THC - The AmericanADrugsPhotos Curriculum pp. School 61-65 Guide Health Association Teaching About 151 GRADEBROAD 10OBJECTIVE: The Student Wili Learn to Recognize Drugs Which Are Being Abused Today 152 Marijuana CONTENT Narcotics Agent with samples of real SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS odorplantleafseeds drugs. 3577 mm Slides Manufacturers - Pharmaceutical Ass'n LSD tastelessodorlesscolorless Action-KitWash.,United1155 D.C. 15thChristian with St. leafN.W. and tablet 20005 UppersOther Hallucinagensand Downers many forms sold CataloguePhotosPto burn andof Drugssimulate odor (Physicians(Pharmacists TheCocaint. Apiates Appendix(Teaching(Pharmacuetical of guide About Drugs Manufacturers Curriculum Assn. K-12 GRADEBROAD OBJECTIVE:10 CONTENT The Legal Aspects of Drug Control Include Both Protection and Penalty. SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Laws Pertaining to DrugFederal Abuse NarcoticHarrison NarcoticDrugs Import Act (1914)and background,laws,IncludeInvolve and anystudentstheirthe actsactual effectiveness. ofin contentmoreresearching recent of the originthe 'Drug GuideAbuse,Sacramento,State for Depart-lentA SourceTeachers, pp. Book57-60. of California andEducation, LagsNarcoticOpiumMarijuanaExport Act Poppy Act(1951) Control Tax(1922) Control Act Act(1937) Act(1956) (1942) WordconceptTeacher-student association of law. exercisediscussion on on"law". the TDistributor),Law,Eldridge, New York W. UniversityB.,New NarcoticsYork, 1962Press and the TheDrugNarcotics Comprehensive Abuse ManufacturingControl Drug Amendments Abuse Act of 1965 (1960) agencies,handoutsHave students onetc. drugs, prepare laws, a varietyenforcement of Mafia,EnglewoodPoppy,Siragusa, Prentice-Hall, Behind Cliffs,C., theThe N.J.,MashTrail Inc., of1966of the the State StimulantsNarcoticsPrevention and DepressantsControl Act of 1970 Drawstate a comparisonlaws. of federal and International UnitedMarijuanaLSDGlue - sniffing25 Nations currentResourcelawyer, laws. personsjudge, etc.on legal - to aspectsinform of- WorldCriminalInterpol Health Police) Organizations(International ofOrganizationthe drug Involveactivities abuse. the for ofstudents international the World in researchingHealth control Encourage them to NewnationalTheDrugs, York.United TheCooperation Nations United andNations in NarcoticControl, Inter- canwrittenpresential. be employed panelreports, discussions, to or present any other theoral vehiclemater- report 153 154 BROADGRADE OBJECT!VE: 10 CONTENT The Legal Aspects of Drug Control Include Both Protection and Penalty SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Penalties Federal NarcoticStimulants drugs users"BoysInstitution newin Blue"in Apalacheemay - abe group used Correctional offor ex-drug their forResourceEducation, Mental Book Health National for Information,Drug Clearinghouse Abuse MarijuanaLSDSedatives - 25 basedHaveability.testimonials onstudents real cases. andconduct for theira mock musical trial Distributors,Film:pp.in 59-61,a Closet, and Sauselito, Z.I.P.introduction. Film Calif. You Can't Grow a Green Plant State Narcotics DrugOfficeDrugs,International Abuse: of United Public Nations, !nformation,Control Newof NarcoticYork A Manual for Law MarijuanaLSDGlueStimulants andsniffing other and hallucinogenic Depressantsdrugs NationalDrugandEnforcement FrenchAbuse: Association Laboratories, Officers, of Smith,Blue- pp. 17-54 Kline, The Chemical Cop-Out, Enforcement AgenciesFederal Federal Bureau of Narcotics and agencyworkingResource in of the personhis control particular to discuss of drug enforcement the traffic. NEA,DrugShield p.Abuse Plan,81. - Escapepp 32-36 to Nowhere, State StateBureauFoodDangerous andDepartment of DrugCustomsDrugs Administration GuideDrug Abuse for Teachers,- A Source pp. Book 57-60 and AttorneyenforcementVariousthroughFlorida GeneralStateBureau State agencies and ofofBoard localNarcoticsFlorida of lawHealth GRADEBROAD OBJECTIVE:10 CONTENT The Legal Aspects of Drug Control Include Both Protection and Penalty SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Rehabilitation FacilitiesHospitals:U.S.and PublicFort Worth, Health Texas. Service Lexington, Kentucky; MethadoneDayDiscuss Top Synanon,Lodge,clinics, Narcotics Halfwayand the Houses,Anonymous,British AddictStratton,Robinson, as Patient. NewM. Nyswander.York, 1956. Grune and The Dru Communitytals.State, city, "rap" and houses private hospi- ResourcetionSystemi.e., facilities ofpersonAgape rehabilitation. House,to within discuss etc. your rehabilita- community, NewAbramson,Psychotherapy York: Harold, and Use Alcoholism. of LSD in Bobbs-Merrill, 1967 Wakefield,Yablonsky,Synanon, Dan MacmillanL. (editor), Co., The New York, The Tunnel Back: 1965 Effectivenessis complicated of bythe many legal factors approach and Addict,Film:it? pp. 20-42 1968, NET Film Service,The Law: How Effective is considerations. Economic Conditions.ofScope tobaccoExtensiveness and andextent alcohol. of of the advertising production Group discussion on the effects of Center,Indiana Bloomington, University, Indiana Audio-Visual 47401 medication.thethroughnon-prescription Importanceproduction magazines, andof legitimatenecessityproducts T.V., etc. of criptionAlso,mass mediadiscuss drugs.drugs advertising theon theuse generalof of non-pres- non-pres- public. When are they ofabletheMany the United anddrugsworld. legal thatStates are are illegal avail- in other parts in etc.necessary? How should they be used? 155 GRADEBROAD 10 OBJECTIVE: CONTENT The Legal Aspects of Drug Control Include Both Protection SUGGESTED STUDENT ACTIVITIES and Penalty RESOURCES & MATERIALS I 56 substancesSocial acceptance Tobaccoofnon-prescriptionAlcohol certain medicines Illicit Trade indistributorTheft drugsSmugglingBlack from market manufacturer, or medical source purchaseRoleif byoneplay ora is friend. actionuse approached an thatunknown shouldby substance,a stranger be taken to andFalsificationProfitCounterfeitUnauthorized drug motive orders Manufacturers distributorsof prescriptions whatmotivetheDiscussion eachtwo vs. could means,social question: be how conscience.rationalized, they relate, etc. how The profit Explain controlattemptingDifficulties measures. to enforceencounteredLack restrictionsdrug of in world-wide uniform OverseverityenforcementLackInsufficient of uniform officersof penaltiesnumber state oflaws for GroupseeCompare howdiscussion theydrug differ.laws on ofthe various hypocrisy states to BraceGuidanceFilmstrip: and Associates, World, Pleasantville, Harcourt, N.Y You and the Law, 10570 TendencyPopularityfriendsrathersome offenses of tothan familiesofshelter todrugs seek andandin help spiteprotect of Analyzefriendsdrugstudents laws. and shelter evaluatesee in a thedrug why enforcement user,families e.g., and of violationsReluctanceprosecuteReluctancelaws against of of friendsof peopleuse courts to to report narcoticHavean alcoholic. students and drug develop abuse their control. plan for GRADEBROAD 10OBJECTIVE: The Legal Aspects of Drug Control Include Both Protection and Penalty Laws and enforcement agencies are CONTENT SUGGESTED STUDENT ACTIVITIES Cohen, Sidney. RESOURCES & MATERIALS The Drug Dilemma, makingnot in drug themselves control adequateeffective.Need for foreducationcommunication among planHave forstudents effective prepare education and discuss against a Blue-ShieldAdolescenceMcGraw-Hill, asNew Adults, York, 1968Blue-Cross - DesirabilitytheNeedthe inlaws. for generationsobserving citizens' of betterand cooperation supporting Rolebegin?drug abuse.play a parent confronting his At what age should it forEducation,Resource Mental Book HealthNational for Information,Drug Clearinghouse Abuse A pharmacology,lack of knowledge medicine, aboutobservancelaws. and bio- and enforcement of dropResponsibleDochild theyout" who communicate hecitizenship feels isor usingjust talk?drugs. --- good topic for vs. "Social Joseph"CommunicatingHelen"Communicating Maloney,Nowlis, withPh.D. Ph.D.,about Youth" pp. Drugs"pp. 8-10, 11-13.by by and chemistry hinders drug control. discussion. PublicVictims:EnglewoodSchur, Policy, Edwin Cliffs, M. N.J. Deviant Behavior and Prentice-Hall,Crimes Without 1965

157 GRADEBROAD OBJECTIVE:10 The Socio-Psychological Aspects of Druq Abuse Affects the Individual, Family and Society. 156 energy,Individual and health) (Waste of human talent, CONTENT problemStudents and read make in reportsthe literature on pertinent on the SUGGESTED STUDENT ACTIVITIES FawcettCashman, Publications, John, The LSD Greenwich. Story, RESOURCES & MATERIALS ticesDetermined to good problemsAggravationOrganichealth prac-damage of existing health practices.Groupinformation discussion and on topics.good health Conn., 1966, pp. 105-114. HarmfulMalnutritionofMarking diseases toleranceof signs and symptons Smalldrugs.Medical group doctor discussion to discuss on thehealth problems and Druq Abuse: The Chemical Cop-Out, WithdrawalDependence symptons actionin this should unit bewith emphasized. much student inter- Plans,National April, Association 1965 of Blue Shield . (Student) Can create psychologicalcumulative.Deathsynergistic;Harmful problems types additive; of effects: TheirForesmanHouser, Use Norman andand Abuse,Company, W. Glenview, Drugs, Facts on Scott, Hallucinations:DepressionPsychoses:recurrent temporary unpredictable, or per- OtherVogel,E.Illinois, Vogel, DangerousVictor Facts 1969H. Drugs, Aboutpp. 41-46. Narcotics and M.D. and Virginia Science Often Leads to SocialDependenceAberrantmanent problemsLoss ofbehavior self-esteem pp.ResearchEve 32-34 Street, Associates, Chicago, Inc. Illinois, 259 East 1967 AcademicopportunitiesEffectsRejections failureupon by future family job and friend drugEx-AddictFilm addict tofaces discuss in society. the problems a Addict,Wakefield,Cohen,Greenwich, Sidney, Dan Conn., (editor), The 1963Drug TheDilemma, Fawcett Publications, Inc. eru.s.toCriminaldealers obtainInescapable and activitiesmoney pushers associationfor purchaseperformed with of McGraw-HillSt., New York, Book N.Y.Co., 330 W. 42nd BROADGRADE OBJECTIVE: 10 The Socio-Psychological Aspects of Drug Abuse Affects the Individual, Family and Society. accidentsHeightened subceptibility to CONTENT Role - playing SUGGESTED STUDENT ACTIVITIES Druq Abuse: Escape to Nowhere, RESOURCES & MATERIALS tiesLimitedLossLoss of of employmentinterest income and opportuni- motivation pertainHaveSocio-Drama students to the collect problem news and itemsprepare that a Washington,NationalSixteenthSmith, KlineEducation D.C. St., and N.W. FrenchAssn., Laboratories1201 andFamily family (Destruction relationships) ofFamily personal relations are strained bulletinflictssituationsStudents andboard. shouldtothe act better out.prepare understanding a list of role Family con- NationalhouseDrug Dependence,for Institute Mental HealthNational of Mental Information Clearing- Health Parent-child conflictsMaterialDistrustLackInsecurity of andthingscommunication suspicion rather than mainbetween emphasis. family members should be the DruqMd.,5454 Abuse:20015. Wisconsin Ave., Chevy Chase, The Empty Life, Smith CriminalLoss of involvementcertainincome rightsunderstanding under McGraw-HillLouria,KlinePhiladelphia, and Donald, FrenchBook Co.,Pa.The Laboratories, 19109Druq330 W. Scene,(Student) drug conviction Beemployment. refuseddenied aadmission civilpassport service to a Medicine,42ndKreig, St., Margaret, NewPrentice-Hall, York, Black N.Y. MarketInc., BeLosestate disqualified thehis university rightcitizenship to from vote Center,Decision,Englewood(student) Stony Suffolh Cliffs, Brook, Educational N.J. N.Y., 11790 07632 BecontractsHaveofficecandidacy arrested legal for inabilityfor political failure to toenter (Student) register as a convicted felon I 59 160 GRADEBROAD OBJECTIVE:10 CONTENT The Socio-Psycholoqical Aspects of Drug Abuse Affects the Individual, Family SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS and Society. fees,Heavy familymedical expenses and psychiatricwith for the legal police. citizenfaceDiscuss if whendeniedthe dilemmaconvicted the rights a personof aof felony. awould EducationSlide Resource and Information,Kit: Bureau Drug Abuse associatedFamilyPossiblecare and pride geneticrehabilitationwith hurt the effects whennotoriety Washington,Directory:U.S.of Narcotics Department D.C. and of Dangerous Justice, Drugs, 20537 (Student) memberationUsuallyof drug becomesor abuse. familybreak-up involved. anguish, when a separ- D.C.tion,DrugNational AbuseP. O.Coordinating EducationBox 19400, and CouncilWashington, Informa- on 20036 NewServicesSomeone York,York City CloseN.Y.Agencies, Drug 10013to YouAddiction 71(Student) isWorth On Drugs,St., Society "DropoutslongerDrug Abuse making from is society"contributionsa traffic - hazardno FilmsRead the literature WorldService,Films: of the Indiana Weed, University,NET Film Welfare,accidentsrelatedPropertyrehabilitation treatment, thefts, loss great costly robberiesand in drug and SmallRoleplaying group discussions Audio-VisualEscapeIndiana to Nowhere, Center, ProfessionalBloomington, sellingbroughtManySome cases addicts drugson ofby tomentaldrugbecome support abuse illness"pushers" their TheCity,Arts, DistrictInstitute California Drummer, of Mental National Health, Drug Inc. P.O. Box 8484, Universal 91608 "dropped out"quentlyThehabit. world-amaladjusted enters sub the whichdrug "turned abuser on", fre- Highstown,TheAbuse Circle, Film New McGraw-HillCollection. lersey Films, 08520. BROADGRADE OBJECTIVE: 10 The Socio-Psychological Aspects of Drug Abuse Affects the Individual, Family and Society. has left a legacy CONTENT for the SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS anddependency,macy,II lackstraight non-productiveness, of disease,productivesociety" of illegite- ignorance skills. welfare Walnuttions,Fight Street, or Inc., Flight, Phila, Suite Pa.700, 1401 J and F Produc- 19102 percentageRehabilitationburdenLaw enforcement for society.of success costly andand trial costly very "OutofThe discussion: followingDrug-oriented material Culture" is good topic - what "aminute.Conviction pill-oriented that our societyculture" is il WokeStartedSleepinghappened. up with coughing pilla cold -taken - took at throatbedtime.nose drops k.1 ill9 'NOSE , flutiredBy noon of stillfriend's felt multi-purpose under the weather, lozenges IMP ,...- ,- AfterBefore dinner dinner ulcer diet pill pill remedy *N1111 t_ ,- *311-0 W111111 WentmotionEarly to party sicknessmorning - had fishingpill a few tripdrinks iramamine (brand - took I , hadDrivingByname) mid-daya crash.which home tiredis - antihistamine.fell - drinkasleep. a fewJohn beers Autopsy showed overdose (2Y 2015 combinationsdrugsunderofSummaration drugs. maymedical be useful.these -supervision, taken drugs independently may these lethal. Taken in Tacoma,Guide, Washingtonpp. 5-6 (Senior Curriculum High) 161 I62

Evaluation:

1. What is meant by the term drug abuse? What are some dangers of drug abuse? Define the terms fix hooked cold turkey speed

2. Classify the following drugs/substances

Drug/substance Classification Effects Duration Glue Marijuana Cocaine LSD Heroin Amphetamines Opium Barbiturates Alcohol

3. List medical uses (if any) of the following drugs/substances.

Drug/substance Legitimate Medical Use Amphetamines Barbiturates Glue LSD Marijuana Heroin Cocaine Opium Alcohol

4. Write the name of the substance which appliesto the following statements. Select the substance name from the following: opium, barbiturates, marijuana, amphetamines, LSD, cocaine. More than one answer may apply.

a. reduction of pain b. loss of appetite c. increased blood pressure d. muscular trembling e. produces visual hallucination f. does not produce physical dependence g. induces sleep and retards heart beat h. does not develop tolerance i. one trip may produce permanent personality change j. produces tension and boisterousness 163

5. Match the class with substance

A. Narcotic 1. opium B. Stimulant 2. glue C. Depressant (sedative) 3. marijuana D. Hallucinogen 4. caffeine E. Solvent 5. phenobprbitol 6. methadone 7. codeine 8. LSD 9. alcohol 10. demerol 11. librium 12. cocaine 13. morning glory seeds l4. heroin 15. amphetamine 16. mescaline 17. barbiturates 18. gaso;ine 19. morphine 20. psilocybin 21. paint thinner 22. secobarbital 23. STP 24, lighter fluid 25. methamphetamine DRUG/SUBSTANCEi.NARCOTICS PENALTY/1ST OFFENSE The Comprehensive Drug Abuse Prevention and Control Act of 1970 2ND AND SUBSEQUENT OFFENSES COMMENTS 164 b)Unlawfula)Possession $25,000yearMaximum imprisonment maximumfine $5,000 fine and/orand/or 15 1 Maximumimprisonment. fine $10,000 and/or 3 years c)Unlawful DistributionDistribution Upparoleyears, to 30withterm years arequired 3 imprisonmentyear special 45otherwiseaTwice years6 year that and/or specialauthorized otherwise a fineparole authorizedtwice term that required and thePenaltyto drugthe mayabuseinvolved. vary potential according of d)Involved in EnterpriseCriminalto a minor enterpriseofand all Imprisonmenta $100,000profits gainedfine of 10and yearsfrom forfeiture to life, forfeiture20 years to of life, profits $200,000 fine, and II.STIMULANTS a)Possession 1 year and/or $5,000 C6)c)Unlawfulcn 'b)Unlawful Distribution TwicespecialUp$15,000 to that 5 paroleyears otherwisefine and/orandterm specialauthorized maximum 2 year Double stiffernarcoticCocaine penalties consideredand subject a to d)Criminal EnterprisetoDistribution a minor of profits$100,00010 years fineto life, and forfeituremaximum Double III.SEDATIVES a)Possession 1 c)Unlawfulb)Unlawful Distribution Twiceparole$15,000Up to that term 5fine years otherwise and and/or special authorized yearmaximum 2 and/oryear $5,000 Double d)Criminal EnterprisetoDistribution a minor or$100,000 profits10 years fine to life,and forfeiture maximum Double DRUG/SUBSTANCE PENALTY/1ST OFFENSE The Comprehensive Drug Abuse Prevention and Control Act of 1970 2ND AND SUBSEQUENT OFFENSES COMMENTS IV.LSD a)Possession $5,000 fine and/or 1 year. Under 3 years or $10,000 maximum fine. For a first offense, a 21 may be placed on probation personfromhisrequirementsprobation. conviction officialmay be placed ofcriminal is probation erased on If he meets c)Unlawfulb)Unlawful Distribution termfine5 yearsImprisonment requiredwith and/or 2 years $15,000 and/or special maximumfine parole twice Double records d)Criminal EnterprisetoDistribution a minor profits$100,000finethat10 yearsotherwise to andlife, authorized forfeiture maximum of and20 yearsforfeiture to life, of profits$200,000 fine V.MARIJUANA a)Possession 1 year and/or $5,000 maximum fine 3 years and/or $10,000 fine marijuanaPossessing is ora misdemeanorgiving away 1;a1 minimumabolished.forinstead such mandatory offensesof However, a felony, penalties are the and b)Unlawful 1 year and/or $5,000 maximum fine 3 years and/or $10,000 fine penalties remain heavy. c)Unlawful DistributiontoDistribution a minor 10 years and/or $30,000 fine 15 years and/or $45,000 fine onoffense,sentencing probationIf under he mayand in21 lieubetheand placed officialaof first d)Criminal 10 years to life, maximum 20 years to life, maximum completionerasedandrecord conviction after of ofhis satisfactoryprobation. mayarrest, be trial Enterprise profits$100,000 fine and forfeiture of of$200,000 profits fine and forfeiture 165 166 Crime FLORIDA STATE LAW _AphetaminesBarbituates First$1,000 offensefine or a2 misdemeanor,years or both provided less than 5 grams of Possession LSDMarijuana $1,000cannabis. fine Penalty or 2 years - or both 1 year and/or $1,000 fine in county fail. HeroinCocaine $5,000 finefire or 5 years or both AmphetaminesBarbituatesVolatile Substances Same$5,00 as fine possession or 6 months or both Selling LSDMarijuana $10,000SametoIf life. soldas and/or ossession to someone10 years; under if sold21, $10,000to a minor fine $10,000and/or 5and/or years VolatileHeroinCocaine Substances 5 Same$10,0005years years as to toand/orpossession life. life. 10 years; if sold to a minor $10,000 and/or DRUGS OF ANCIENT CULTURES CULTURE NAMEDRUG SOURCEPLANT USEEARLY ABUSEDCURRENTLY CURRENT LEGITIMATE EGYPT CastorPoppy oilseed juice OpiumCastor ForLaxative crying babies YES X XNO Morphine-forLaxativeMEDICAL USE pain relief GREECE SquillMercury Squill poppy HeartSkin diseases stimulant X ?Codeine-forIn some skin pain ointments and coughing WillowAutumnSilphium crocus WillowAutumnSilphium crocus ReduceGoutCathartic fever XX NoneColchicine? (from crocus)for gout and arthritis - ROME Autumn crocusbark Autumn crocustree Gout X Colchicine (from crocus) - Alcohol(or meadow saffron) X InDisinfectant cough medicines for gout and arthritis CHINA MarijuanaEphedrin CannabisEphedra sinica Rheumatism,Gout,Lung ailmentsMalaria, X NoneAsthma and allergies EuphoriaAbsent-mindednessConstipationAnesthetic,Arthritis, 167 168 DRUGS OF ANCIENT CULTURES (CONT'D) CULTURE NAMEDRUG SOURCEPLANT USEEARLY YESABUSEDCURRENTLY NO MEDICALCURRENT USELEGITIMATE PERU CinchonaCocaine (quinine) CinchonaCoca ChewedMalaria by priests X X MalariaLocal anesthetic in dentistry BABYLONIAINDIA MarijuanaBelladonna MarijuanaBelladonna AsTo astop medicine coughing X X NoneMuscle relaxant 1 169

CONCEPT III

Senior High School

Survey

1. "Drug and substance abuse may be defined as taking drugs or using

substances under the following conditions:

a. in amounts sufficient to create a hazard to his own healthor to

the safety of the community; or

b. when he obtains drugs through illicit channels; or

c. when he takes drugs on his own initiative rather thanon the

basis of professional advice."*

*Report of the Task Force on Addictions, State of New York Department of Mental Hygiene.

2. Answers will vary.

3. Definitions:

fix - an injection of narcotics

cold turkey - sudden drug withdrawal

hooked - addicted

speed - nickname for methamphetamine 170 Learning Activities

1. Classify the following drugs/substances by writingone of the following words in the second column: narcotic, stimulant, depressant, hallucinogen, solvent. Then cite physical effects of each and duration of the effect.

DRUG/SUBSTANCE CLASSIFICATION EFFECTS* DURATION*

Glue solvent intoxication 30 min. - 2 hrs.

Marijuana hallucinogen euphoria 4 hours

Cocaine stimulant euphoria 4 hours sense distortion, LSD hallucinogen exhilaration 10 hours euphoria Heroin narcotic drowsiness 4 hours alertness Amphetamines stimulant activeness 4 hours

Opium narcotic euphoria 2-4 hours

Barbiturates depressant euphoria 4 hours sense Alcohol depressant alteration 1-4 hours

*Effects and duration will be conditioned bydosage and method of administration.

2. List medical uses (if any) of the followingdrugs/substances:

DRUG/SUBSTANCE LEGITIMATE MEDICAL USE

Amphetamines Relieve mild depression, appetite control

Barbiturates Sedation, high blood pressure, epilepsy

Glue None

LSD-25 Research only

Marijuana Research only

Heroin Pain relief

Cocaine Local anesthesia

Opium None*

Alcohol Solvent, antiseptic **Alcohol extracts of opiumare used medically; the alkaloids are the pharmacologically active principles in opium;the two most important of these alkaloids are morphine and codeine. : 189 171

Assessment

A. 1. Reduction of pain - Opium

2. Loss of appetite - Amphetamines

3. Increased blood pressure- Amphetamines

4. Muscular trembling - Barbiturates

5. Produces visual hallucinations- LSD/ possibly marijuana

6. Does not produce physical dependence- LSD/ marijuana

7. Induces sleep and retards pulse beat- opium/ barbiturates

8. Does not produce tolerance- LSD/ marijuana

9. One trip may produce permanent personality changes- LSD

10. Produces tension and boisterousness- amphetamines

B. Match

A 1. B 15.

E 2. D 16.

D 3.* C 17.

B 4. E 18.

C 5. A 19.

A 6. D 20.

A 7. E 21.

D 8. C 22.

C 9. E 23.

A 10. E 24.

C 11. B 25.

B 12.

D 13.

A 14.

Marijuana is pharmaceutically a halluciogen/ legally it is classified as a narcotic. 172

8 It is reported:

Marijuana does not produce physical dependence or an abstinence syndrome. Once the user has established the amount of marijuana needed to achieve his particular high, there is little tendency to increase the dose, indicating that tolerance doesn't develop. Moderate to strong psychic dependence can develop in accordance with the user's appreciation of the drug effects.

In terms of some effects on behaviors, use of marijuana is roughly comparable to moderate abuse of alcohol (alsoa drug). Like alcohol, it tends to loosen inhibitions and increase suggestibility, whichexplains why an individual under the influence of marijuanamay engage in activities he would not ordinarily consider.Although the marijuana smoker sometimes feels himself capable of extraordinary physical and mental feats,he seldom acts to accomplish them for fear of disrupting his "euphoric"state. But what he does not realize is that the drugcan have unpredictable effects--even on persons accustomed to itsuse.

To date, available information indicates that marijuana has few detrimental affects on an individual's physical health. Psychic dependence and the drug's effect, however, may lead to extreme lethargy, selfneglect, and preoccupation with use of marijuana to a degree that precludescon- structive activity.

Additionally, the use of marijuana may precipitate psychotic episodes or cause implusive behavior in reaction to fear or panic. According to a 1965 report on drug dependence in the Bulletin ofthe World Health Organ- ization: "Abuse of cannabis (marijuana) facilitates the association with social groups and subcultures involved with more dangerous drugs, suchas opiates or barbiturates. Transition to the use of such drugs would be a consequence of this association rather than an inherent effect of cannabis. The harm to society derived from abuse of cannabis rests in the economic consequences of the impairment of the individual's social functions and his enhancement proneness to asocial and antisocial behavior.

8 Smith Kline and French Laboratories, Drug Abuse: Escape to Nowhere, Philadelphia, 1967, pp. 39,40. 151 GRADEBROAD 11 OBJECTIVE: CONTENT A Rrief Review of the Problems Associated with Drug Abuse SUGGESTED STUDENT ACTIVITIES RESOURCES F. MATERIALS Communication Groups Thesmall class groups should (6 bemembers sub-divided or so) into TheCoffman. Presentation of Self in E well.Thetoward activity getting should to knowbe directed one another GardenDoubledayEveryday City. Life N.Y Co. Inc. 1959 attitudesinter-personal and the relations development is theof warmaim An exchange of feelings, Fawcett,Hall. Greenwich. Conn. E T . The Silent Language. 1959 ofThe these alloted groups. time span for achieving miles.Groups, M RTeachers College Press , Learning to Work in Whenthisthe the endgroups. groups may vary have considerably reached this with AtClohleullnebn7v'Dyl: A)rk, Jniv. Chicago Press. Y. s 1965. Groups Illk IF illir 7121Estage,Roomundertake arrangements their task. and setting will they will he prepared to Chicaoo. 1954 \1761.11.611 .. 1111116 Cliir i Vf ilillif ofappreciatehavethe many toindividual classrooms.be theleft physical toteacher the discretion limitationssince of I to 4 Aftertheirtations each groups, the of studentsthe discuss following shouldthe materialpresen- return to which has been presented. and prepare opinionopinion.a Eachbrief group tosummary the could class of thenthe as groups'presenta whole. its GRADEBROAD 11 OBJECTIVE: CONTENT A Brief Review of the Problems Associated with Drug Abuse SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Medical Problems The Opiates and Cocaine Physiological Reading MedicalNewsweek, Journals Time etc. Psychological PharmacologistPathologistPhysician YouPsychology and Narcotics Journals - Shevlin EmergencyFilms room Nurse or Para-medic TelephoneMentalHospitals Health Directory Association The Amphetamines and RarbituratesPhysiological Ex-Addict GuidanceState Department Clinics of wealth Psychological Tallahassee,OperationJacksonville,Florida StatePrevention Fla.,Florida University 32306 - three AgapeMediaRapBoys HouseHouseCenterIn Blue - Niceville.Pensa:ola. FlaFla. The Hallucinogens Psychological Reading RFAS25.00LSD:See EducationalState for Resource3 days Media Rook Insight or Insanity? Revise Physiological Films . . 2211Santa Michigan Avenue, Minn ; ra Cal ; fizrt-_, ; a 904.4 GRADEBROAD 11 OBJECTIVE: A Brief Review of the Problems Associated With Drug Abuse Marijuana CONTENT Reading SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS PhysiologicalPsychological PhysicianFilms WithMedicalPrendugastJuneJournal Hoshish 21. Manifestations of 1971 theVentryTennant. VolAm. 216Med. Preble. Associated# Assn.12 Alcohol PsychologicalPhysiological Alcoholics Anonymous Speaker TelephoneProblems Directoryin Addiction:N.Y.Alcoholism Fordham and Yniversity Narcotics Tobacco PsychologicalPhysiological Film Press, 1967 Solvents PsychologicalPhysiological Non-Prescriptive Drugs gradeMorereferring detailoutline. backcould to be the added 10th by GRADEBROAD 11 OBJECTIVE: CONTENT An Attempt to Find Solutions To The Problems of Drug SUGGESTED STUDENT ACTIVITIES Abuse in Our_Community RESOURCES & MATERIALS Extent of the Problem local SurveysCommunication of students group discussions nationalinternational Alcoholicsguidancepsychiatristsphysicianssocial weclinicsAnonymous agencies Research in encyclopedias Rap HousesU.S.almanacs Department of Justice Possible Solutions For the Individual (BureauFilms of Narcotics - Counseling and Dangerous Drugs) Media Center, FSU, Tallahassee habitsDevelop sound mental andappreciatehealth value one's worth ReadingsPsychologist - General - Problems Psychology of Adolesence BeyondWm.How C.to LSD:Menninger,be a Successful M.D. &Teenager others A Film for Concerned Workpersonalwithfind atlife the makinghealthy relationsnormal close ways problems withinter-to cope of Film - Generation Gap AdultsRental and S20.00 Teenagers 3 day FSU Develop a problem solvingBroadenLookfriends outward your and horizons familynot inward The Angry Book, Theodore Rubin, MD method situationsLearnFindRecognize possibleto live your withsolutions problem adverse MacMillian Company, 1969 GRADEBROAD 11OBJECTIVE: CONTENT An Attempt to Find Solutions to the Problpms_of nrug Anlica in fur Community SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Possible Solutions forConsult help qualified professional Art Committee Poster Campaign HarperandUnderstanding Others, and Brothers, Overstreet, Fear in N.Y. Ourselves Bonaro, 1951 For the Community Medical TreatmentPreventive RapMulti-mediaEcology House Committeefor Committee the School Publicity PellegriniYou,How toFinkelos, Make and Your Dudahy,Dorthory, Emotions N. Ph.D Work for Y 1952 Social MakeRehabilitative your towntown beautifulfun to live City planning junkyardsgarbagewatersewage supply disposaldisposal GardenDoubledayLivelyLove, Hate, City,Emotions, and Fear,New Company, York, Callood,Anger and June, Other Inc. 1964 Legal andrelationsEstablishin the people closebetween friendly the police VoterProgramCommittee Registration on toDrug work Abuse withDrive Adult Education mind.Use your vote to speak your SpeakersCommitteeincreased - to Theactivities develop Mayor, a City forlist theManager, of town Sociological Problems pointPeriodicalsimprovement out areas exists.where a need for The Chief of Police to Blum, Richard H. Drugs and Society Effectsfamily on the Nationperson and his NarcoticsStatistics from the U.S. Bureau of theLindesmith,SanIndiana Law,Francisco: Bloomington,University Alfred Jossey-Bass, R. Press, IndianaAddict 1963 1968and GRADEBROAD 11OBJECTIVE: CONTENT A Brief History of Drug Abuse Economic Problems Loss of the individual's talents SUGGESTED STUDENT ACTIVITIES High on the Campus. Gordon R. RESOURCES & MATERIALS treatment,Costto societyto taxpayer rehabilitation for enforcement TheWheaton,McLean, LyndaleGreening Hoshell Illinois,House of America. PublishersBamen 1970 Legal Problems Control of Drug Traffic Writetion. to the Food & Drug Administra- Charles A. Reich 1970 Random House International Problems tionAdvertisingPenalties drugs for non-prescrip- Commission.Write to the Federal Communications havecountriesWriteproductionabout upon to what theaddictsand ofis Statewhat harmfulbeing in effectsDepartment ourdone drugs country. tothis indecreaseand will other ask CrimePocket In BookAmerica - Ramsey Clark 1970 0% lt S , 110ARS ://://P GRADEBROAD OBJECTIVE:12 To Salisfv tt,e Late i;dolescenT Needs and Concerns by Peers and nrvrr,Jni; n !flvolvemen: CONTENT I SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS Highthing school seniorsabout thecan drugdo some- problem. Thesmall class groups. should be sub-divided into Communication groups discussion. projectsParent-studentCommunityCommunication public relations groups conferences well.towardThe activitity getting toshould know beone directed another An exchange of feelings, ProduceNewspaperStudentCurriculumPreparation ahandbook play articlesguide of T.V. program Thewarmaimattitudes alloted inter-personalof these andtime groups. the span developmentrelations for achieving is of the Radio program Nt' N/_( Whenthisstage, the end groups theymay vary willhave considerably bereached prepared this towith groups. 1.-* ,., undertake a selected project. AA 111K"11111 mil 11 vo ilic. tWeill Od %;!-,e, havetobeRoom arrangements left to andthe settingdiscretion will of individualndividual teacher since we Afteroftationsappreciate many each classrooms the of the studentsthe physical following should limitations presen- return cs.. 40 opinions.awhich tobrief their has summary beengroups, presentedof discussthe group's and the prepare material i. worthwhile.opiniondecideEach togroupon thea project couldclass then asthey a present wholefeel willand its be GRADEBROAD 12 OBJECTIVE: Try caHOy re Lai -e 1,dolescenT Needs and Concern: by Peers and (Tornunity !nvolvenen The drug abuse problem of society' CONTENT SUGGESTED STUDENT ACTIVITIES RESOURCES & MATERIALS ills. Penalties of drug abuseLegal State and Federal laws speakLawyerCommunication on or the law federal groupenforcement discussionand state officer drug to Press,DrugLindesmith, Addiction: 1963 Alfred, Indiana Univ. Crime or Disease, Social energyWasteLegal penalties of human talent and Topic"Islaws. afor drug discussion: addict a criminal?" Washington,FutureDrugs,What Everyone Shock, D.C., byNeeds 1970Alvin to Foffler,Know About U.S. News and World Report, behaviorAnti-socialandDestruction influencefamily while relationshipsand of under criminalpersonal the his"DoesTopicRole lifeplaying fora personas discussion: he pleases?"have the right to lead andHighBantem(STUDENT) Haskell on Books, the Bowen,Campus, 1970. Tyndale-House Gordon Mclean "Am I my brother's keeper?" versus WalterThePublishers, Inc.Drug L. Englewood. Scene:Way, Wheaten, M.D. Cliffs,Prentice-Hall, Ill. N. J.,1970 Help or Hang-up? 1970 Reich,The Greening Random ofHouse, America, New York,Charles N.Y. A. 1970 betweenCause drug Abuse and Crime and Effect relationship Havelatest students best read sellers some depictingof the organ- The LonelyUncommittedGod father Crowd, David Riesrian - Puzo Explosion. OrganizedIndividual crime crime ized crime. CrimeAnThe Island GrimValacui in America Reapersof PapersPagans - Rosemary - Hoffenberg Clark. GRADEBROAD 12 OBJECTIVE: CONTENT SUGGESTED STUDENT ACTIVITIES ,1d r'c,ncerrN Hv eor- :lid n-,7-71ur RESOURCES a MATERIALS Howtaxpayer. drug abuse affectsCostAdditional the of running law enforcementcorrection ofStudent their discussionreports onor groupcosta panel offindings. drugdiscussion by HannahI Green, SignetNever Books. Promised You a Rose Garden. LosssocialEmploymentinstitutions of workers. public of additional property tionSocialabuse facilities to worker the taxpayer. to and talk cost. on rehabilita- Medicalwith"Medical HashisW, Association, Manifestations Journal Vol of Associated American 126, 1? RehabilitationReferral, Treatment, of the ResearchCostand drug of rehabilitationprojects centers department.Speaker from the county public health healthLocal psychiatristunit. or mental addict. FederalorganizationsState facilitiesfacilities andand residentialDiscuss methadone treatment -,aintenance, centers Ungerleider,Project D.A.R.E., U.C.L.A. c/o J Thomas ResultsNewPresentand approachesagencies emphasisof programs ResearchVillage,(Synanon, etc.)- methadone Phoenix House, Daytop cyclazocine Calif.,Neuropsychia.:ric 90024 Unit, Los .[ngeles, Whatdrag do abuse you wantproblem? to do about the whichusingcomingSelect you resourcethea feeltopic drug ormaterialproblem. course andof actionpersons is pertinent to over- Begin work broadcasters,guidancewithLocal the resource totask project. dramatists,selected persons to familiar news-add For example, appropriatecompletedEvaluationavailable. form direction.will and be implemented the project in in the tions,paper"rap" publishers, schoolhouses, officials, etc. civic organiza-PTA This curriculum guide is offered as a basis for a community action program in which the knowledgeable, more SUGGESTED EVALUATION willmature become student necessary in our andschool thus systems a review can of use the his medical, talentsIn legal,theand processenergies social, of to anddetermining help economic eradicate whichproblems the area problemassociated the class of Drug withchooses Abuse.drug to work in, an in-depth study of the factual material abusetableclass will discussions)chooses be covered. to use will (television, need to be radio,learned newspaper and thus articles,the students' a student horizons curriculum can be enlarged.guide, or adult-student round The techniques associated with the specific form of mass-media communications which the beingthis tapped.format will provide the setting needed to meetWe have these available needs. to us as a nation a "think tank" in these classrooms whose resources and ingenuity areThe not students tell us again and again that they want action, involvement and participation. Perhaps Don'tkept at let the the forefront scope become of the so teacher's broad that thinking. it becomesThe atechnical source of aspects frustration. of accomplishing a finished, polished product before the end of the course should be Something they will take pride in will provide great satisfaction. The teacher can facilitate accomplish- mentfinished greatly project, by resourcing and the thoroughlyimpact it hadthe aspeople a force andEvaluation formaterials good shouldon available the becommunity dependent in his as area. upona whole. the interest and participation shown by the students, the quality of the 1E9

GLOSSARY OF SLANG TERMS RELATED TODRUG USAGE by Albert N. Meyerstein, M.D. School Physician (Retired) Farmingdale, New York

A - LSD Blues - Amobarbital Ab - Abscess Blue Heavens - Amobarbital Acapulco Gold - High grade marijuana Blue Tips - Amobarbital Acid - LSD Bombers - Marijuana cigarettes Acid Head - A regular user of LSD Bombidos - Injectable methamphetamines Amped - Injectable methamphetamine Boast - To obtain, steal Amphetamines - Bennies, Co-Pilots, Dexies, Dyna- Boot - To prolong the injection by advancing the mites, Eye-Openers, Hearts, Lid Proppers, Mara- plunger slowly thons, Peaches, Pep Pills, Roses, Truck Drivers, Bottles - Injectable methamphetamines Wake-ups, Cartwheels, Footballs, Greenies, Crys- Box - A metal container for marijuana tal, Meth, Crank, Crink, Cris, Christian, Speed, Boy - Heroin Bombidos, Bottles, Amped, Jugs, Cross Tops. Bread - Money Artillery - Equipment for injections Browns - Long acting amphetamines Baby - A girl Bull Horror - The illusioned fear the cocaine depend- Bad Go - To have bought an inferior quality of drug ent has of being observed by the police Bag - A job Bummer - A bad hallucinogenic trip Bag - A container of drugs Bundle - A small quantity or packet of narcotics Barbiturates - Barbs, Candies, Peanuts, Pills, Purple Burned - To be cheated Hearts, Sleeping Pills,Softballs,Blues,Blue Burned - To be caught or arrested Birds, Blue Bullets, Blue Devils, Blue Dolls, Blue Burnies - Marijuana cigarettes Heavens, Double Trouble, Blue Tips, Rainbows, Businessman's Trip - DMT Reds and Blues, Nimbies, Yellows, Yellow Bullets, Busted - Arrested Yellow Jackets, Pinks, Reds, Red Birds,Red Buzz - A drug induced "high" Bullets. Red Devils, Seccies, Seggies, Phenpies. Buzz - An attempt to make a purchase Barbs - Barbiti .ate drugs Bash - Marijuana C - Cocaine Beast - LSD Cabello - Heroin Bennie - An amphetamine drug Can - Car Bernice - Cocaine Can - Approximately 11/2 ounces of marijuana Bhang - Marijuana Can - 31/2 to 61/2 ounces of heroin Big D - LSD Candies - Barbiturates Bindle - A small quantity or packet of narcotics Candy - Cocaine Birdseye - A small amount of a narcotic Candy Man - Seller of drugs Black Columbus - Marijuana Cap - Capsule Black Mote - Marijuana cured in sugar and honey Cap - A quantity of heroin Blank - Poor quality heroin Carry Nation - Cocaine Blank - Equipment for injections Cartwheels - Double scored amohetaininetablets Blast Party - A company of marijuana users Cat - A conventionally behavingperson Blow a Vein - Unsuccessful attempt to puncturea Cecil - Cocaine vein Chalk - Cocaine Blue Birds - Amobarbital Charas - Marijuana Blue Bullets - Amobarbital Charge - Marijuana Blue Devils - Amobarbital Chasing the DragonHeating heroin for injection, ;;02 190

also inhaling heroin and a barbiturate through a Cut - To dilute a drug straw Cut up - To criticize, put down Chicken - Afraid CWP - A marijuana cigarette holder Chicken Out - To lose one's nerve Dead Time - To laze around Chief - LSD Deal in Weight - To sell large amounts of drugs Chipping - Occasional use of opiates Dealer - A seller of drugs Chippy - One who takes drugs, butisnot yet Deck - A quantity of heroin dependent on them Deeds - LSD Chira - Marijuana Dexies - Dextroamphetamine sulfate Christian - Methamphetamine Dig - To like Christmas Tree - Spansules containing an ampheta- Dillies - An opium derivative mine and a barbiturate Dime - Ten dollars Churus - Marijuana Dirty - Possessing drugs Cigarettes - Marijuana cigarettes DMT - Hallucinogen, "Businessman's trip" Cocaine - Bernice, C, Candy, Carry Nation, Cecil, Dolly - Methadone Chalk, Coke, Coconuts,Corrine,Dust,Flake, Dope - Any narcotic Frisky Powder, Sniff, Snow, White Powder Double Trouble - Amobarbital sodium and secobar- Cocked-up - To be under the influence of cocaine bital sodium combined Coconuts - Cocaine Downers - Depressant drugs usually the barbiturates Cod Cock - A codeine cocktail, a mixture, 8 to 12 Downs - Depressant drugs usually the barbiturates ounces of over-the-counter medicines with small Down Trip - An unenjoyable or frighteningtrip codeine content Drag - A bad trip Coke - Cocaine Dripper - Eyedropper used for an injection Cold Turkey - To be undergoing withdrawal symp- Dude - A fellow toms without drugs Dummy - Equipment for injection Come Hothe - To end a "high" Dupe - To swindle, defraud Con - To swindle Dust - Cocaine Connection - A dealer who is known to an addict Dynamites - Amphetamines Cook - To prepare heroin for injection Eighth -1/8ounce of a drug Cook a Pill - To heat opium for smoking it in a pipe Eye Openers - Amphetamines Cooker - A bottle cap or spoon in which heroin can Fifteen Cents - Fifteen dollars be heated Finger - To betray Cooks - Underground pharmacists who sell drugs Fit - Equipment for injections without prescription Fix - An injection of a narcotic Cool - To be indifferent, aloof Flake - Cocaine To Cool - Not to get excited Flash - A feeling of excitement or pleasure Cool Chippy - A not yet dependent drug user Flash - A quick jolt felt in the abdomen as the in- Cop - To get, obtain, steal jected drug enters the blood stream Cop a Pea - To plead guilty Flashback - Spontaneous reoccurrence of an LSD Co-Pilots - Amphetamines trip without taking the drug Cop Oat - To discontinue participation Flat Time - Serving a prison term without parole Copped Out - To be conscious, but showing no in- Flea Powder - Inferior heroin terest in one's surroundings Flunk Out - To start to use strong drugs Coral - Mickey Finn Flush - A feeling of excitement or pleasure Corgy - Heroin Footballs - Oval shaped amphetamine tablets Corrine - Cocaine Fours - Aspirin with codeine tablets Cowboy - An independent dealer Frajo - Marijuana Crackers - LSD Frantic Junkie Stage - Being badly in need of an- Crash - To abruptly discontinue the use of a drug other injection Creep - An obnoxious person To Freak - To hallucinate Cris - Methamphetamine Frisky Powder - Cocaine Crooker - A physician who sells drugs illegally Fruit - A queer; male homosexual Cross Tops - Amphetamine tablets Fuzz - A "high" Crutch - A marijuana cigarette holder Fuzz - A policeman Crystal - Methamphetamine Gage - Marijuana Cubes - LSD Ganja - Marijuana "111..4 1 9 1

Garbage - Inferior heroin Hike - A quick transaction Gasket - A device attached to the dropper tip to Hip - Advanced in taste or attitude; sophisticated prevent air from entering the vein Hit - A single dose of a drug Gee - Intravenous injection Hocus - Morphine Geed-Up - Under the influence of narcotics Hog - Phencyclidine hydrochloride; hallucinogen fre- Gee Heads - Paregoric users quently called "Peace Pill" and "PCP" Geezer - Small amount of a narcotic Holding - To possess drugs Geronimo - Barbiturates dissolved in an alcoholic Honeymoon Stage - Period when a heroin user is beverage not yet dependent on the drug Get High - To notice the drug's effects Hooker - A prostitute Get Off - To be at the end of a "high" Hop Head - A drug dependent person Ghost - LSD Horse - Heroin Gig - A job Horse Heads - Amphgtamine tablets Gong - An opium pipe Hot Shot - An injection of an impure drug or one of Gong Beater - An opium smoker too high a dose Goofballs - Sedative:, mainly barbiturates Huffers - Glue sniffers Goofers - Sedatives, mainly barbiturates Hustler - Female (prostitute) Graduate - To start to use stronger drugs Hustler - Male (one who solicits for a prostitute) Grapes - Wine Hype - One who uses drugs by injection Grass - Marijuana Icecream Man - A seller of opium Greenies - Oval shaped amphetamine tablets J - A marijuana cigarette Grefas - Marijuana Jack - To prolong the injection by advancing the Greta - Marijuana plunger slowly Groovy - To feel good and well satisfied Jacking Off the Spike - Prolonging the injection by Guide - A person assisting and comforting an LSD advancing the plunger slowly and allowing blood taker during a trip to reflow into the syringe Gun - Needle for injection JeeGee - Heroin Gun - One ounce of heroin Jive - To lie, cheat Gungeon - Marijuana originating from Africa Jive - Marijuana Guru - A person assisting and comforting an LSD Joint - A prison taker during a trip Joint - Marijuana cigarette H - Heroin JoJee - Heroin Hag - An addict using large doses Joy Powder - Heroin Hairy - Heroin Jugs - Injectable methamphetamines Hang Out - To laze around Juice - Hard liquor Hang-Up - A handicap Junk - Heroin Hang-Up - To hallucinate frightening things Junkie - A seller of drugs Hard Stuff - Morphine, heroin or cocaine Keg - Kilogram of marijuana Hashish - Resin fromCannabis sativa(marijuana) Kick - To overcome drug dependence Hay - Marijuana Kick - Afeeling of excitement or pleasure Head - A sensation of the drug's full effect, eu- Kit - Syringe, needle, bottle cap, and cotton swab phoria for injections Head - A frequent user, especially of LSD or meth- Kite - One ounce of marijuana amphetamine LA. - Long-acting amphetamines Headshrinker - A psychiatrist or psychologist Laydown - A place where opium is smoked Hearts - Amphetamines Leach - To mooch off people Heat - Police Leaves - Marijuana Heavy Bread - Much money Lhesca - Marijuana Heeled - To possess drugs LL - Marijuana Helen - Heroin Lemonade - Poor quality heroin Hemp - Marijuana Lid - One ounce of marijuana Heroin - Boy, Cabello, Corga, JeeGee, H,Hairy, Lip Proppers - Amphetamines Harry, Helen, Horse, Joy Powder, JoJee, Junk, Lipton Tea - Poor quality heroin Schmack, Schmeck, Shit, Scctt, Scag, Skot, Tec- LSD - A, Acid, Beast, Big D, Chief, Crackers, Cubes, ata, White Stuff, Dope Deeda, Ghost, Hawk-25, Sugar, Trips, Twenty- High - To notice the drug's effect Five 004 I 92

Machine - Syringe, needle, bottle cap, and cotton Narco - A narcotics detective swab for injections Nickle Bag - 1/5 to 1/6 ounce of marijuana selling Magic Mushroom - Psilocybin for five dollars Magic Pumpkin- Mescaline Nickle Bag - Five dollars of heroin Mainline - Vein Nimbies - Yellow-colored barbiturates Mainline - To inject into a vein Nod - To experience relaxation after taking a drug Main liner - One who uses drugs by intravenous 0 - Opium injection O. D. - An overdose Majoun - Marijuana Opium - 0, Pen Yen, Tar; narcotic from which mor- Man - A dealer known to an addict phine is derived Man - A police officer Outfit - Equipment for injections Manicure - To prepare marijuana for use in ciga- Pad - Room, dwelling rettes by removing stems, seeds and dirt Panama Red - Marijuana Marathons - Amphetamines Panatella - Marijuana from Central or South Amer- Marijuana - Acapulco Gold, Bash, Bhang, Black ica Columbus, Charas, Charge, Chicago, Green, Chira, Panic - Scarcity of drugs Churus, Frajo, Gage, Ganja, Grass, Grefas, Greta, Peace Pills - Phencyclidine hydrochloride; hallucin- Hashish, Hasheesh, Hay, Hemp, Heat, J, Jive, ogen frequently called "PCP" and "Hog" Leaves, Lhesca, LL, Majouns, Mary Jane, Mezz, Peaches - Amphetamines MU, Muta, Pot, Tea, Weed, Yesca, Gungeon Peanuts - Barbiturates (from Africa), Mexican Brown, Panamanian Red, PCP Phencyclidine hydrochloride; hallucinogen Panatella, Meserole the latter two coming from frequently called "Peace Pill" and "Hog" Centralor South America), Sas Fras (North Pen Yen - Opium American, mild). Pep Pills - Amphetamines Mary Jane - Marijuana Per - Medical prescriptions Master Key - A sledgehammer used by the police Peter - Chloral hydrate to break down a door PG - Paregoric Meserole - Marijuana from Central or South America Piece - One ounce of marijuana Mescaline - An alkaloid of the peyote cactus Piece - One ounce of heroin Meth - Methamphetamine Pill Poppers - Persons who use pills Methadone - Dolly Methamphetamines - Crank, Crink, Cris, Christian, Ping the Pill - To knock off some of the powder from Meth, Bombidos, Bottles, Crystals, Jugs, Speed, a heroin capsule to spare some for an extra dose Amped Pinks - Secobarbital sodium Meth Freak - A frequent user of methamphetamine Plant - An informer Meth Head - A frequent user of methamphetamine Playing the Girls - Using prostitutes for one's in- Meth Monster - A frequent user of methampheta- come mine Point - A needle for injection Mexican Brown - Marijuana Pop - To inject Mezz - Marijuana Pot - Marijuana Mickey - Chloral hydrate and alcohol Pot Party - A company of marijuana users Mickey Finn - Chloral hydrate and alcohol Prickly Feeling - Sensation of air entering a vein Miss - Failing to hit a vein Probes - Discussions Miss Emma - Morphine Purple Hearts - Barbiturates Mob - Professional gangsters Pusher - A seller of drugs Mojo - Morphine Put On - To tease, mock Mooch - Leach, beg Quid - One dollar Morphine - Dope, Hard Stuff, Hocus, Mary Ann, Rainbows - Secobarbital and amobarbital combined Miss Emma, Mojo, Morpho, White Stuff Rap - To discuss, talk Morpho - Morphine Rap - To inform MU - Marijuana Rare - To inhale cocaine or heroin through the Muggles - Marijuana cigarettes mouth Mule - A boy who delivers narcotics Rash - A feeling of excitement or pleasure Muscle - To inject intramuscularly Rasp - To discuss, talk Muta - Marijuana Rat - To inform Nabs - Police Red Birds - Secobarbital sodium 193

Red and Blues- Secobarbital and amobarbital com- Stack - A quantity of marijuana cigarettes bined Sticks - Marijuana cigarettes Red Bullets- Secobarbital sodium Stool Pigeon - An informer Red Devils- Secobarbital sodium Stooly - An informer Roach - Butt of a marijuana cigarette STP - A synthetic hallucinogen; initials stand for Roses - Amphetamine "serenity, tranquility, peace" Run - A limited period of drug taking Straight - Not using drugs Rush - The feeling whenan injected drug enters Strawberry Tablets - Aspirin-sized, pink mescaline the blood stream tablets Sas Fras - North American marijuana Strung Out - Dependent on a drug Scag - Heroin Suey - Opium residue in an opium pipe Schmack - Heroin Sugar - LSD Schmech - Heroin Take Off - To be ready to inject Scott - Heroin Tar - Opium Seccies - Secobarbital Tea - Marijuana Seggies - Secobarbital Tea Blower - Marijuana smoker Shit - Heroin Tea Pad - A meeting room for marijuana smokers Shooters - People who use drugs by injection Tea Party - A company of marijuana users Shooting Gallery- A place where heroin and am- Tecata - Heroin phetamine users convene TexasTea - Marijuanaoriginatingfrom Texas Shoot-up - A series of cocaine injectionscontinu- Ticket Agent - A seller of drugs ously following each other, possibly lastinga Thrill - A feeling of excitement or pleasure few hours Tie - A torniquet Short - A car Tingle - A quick jolt felt in the abdomen at the en- Shrink - A psychiatrist or psychologist trance of the needle into the vein Sitter - A person assisting an LSD taker duringa Toat - To smoke marijuana trip Tracks - Needle marks Skin Pop - To inject under the skin Travel Agent - A seller of drugs Skot - Heroin Trey - A selling weight of heroin Sleeping Pills - Barbituratesthatindicatesthe Trip - Psychological and physiological sensations beginning of perceived after taking an hallucinogen, usually Sleepy Yen - Tossing sleep, initiating "coldturkey" refers to the stronger hallucinogens withdrawa I Trips - LSD Snatch-and-Grab Junkie - An unreliable, not too hon- Truck Drivers - Amphetamines est seller of small quantities of heroin Turkey - Equipment for injections Sniff - Inhale a drug through the nose Turnabouts - Long-acting amphetamines Sniff - Cocaine Turned On - Involved with, under the influence ofa Snort - Inhale a drug through the nose drug Snow - Cocaine Turn On - To start taking drugs Sober Up - To be at the end of a "high" Turn Someone On - To give another person a drug Softballs - Barbiturates for the purpose of getting "high" Speed - Methamphetamine Twenty-Five - LSD Speed Freak - Persons who use amphetamines Ups and Downs - Stimulants and depressants frequently Uppers and Downers - Stimulants and depressants Speed Palace - A place rented by an organizer of Valley - Elbov flexure methamphetamine parties Vibes - Mystical sensations felt as vibrations Spike - A needle for injection Virgin State - Period when cne is taking drugs, but Splash - An orgasmic sensation, frequently asso- is not yet dependent ciated with a penile erection at the beginning Wake-Ups - Amphetamines of a methamphetamine injection Wasted - Being conscious, but showing no interest Splint!: - Marijuana cigarettes in one's surroundings Split - To leave Weed - Marijuana Spoon - Two grains of heroin Weekender - A person who takes drugs onlyon Sport of Gods - To inhale cocaine through the nose weekends Spree - A period of continuous drug taking, drinking Wheels - A car bout White Powder - Cocaine Squares - Conventionally behaving people Whites - Double-scored amphetamine tablets 206 194

White Stuff - Heroin Works - Syringe, needle, bottle cap, and cotton swab White Stuff - Morphine for injections Wig - Mind Yellows - Pentobarbital sodium Wig Out - To undergo a psychotic experience Yellow Bullets - Pentobarbital sodium Wild Geronimo - Barbiturates mixed with analco- Yellow Jackets - Pentobarbital sodium holic beverage Yen Shee - Opium residue in an opium pipe Wino - An alcoholic who prefers wine Yesco - Marijuana Wired - A dependent

.4C7 195

GOOD DRUGS HELP MAN

REDUCTION IN DEATH RATES(1)

It is estimated that more than 5 million Americans are alive today as a result of changes in the mortality rate since 1937. Death rates have been reduced by vaccines and drugs: Poliomyelitis 75% Acute rheumatic fever83% Syphilis 89% Influenza 90% Tuberculosis 91% Measles 94% Whooping cough 96% Diphtheria 99%

UNITED STATES AVERAGE OF ANNUAL DEATH RAGES FOR SELECTED CAUSES (2)

Deaths Per 100,000

1900-1904 1920-24 1940-1944 1945-1949 1950 1965 1966 1967

Influenza 22.8 34.8 13.0 5.0 4.4 1.1 1.6 0.7 Tuberculosis 184.7 96.7 43.4 33.3 22.5 4.1 3.9 3.3 Measles 10.0 7.3 1.1 0.6 0.3 0.1 0.1 0.0 Whooping cough 10.7 8.9 2.2 1.0 0.7 0.0 0.0 0.0 Diphtheria 32.7 13.7 1.0 0.7 0.3 0.0 0.0 0.0 Poliomyelitis 1.3 0.0 Syphillis 5.0 1.1

SELECTED SPECIFIED REPORTABLE DISEASES(3)

Number of Cases 1945-1964

DISEASE 1945 1950 1955 1960 1961 1962 1963 1964

Diphtheria 18,675 5,796 5,796 918 617 444 314 293 Malaria 62,763 2,184 522 72 73 118 99 93 Poliomyelitis, acute 13,624 33,300 28,985 3,190 1,312 910 449 122 Typhoid fever 4,211 2,484 1,704 816 814 608 566 501 Typhus fever Flea-borne 5,193 685 135 68 46 32 35 30 Tick-borne 472 464 295 204 219 240 216 277

(1) Informational Bulletin, Drug Abuse Education for Junior High Schools, Dade County Public Schools, p. 9.

(2) Statistical Abstract of the UnitedStates Information Please Almanac

(3) U. S. Bureau of the Census. Statistical Abstract of the United States: 1966. _2,C8 DRUG ABUSE PRODUCTS REFERENCE CHART

PHARMACOLOGIC FEDERAL CONTROL HOW TAKEN USUAL FORM NAME SLANG NAME SOURCE CLASSIFICATION CLASSIFICATION MEDICAL USE WHEN ABUSED OF PRODUCT

MORPHINE WHITE STUFF NATURAL CENTRAL NERVOUS NARCOTIC M. PAIN SWALLOWED OR POWDER (WHITE (FROM OPIUM) SYSTEM DEPRESSANT (HARRISON ACT. RELIEF INJECTED TABLET 1914) LIQUID H., HORSE, SCAT SEMI.SYNTHETIC HEROIN JUNK, SMACK. SCAG CNS NARCOTIC INJECT ED OR POWDER (WHITE (FROM MORPHINE) DEPRESSANT ( HARRISON ACT. NONE. LEGALLY SNIFFED GRAY. BROWN) STUFF, MARRY 19141 NAT URAL (FROM CODEINE SCHOOLBOY CNS NARCOTIC EASE PAIN SWALLOWED TABLET, OPIUM). SEMI. DEPRESSANT ( HARRISON ACT. SYNTHETIC (FROM & COUGHING LIQUID (IN MORPHINE) 1914) COUGH SYRUP) NATURAL AND PAREGORIC SYNTHETIC CNS NARCOTIC SEDATION. SWALLOWED OR DEPRESSANT (HARRISON ACT. COUNTERACT INJECTED LIQUID 1914) DIARRHEA

MEPER MINE CNS NARCOTIC PAIN SWALLOWED OR TABLET SYNTHETIC DEPRESSANT ( HARRISON ACT. RELIEF INJEC1 ED LIQUID (MORPHINE.LiKEI IN 1944)

SYNTHETIC CNS NARCOTIC PAIN SWALLOWED OR TABLET METHADONE GOLLY IMORPNINELIKEI DEPRESSANT (HARRISON ACT. RELIEF INJECTED LIQUID IN 1953) CORRINE, COKE STIMULANT, NARCOTIC I...00AL OR SNIFFED. POWDER (WHITE COCAINE FLAKE. SNOW NATURAL LOCAL OR (HARRISON ACT. GOLD DUST, STAR (FROM COCA LEAVES) TOPICAL INJECTED OR LIQUID TOPICAL 1914) ANESTHESIA SWALLOWED DUST, BERNICE ANESTHETIC

MARIJUANA POT. GRASS, TEA NATURAL NARCOTIC: NONE SMOKED OR PLANT PAR TICLI HALLUCINOGEN MARIJUANA TAX SWALLOWEO (DARK GREEN ACT. 1937 OR BROWN)

HASHISH HASH Pi...TUR AL SAME AS NONE SMOKED OR SOLID, BROWN HALLUCINOGEN MARIJUANA SWALLOWED TO BLACK, REST BARBS. RED DEVILS. BARBITURATES SE OAT ?ON, SWALLOWED OR YELLOW JACKETS. SYNTHETIC CNS CONTROLLED DRUG. RELIEVE HIGH INJECTED TABLETS OR PHENNIES. PEANUTS, DEPRESSANT DRUG ABUSE CONTROL BLOOD PRESSURE. CAPSULES BLUE HEAVENS, CANOY AMENDMENTS. 1965 EPILEPSY (VARICOLORED

BENNIES, OE XiES. CONTROLLED DRUG. CONT ROL TABLETS HEARTS, PEP PILLS. DRUG ABUSE CONT ROL APPETITE, SWALLOWED OR (VARICOLORED: AMPHETAMINES SPEED. LID PROPPE RS. CNS AMENDMENTS. 1965 NA RCOLEPSy ; INJECT ED LIQUID SYNTHETIC STIMULANT SOME CHIT 014000 POWDER (W. TE WAKEUPS BEHAVIORAL DISORDERS ACID. BIG D. SEMI.Sy NT HE TIC DRUG ABUSE EXPERIMENTAL SWALLOWED TABLETS LSO SUGAR, TRIPS, (FROM ERGOT HALLUCINOGEN CONTROL AMENDMENTS. RESEARCH (VARICOLORED: CUBES ALKAL 01051 1966 ONLY LIQUID STP "SE RE NIT V. DRUG ABUSE TABLETS 00M TRANQUILITY. SYNTHETIC HALLUCINOGEN CONTROL AMENDMENTS. NONE SWALLOWED (VARICOLORED) PEACE" 1966 LIQUID NATURAL (FROM DRUG ABUSE SMOKED OR IN MARIJUANA THC CANNABIS SATIVA) HALLUCINOGEN CONTROL AM ENOMENTS, NONE SWALLOWED OR LIQUID SYNTHETIC 1966 BUSINESSMAN'S DRUG ABUSE DMT SPECIAL SYNTHETIC HALLUCINOGEN CONTROL AMENDMENTS. NONE INJECTED LIQUID 1966

MESCALINE P.:ESC NATURAL (FROM DRUG ABUSE HALLUCINOGEN CONTROL AMENDMENTS. NONE SWALLOWED TABLET PEYOTE CACTUS) 1966 NATURAL (FROM DRUG ABUSE PSILOCY BIN PSILOCYBE: FUNGUS HALLUCINOGEN CONTROL AMENDMENTS, SWALLOWED TABLET ON A TYPE OF NONE MUSHROOM) 1966

BrZE, JUICE NATURAL 'FROM SOLVENT, SWALLOWED. OR LIQUID ALCOHOL SCE GRAPES. GRAINS) CNS DEPRESSANT FTC REGULATIONS ANTISEPTIC. AIJITILIE 0 TRANQUILIZER TOPICALLY FAG. COFFIN NATURAL CNS TOXIN FTC REGULATIONS EMETIC SMOKED. SNUFF. PIPE. TOBACCO NAIL (NICOTINE) (NICOTINE) SNIFFED, CUT PARTICLES CHEWED CIGARETTES NO FEDERAL PLASTIC CNS CONTROLS; SALES NONE INHALED CEMENT GLUE SYNTHETIC DEPRESSANT RESTRICTED IN SOME STATES ODUCTS REFERENCE CHART I9C LONGTERM PHYSICAL PSYCHOLOGICAL ORGANIC HOW TAKEN USUAL FORM EFFECTS POSSIBLE DEPENDENCE DEPENDENCE DAMAGE CAL USE WHEN ABUSED OF PRODUCT SOUGHT EFFECTS POTENTIAL POTENTIAL POTENTIAL

SWALLOWEO OR POWDER (WHITE) EUPHORIA; PREVENT A OD IC T ION, INJECTEO TABLET WITHORAWAL CONSTIPATION, YES YES YES. INDIRECTLY LIQUID OISCOMFOR T LOSS OF APPETITE INJECTED OR POWDER (WHITE EUPHORIA; PREVENT ADDICTION LEGALLY SNIFFED GRAY, BROWN) WITHORAWAL CONSTIPATION, YES YES YES, INDIRECTLY DISCOMFORT LOSS OF APPETITE SWALLOWED PAIN TABLET, EUPHORIA; PREVENT ADDICTION. YES YES YES, INDIRECTLY IGHING LIQUID (IN WITHORAWAL CONSTIPATION. COUGH SYRUP) DISCOMFORT LOSS OF APPETITE

T ION. SWALLOWED OR EUPHORIA; PREVENT ADDICTION. TERACT INJECTED LIQUID WITHORAWAL. CONSTIPATION, YES YES YES. INDIRECTLY HEA DISCOMFORT LOSS OF APPETITE

SWALLOWEO OR TABLET EUPHORIA; PREVENT A OD IC TOON, INJECTEO LIQUID WITHORAWAL CONSTIPATION, YES YES YES. INOIRECTLY OISCOMFORT LOSS OF APPETITE SWALLOWEO OR TABLET PREVENT ADOIC T ION, INJECTED LIQUID WITHORAWAL. CONSTIPATION, YES YES YES, INDIRECTLY OISCOMFORT LOSS OF APPETITE OR SNIFFED, POWDER (WHITE) L INJECTED OR LIQUID EXCITATION DEPRESSION, NO YES PROBABLE HESIA SWALLOWEO CONVULSIONS

USUALLY NONE; NO SMOKED OR PLANT PARTICLES PROBABLE NOT VET EUPHORIA, RELAXATION, BRONCHITIS, OETE RMINED SWALLOWEO IOARK GREEN INCREASE0 CONJUNCTIVITIS, OR BROWN) PERCEPTION PSYCHOSIS POSSIBLE RELAXATION, USUALLY NONE; SMOKED OR SOLID, BROWN EUPHORIA, INCREASED CONJUNCTIVITIS, NO PROBABLE NOT VET SWALLOWED TO BLACK. RESIN PERCEPTION PSYCHOSIS POSSIBLE OE TE RMINE0 SWALLOWED OR VE. HIGH SEVERE WITHORAWAL INJECTED TABLETS OR ANXIETY RE OUCTION, SYMPTOMS; POSSIBLE YES YES YES PRESSURE, CAPSULES EUPHORIA CONVULSIONS. TOXIC Psy (VARICOLORED) PSYCHOSIS OL TABLETS 1TE. SWALLOWEO OR (VARICOLOREO) LOSS OF APPETITE. POSSIBLE YES PROBABLE IL E PSY; INJECTEO LIQUID ALERTNESS, OELUSiONS, HALLUCINA Hol OH000 POWDER (WHITE) ACTIVENESS TIONS, TOXIC PSYCHOSIS RIR AL E R5 MENTAL SWALLOWED TABLETS INSIGHT. OISTORTION MAY INTENSIFY RC H (VARICOLOREO) OF SENSES: EXISTING PSYCHOSIS, NO POSSIBLE NOT VET LIQUID EXHILIRATION PANIC REACTIONS DETERMINED TABLETS SWALLOWED (VARICOLORED) STRONGER THAN NO POSSIBLE NOT YET LIQUID LSO EFFECTS OETE RMINEO SMOKE() OR IN MARIJUANA SWALLOWED OR LIQUID STRONGER THAN NO POSSIBLE NOT VET MARIJUANA EFFECTS OE TERMINE0

INJECTED LIQUID SHORTER TERM THAN NO POSSIBLE NOT VET LSO EFFECTS DETERMINED

SWALLOWED TABLET SAME AS LSO NO POSSIBLE NOT VET OE TERMINEO

SWALLOWED TABLET SAME AS LSO NO POSSIBLE NOT YET OETERMINE0

NT. SWALLOWED. OR LIQUID SENSE ALTERATION, TOXIC PSYCHOSIS. YES YES YES EPT IC, APLIE0 ANXIETY REOUCTION, ADDICTION; NEUROLOGIC UILIZER TOPICALLY SOCIABILITY DAMAGE C SMOKECI, SNUFF, PIPE INE) SNIFFEO, CUT PARTICLES CALMNESS. LOSS OF APPETITE, POSSIBLE YES +ES CHEWED CIGARETTES SOCIABILITY HABITUATION PLASTIC INHALE() CEMENT INTOXtCATION IMPAIREO PERCEPTION. NO YES +ES COOROINATION. JUOGMENT The American School Health Association and the Pharmaceuticol Manuracturers Association.

: 210 I97

STUDENT DIALOGUE ON THE USE AND ABUSE OF DRUGS

SECOND GRADE

These are some statements made by the pupils on the subject of drug abuse.

(1) Sometimes drugs kill you. (2) People put it in candy and offer it to you. (3) Sometimes drugs can damage your brain. (4) It can make you do things like jump out of very high buildings. (5) A ten year old boy sniffed gas and died. (6) Drugs can make you go crazy. (7) Some people give themselves shots with drugs in them.

When asked to name some drugs or some slang names of drugs they named grass, marijuana, LSD, pot, red-devils, dope, and glue.

These are the questions they asked about drugs.

(1) Where does it all come from? (2) What color isit? (3) Why do kids take drugs? (4) Do old people take drugs? (5) What will marijuana do to you? (6) How do drugs damage your brain? (7) Where do teen-agers get dope? (8) What kind looks like candy? (9) Can it kill you? (10) What can LSD do to you? (11) How do people make it? (12) Why do kids buy it from each other? (13) How does marijuana grow? (14) What does marijuana smell like? (15) What drugs are in medicine?

THIRD GRADE

1. How can you tellif a drug is poison?

2. Can an overdose of aspirin kill you?

3. Why are drugs bad for you?

4. What do uppers and downers do to you?

5. How can you tell drugs apart?

6. If people take drugs and die from them, why do others follow them and take drugs?

7. Can a person on drugs hurt others?

8. Is there a liquid dope? I 98

9. Can drugs kill?

10. What is L.S.D.?

11. What are the names of drugs?

12. How can you tell if someone ison drugs?

13. How do drugs make your stomach cramp?

14. Where do drugs come from?

15. What kind of drugs are bad foryou and what kind are good for you?

16. What is the worst kind of drug?

17. Why do people take drugs?

18. How do drugs hurt you?

19. Can doctors cure you from taking drugs?

20. In what countries are drugs legal?

21. Why do people make drugs?

22. What is heroin?

23. What kind of grass is grass?

24. What are red devils and yellow jackets?

25. How many people take drugs?

26. Why do they want to legalize pot?

27. Do some drugs make you dumb for life?

28. Why do people give drugs to kids?

29. How do drugs get into candy?

30. Why are there bad trips?

31. Why are drugs legal in some countries?

32. Do teenagers take more drugs than grown-ups?

33. If it is against the law, why do people takedrugs?

34. How do poppy flowers make a certain kind of drug?

35. Who invented drugs? 199

THIRD GRADE (continued)

36. How does smoking pot hurt your brain?

37. Why do people take dope?

38. Are drugs made of different medicines?

39. Why did they make dope?

40. How does the hospital get the dope out of you if you take an overdose?

41. If drugs affect you, why are they made?

42. How do they make pot?

43. How does marijuana hurt your lungs?

44. How is marijuana made?

45. Can drugs sometimes catch on fire?

46. Can you mix drugs together and make some kind of drug that can harm you?

47. If you put dope in your bloodstream, what would happen?

48. If you had to take medicines, how can you be sure you are taking the right ones?

49. Where do they get drugs?

50. Where do you buy shot needles that you can shoot people with?

51. If there's pot in the world, and it was the only kind of food, what would happen to everybody?

52. What if people put pills or liquid over bread at night?

53. Why do some men buy drugs?

54. What if someone put drugs in your food, and you didn't know it?

55. Can too many drugs kill you?

56. Do some people take drugs just to be smart or big?

57. How do drugs affect your skin?

58. When people take dope, why do they think it is good for them even if it wasn't prescribed by a doctor?

-213 200

THIRD GRADE (continued)

59. Why do people take drugs from strangers?

60. Why do some people feed it to their animals?

61. Why do they want to grow it in their yard?

62. What if someone threw drugs in a pond and a fish ate it; you caught the fish and ate it; what would happen?

63. Can drugs cause explosions?

64. Where do they get heroin?

65. What's the drug that you take using a needle? What's the liquid?

66. Could drugs make burns like acid go all the way through your body?

67. What kind of drug makes a dog paralyze?

68. How does dope paralyze you?

69. What medicine really harms you - makes you mean?

70. What about glue sniffing?

71. Can dope affect trees in any way?

72. Do they have machines that make dope?

FIFTH GRADE

List drugs that you know.

HELPFUL HARMFUL (OTHER NAME) sleeping pills LSD Acid Aspirin Marijuana Pot tranquilizers HeroiN Speed LSD Amphetamines Grass Glue White Fuzz Too many sleeping pills Weed Too many Aspirin Dope STP 201

FIFTH GRADE (continued)

QUESTIONS:

1. How many kinds of dope are there?How help or harm you?

2. How many make you mentally ill?

3. What is L.S.D.?

4. How many colleges have pushers?

5. What is pot?

6. What is marijuana?

7. How does dope affect you?

8. Would one dose of sleeping pills kill you?

9. Why do people use them?

10. How do they get dope? (Where are they sold?)

11. Do most people with long hair use dope?

12. What does L.S.D. look like?

13. What drugs are still a mystery?

14. What does Amphetamines do?

15. Why do kids take it?

16. Where is it grown in the 'tates?

17. What good are harmful drugs?

18. How do you stop taking drugs?

19. Does L.S.D. help cure cancer?

20. What drugs are most harmful?

21. Can police stop the use of drugs?

22. What is the states view on drug users and pushers?

23. Is it true that a law has been passed where cafe's can not put sugar in jars?

24. What is in them that make people go crazy?

25. What do they look like? 215 202

FIFTH GRADE (continued)

26. Why can't the government stop theuse of drugs?

27. Do you think if all who use drugs were put inone place they would stay there?

28. How long does it take to take affect?

29. Do you think that people who commit suicideare on drugs?

30. How can drugs be useful and harmful?

31. Can drugs kill you?

32. Why do people take drugs?

33. What is the fine for selling or taking drugs?

JUNIOR HIGH DRUG QUESTIONS

1. Can the smoking of grass affect the formation ofa baby if both the parents or even one parent smoked it?

2. Can the smoking of Pot do any damage to the brain of theone who smokes it?

3. Do most drug users die from an overdose of drugs,or do they get killed in accidents while under the influence of drugs?

4. Can you become addicted to heroin if you takea small amount?

5. Do you think Pot or Grass will ever become legalized?

6. Can the continued use of cough syrup lead to theuse of harmful drugs?

7. Where are the most common places that drug pushersgo to push their drugs?

8. What is the most common age of kids thatare caught with drugs?

9. Can Grass cause you to take LSD, heroin, ect., if you'venever taken those drugs before?

10. I've heard a saying around school thatyou can buy a lid, what is a lid?

6 203

JUNIOR HIGH (continued)

11. If you're in a room where people are smoking Pot,can you be affected by this?

12. If you are pregnant and take pills, you don't know what kind, can you or your baby be affected by this?

13. Are pills from the medicine cabinet bad for you if you don't know what they are?

14. How long has drugs been misused in the United States and why do people take them?

15. What is Cold Turkey?

16. Why can't Pot be legalized?

17. Are some of the drugs the same as what doctors prescribe?

18. What are the after affects of hard stuff?

19. How do most people get on drugs?

20. If yoJ were on other medication and you took acid what would the affects be?

21. Is it true that peanut butter will make you high?

22. Where does Pot usually grow?

23. If you mixed drugs what would happen?

24. Why don't we have stricter laws concerning drugs?

25. What country has the largest problem with drugs?

26. What part of the United States has the largest drug problem?

27. What is the largest misused drug in the United States?

28. How are drugs made and do all of them send you on a trip?

29. Can you ever completely get a drug out of your system after you've used it?

30. Why haven't drugs always been a problem in the United States?

31. Where are drugs coming from?

32. What should you do if your brother or sister gets on drugs?

-217 204

JUNIOR HIGH (continued)

33. How much does 1 oz. of Marijuana cost?

34. How would you help someone who is on drugs?

35. Can parents really tell when their kids are on drugs?

36. Can parents drive their kids to taking drugs?

37. Can parents be too concerned?

38. Why did they let drugs get into the hands of military men?

39. How is death caused when barbiturates are used with alcohol?

40. Why do scientists make drugs when they know that they are harmful?

41. Is pot harmful? If so, can doctors prove this?

42. Can heroin be taken in any way other than shooting it into the veins?

43. Why do people take drugs?

44. Does plain ginger send you on a trip?

45. What are some manes of drugs?

46. What is hash?

47. Do people who take sleeping pills go on to harder drugs?

48. Do stupid people like dope?

49. What are drugs?

50. Can you get high on drugs?

51. Can drugs be harmful?

52. What would drugs do to you?

53. What is cold turkey?

54. Why is it always hippies that take drugs?

55. Where do drugs come from?

56. How many drugs kill you?

57. How do drugs get into illegal hands?

58. What is the difference between narcotics and non-narcotics?

218 205

JUNIOR HIGH (continued)

59. Why do most people take drugs?

60. Why do most people take non-narcotics?

61. Why do most of the pills hook you?

62. What do you think of narcotics?

63. What do sleeping pills do for you?

64. Is it true that after taking marijuana you won't have a hangover?

65. Why do they take red-devils?

66. Why are non-narcotics so dangerous?

67. How do people obtain drugs?

68. Does LSD damage chromosomes?

69. I read that they are using another drug to take people off heroin. Is it still experimental and what isit called?

70. Why do teenagers take dru, when they've seen films such as the one we saw today?

9 206

TEENAGE DIALOGUE ON THEIR CONCERNS REGARDING DRUGS AND THE USE AND ABUSE OF THIS TOPIC BY THE CLASSROOM TEACHER

Do you think we need a drug education program?

I can see a lot of good points in it. What did you learn about drugs?

I think we learned more about people than about drugs. We learned that mescaline and acid were just about the same, and pot wasn't. Glue sniffing is about the worst.

I think we learned more about ourselves than we did about drugs. What about other people? Trying to relate to other people is maybe more important than learning about drugs.

I liked the professor's talk on marijuana. He was so truthful about it because he told the good and bad points. It wasn't all factual. He was telling us about some other people that were

"high" and I really learned a lot from him. To me, drug education (for those who think they know everything) bettersyour knowledge and for those who are really dumb on the subjects; it will help them too. We were talking about why there should be a drug educationprogram.

I know that if I were in kindergarten I would want my teacher to know something about it so she could tell me some things. But you don't really need it in kindergarten. You learn things like personal cleanliness and safety. I'm just scared that someone is going to "blow it" and make it unnatural. Learning follows a pattern and the teacher will throw in things thatare completely unrelated. The teacher has the opportunity to "blow" any subject she teaches.

I was talking to Nancy and she was talking about all the different teaching methods she hasn't had a chance to use because everythingwas so traditional and set in it's ways. This kind of a new program will give the opportunity to relate in a new way, and she was really enthused about that. It's something new. This is just the first year and it will get better gradually. This thing is like revising the system because you have to have time and you have to communicate.

I don't see how any patterns can be established. Well, it already is.

It's like a train of thought that is putting emphasis on drug education, but I don't see how you can think that it is going to be so static and negative just overnight. The teacher is going to have limitations. That's just the way the system is. The teacher canIt'sget the subject out because of limitations--parents, the way the system is. The teacher has to have freedom if the subject is to be taught. You can't afford to teach this kind of education in a limited atmosphere. There has got to be honesty. It's like sex education. The parents say that I'm not going to have my

children learn this. If anyone tells them, I will tell them. And they are scared to tell them in the first place.They will say that they don't want their children to learn about drugs because they don't need to learn about

--1,42W1,xt,r 207

that. Some might say that it's a way of telling them how to get the stuff. It's the same with sex education. People are scared they are going to learn something that they are going to learn otherwise. If they learn about it in class then they will experiment with drugs outside of class. So what difference does it make to learn it from a teacher and learn both sides of drugs or if you go out on the street and get it that way. That's why people want to teach drug education. The system has got to be honest. They can't afford to work with these two types of subjects the way they have been working with other types of subjects. In history people can write anything they want and so with sex.But people know about sex. You can't lie about it. The answer lies in the teacher that is going to teach it. The teacher has any

direction to go and I can see all kinds of freedom for the teacher. But there's going to be outside pressure. When a teacher is in a classroom, she can be honest. Ther's a lot of other teachers that are scared to death and are influenced by the pressures. But systems don't tell you to lie. The teacher will say, "There is nothing wrong with marijuana--no harmful effects." Then the kids will go home and tell their parents this and then the parents say "You told my kid that there is nothing wrong with marijuana."

I can't see how there is so much pressure on teachers so that they will be dis- honest about it, and say this is bad because it is wrong.

I have seen so many of my teachers lie. That's what I'm saying. She has the freedom to lie if she wants to, but if she wants to be honest, she can.

I think the teacher's job is to present the facts- both sides. If the kid hasn't learned right from wrong by the third grade, he going to be in pretty bad shape. The teaching won't make any difference. It is going to allow the kids to make up their mind if they don't know already. You can't have a course teaching morals. You can't have a course saying that it is wrong to use heroin but right to use marijuana. Or to use all the drugs and get drunk every Friday night.Alcohol is a drug anyway. It's worse than marijuana. But it's legal. We have got to find a way to get a perfect teacher. But it's impossible to get a perfect teacher. They have to be open-minded, ability to teach. Who is going to determine if they are qualified or not? What do we do if some teacher says that she wants to teach it, but aren't any of these things? The students should make sure that they want this teacher. But it might get to a point where we can't do that because then it might not be enough teachers to go around. A lot of teachers would be scared to teach. Some teachers are not able to teach. They are too emotional and present only one side of the facts. There are poor teachers everywhere, but they are still teachers. Did you ever think about getting a doctor to come around one day a week. Are you going to pay the doctor to do this? They would know more about drugs than anybody else. They could tell you 208

exactly what happens when you take the stuff. In writing the curriculum the teachers are trying to get experts tocome. Part of the program is the effects of drugs, the uses, the scientific data. Then there are other aspects such as the social relevance of drugs. It isn't all scientific. There would be other people involved such as the clergyman, doctor, psychologists.

What I think is so important is to get the kids to relate their ideas. When we were at the university, we learned more about ourselves and howto communicate with other people and how to express your own ideas. In relating to other people, you can get to know yourself better.You can make more decisions better, and that is what the drug thing boils down to. The student and teacher have to achieve this or they won't accomplish anything. It's a whole new atmosphere where we can grow in it.

We grow with time with the pressures. I know in our groups it sometimes takes 45 minutes to warm up. Once we got started we got really carried away. It takes at least 20 minutes to break the ice. It takes a pretty fantastic teacher to do this in 3 or 4 minutes. You almost have to take the attitude that time is forever when you walk into the class. Don't you just wish you could sit down on the floor and have a generalrapp. The way they just kind of stand up there and guide us--that was the most fantastic way to learn. Did you learn more now than in the whole school year? About drugs for sure.

I know that I learned a lot about drugs, about people, being yourself and truthful - -being able to look people straight in the eye and telling them how you feel. Are we able to get across to people about this kind of atmosphere? Can people understand that it is neat to sit around and talk instead of being in a desk and being isolated?

I think that a lot of teachers already know this.

I think they do but are not strong enough. to do anything about it.

I had a teacher who would group us in a circle, but it wasn't the same thing. We had a rapp session where we talked about things going on in the school- - not particularly about drugs. We didn't do it very often, and the teacher would only say something when ten people tried to talk at once. You can get more done with five people in a group then thirty people sitting in a classroom. It's hard when you have to teach so many people. If this is done in class, the kids can get the hang of it so fast and there is always four or five leaders in the class. Once you get the hang of it, anybody can say how they feel. This is where the time limits come in.

I know that it took our group two days to really get together and establish a trust in our group. What do you consider the lowest grade level or lowest age that kids can get around like this and just talk? Any age. Can you imagine kids in kindergarten sitting around and talking about the poisons their parents take? 209

Kids are so use to being open anyway. Kids are rally open, then they are conditioned to not say anything. By the time they reach the fifth grade, they are completly turned off and don't feel like turning on anymore. They have to hide how they feel. That's why people have a hard time relating to others. The teacher should learn to guide the kids in kindergarten and help them. We could learn so much if we could sit around in a group and ask each other

"Why am I getting involved in drugs?"

"Why am I interested in this?" "What's pushing me there?" When we can answer these questions for ourselves, we have grown a lot. We were involved with the drug program at West Florida, but it just wasn't a drug program, it was a trip program. It was really beautiful. We went to classes, communications groups, saw films, talked to professors. Some kids won't say what they want to about drugs because of the total atmosphere. Some teachers say, "OK today we are going to talk about marijuana--any opinions?" This happens all the time. How do you get it to be open like we are here now? At the university, one teacher told so much how she felt without anyone being there for security. Time was unlimited. We all felt like we were a family. We said what we felt. She presented a balance of sides. The information was there. We were real people.

I know that I learned more from these people then all the years of regular school. You got to think about the kind of people that they were though. Even if the teachers were called by their first name for a week, the formal procedure took place after that week. We aren't talking about drugs, drug education, but the whole system. You can't talk about drugs and then not about other things. You can't talk about drug education without talking about education itself. Do you realize that when we talk about drugs, the whole system has to be revised. How do you feel about drug education?

I don't think they should start it until about the seventh grade. In kindergarten the teacher starts not with drug education but with safety. They are not going to jump right into heroin and all this. They will gradually bring it in. They start with the medicine cabinet and work on up. In high school there will be a lot of discussions. They are trying to organize a program where drug education starts in kindergarten and changes every year.

I know that I was so stupid when I went to the university. I thought "weed"

was something you mow down on the ground. I didn't know anything. In the education program, what would you want to see in the 12th grade?

I would want the truth presented. The good and bad points should be presented. The students probably know the difference anyway. The idea is to make us

believe it. I took a course in health and only the bad was presented. That was silly. The teacher said, "The minute you drop acid you will be insane for the

rest of your life." I know the good and bad so the whole thing is silly. A lot of teachers will take pamphlets and read them and go from this.The pam-

21...C.33 210

phlets are a bad source because they only present the bad facts. The Medical Association has pamphlets that we read, and theywere beautiful because they were so factual. There are good ones and bad ones. There are even commercials on drugs that are dumb. What about the pressure?

I know one teacher that got the students to write a paper on the good and bad effects of marijuana, and he almost got fired because parents called and said "You are teaching our kids about marijuana." But the school can turn around and say that we are giving the objective viewpoint to the kids. The teacher has to earn their "bread" and they can't be expected to tell lies. If a student goes up to a teacher and tells him that he has triedor uses some form of a drug, the teacher can't run to the administration. What about the teacher in Tallahassee that got "busted"? Some kids told her something and she didn't tell.

I never even heard of it until my cousin came back from Viet Nam with a big bag of grass. My sister dropped acid for some many years so I'm really downon it.

There's so much on drugs. I don't know why marijuana is included, but I guess it is a drug. Yea', it is a drug.

I don't see a thing wrong with it except that it is illegal. You don't get sick. Liquor and grass will make you sick. Mixing the two will make you out of your mind. I don't know why people are so down on it. On liquor people get sort of silly. On grass people just lay there. No hangover. Alcohol has been proven to be more dangerous than marijuana. You get cirrosis from drinking. They don't know that yet. It took 2000 years to find out all about liquor, and it will take 2000more to find out about marijuana.

I think that they should stop gripping about grass. Everything in Pensacola seem to start off with marijuana. Everything seems to begin there. Then this is suppose to lead to hard drugs.That's all people talk about- - marijuana. People are naturally intelligent. They know about acid. Like snorting speed. It makes your teeth rot and your hair falls out. No it doesn't. Yes, when you take an excessive amount. A lot of people snort speed. When you take speed, you have to wait awhile, but when you snort it--Wow. It just hits them quicker.

I don't do anything except for grass.

I took a big dose of that when I was fourteen.

I took two hits of speed once.

I did them for a week in school. I didn't sleep. If you get busted, you usually get about / years. Then they put you in a piece with criminals that are in for life. A rehabilitation center is better than any prison any day. Yeah, we said we wern't going to the university to get rehabilitated and yet we were. 211

Not brainwashed.

I was brainwashed to feel more honest about drugs.

I was myself. The worse part is telling your parents about drugs.

My grandmother came to the house once.She had some nerve pills and I took some. They made me more nervous than before. Even pep pills drive me up a wall. You have to keep going. Some girl took some no-doz to stay up and study, but she got really sick. Some six year old kid went in a store to buy some glue and they wouldn't even sellit to her. Paint isn't hard to buy. My brother started on glue. Paint, glue--anything with that type odor is bad. There are a lot of people who die. People are going to somehow get some form of drugs. Did you hear about the inflation. The price of grass is going up because it is so hard to get. A dollar a joint? Twenty-five for an ounce. There is going to be a big wave of grass in September. When you take acid or something, can other people tell? Do you know that before you can take your driver's license test, you have to take a test to find out if you have taken drugs before. There's no way. In your blood. People are dropping acid and speed now because that's all they can get. A lot of people think that if grass were legalized, then people would stop doing so much acid. They won't ever legalize acid. They ought to perfect it.

When I'm drunk, I go fast but when I'm stoned, I go slow. Do you know where the best place to smoke is? In a car. A lot of people who smoke grass don't even smoke cigarettes. A lot of stuff has soap in it.You know that it isn't pure stuff. Acid is cut, so is grass. People even do oregano.

I know one girl who got fined $50.00 for calling a policeman a The country is sort of communistic. It is going to "pot". I'll smoke to that.

I think we should go through all of the drugs and say about each of them. Drugs are nationwise. They haven't proven that drugs can harm you physically. It's just been that over the years that people have accepted that drugs are bad and that marijuana is a drug. People put you down for it. People have found no harmful effects. Why lie about it? First graders now know a lot about marijuana.

When people said that they were going to cut weed, I thought that they were going to cut grass instead of buying it.

I didn't know about drugs until well after the seventh grade. The younger kids now know more about it than we did when we were kids. Are drugs a national problem? Sure!

p.7.)5 ridAJ 212

It isn't just a problem in any certain part of the United states but all over. Kids are more exposed today. They repeat things.They are being cool and they are new words. They want to impress other people when they use drugs. Now that we know that this problem exists, how do we cope with it? Kids start learning K thru 5. This is the time when the brainwashing should be or is. People who use the slang words are identified with the hippy or drug users. The facts should be presented so the people can make their own decisions. The educational system knows how to expose the kids to drugs. Starting from the beginnVng and working up. That's what we are trying to work up now--what the teachers are going to go by. What kind of person do you want to teach you this? I want a person who is openminded, who is willing to teach drug education, able to teach, emotional stable. You don't want a teacher who says that drugs are bad or drugs are good. Someone who is willing to teach and able to teach. Someone who wants to do this. I want someone who is "in the know", Teachers can teach what there is to teach. Teachers couldn't say how they felt about it because the kid would go home and tell their parents. But by listening to other opinions, you can judge your own values. Do you want a teacher who can act as a leader or maybe as a listener? A teacher that will act as a guide. A person who will start things off and then let the students go from there. Some kind of analysis by the instructor is going to have to be made to find out where the students are at. How should a teacher find out about her students? I would go to a group of 5 students and ask how they feel about drug abuse.

I had rather that my kid know what chemicals not to handle and know about the things in mymedicine cabinet. Is something wrong with drug education? It's hurting other people. No,I'm not hurting anybody--maybe myself in some respect. What does it do precisely to the body? Why does it make you addictive? What do you want to learn if you take a course in drug education?

To avoid becoming addictive without knowing it. I would like to know some of the drug names. To just become aware of what drugs are. It should be offered every year and advance as you go along. I've got some friends that say marijuana gives them a new insight towards a lot of things which is crazy.

470.716 jel FILMS ON DRUG PREVENTION TITLEPRODUCTIONYEAR ANDOF statedLENGTH(color,IN MINUTESother- unless TOPIC(S) AUDIENCE PRODUCER AND/OR DISTRIBUTOR(S) 1968Beyond LSD wise) 25 generaldrugs in adultshigh,Jr. & sr. Bailey Film Associates* Theof MarijuanaCircleChemistry 57B&W36 marijuanaheroin adults McGraw-HillIndiana University* Films* DrugsThe 1967Dangerous color22B&W drugsgeneral in jr.high, & sr. America*Narcotic Educational Foundation of DrummerThe Distant parts)66or (threeB&W LSD,marijuana, heroin adultiadults National Institute of Mental Health* DrugsDriving1968 and 15 generaldrugsmethedrine in adultshigh,jr. & sr. Modern Talking Pictures* TheBombDrug Chemical Abuse: 19 methedrine,marijuana,barbiturates, Jr.adultshigh, & sr. Film Distributors International* 1969 *Addresses for organizations indicated by an asterisk (*) are given in Sources. deliriantsglue, and TITLEPRODUCTIONYEAR ANDOF wisestatedLENGTH(color,IN MINUTES other- unless TOPIC(S) AUDIENCE PRODUCER AND/OR DISTRIBUTOR(S) AnswerOneDrug Town'sAbuse: 23 communica-teendrugs inculture, Jr.adultshigh, & sr. AIMS* 1952Drug1970 Addiction B&W22 youthdrugstion and jr.high, & sr. AIMS* Drug1970 Philosophy 15 ents,drugs,teachers and par- adults c/oDonald 21st Wigal Cinetics* NervousDrugs1967 and System The 18 marijuanaLSD,amphetamines,aspirin,barbiturates, glue, sr.4-6,elementary high Jr. & Churchill Films* Nowhere1968Escape to 25 amphetaminesheroin,LSD,marijuana, hashish, Jr.adultshigh, & sr. Professional Arts or Indiana University* *Addresses for organizations indicated by an asterisk (*) are given in Sources. 214 215 TITLE AND LENGTH TOPIC(S) AUDIENCE PRODUCER AND/OR DISTRIBUTOR(S) PRODUCTIONYEAR OF wise)stated(color,IN MINUTES other- unless FlightFight1967 or 16 marijuana,heroin,"pills," LSD, highjr. & sr. of Police*International Association of Chiefs ZO Grooving drugcinecoughalcohol, scenemedi- jr. & sr. State of New York Drug Addiction GO Hide1969 & Seek 2914 heroin, Jr.adultshigh, & sr. CenterControl for Commission* Mass Communication, The 1966Hippie 51 LSDmarijuana jr,adultshigh, & sr, McGraw-HillColumbia University* Films* HumanTemptationand1967 DrugsEcology 30parts)(two drugcauses abuse, of adultsadultshigh, American Documentary Films* Hooked1970 20 heroinself-determina-tion jr. & sr. Churchill Films* 1967 *Addresses for organizations indicated by an asterisk (*) are given in Sources. B&W high LENGTH TOPIC(S) AUDIENCE PRODUCER VD/OR DISTRIBUTOR(S) TITLEPRODUCTIONYEAR ANDOF wise)statedIN(color, MINUTES other- unless 1970SeeingI'll BeYou 11 narocticsdrugsin general and gradesmentaryupper ele- AIMS* GrassKeep1970 Off The 11 marijuana Jr.adultshigh, & sr. Sterling Educational Films* TheEffective ILaw: t? Is How B&W36 drug laws high,jr.adults & sr. Indiana University* The1968 Losers B&W31 marijuana,glue, heroin, jr,high, & sr, Carousel Films* LSD1965 28 LSDdepressantsstimulants, adultsU.S. Navy Audiovisual Branch of U.S. Navy* orLSD:1967 Insanity Insight 28 LSD high,Jr.personnel & sr. Bailey Film Associates* 1968 *Addresses for organizations indicated by an asterisk (*) are given adults in Sources. 216 217 TITLE AND LENGTH TOPIC(S) AUDIENCE PRODUCER AND/OR DISTRIBUTOR(S) YEARPRODUCTION OF wise)stated(color,IN MINUTES other- unless vs.LSD!1967 Leary Lettvin B&W54 marijuanaLSD, adults Indiana University* , GroveLSD: Experiment The Spring 54B&W LSD adultssr. high, McGraw-Hill Films* CS.i, orLSD:1966 Trap Trip color20 LSD adultssr. high, Sid Davis Productions* n toLSD:1968 Where? A Trip color28or B&W LSD high,jr. & sr. McGraw-Hill Films* LSD1968 - 25 27or B&W LSD adultshigh,jr. & sr. Professional Arts* 7/20/67)Marathon1967(ABC-TV, B&W51 VillageDaytopitationrehabil- at adultshigh,Jr. & sr. Films, Inc.* *Addresses for organizations indicated by an asterisk (*) are given in Sources. TITLEYEAR ANDOF LENGTHIN MINUTES TOPIC(S) AUDIENCE PRODUCER AND/OR DISTRIBUTOR(S) MarijuanaPRODUCTION wise)stated(color, other- unless 34 marijuana jr. & sr. Bailey Film Associates Marijuana1968 52 marijuana jr.adultshigh, & sr. Carousel Films* GreatMarijuana:1968(CBS Escape Reports) The 20B&W marijuana adultssr.high, high, Bailey Film Associates C?J. ZU Mind19681969 Benders 26 mescaline,LSD,DMT adultssr. high, National Medical Audiovisual Center* ANarcotics: Challenge orcolor24 B&W narcoticspsilocybin educators ofNarcotic America* Educational Foundation TheNarcotics:1967 Inside Story 12 marijuana,LSD,narcotics, sr.4-6,elementary high Jr. & AIMS* *Addresses for organizations indicated by as asterisk (i:) are given in Sources. sedatives 218 219 TOPIC(S) AUDIENCE PRODUCER AND/OR DISTRIBUTOR(S) TITLEPRODUCTIONYEAR ANDOF wise)statedLENGTH(color,IN MINUTESother- unless ofNarcotics:1965 Despair Pit 28 withdrawalheroinmarijuana, adults Film Distributors International* WhyNarcotics1966 Not? - orcolor15 B&W "pills,"glue,heroin, adultsJr.high, & sr. AI MS* TheDoor People Next 81 (3 reels) ofmarijuanafamily drug in-ordeal Jr.adultshigh, & Sr. Bailey Films Associates* The1966 1969Riddle 20B&W coughheroin,glue,volvement Jr.high & sr. Office of Economic Opportunity* TheSeduction Innocent of colorandB&W; short &long youthmedicinedrug pushers, adults Sid Davis Productions* The 1967Seekers versions30 LSD,heroin, sr. high ControlState of Commission*New York Addiction *Addresses for organizations indicated by an asterisk marijuana (*) are given in Sources. TITLE AND LENGTH TOPIC(S) AUDIENCE PRODUCER AND/OR DISTRIBUTOR(S) PRODUCTIONYEAR OF wise)stated(color,IN MINUTES other- unless AbuseofTheSpeedscene: Amphetamine Problem 17 "speed"amphetamines, adultshigh,jr. & sr. Bailey Films Associates* The 19681969Trip Back 28 addicta reformed jr.adultshigh, & sr. Association/Sterling Films* -iv,. 4;./) . DownUp1970 Pill, Pill 20 amphetaminesbarbiturates, adultssr. high Bailey Films Associates* 41 TheWorld1968 Weed of 21B&W marijuana adultshigh,jr. & sr. Indiana University* *Addresses for organizations indicated by an asterisk(',) are given in Sources. 220 221

SOURCES

AIMS - Instructional Media Krasker Memorial Film Library Services,Inc. Boston University of Education P.O. Box 1010 765 Commonwealth Avenue Hollywood, California 90028 Boston, Mass. 02215

Alcoholism and Drug Addiction Bureau of Narcotics and Research Foundation Dangerous Drugs 344 Bloor Street West (see: U.S. Department of Justice) Toronto 4, Ontario, Canada Canadian Film Institute Alden Films 1762 Carling Avenue 5113 Sixteenth Avenue Ottawa 13 Brooklyn, New York 12204 Ontario, Canada

American Associationfor Health Carousel Films, Inc. Physical Educationand 1501 Broadway Recreation New York, New York 10036 1201 Sixteenth Street, NW Washington, D.C. 20036 Center for Studies of Narcotic and Drug Abuse American Documentary Films (see: National Institute of Mental 336 West 84th Street Health) New York, New York 10024 Cinetics Association/Sterling Films (see: 21st Cinetics) 43 West 61st Street New York, New York 10023 Division of Drug Control Division of Public Health Council on Mental Health Education American Medical Association Commonwealth of Pennsylvania 535 North Dearborn Street Harrisburg, Pennsylvania 17120 Chicago, Illinois 60610 Community Services Office American Pharmaceutical Cerritos College Association 11110 Alondra Boulevard 2215 Constitution Avenue, NW Norwalk, California 90650 Washington, D.C. 20037 Churchill Films, Inc. Narcotics Advisor Committee 662 North Robertson Boulevard American Social Health Los Angeles, California 90069 Association 1740 Broadway Center for Mass Communication New York, New York 10019 Columbia University Press Myles Cooper Building Association Films, Inc. 440 West 110th Street 600 Grand Avenue New York, New York 10025 Ridgefield, New Jersey 07657 Commission on Narcotic Drugs Bailey Films Associates (see: United Nations) 11559 Santa Monica Boulevard Los Angeles, California 90025

35 222

Contemporary Films Drug Information Series 267 West 25th Street Guidance Associates New York, New York 10001 Pleasantville, New York 10570

Coordinator, Title III Ideal Pictures Corporation Coronado Unified School District 321 West 44th Street 706 Sixth Street New York, New York 10036 Coronado, California 92118 NET Film Service Council on Mental Health Indiana University Audio-Visual (see: American Medical Center Association) Bloomington, Indiana 47401

Sid Davis Productions Information Materials Press 2429 Ocean Park Boulevard 25 West 4th Street Santa Monida, California 90405 New York, New York 10036

DCA Educational Products, Inc. Institute for the Study of Drug 4865 Stenton Avenue Addiction Philadelphia, Pennsylvania 19144 680 West End Avenue New York, New York 10025 99 Films on Drugs Department of Education Executive Director Bureau of Curriculum and International Association of Chiefs Instruction of Police Tallahassee, Florida 1319 Eighteenth Street, NW Washington, D.C. 20036 Audio-Visual Service Eastman Kodak International Film Bureau 343 State Street 332 South Michigan Avenue Rochester, New York 14608 Chicago, Illinois 60604

Encyclopedia Britannica International Narcotic Enforcement Educational Films Officers Association, Inc. 180 East Post Road 178 Washington Avenue White Plains, New York 10601 Albany, New York 12210

Film Distributors International J & F Productions, Inc. 2223 South Olive Suite 700 Los Angeles, California 90007 1401 Walnut Street Philadelphia, Pennsylvania 19102 Florida State Board of Health P.O. Box 210 Lockheed Drug Decision Jacksonville, Florida 32201 Education System Box 504 Consumers Inquiries Sunnyvale, California 94088 Food and Drug Administration 200 C Street, SW Cooperative Narcotics Prevention Washington, D.C. 20204 Program Los Angeles County Audio Visual Department Superintendent of Schools General Motors Photographic 115 West Washington Boulevard General Motors Building Los Angeles, California 90015 Detroit, Michigan 48202 McGraw-Hill Films Golden State Film Productionse,, 330 West 42nd Street 1032 Mariposa Avenue . New York, New York Berkeley, California 94707 10036 223

Modern Talking Picture Service, Clinical Research Inc. National Institute of Mental Health 1212 Avenue of the Americas Department of Health, Education New York, New York 10036 and Welfare Lexington, Kentucky 40501 Narcotic Addiction Control Commission Center for Studies of Narcotic and Executive Park South Drug Abuse Albany, New York 12203 National Institute of Mental Health 5454 Wisconsin Avenue, NW The Narcotic Educational Chevy Chase, Maryland 20015 Foundation of America 50551 Sunset Boulevard National Medical Audiovisual Center Los Angeles, California 90027 Station K Atlanta, Georgia 30334 Narcotics Education, Inc. 6830 Laurel Street, NW NET Film Service Box 4390 (see: Indiana University) Washington, D.C. 20012 New Life Film Foundation National Association of Retail 1204 North Elmwood Avenue Druggists Peoria, Illinois 61601 One East Wacker Drive Chicago, Illinois 60601 Film Library New York State Department of Drug Education Project Health National Association of Student 84 Holland Avenue Personnel Administration Albany, New York 12208 110 Anderson Tower University of Rochester State Education Department Rochester, New York 14627 New York State Library 226 Elm Street Education and Information Albany, New York 12202 National, Coordinating Council on Drug Abuse New Yonk University Film Library Post Office Box 19400 26 Washington Place Washington, D.C. 20036 New York, New York 10003

National Council on Crime and Public Affairs Delinquency Office of Economic Opportunity 44 East 23rd Street 1200 Nineteenth Street, NW New York, New York 10017 Washington, D.C. 20506

National Educational Television Division of Public Health (see: Indiana University) Education Pennsylvania Department of Health National Film Board of Canada Box 90 680 Fifth Avenue Harrisburg, Pennsylvania 17120 New York, New York 10019 224

Psychological Cinema Register School Health Education Stddy Pennsylvania State University 1507 M Street, NW University Park, Pennsylvania Washington, D.C. 20005 16802 Science Research Association Geo. A. Pflaum, Publisher, Inc. 57 Grand Avenue 38 West Fifth Street Chicago, Illinois 60610 Dayton, Ohio 45402 SCOPE Committee on Narcotics Stony Brook, New York 11790 Pharmaceutical Manufacturers Association Smart Set International,Inc. 1155 Fifteenth Street, NW 1680 N. Vine Street Washington, D.C. 20005 Hollywood, California 90028

Audio-Visual Division Smith & Hoist Film Libraries, Inc. Popular Science Publishing Co., 2221 South Olive Street Inc. Los Angeles, California 90007 355 Lexington Avenue New York, New York 10017 Smith Kline & French Laboratories 1500 Spring Garden Street Drug Abuse Decision System Philadelphia, Pennsylvania 19101 Professional Arts Box 8484 Society for Visual Education University City, California 1345 Diversey Parkway 91608 Chicago, Illinois 60614

Public Affairs Committee Sound Services, Limited 22 East 38th Street 269 Kingston Road New York, New York 10016 Merton Park London, SW, 19 Learning Systems England Raytheon Education Company 475 S. Dean Street Narcotic Addiction Control Englewood, New Jersey 07631 Commission State of New York W. H. Sadlier, Inc. Albany, New York 12203 11 Park Place New York, New York 10007 Film Library, Foster Hall State University of New York Bureau of Text and Libraries Buffalo, New York 14214 San Francisco Unified School Districts Suffolk County Narcotics 135 Van Ness Avenue Prevention & Control Program San Francisco, California 94102 Family Court Building Hauppauge, New York 11788 Santa Clara County Office of Education Synanon Foundation, Inc. 70 West Hedding Street 1351 Ocean Front San Jose, California 95110 Santa Monica, California 90401 225

Film Library Drug Studies Desk Syracuse University United States National Student 1445 East Colvin Street Association Syracuse, New York 13210 2115 S Street, NW Washington, D.C. 20008 Director, Health Education Administration Audio Visual Branch Tacoma Public Schools United States Navy Tacoma Avenue at South Eighth Pentagon, Washington, D.C. 20301 Post Office Box 1357 Tacoma, Washington 98401 United States Public Health Service Visual Aids Department 7915 Eastern Avenue TANE Press Silver Spring, Maryland 20910 2814 Oak Lawn Dallas, Texas 75219 A-V Communication Center University of Buffalo 3M Company Buffalo, New York 19102 Box 3100 3M Center Extension Media Center St. Paul, Minnesota 55101 University of California 2223 Fulton Street 21st Cinetics Berkeley, California 94720 119 West 23rd Street, Room 602 New York, New York 10011 Film Distribution Division Department of Cinema Office of Audio-Visuals University of Southern California United Church of Christ Los Angeles, California 90007 1501 Race Street Philadelphia, Pennsylvania Curriculum Development Center 19102 University of the State of New York State Education Department Commision on Narcotic Drugs Albany, New York 12224 United Nations New York, New York 10017 A-V Education Center University of Michigan United States Department of Ann Arbor, Michigan 48104 Health, Education and Welfare (see: National Institute of'Kiwital University of Syracuse Film Health) Library Collandale Campus Bureau of Narcotics and 1455 East Calvin Street Dangerous Drugs Syracuse, New York 13210 United States Department of Justice Valley Forge Films, Inc. 1405 I Street, NW Chester Springs, Pennsylvania Washington, D.C. 20537 19425 226

Winston Products for Education Post Office Box 12219 San Diego, California 92112

Winthrop Laboratories 90 Park Avenue New York, New York 10018

WTIC-TV-AM-FM Broadcast Plaza Hartford, Connecticut 06115

Chief, Drug Dependence World Health Organization Avenue Apple 1211 Geneva, Switzerland

Audio Visual Center Yeshiva University 526 West 187th Street New York, New York 10033 227

TEACHER SUPPLEMENTARY MATERIALS DRUG ABUSE EDUCATION ADDRESSES FOR FREE OR INEXPENSIVE MATERIALS

Organizations listed without asterisk have specificallyidentified materials that are available and are listed in the guides forgrades one through eight. The remaining organizations make available materialsrelated to their products. These may be obtained upon request. School stationery should be used in requesting materials.

ABBOTT LABORATORIES AMERICAN PUBLIC HEALTH ASSOCIATION Public Relations Department 224 East Capitol Street North Chicago, Ill. 60064 Washington, D. C. 20003

AETNA CASUALTY AND SURETY COMPANY AMERICAN SCHOOL HEALTH ASSOCIATION Public Education Department 107 South Depeyester Street 151 Farmington Avenue Box 416 Hartford, Conn. 06100 Kent, Ohio 44240

AMERICAN CANCER SOCIETY AMERICAN SOCIAL HEALTH 1405 5th Avenue 1740 Broadway San Diego, Calif. 92101 New York, N. Y. 10019

AMERICAN HEART ASSOCIATION ASSOCIATION OF CASUALTY & SURETY 44 East 23rd Street COMPANIES New York, N. Y. 10001 60 John Street or New York, N. Y. 10038 3545 4th Avenue San Diego, Calif. 92103 BALL BROTHERS COMPANY, INC. Consumer Service Department *AMERICAN INSTITUTE OF BAKING Muncie, Ind. 47302 Consumer Service Department 400 East Ontario Street *CHARLES A BENNETT COMPANY Chicago, Ill. 60611 237 North Monroe Street Peoria, Ill. 61602 AMERICAN INSTITUTE OF FAMILY RELATIONS 5287 Sunset Boulevard CHANNING L. BETE COMPANY Los Angeles, Calif. 90027 Greenfield, Md. 01301

AMERICAN MEDICAL ASSOCIATION *BLUE CROSS COMMISSION Health Education Bureau 425 North Mchigan Avenue 535 North Dearborn Street Chicago, Ill. 60611 Chicago, Ill. 60610 *BORDON COMPANY AMERICAN NATIONAL RED CROSS Consumer Services National Headquarters 350 Madison Avenue Washington, D. C. 20406 New York, N. Y. 10017 or 3650 Fifth Street BUREAU OF NARCOTICS & DANGEROUS DRUGS San Diego, Calif. 92103 Department of Justice Washington, D. C. 20537

241 228

CALIFORNIA DAIRY INDUSTRY HERSHEY CHOCOLATE CORP. ADVISORY BOARD Education Department 3628 University Avenue 19 East Chocolate Avenue San Diego, Calif. 92104 Hershey, Pa. 17033

CEREAL INSTITUTE, INC. HOFFMAN-LA ROCHE, INC. 135 South LaSalle Street Technical Service Department Chicago, Ill. 60603 Fine Chemicals Division Nutley, N.J. 07110 CONTINENTAL BAKING COMPANY Home Economics Department INTERSTATE NARCOTICS ASSOCIATION P.O. Box 731 P. O. Box 1725 Rye, N. Y. 10580 Paterson, N.J.

ELI LILLY S. COMPANY JUVENILE PROTECTION COMMITTEE 740 South Alabama Street 2801 Meadowlark Drive Indianapolis, Ind. 46206 San Diego, Calif. 92123

EPILEPSY SOCIETY OF SAN DIEGO COUNTY KELLOGG COMPANY 1612 30th Street Dept. of Home Economics Services San Diego, Calif. 92102 Battle Creek, Mich. 49016

THE EQUITABLE LIFE ASSURANCE SOCIETY *KRAFT FOODS Bureau of Public Health P. O. Box 1163 Box 572, GPO Chicago, Ill. 60690 New York, N. Y. 10001 LAW ENFORCEMENT ASSISTANCE EVAPORATED MILK ASSOCIATION ADMINISTRATION 228 N. LaSalle Street Office of Law Enforcement Programs Chicago, Ill. 60601 633 Indiana Avenue, N. W. Washington, D.C. 20530 FAMILY LIFE PUBLICATION, INC. Box 6725 LENDERLE LABORATORIES Durham, N. C. 27708 Pearl River, N. Y. 10965

FOOD AND DRUG ADMINISTRATION *LEVER BROTHERS COMPANY 330 Independence Avenue, S. W. Consumer Education Department Washington, D. C. 20003 Public Relations Division 390 Park Avenue GENERAL MILLS New York, N. Y. 10022 Public Relations Department 9200 Waysata Boulevard MARCH OF DIMES Minneapolis, Minn. 55426 The National Foundation 800 Second Avenue JOHN HANCOCK MUTUAL LIFE INS. CO. New York, N. Y. 10017 Health Education Services or 200 Berkeley Street 3603 Fourth Avenue Boston, Mass. 02117 San Diego, Calif. 92101

H.J. HEINZ COMPANY MEAD JOHNSON S. COMPANY P.O. Box 57 Public Relations Department Pittsburg, Pa. 15230 Evansville, Ind. 47721 229

MENTAL HEALTH MATERIALS CENTER NATIONAL FAMILY COUNCIL ON DRUG 419 Park Avenue South ADDICTION New York, N. Y. 10016 401 West End Avenue New York, N. Y. 10025 THE MENTHOLATUM COMPANY (Committee on Drug Addiction and Department 0 Narcotics) 1360 Niagara Street Buffalo, N. Y. 14213 NATIONAL HEART INSTITUTE Heart Information Center METROPOLITAN LIFE INSURANCE COMPANY Bethesda, Md. 20014 600 Stockton Street San Francisco, Calif. 94120 NATIONAL INSTITUTES OF HEALTH Bethesda, Md. 20014 NARCOTICS EDUCATION, INC. P. O. Box 4390 NATIONAL LIBRARY OF MEDICINE 6830 Lanel Street, N. W. Bethesda, Md. 20014 Washington, D.C. 20012 NATIONAL LIVESTOCK AND MEAT BOARD NATIONAL ACADEMY OF SCIENCE Consumer Communications Dept. 2101 Constitution Avenue, N. W. 36 South Wabash Avenue Washington, D.C. 20037 Chicago, Ill. 60603 (Committee on Drug Addiction and Narcotics) *NATIONAL SAFETY COUNCIL School and College Division NATIONAL ASSN. FOR MENTAL HEALTH 425 North Michigan Avenue 10 Columbus Circle Chicago, Ill. 60611 New York, N. Y. 10019 NATIONAL TUBERCULOSIS ASSOCIATION *NATIONAL CANNERS ASSOCIATION 3861 Front Street Consumer Service Division San Diego, Calif. 92103 1133 20th Street, N. W. Washington, D.C. 20006 NATIONAL VITAMIN FOUNDATION 250 West 57th Street NATIONAL CLEARINGHOUSE FOR DRUG ABUSE New York, N. Y. 10019 INFORMATION WT 240 NEW YORK CENTRAL SYSTEM 5454 Wisconsin Avenue Office of Director of Safety Chevy Chase, Md. 20015 466 Lexington Avenue (The National Clearinghouse is operated New York, N. Y. 10017 by the Health Services and Mental Health Administration of the (PAN) Marijuana Awareness Packet National Institute of Mental Health, Winston Products U.S. Department of Health, Education P. O. Box 12219 and Welfare) San Diego, Calif. 92112

NATIONAL EDUCATION ASSOCIATION PHARMACEUTICAL MANUFACTURERS ASSN. American Association for Health 1155 15th Street, N. W. Physical Education and Recreation Washington, D. C. 20005 or NATIONAL COMMISSION ON SAFETY EDUCATION CHAS. PFIZER & COMPANY, INC. . 1201 16th Street, N. W. Educational Service Department Washington, D. C. 20006 235 East 42nd Street New York, N. Y. 10017 23. 230

PUBLIC AFFAIRS COMMITTEE, INC. *UNDERWRITERS LABORATORIES, INC. 381 Park Avenue 1655 Scott Boulevard New York, N. Y. 10016 Santa Clara, Calif. 95050

SAN DIEGO CITY RECREATION DEPARTMENT U. S. DEPT. OF AGRICULTURE Administration Building Office of Information Community Concourse Washington, D. C. 20025 San Diego, Calif. 92101 *U.S. DEPT. OF HEALTH, EDUCATION SAN DIEGO CITY SCHOOLS AND WELFARE 4100 Normal Street Supt. of Documents San Diego, Calif. 92103 U. S. Government Printing Office Washington, D. C. 20402 SAN DIEGO COUNTY MEDICAL SOCIETY 3427 Fourth Avenue U. S. DEPARTMENT OF JUSTICE San Diego, Calif. 92103 Bureau of Narcotics and Dangerous Drugs SAN DIEGO COUNTY PROBATION DEPT. Washington, D. C. Room 6002, County Courthouse 220 West Broadway U.S. PUBLIC HEALTH SERVICE San Diego, Calif. 92101 300 Independence Avenue, S. W. Washington, D. C. 20003 SAN DIEGO COUNTY DEPT. OF PUBLIC HEALTH 1600 Pacific Highway U. S. PUBLIC HEALTH SERVICE HOSPITAL San Diego, Calif. 92101 Addiction Research Center Lexington, Ky. 40508 SAN DIEGO MENTAL HEALTH ASSOCIATION 350 Cedar Street *THE UPJOHN COMPANY San Diego, Calif. 92101 Trade and Guest Relations Dept. Kalamazoo, Mich. 49003 SCIENCE RESEARCH ASSOCIATES, INC. 259 E. Erie Street *EMPLOYERS MUTUAL OF WAUSAU Chicago, Ill. 60611 Accident Prevention Dept. 407 Grant Street SMITH, KLINE & FRENCH LAB. Wausau, Wisc. 54401 Public Relations Department 1500 Spring Garden Street WHEAT FLOUR INSTITUTE Philadelphia, Pa. 19101 309 West Jackson Boulevard Chicago, Ill. 60606 SONOTONE CORPORATION Professional Relations Department *THE JOHN C. WINSTON COMPANY Elmsford, N. Y. 10523 Mr. Roy E. Peasley 1010 Arch Street STATE DEPT. OF PUBLIC HEALTH Philadelphia, Pa. 19107 1350 Front Street San Diego, Calif. 92101 WORLD HEALTH ORGANIZATION 1501 New Hampshire Avenue, N. W. TRAVELERS INSURANCE COMPANY Washington, D. C. 20036 Public Information & Advertising Dept. 700 Main Street Hartford, Conn. 06115 DIRECTORY OF HEALTH SERVICES AND AGENCIES SERVING THE RESIDENTS OF THE GREATER PENSACOLA AREA:

EMERGENCY SERVICES AND FACILITIES

Northwest Florida Ambulance Service; 1901 W. Government; 434-0186.

Baptist Hospital; 1000 W. Moreno; 432-1241.

Sacred Heart Hospital; 5151 N. Ninth; 476-7851.

University Hospital; 1200 W. Leonard; 432-7632.

U. S. Naval Hospital; Naval Air Station; 452-4511.

Navy Ambulance; Naval Air Station; 452-4383.

Crisis Call Service; (Community Mental Health); 433-3081.

Doctors & Nurses Official Directory; 21 E. Wright; 438-9622.

Tuberville Hospital; Century; 256-3435.

Santa Rosa Hospital; Milton; 623-3631.

Jay Hospital; Jay; 675-4516.

Greenlawn General; Atmore; 368-3141.

McMillan Memorial; Brewton; 876-6081

AGENCIES

AGAPE HOUSE: 212 East Gregory; Phone 432-3761; assists anyone with a drug problem on request of the drug user, his or her doctor, a minister, or the family.

ALCOHOLICS ANONYMOUS: 51 East Chase; Phone 433-9256; provides assistance for anyone with a drinking problem on request of the individual, physician, minister, or the family.

AMERICAN CANCER SOCIETY:61 East Mallory; Phone 433-4631; conducts educational program; provides home care items for patients; will pay transportation costs to and from tumor clinics to eligible indigent patients androom and board for out of county patients.

AMERICAN SOCIAL HEALTH: 1301 West Government; Phone 438-1423; conducts program of research, public information and education dealing with the separate but related problems of venereal disease, prostitution, narcotic addiction, and the breakdown of family life.

245 232

AMERICAN RED CROSS: Naval Air Station; Phone 455-4586; provides communication, counseling, financial assistance, and referral for servicemen stationed at Naval Air Station and other area bases.

AMERICAN RED CROSS: Pensacola Chapter; Box 689, Pensacola; Phone 432-7601; disaster service and service to the armed forces; free instruction in first aid and water safety.

A & A SITTERS SERVICE: 702 North Q; Phone 432-2090; sitters for patients confined in the hospital or home.

BAPTIST HOSPITAL: 100 West Moreno; Phone 432-1241; full range general hospital, amputee and stroke clinics.

BAPTIST HOSPITAL SPECIALTY CARE CENTER: 1101 West Moreno; Phone 432-1241; offers complete range of rehabilitation services including physical therapy, occupational therapy, speech and hearing, both on in-patient and out-patient basis.

BUREAU OF ALCOHOLIC REHABILITATION: N.W. Florida Clinic; 1202 West Moreno; Phone 438-3006; provides psychiatric care; educational and consultation serviceson alcoholism.

BUREAU OF BLIND SERVICES: Room 306, Town and Country Plaza; Phone 432-1531; rehabilitation of legally blind or a condition which could in ti, cause blindness; medical, surgical counseling home teacher, placement, and library services.

CATHOLIC CHARITIES BUREAU OF PENSACOLA, INC.: 218 East Government; Phone 438-8564; adoption service; foster homes; unmarried mothers; and other family services.

CHILDREN'S HOME SOCIETY OF FLORIDA: Western Division, 5375 North Ninth; Phone 476-3133; adoption, medical, and legal services for placement in permanent adoptive homes.

COMMUNITY MENTAL HEALTH CENTER OF ESCAMBIA COUNTY: 1201 West Hernandez; Phone 433-3081; comprehensive mental health services.

CRISIS CALL SERVICE: Phone 433-3081; counseling by telephone and assistance in cases of mental crisis.

DIVISION OF VOCATIONAL REHABILITATION: 1741 N. Palafox; Phone 434-2711; vocational rehabilitation to persons having a physical or mental disability which presents a vocational handicap and may be alleviated to the extent the individual can engage in gainful employment.

DOCTORS AND NURSES DIRECTORY: 21 East Wright; Phone 438-9622; maintains registry on doctors and nurses and provides medical emergency information.

ESCAMBIA BLOOD BANK: 2201 North Ninth; Phone 432-1445; furnishes blood and blood components for patients on request of physician.

ESCAMBIA CHILDREN'S LIGHTHOUSE:Phone 455-8312; aids blind children of school age in Escambia County to obtain an education in the public school system.

ESCAMBIA ASSOCIATION FOR RETARDED CHILDREN: 1000 East Fairfield; Phone 438-2180; services for retardees depending upon need.

. r) . =VLF 233

ESCAMBIA COUNTY HEALTH DEPARTMENT: 2251 North Palafox; Phone 438-8571; provides immunizations, sanitary inspections, various services for indigents.

NATIONAL FOUNDATION, MARCH OF DIMES: 61 East Mallory; Phone 432-5535; aid to polio and birth defect patients who must be referred bya physician.

ESCAMBIA COUNTY MEDICAL SOCIETY: 2201 North Ninth; Phone 432-3617; organization of liscensed and qualified doctors of medicine to promote theart and science of medicine; provides speakers' bureau; physician serviceto indigent clinics; advisory cumittees to health organizations; andserves as information bureau.

ESCAMBIA COUNTY NURSING HOME: 3107 North H; Phone 432-2458; providescare to private paying and indigent patients.

ESCAMBIA RESIDENSE, INV.: 101 West Lloyd; Phone 438-5035; serves girls willing to help improve selves but cannot in present environment; court personnel and counselors to aid person to become productive citizen.

FLORIDA DEPARTMENT OF PUBLIC WELFARE: 24 West Chase; Phone 433-1124; administers various public welfare programs of health in family service.

FRIENDSHIP HOUSE: 1201 West Hernandez; Phones 433-3081 (days) and 438-1993 (nights); socializing club for persons who have sufferedsevere mental and emotional problems and whose illness is in a state of remission.

HAVEN OF OUR LADY OF PEACE: 5203 North Ninth; Phone 477-0531; liscensed nursing home offering minimal or maximum nursing care to senior citizens.

LIONS CLUB SIGHT CONSERVATION PROGRAM: at University Hospital; Phone 432-7632; furnishes eye examination and glasses to needy school children.

NORTHWEST FLORIDA AMBULANCE SERVICE: 1901 West Government; Phone 434-0186; emergency vehicular service.

NORTHWEST FLORIDA COMPREHENSIVE HEALTH PLANNING COUNCIL: Post Office Box 1349; Phone 434-2658; provides comprehensive health planning covering all factorsin the Escambia-Santa Rosa County area.

NORTHWEST FLORIDA DIVISION OF ARTHRITIS FOUNDATION: 61 East Mallory; Phone 433-0585; research and education; financial assistance for medicalcare for patients unable to pay and referred by a physician.

PILOT DENTAL CL"B CLINIC: Post Office Box 1869; Phone 438-8571; Extension 40; emergency and routine restorative treatments, oral hygiene instructions and stannous fluoride treatments; eligibility required under qualifications of public law 89-10.

PUPIL PERSONNEL SERVICES, ESCAMBIA SCHOOLS: 5404 Lillian Hwy.; Phone 456-8631; coordinates school health problems.

ROSEMONT NURSING AND CONVALESCENT HOME: 1713 West Avery; Phone 434-2355; skilled intermediate, and ambulatory nursing facilities and convalescentcare.

SACRED HEART HOSPITAL: 5151 North Ninth; Phone 476-7851; full range general hospital services.

"ae 1:*., 234

SACRED HEART CHILDREN'S HOSPITAL: 5151 North Ninth; Phone 476-7851; peadiatriccare.

SANTA ROSA HEALTH CLINIC: Milton, Fla.; Stewart Street; Phone 623-3859; Sanitary inspections; visiting nurses; indigent care abd services.

SANTA ROSA HOSPITAL: Milton; Phone 623-3631; general hospital services.

SOCIAL SECURITY ADMINISTRATION: 51 East Gregory; Phone 434-1073; provides assistance for persons wishing to file claims for retirement, survivoror disability benefits under the Social Security Act; handles Medicare claims.

SPECIAL EDUCATION, ESCAMBIA SCHOOLS:5404 Lillian Hwy.; Phone 456-3631; speech therapy; pre-school classes; for deaf; teachers and classrooms providedto cerebral palsy center and crippled children's home; teachers forhome-bound and hospitalized; services for visually handicapped mentally retarded andthe emotionally disturbed or socially maladjusted child.

TUBERVILLE MEMORIAL HOSPITAL: Century; Phone 246-3435; privately owned hospital facility to be replaced by one built by EscambiaCounty.

UNITED CEREBRAL PALSY:2912 North E; Phone 432-1595; offers treatment and training for the cerebral palsied and those with multiple handicaps.

UNIVERSITY HOSPITAL: 1200 W. Leonard; Phone 432-7632; full range general hospital.

UNIVERSITY HOSPITAL OUT-PATIENT CLINIC: 1200 W. Leonard; Phone 432-7632; out-patient examinations and treatment for medically indigent patients ofEscambia County. Local physicians donate their time to care for the indigents ofthe clinics.

UNIVERSITY OF WEST FLORIDA STUDENT HEALTH SERVICE: Campus; Phone 476-9500; provides pre-admission screening and outpatient services to students.

VETERANS ADMINISTRATION SOCIAL WORK SERVICE: room 309-D, Post Office Building; Phone 432-2788; assistance to disabled veterans and families.

VISITING NURSES ASSOCIATION: 2251 N. Palafox; Phone 438-8571; under written orders of patient's physician, skilled nursingcare is given in the home.

WEST FLORIDA HEART ASSOCIATION: 61 East Mallory; Phone 433-4557; heart information services and guidance; research, education.

WEST FLORIDA TUBERCULOSIS AND RESPIRATORY DISEASEASSOCIATION: 403 Brent Annex; Phone 438-4310; primarily education and research;transportation to TB hospitals.

DIVISION OF FAMILY SERVICES:24 West Chase; Phone 433-1124; social servicesand financial assistance to dependent children, aged,blind, permanently and totally disabled, and other indigent children.

NORTHWEST FLORIDA CRIPPLED CHILDREN'S ASSOCIATION: 1005 West Avery; Phone 438-1626; nursing care, physical therapy, and other specialservices.

From: Pensacola News-Journal, Section F,p 16; Sunday October 18, 1970.

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SCHOOL POLICIES ON DRUG ABUSE: A SUMMARY

An examination of school policies on drug abuse in fifty United States cities serves primarily to show that there is noone ideal method of handling the drug problem. Every community must develop its own drug abuse policy. The goals of the policy should be to stimulate the best possibleuse of area treatment services and to use local law enforcement facilities only when the problem is clearly legal rather than medicalor social.

The growing use of drugsis not a problem created in the schools, nor can they solve it alone, but proper handling of drug abuse situations by administrators, teachers, guidance counselors and health personnelis essential. Once itis determined that the problem is one that requires psychological aid rather than just disciplinary action, educators should work out precisely how treatment referral and supervision for each student will be handled. The educators should then make every effort to ensure that the policy is understood by both the faculty and the student body.

The role of the school should be more than just to "call the police and expel the culprit," yet three times as many schools adopt this easy-way-out procedure rather than the more professional method of understanding that drug addiction is an illness which indicates an inability to deal adequately with certain social problems, and that its treatment should emphasize prevention and reform rather than discipline. Discipline is a tool, not an answer.

The following is not a school policy on drug abuse, but rather a set of suggestions extracted from the many different school policies used allover the country. The summary includes two sections: rehabilitation and discipline. The treatment section mentions how various school systems view the drug abuse problem and how they ensure that the student drug abusers receive the maximum benefit from all available rehabilitation facilities. The section on discipline deals with the school's role once it has been determined that the student drug abuser is not only doing harm to himself by using drugs, but is also effecting others, e.g., by having drugs actually in his possession in the school or by selling or exchanging them. 236

I. SCHOOL POLICY AND PROCEDURES RELATIVE TO PUPILS WHO APPEARTO BE UNDER THE INFLUENCE OF NARCOTICS OR DANGEROUS DRUGS

A. Attitude (following the Stamford, Connecticut policy)

The school Health Service policy and procedures for treating and excluding pupils who appear to be under the influence of drugsare basically the same as are used for any other pupils showing signs of illness. In all such cases the school administrator must be notified.

The teacher's role is clear cut. If drug usage is suspected, the teacher should refer the student directly to the schoolnurse, where present, or to the principal. Make the action straightforward and objective. Do not give in to a panic reaction which wouldserve only to further alienate the student. Do not confront the student withany suspicions that the student may be under the influence of drugs. To repeat, the teacher's role in the case of suspicion is one of referral.

B. Treatment (for details consult the Stamford policy)

1. Confer with the principal. The proper form of therapy for the student should be decided on following consultation with the school nurse, guidance counselor, school psychologist and school social worker. If necessary, the principal should consult with the school doctor or school psychiatrist.

2. The principal will then ask the school psychologistor school social worker to advise the student that his parents (also family physician and/or minister if the studentso desires) will be told of his need for medical and/or psychiatrictreatment.

3. The parents will be urged to see to it that the student receives the proper therapy, but if the parents cannot be involved in helping the student, the case should be taken by the school social worker or school psychologist.

4. Based on the psychiatrist's recommendation, a decision should be made regarding whether or not the student should continue to be seen by the school social worker or referred for other services. 237

SCHOOL POLICIES AND PROCEDURES RELATIVE TO PUPILS BELIEVED TO BE POSSESSING, SELLING OR EXCHANGING DANGEROUS DRUGS

This is a legal matter and one cannot disregard the fact that the school and its students have no immunity from the laws regardingdrugs. If a school system is to have a thorough and effective policyon drug abuse, there must be an effective relationship between the schools and the police. These two agencies may have to extend themselvesmore than they do at present. The schools must now withhold information from the police on legal matters. On the other hand, the police must be sensi- tive to the school's interest in the student's therapy, andmust not act hastily without consultation with the school authorities. The life of the boy or girl must be paramount in the minds of themembers of both agencies.

If the illegal possession or sale of narcotics and dangerous drugs is discovered by school officials, they should inform the police and cooperate with them in any subsequent investigation. The school should also provide the police with any information which would lead to a source of supply of illegal drugs. Responsibility for the welfare of the student, however, should not be relinquished by the school. For example, as soon as a student is positively identified asone who engages in drug traffic in the school, the principal will notify the parents. The understanding will be that the student must remain under the constant survellance of school officials during school hours and of the parents while he is at home. At this point the principal will notify the police of the action he has taken.

The student will not ordinarily (discretion of principal) besus- pended for his first offense. If a pupil becomes involved repeatedly of incidents of this kind, the principal shall refer himto the superintendent of schools for possible suspension.

If the illegal possession, sale or exchange of narcoticsor danger- our drugs is discovered by police, the school will accept whatever legal conditions are imposed on the student by the authorities. Still, school officials should make every effort to become involved in the case. They should work with the family to encourage all rehabilitative efforts and referral to health care facilities.

Once school and police officials determine in which instance the latter will be called in to handle drug-abuse offenses,it will be the task of the school administrators and teachers to prove to the student that his welfare is the ultimate goal of all involved. The school officials must emphasize that they will stand behind and support the rights of all its students. This can be done by:

1. Recognizing a student drug-abuser as one who has displayed antisocial tendencies and who would benefit not by suspensionor expulsion but by remaining in contact with the better-adjusted students. In this way some day-to-day control can also be exerted over him. e51. 238

2. Allowing a student who has been apprehended by legal authorities for being illegally in the possession of--or in thepre- sence of--harmful drugs to remain in attendance at the school.

3. Ensuring that in no instance will an administratoror teacher ask or encourage, or permit the police to askor encourage, a student to act as an agent of the police in the purchase of drugs.

4. Respecting the civil rights of students, including the right to freedom from unreasonable search and seizure, at all times.

5. Enlisting the aid of members of the student body in helpingto put together the policy best suited for the school they attend.

In short, the policy on drug-abuse, adopted and followedby each school, must be one that makes it possible for students to feel unafraid ofcoming forward and receiving treatment,even though the students may have participated in the illegal use, possession and/or sale of narcotics and/ordangerous drugs. 239

PITTSBURGH PUBLIC SCHOOL CURRICULUM BULLETIN: EXCERPTS

----Role of the Educator----

Educators are increasingly being called upon to do something about drug abuse. Proper handling of drug abuse situations by administrators, teachers, and guidance and health personnelis crucial. Ac- cordingly,it is essential that all personnel be informed of the policy for administrative management of suspected drug abuse subscribedto by the Pittsburgh Public School system.

Drug abuse and its consequences are a major threatto the health, education and welfare of students. The management of this health problem at school is the responsibility of the principalor of his delegate. The administrative management, moreover, identifies this problem initially as a medical problem rather thana disciplinary one and, accordingly, requires a medical referral for each student to insure necessary medical supervision and follow-up.

Classroom teachers are important because they havemany opportunities for close association with students dueto their regular contact. Teachers are in a position to note significant changes in boththe appearance and behavior of students, and they need to be thoroughly informed about drug abuse.

Teachers should be cognizant of the following:

- -drugs and dangerous substances subject to abuse

- -symptoms of drug abuse

- -procedure for handling cases of suspected drug abuse

- -legal controls governing drugs

- -the desperate need for help and rehabilitation rather than a merely punitive approach.

- -the necessity of giving objective, accurate information which avoids moralizing.

As key figures in the identification of pupil problemsasso- ciated with drug involyewent, teachers have a crucial role in theproper handling of such situations.

--Referral Procedure--

The most a teacher can do is suspect the possibility of drug abuse. Signs and symptoms observed may be indicative ofsome other medical problem. Referral of suspected drug abuse problems to the 240

school nurse where presentor otherwise to the principal, must be a straight-forward, objective and professionalaction. A panic reaction expressed to the student or parentcan only serve to further alienate the student. The teacher should not confront the student withany suspicions that the studentmay be under the influence of drugs. The teacher's role in thecase of such suspicion is one of referral.

----Definitions of Drugs and Drug Abuse----

As commonly defined, a drug isany chemical substance other than food which when used producesa physical or mental change in the user. Although this defines the word "drug," theterm "drug abuse" includes any state resulting from the ingestion byany route of an exogenous substance for any purpose other than its intendeduse.

Most drugs which are misused are also valuableto human welfare when properly prescribed andcontrolled. The problem arises when drugs are used illegallyor unwisely.

Drugs liable to misuse may be broadly categorizedas narcotics and non-narcotics. The latter includes the stimulants, depressants and hallucinogens.

----Drug Abuse as a Major Community Problem----

The multiplicity of the drug abuse problem hasmade it necessary to develop a position statement defining the roleand the responsibilities of the educational institutionas a member of the community. This position does not support any of thecurrent medical or legal controversies pertainent to "dangerous or non-dangerous,""dependance or non-dependance," "narcotic or non-narcotic."Rather, this position supports the view that being under the influence of drugsprecludes either on a temporary or permanent basis satisfaction of the educational potentialof the individual. Accordingly, this definition seeks primarily preventiveand therapeutic measures for this socio-cultural disease.

5 4 24 I

REPORT OF THE DALLAS AD HOC COMMITTEE ON DRUG ABUSE: EXCERPTS

----Guidelines for the Management of Drug-Using Students----

Although we feelit essential that the school system retain the capacity to respond flexibly to the individual problems of drug-using students, some guidelines appear to be needed. In evolving such guidelines, however, one faces a fundamental dilemma--namely, the relative degrees of emphasis to place upon the individual's rights and the rights of the group. The following guidelines are based upon a given student's arrest rather than conviction. This may represent an erosion of the right to be held innocent until convicted. If, however, guidelines were established on the basis of conviction (in cases of possession or sale) the not infrequent pre-trial delay could result in the exposure of the student body to an active source of drugs for months. We have resolved this dilemma by focusing upon arrest rather than conviction, but we are uncomfortable with its implications and urge the school system to explore further both alternatives with appropriate legal authorities. We recommend the following:

1. The student arrested for possession of drugs (first offense) should not be suspended if he and his family agree to fulfill certain conditions. These conditions should include the observance of whatever legal conditions imposed upon him by the legal authorities. In addition, the student and family must agree to participate in rehabilitative efforts if such are recommended.

2. The student arrested for possession of drugs (second offense) should be suspended until there is adequate evidence of rehabilitation. The same guidelines should apply to students arrested for the third or subsequent times.

3. The student arrested for the sale of drugs should be suspended until there is adequate evidence of rehabilitation.

4. The student found with drugsin his possession at school should be detained and the police and his family should be notified. If an arrest results, the student's case should be handled in accord with the principles outlined in the above sections.

5. The student who approaches a teacher or ombudsman for help with a drug problem should be assisted on the basis of the individual factors associated with his case. This will include encouraging the student's participation in rehabilitative efforts, and under most circumstances, notification of the parents and referral to a health care facility. 24 2

----Treatment Resources Within the Community----

It is the opinion of this Committee that available treatment resources could not cope with the magnitude of the problem which would be created if each drug-using student requested help. A wider spectrum of treatment services are needed, ranging from thecare of acute drug crises to a diversity of outpatient and inpatient rehabilitative agencies. A variety of health care professionals should be involved. The overall treatment program, as a part of the delivery of general health care services would require enlargement of both public and privateresources.

----Innovative Approaches to Treatment----

The Committee recommends that the Dallas Independent School District stimulate and support the development ofnew approaches to the treatment od drug-dependency.We feel that the people of Dallas should know that no available treatment program for severe drug-dependency of any sort yields consistently positive results. Because of this distressing fact, we urge the development of creative approaches with adequate devices to evaluate results as a central feature. The school system, through its Administrator of Drug Abuse Education, and guided by adequate professional consultation, should maintain an attitude of willingness to participate in innovative programs. 243

POLICY OF THE DUVAL COUNTY SCHOOL BOARD: EXCERPTS

Students that have been suspended for sale, use or possession of narcotics or other toxic drugs and are awaiting court action may be enrolled in a continuing school program provided by the School Board. Teachers will be assigned as needed in the continuing school program.

Students found guilty may be expelled or may be continued in a regular continuing school program, but may not be admitted to a regular school program within a semester.

ROCHESTER POLICY OF REPORTING AND PROCESSING DRUG USE CASES: EXCERPT

----Sale or Exchange of Drugs--- -

The school administrator will determine the adviseability of police intervention. The school administrator will cooperate with the police in any investigation. In no instance will an administrator ask or encourage, or permit the police,in his presence, to ask or encourage a student to act as an agent of the police in the purchase of drugs. 244

EMERGENCY STATE BOARD OF EDUCATION REGULATIONS

6A-0.184 Drug Abvse Education

(1) Before the end of the school year 1970-71, all children and youth in kindergarten and in grades 1-12 shall have been providedinstruction in drug abuse education. All juniors and seniors shall be required to complete units of instruction which will include, butnot be limited to, basic concepts and instructional objectives prescribed instate courses of study and accreditation standards.

(2) Beginning with the 1970-71 school year, the division of elementary and secondary education shall conduct a series of regional clinics on drug abuse for professionals, para-professionals and personnel of non- school related agencies. Each school district shall enroll personnel qualified to instruct other district personnelin at least one of these clinics.

(3) Beginning with the school year 1971-72, drug abuse education shall become a regular and required unit of instruction in junior high school and at the senior high school levels. Such units will include instruction prescribed in state courses of study.

(4) Beginning with the school year 1971-72, school districts shall schedule, as a component of the staff development plan, training sessions designed to provide teachers with current information and knowledge ofthe harmful effects of drugs, narcotics, alcohol and tobacco and other immediate health related concerns.

(5) Beginning with the school year 1970-71, all teacher preparation institutions and junior colleges shall require drug, narcotic, alcohol and

tobacco education as a major component of health educationcourses.

(6) Beginning with the school year 1971-72, all state supported teacher preparation institutions shall include instruction relatingto drug abuse, alcohol and tobacco as a major component in health educationcourses required for certification of elementary teachers and for the preparation of drug and health education specialists. 245

(7) Beginning with the school year 1971-72, the board of regents, through the state university system, shall expand programs designed to develop specialists in health education and drug education with degree programs located in at least three regions of the State - South Florida, Central Florida and North Florida. 24 6

STATE OF FLORIDA DEPARTMENT OF EDUCATION TALLAHASSEE 32304 DIVISION OF E EMLNTAR Y AND SECONDARY I. DUCA SHELLEY S. BOONE DIRE clOR

June 16, 1971 MEMORANDUM,

TO: County Superintendents, County Drug Coordinators, General Consultants and Regional Coordinators

FROM: Benton Clifton, Administrator for Health, Physical Education and Driver Education Section Dr. Paul Fitzgerald, Administrator for PupilPersonnel Services Section Louis V. Morelli, State Coordinator, DrugEducation Training Program

SUBJECT: Development of Drug Use/Abuse School Guidelinesfor Educational Personnel Working with Students in Elementary and Secondary Schools

The following guidelines were developedas a result of requests from local district personnel working withstudents in elementary and secondary schools of Florida concerned withdrug use/abuse.

Educational personnel with the cooperation ofthe Ad Hoc Committee on Drug Abuse to the Florida Medical Association jointlyconducted a series of meetings for the purpose of developing guidelines. The committees included representation fromthe Florida Medical Association, Department of Law Enforcement, Officeof Attorney General, Florida Education Associationas well as counselors from local school districts.

It is hopeful that these guidelines will behelpful to the local school districts in working with students. 147

-2-

Guidelines for School Personnel inelementary and secondary schools of Florida concerned with druguse/abuse.

Section A - Overview:

"The Police Power of the Statecannot be diminished or compromised

by school officials fora student. . .

"The possession or use of certaindrugs is a serious violation of law and punishable by fine and/orimprisonment. A student is required to obey the same laws on schoolgrounds as off. There is a distorted notion gaining widespread acceptance that a school or collegeis a sanctuary. These institutions area part of society. Accordingly, the school authorities have the same responsibilityas every other citizen to report violations oflaw. Students possession or using on school premises drugs prohibited bylaw should be reported promptly to the appropriate law enforcement officials. . . "The Reasonable Exercise of Authority, NationalAssociation of Secondary School Principals, Washington: 1969.

There are many students inour Florida schools today who need counseling about drug use/abuse but havemany doubts as to what may occur and having such doubts do not seekassistance.

The school administrator, responsible for the total schooloperation, should use every resource to obtain the approval and adoptionof these guidelines including the developmentof administrative practices and school board policies designed to enable teachers, counselors andother professional school personnelto function in a capacity which helps students cope with the problem.

Section B: The following guidelinesare suggested for the consideration of Educational Personnel concerning students in elementaryand secondary schools who seek counsel from school personnel about marijuana,narcotics, dangerous drugs or dangeroussubstances.

1. That a student approachinga teacher, counselor or other professional school personnelfor help be free of humiliation, frustration, and fear of beingsearched by a security officer before counselingcan take plane.

2. That a student should be freefrom fear of administrative reprisal.

3. That students should bemade aware that under Federalor State Statutes it is not a violationof the law to admit having used marijuana, narcotics, etc. 24 8 -3-

4. That it is not a violation for a teacher, counselor or other professional school personnel to counsel students about their personal drug use/abuse.

5. That the teacher must, of course, use discretion and judgement in a situation which may involve a violation of Federal, State, or Local Law.

6. That a student who requests help should be referred to a guidance counselor or other school or community resources offering to provide the needed help.Mutual acceptance is a prerequisite.

7. That parental involvement should be accomplished as soon as practicable without jeopardizing the achievement of professional assistance for the individual.

Section C: When a teacher observes behavioral changes in a student which may be due to emotional and/or physical problems including drug use/abuse existing school referral procedures should be utilized. 249

Florida Statutes on Drug Abuse

CHAPTER 71-107

Committee Substitute for House Bill No. 501 and House Bill No. 458

AN ACT relating to drug abuse; amending chapter 404, Florida Statutes, by including cannabis among substances controlled by the Florida drug abuse law; providing that the crime of possession or delivery without consideration of cannabis, on the first offense, shall constitute a misdemeanor; providing for arrest upon probable cause for such crime; amending subsection (5) of section 398.10, Florida Statutes, to delete reference to cannabis therein; repealing subsection (12) of section 398.02, Florida Statutes; amending Section 398.02(13)(a), Florida Statutes to delete reference to cannabis therein; providing an effective date.

Be It Enacted by the Legislature of the State of Florida:

Section 1. Section 404.01, Florida Statutes, is amended by adding a new subsection, (12), to read:

404.01 Definitions.--For the purposes of this chapter:

(12) The word "cannabis" means all parts of the plant cannabis sativa, L., whether growing or not; the seeds thereof; the resin extracted from any part of such plant; and every compound, manufacture, salt derivative, mixture, or preparation of such plant, its seeds, or resin; but shall not include the mature stalks of such plant, fiber produced from such stalks, oil or cake made from the seeds of such plant, any other compound, manufacture, salt, derivative, mixture, or preparation of such mature stalks (except the resin extracted there- from), fiber, oil, or cake, or the sterilized seed of such plant, which is incapable of germination.

Section 2. Subsection (1) of section 404.15, Florida Statutes, is amended to read:

404.15 Penalties.--Any person who violates any of the provisions of this chapter shall be punished as follows:

(1) For a first conviction, by imprisonment in the state penitentiary for not more than two (2) years or by fine of not more than one thousand dollars ($1,000), or both; provided that if the first offense is the possession or delivery without consideration of not more than five (5) rams of cannabis, unishment shall :1de b im risonment in the county jail for a period not exceeding one (1) year or by fine not exceeding one thousand dollars ($1,000); provided, further, that for the purposes of this subsection, the word cannabis shall not include the resin extracted from the plant cannabis sativa, L., or any compound, manufacture, salt, derivative, mixture, or preparation of such resin.

CODING: Words in struek threugh type are deletions from existing law; underlined words are additions. 250

Section 2A. Subsection (1) of section 404.15, Florida Statutes, is amended to read:

404.15 Penalties.--Any person who violates any of the provisions of this chapter shall be punished as follows:

(1) For a first conviction he shall be guilty of a felony of the third degree, punishable as provided in sections 775.082, 775.083, and 775.084; by aimpraisenment the state pervitentaiary fer net mere then 2 years er by a faine ef net mere than OTAGO, er beth; provided that if the first offense is the possession or delivery without consideration of not more than five (5) grams of cannabis, he shall be guilty of a misdemeanor of the first degree, punishable as provided in sections 775.082 and775.083, provided, further, that for thepurposes of this subsection, the word cannabis shall not include the resin extracted from the plant cannabis sativa, L., orany compound manufacture, salt, derivative, mixture, or preparation of such resin.

Section 2B. In the event HB 935, introduced in the 1971 regular session of the legislature, is enacted into law, section 2 of this act will stand repealed and be omitted from the Florida Statutes. In the event HB 935 is not enacted into law, section 2A of this act will stand repealed and be omitted from the Florida Statutes.

Section 3. Chapter 404, Florida Statutes, is amended by adding a new subsection to read:

Notwithstanding any provision of the laws of this state relating to arrest to the contrary, a law enforcement officer may arrest without warrant, any person whom he has probably cause to believe is violating the provisions of this chapter relating to possession of cannabis.

Section 4. Subsection (5) of section 398.10, Florida Statutes, is amended to read:

398.10 Records.--

(5) The record of narcotic drugs received shallin every case show the date of receipt, the name and address of the person from whom received, and the kind and quantity of drugs received; the kind and quantity of narcotic drugs produced or removed fromprocess of manufacture, and the date of such production or removal fromprocess of manufacture; and the record shall in every case show the proportion of morphine, cocaine, or ecgonine contained inor producible from crude opium or coca leaves, and the prepertaiens ef regain eenta.ined er credo:m.0,1.e frem the drfed f+eweraing er frwitaing Ceps of thep +st ++ +ate p+ant eannabais sataiva ET; from wh4eh the res +n has net been extracted, reee4ved er predueed. The record of all narcotic drugs sold, administered, dispensed, or otherwise disposed of, shall show the date of selling, administering, or dispensing, the correct name and address of theperson to whom, or for whose use, or the owner and species of animal for which sold, administered, or dispensed, and the kind and quantity of drugs, such correct name and address to be signed by the person or owner (in case of an animal) to whom narcotic drugs are delivered for the use of such person or owner. Every such record shall be kept for a period of two years from the date of the transaction recorded. The keeping of a record required by or under the federal narcotic laws, containing let ca V.) 11 251

substantially the same information as is specified above, shall constitute compliance with this section, except thatevery such record shall contain a detailed list of narcotic drugs lost, destroyed, or stolen, ifany, the kind and quantity of such drugs, and the date of the discoveringof such loss, destruction, or theft.

Section 5. Subsection (12) of section 398.02, Florida Statutes, is repealed.

Section 6. Paragraph (a) of subsection (13) of section 398.02, Florida Statutes, is amended to read:

398.02 Definitions

(13) (a) "Narcotic drugs" shall mean coca !eaves, opium, isonipecaine, eammabfs and every substance neither chemicallynor physically distinguish- able from them, and any and all derivatives ofsame, and any other drug to which the narcotics laws of the United Statesnow apply. 252

Florida Statutes on Drug Abuse

CHAPTER 70-202

Committee Substitute for Senate Bills Nos. 349 and 634

AN ACT relating to education; providing for the drug abuse education act of 1970, establishing a program of drug, narcotic, alcohol and tabacco education; providing for the commissioner of education to administer the program pursuant to regulations of the state board of education; providing an appropriation; and providing an effective date.

Be It Enacted by the Legislature of the State of Florida:

Section 1. Short title. -This act shall be known and may be cited as "The Drug Abuse Education Act of 1970."

Section 2. Definition. -As used in this act, the term "drug" shall include barbiturates, central nervous system stimulants, hallucinogenics, and all other drugs to which the narcotic and drug abuse laws of the United States apply. It shall also include alcoholic and intoxicating liquor and beverages, and tobacco.

Section 3. Purposes; intent. -The purpose of this act is to insure the development of a comprehensive drug abuse education program for all children and youth in kindergarten and grades one (1) through twelve (12). It is the legislative intent that this program shall teach the adverse and dangerous effects on the human mind and body of drugs and that such instruction shall be intensive and that it shall be given immediate emphasis, beginning with the 1970-71 school year. Itis further the intent of the legislature that the voluntary services of persons from the professions of clergy, education, medicine, law enforcement, social services, and such other professionally and occupationally qualified individuals as can make a contribution to this program be utilized in its implementation so that the highest possible degree of expertise may be brought to bear.

Section 4. Administration of the comprehensive drug abuse education program. -

(1) The commissioner of education shall administer the comprehensive drug abuse education act of 1970, pursuant to regulations adopted by the state board of education. In administering this act the commissioner shall take into consideration the advice of the School Health Medical Advisory Committee of the Florida Medical Association, and is authorized to reimburse the members of this committee travel and per diem expense, as provided by law, when performing advisory services requested by the commissioner.

(2) Priorities for the implementation of this program shall include the following:

(a) The implementation of inservice education programs for teachers, administrators, and other personnel. Special emphasis shall be placed on methods and materials necessary for the effective teaching of drug abuse education. Inservice teacher education materials which are based on individual performance and designed for use with a minimum of supervision shall be developed and made available to all school districts. The "Triple T" or "Jultiplier" concept shall be utilized in the implementation of inservi education 4.wgpams in drug abuse education. ig;NJOD 253

(b) Establishing resource centers located in various regions of the state for the purpose of assisting the department of education in coordinating drug abuse education activities in that region.

(c) Expand degree programs for the preparation of drug education specialists. Special attention shall be given to performance based criteria and to the development and articulation of appropriate drug abuse education courses at junior colleges.

(d) Design programs for the selection and training of school para- professional personnel and personnel of non-school health or health related agencies.

(e) Implementing the provisions of this act to insure that actual pupil instruction in drug abuse education will begin with the opening of the 1970-71 school year, as part of the curriculum of every elementary, junior and senior high schoolin this state.

Section 5. No teacher or school administrator employed by a non- public school shall be excluded from participating in inservice teacher education institutes or curriculum development programs conducted pursuant to this act.

Section 6. Any child whose parent presents to the school principal a signed statement that the teaching of disease, its symptoms, development and treatment, and the use of instructional aids and materials of such subjects conflict with the religious teachings of his church, shall be exempt from such instruction and no child so exempt shall be penalized by reason of such exemption.

Section 7. The state board shall adopt regulations to insure the teaching of drug abuse education to all pupils. Every district school system shall schedule drug abuse education courses a part of the curriculum of every elementary, junior, and senior high school.

Section 8. Nothing in this act shall be construed to authorize or require the teaching of sex education in any form.

Section 9. In implementing this act, every effort shall made to :ombine funds appropriated for this purpose with funds available from all other sources, federal, state, local, or private in order to achieve maximum benefits for improving drug abuse education.

Section 10. The commissioner shall, at least thirty (30) days prior to the 1971 regular session and each regular session thereafter, transmit to the members of the state board, the president of the senate, the speaker of the house education committees a report as to the status of the drug abuse education program together with any recommendations for further improvement or modification.

Section 11. There is hereby appropriated from the general revenue fund to the commissioner of education for use in carrying out the proVisions of this act the sum of seventy-six thousand four hundred dollars ($76,400)

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for the 1970-71 fiscalyear which shall be added to and become a part of all other funds appropriated to the commissioner ofeducation for the 1970-71 fiscal year.

Section 12. This act shall take effect July 1,1970.

Apoved by the Governor June 25, 1970.

Filed in Office Secretary of State June 25, 1970.

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ANNOTATED BIBLIOGRAPHY

BOOKS AND BOOKLETS

The -Ict in the Street. Edited by Jeremy Larner from tape recordings collected by Ralph Tefferteller. New York: Grove Press,Inc. 1964. This book contains the first person stories of heroin addicts who live in constant threat of degradation, arrest and torture. It shows the wide gulf that exists between the addict's needs and desires and his own self-portrait.

Alpert, R., Cohen, S., Schiller, L. LSD. New York: New American Library, 1966. This book should help educators to obtain a balanced view of the present LSD controversy. Its pictorial presentations highlight the emotional nature of the LSD experience.

Ausebel, David P. Drug Addiction: Physiological, Psychological and Sociological Aspects. New York: Random House, 1958. This book contains many helpful insights into the various aspects of drug addiction.

Blum, Richard H. and Associates. Utopiates: The Use and Users of LSD-25. New York: Atherton Press, 1964. This book discusses the legal, social and psychopharmacological aspects of LSD as well as its use in many different settings.

Chein, Isidor. The Road to H: Narcotic, Deliquency and Social Policy. New York: Basic Books, 1964. A study of heroin use among different ethnical groups of teenagers in New York. This book distinguishes four stages in involvement with drugs; experimentation, occasional use, habitual use and regularuse with efforts to break the addiction.

Cohen, Sidney. The Beyond Within: The LSD Story. New York: Atheneum, 1964. A discussion of good and bad "trips" caused by using LSD, this book is written by a psychiatrist who was one of the early investigators of the effects of LSD.

Curtis, Lindsay R. Let's Talk About Drugs. Dallas: Tane Press, 1967. Written concisely and using a question-answer approach, this booklet should appeal to youth. It discusses general aspects of marihuana and LSD abuse, glue-sniffing, as well as the misuse of barbiturates, amphetamines and tranquilizers.

Drug Abuse: A Manual for Law Enforcement Officers. 2nd Edition, Philadelphia: Smith Kline and French Laboratories, 1966. Although this manualis designed for law officers,in it there are several sections which could be quite informative to teachers, especially those sections which deal with drug groups subject to abuse, the drug abuser, the illegal traffic in dangerous drugs and the drug industry's security methods.

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Drug Abuse: A Reference for Teachers. Trenton: New Jersey State Department of Education, 1967. The Chapter on "The Role of the School" provides excellent suggestions for incorporating an attack on drug abuse in the school's program.

Drug Abuse: A Source Book and Guide for Teachers. Sacramento: California State Department of Education, 1967. Although primarily designed for instructors in California, thereare two excellent chapters on instruction in thissource book. This guide also contains objective tests designed to measure the student's knowledge of drug abuse information.

Drug Abuse: Escape to Nowhere. Philadelphia: Smith Kline and French Laboratories, 1967. (Available from the National Education Association, Publication-Sales Department, 1201 Sixteenth St., N.W., Washington, D.C. 20036). This excellent guide for educators discusses the drugs of abuse and their effects, the various methods of therapy for the drug abusers, the educational approaches that can be utilized and the problems of abuser identification.

Glaser, Daniel and O'Leary, Vincent. The Control and Treatment of Narcotic Use. Washington, D. C.: U. S. Government Printing Office, 1966. This booklet discusses the physiological effects of narcotic drugs, historical and psychological factors involved in Narcotics abuse and the various types of treatment.

Harms, Ernest (ed.). Drug Addiction in Youth. Oxford: Pergamon Press,1965. This volume, the results of the efforts of persons who have worked with young drug addicts, covers many of the major aspects of juvenile drug addiction in an informative manner. Different authorities have contributed to this volume, writing on topics such as narcotic addiction among the newborn, psychopathology of drug addiction, and religion and narcotic addiction among juveniles.

Hollander, Charles (ed.). Student Drug Involvement. Washington, D.C.: United States National Student Association, 2115 S Street, 20008, 1967. This publication deals with the history, sociology, psychopharmacology and legality of drug use as well as the student drug involvement.

Internatunal Control of Narcotic Drugs. New York: United National Publications, 1965. This booklet describes the methods and scope of international narcotics control, the history leading to the present system of control, tyetypes of drugs under international control and the suppression of illicit traffic in narcotic drugs.

Kolb, Lawrence. Drug Addiction: A Medical Problem. Springfield, Illinois: Charles C. Thomas, Publishers, 1962. This book's prupose is to increase the reader's understanding of drug abuse and to encourage development of control and treatmentprograms. The whole book attempts to point out that drug abusers should not be treatedas hardcore criminals, false propaganda should stop and drug dependency should be treated as a health problem. 257

Kreig, Margaret. Black Market Medicine. Englewood Cliffs, N. J.: Prentir all, Inc., 1967. This book reveals the people who produce and distribute illegal pharma- ceuticals, as well as affording a view of many of the undercover activities involved with drug abuse control.

Kreig, Margaret B. Green Medicine. Chicago: Rand McNally and Company, 1964. This book discusses the scientific interest in medicinal plants and the research in both laboratory and ungle for botanical drugs that cure.

Lindesmith, Alfred R. The Addict and the Law. Bloomington: Indiana University Press, 1965. By presenting relevant materials of an historical and a current nature, the author discusses issues involved with addiction and the law.

Lin-Fu, Jane S. Neonatal Narcotic Addiction. Washington, D. C.: Children's Bureau, 1967. This booklet contains a summary of information available on neonatal narcotic addiction, based on a review of literature.

Livingston, Robert B. Narcotic Drug Addiction Problems. Proceedings of the Symposium on the History of Narcotic Drug Addiction Problems, March 27 and 28, 1958, Bethesda, Maryland. Washington, D. C.: U. S. Government Printing Office, 1958. While reading this book, the reader must remember to keep the content in historical perspective. Some of the material gives quite a good insight into various facets of the drug addiction problem.

Louria, Donald B. Nightmare Drugs. New York: Pocket Books, Inc., 1966. Written by a physician, this paperback discusses stimulants, heroin, sedatives, tranquilizers and hallucinogens, as well ad addiction and the laws.

Matthews, Jay De. Narcotics Legislation: Its Effects on Narcotics Traffic. Elizabethtown, Pennsylvania, 1968. Unpublished work. A student's study of the effect of legislation on the narcotics traffic.

Maurer, D. W. and Vogel, V. H. Narcotics and Narcotic Addiction. 3rd ed. Springfield, Illinois: Charles Thomas, Publishers, 1967. This book is an attempt to describe the various drugs of addiction and to report on the physiological effects of these drugs. Some generalizations are made in reference to the social implications of addiction.

Medicinal Narcotics. Washington, D.C.: Pharmaceutical Manufacturers Association (1155 Fifteenth St., N. W. 20005), 1965. This booklet describes the various governmental cont.ols over narcotics, points out the cornerstone of medicinal narcotics control and stresses the need for uniformity in laws and terminology as the foundation for effective enforcement of regulations. Recommended for high school student use.

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Mental Health Monograph 2. Narcotic Drug Addiction. Washington, D. C.: U. S. Government Printing OffiTe,71§;5. Recommended for reading by high school students, thisbooklet covers many of the more important aspects of narcotics drugaddiction.

Nowlis, Helen H. Drugs on the College Campus. Detroit: National Association of Student Personnel Administrators (Suite 405, 5440Cass Avenue 48202), 1967. This handbook, although it primarily appliesto the use of drugs by college students, attempts to clarifysome of the issues and implications involved with drug abuse.

Prevention and Control of Narcotic Addiction. Washington, D.C.: U. S. Govern- ment Printing Office, 1966. Discussion of the historical aspects of the control of narcoticabuse with a view toward establishing two points: (1) compulsory hospitalization of narcotic abusers (2) effective policing.

Psychedelics and the College Student. Princeton: Princeton University Press, 1967. This booklet was written by college students for collegestudents. Although the information is not presented froma professional viewpoint of psychedelics,it does point out that the drug questioncan no longer be avoided.

Psychosocial Aspects of Drug-Taking. Proceedings of a one day conference held at University College, London. Oxford: Pergamon Press, 1965. Although this booklet discusses the drug dependency situationin England, some of the information on causes and motives of drug abuse and the role of education in preventing drug abusemay be he to tine teacher.

Saltman, Jules. What We Can Do About Drug Abuse. Public Affairs Pamphlet No. 390. New York: Public Affairs Committee, Inc. (381 Park Avenue, South, 10016), 1966. This booklet shows that the many-faceted problem of drugabuse calls for many solutions. It makes interesting as well as informative reading for students.

Services for the Prevention and Treatment of Dependenceon Alcohol and Other Drugs. Fourteenth Report of the WHO Expert Committeeon Mental Health. World Health Organization Technical Report SeriesNo. 363. Geneva: WHO, 1967. This report discusses the problems of dependenceon drugs, the types of programs needed to combat drug dependence and the areas of research that still need to be explored.

Task Force Report: Narcotics and Drug Abuse. Washington, D. C.: U.S. Govern- ment Printing Office, 1967. This report contains the findings and recommendations relatingto narcotics and drug abuse made by the President's Commissionon Law Enforcement and Administration of Justice in The Challenge of Crime ina Free Society. It also contains much information on mind-altering drugs relativeto dangerous behavior and proposals for dangerous drug legislation. 259

Vogel, Victor H. and Virginia E. Facts about Narcotics and Other Dangerous Drugs. Chicago: Science Research Associates,Inc., 1967. This booklet contains a storehouse of information on the different types of drugs and their effects. Itis a good reference for students.

Wilkerson, David. Twelve Angels from Hell. Westwood, New Jersey: Fleming H. Revell Company, 1965. This book illustrates the personalities of twelve different hard-core drug addicts and depicts the changes that occurred in their lives as a result of spiritual experiences.

Wilkerson, David, with John and Elizabeth Sherill. The Cross and the Switchblade. Westwood, New Jersey: Fleming H. Revell Company, 1963. Although this book is not primarily concerned with drug abuse,it does afford the reader a view of the physical and emotional environment of the drug abuser in the "asphalt jungle." It also stresses the necessity for demonstrating love for the adolescents who abuse drugs.

Wilner, Daniel M. and Kassebaum, Gene C.(eds). Narcotics. New York: I,cGraw-Hill Co., 1965. This volume discusses the problems of drug use from the perspective of an epidemiologic model of the interaction of host (drug dependent personality), agent (pharmacological substance abused) and the environment which promotes drug abuse.

Winick, Charles. The Narcotic Addiction Problem. New York: The American Social Health Association (1790 Broadway, 10019), n.d. This booklet is a statement of the narcotic addiction problem in the United States and a brief presentation of the program that the American Social Health Association has initiated in order to combat drug abuse.

Winick, Charles and Goldstein, Jacob. The Glue Sniffing Problem. New York: The American Social Health Association (1790 Broadway, 10019), n.d. This booklet describes the practice of glue sniffing, its effects, its relationship to drug dependent and some etiological factors involved.

Yablonsky, Lewis. The Tunnel Back. New York: MacMillan and Company, 1965. A description of Synanon's methods of treatment for drug addiction. 260

PERIODICALS

"Addicted!" Good Housekeeping. Volume 164 (May, 1967). PP. 12+ A personal narrative ofa woman who became dependent upon diet pills. This article should assist the studentin understanding the dangers involved in abusing prescriptiondrugs.

Becker, Howard S. "History, Culture and Subjective Experience: An Exploration of the Social Bases of Drug-InducedExperiences."Journal of Health and Human Behavior. Volume 8, Number 3 (September, 1967),pp. 163-76. This article develops a model basedon cultural and social organization in an effort to explain theincidence of drug-induced psychoses, especially as related to LSD and marihuana.

Bewley, T. H. "Some Social, Psychological and EnvironmentalFactors Associated with Drug Dependence." The Health Education Journal. Number 26 (May, 1967). pp. 60-66. This article discusses the socialorganization of drug taking, the personalities of addicts, the environmentof addicts and the relationship of drug addiction to delinquency.

Bloomquist, Edward R. "Let's Think Twice About 'Free' Narcotics."GP. Volume 21, Number 5 (May, 1960) pp.156-62, and Volume 21, Number 6 (June, 1960)pp. 149- 55. These two articles attack the idea that"free" narcotics should be distributed to addicts. A comparison is made between the so-called"British System" and the American way of handlingaddicts.

Bloomquist, Edward R. "What Makes Teens Try Dope?" Parents' Magazine. (February, 1960). (Reprint available from Parents'Magazine, 52 Vanderbilt Avenue, New York, N. Y.10017) This article describes methodsparents can utilize to help their children avoid drug abuse.

Brill, Henry and Larimore, GranvilleW. "Second On-Site Study of the British Narcotic System." NACC Reprints. (June, 1967). This booklet points out the currentsituation on drug addiction in Britain and the modifications thatare occurring in the "British System."

Brill, Leon. "Drug Abuse as a Social Problem." International Journal of the Addictions. Volume 1, Number 2 (June, 1966). This paper highlights the sociologicalparameters of the addiction problem as well as the dramatic changes in perspectivewhich have occurred in recent years.

Brodsky, Phillip. "Drug Plant Inspection." FDA Papers. (May, 1967) pp. 7-14. This article describes whatan FDA inspector looks for when he is inspecting a pharmaceutical manufacturing plant.

Bulletin on Narcotics. A bimonthly publication of the UnitedNations, New York. It depicts the narcotic problem on the international level.

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Carner, Charles. "Surprise Inside: Strange Effects of Drugs."Today's Health. (April, 1967) PP. 57-59+ This article points out how drugs purchased OTC (over-the-counter) can lead to serious complications for persons who misuse them.

Caruanta, S. "Drugs'--A Social, Medical or Educational Problem?" The Health Education Journal. Volume 25 (November, 1966) pp. 184-91. This article discusses the various types of drug dependence, the personality of the drug-taking adolescent, the various groups of drugs abused and the role of health education in preventing an actual drug abuse situation.

Casselman, Bernard W. "You Cannot Be a Drug Addict Without Really Trying." Diseases of the Nervous syltm. Volume 25 (March, 1964) pp.161-63. This article advocates seeking the causes of drug addiction so that preventive measures can be applied.

"Clinical Testing: Synopsis of the New Drug Regulations." FDA Papers (March, 1967) pp. 21-25. An explanation of regulations involved with clinical testing of new drugs.

Cohen, Allan Y. "Acid is Not as Advertised."American Red Cross Journal. Volume 44, No.3 (December, 1967) pp.18, 19. A former associate of Dr. Timothy Leary explains why he stopped using LSD.

Cohen, Maimon M., Hirschborn, Kurt, and Frosch, William A. "In Vivo and In Vitro Chromosomal Damage Induced by LSD-25." The New England Journal of Medicine. Volume 277, Number 20 (November 16, 1967) p. 1043. A report of a study which convinced the authors of this article that the use of LSD causes a higher incidence of chromatid breakage than the non-use of LSD.

Curtis, Lindsay R. "LSD." Listen. Volume 21, Number 2. (February, 1968) pp. 5, 6. This article, written by a physician to young people, summarizes what is known about psychedelics.

Dalrymple, Willard. "A Doctor Speaks of Marijuana and Other 'Drugs'." Journal of the American College Association. (Reprinted by permission of University: a Princeton Quarterly, 1965). Volume 14 (February, 1966) pp. 218-22. This article in the form of a dialogue, could be especially helpful and interesting to students. It discusses the relationship of drugs to the mental health of individuals and the community.

"Dependence on Amphetamines and other Stimulant Drugs." Journal of the American Medical Association. Volume 197, Number 12 (SeptembTITTT4,77)1TTE3: 27. Prepared by the AMA Committee on Alcoholism and Addiction, this statement is one in a series on drug dependence. 262

"Dependence on Barbiturates and Other Sedative Drugs." Journal of the American Medical Association. Volume 193, Number 8 (August 23,1965) pp. 673-77. One of the series of statements regarding drug dependence,this article was prepared by the AMA Committeeon Alcoholism and Addiction.

"Dependence on Cannabis (Marihuana)." Journal of the American MedicalAssocia- tion. Volume 201, Number 6 (August 7,1967) pp. 368-71. One of the series of statements regarding drug dependence,this article was prepared by the AMA Committeeon Alcoholism and Drug Dependence.

"Dependence on LSD and other Hallucinogenic Drugs." Journal of the American Medical Association. Volume 202, Number 1 (October 2,1967) pp. 47-50. One of the series of statementsregarding drug dependence, this article was prepared by the AMA Committeeon Alcoholism and Drug Dependence and the Council on Mental Health.

Dole, Vincent P. and Warner, Alan. "Evaluation of Narcotics TreatmentPrograms." American Journal of Public Health. Volume 57, Number 11(November, 1967) pp. 200-08. This article points to thechaotic condition of the presentsystem of reporting of narcoticstreatment programs. It also contains a rather extensive selected bibliographyon narcotic addiction treatment from I960 to 1966.

"Drug Abuse." Journal of the American PharmaceuticalAssociation. Volume N58, No. 1 (January, 1968). Much of this issue is devotedto drug abuse. The drugs of abuse, a history of drug abuse, psychotomimetic agents, and the pharmacist's role in drug abuse education are discussed. Several featurettes on drugsare also included.

"Drugs." Health Information Digest. VolumeII, Number 2 (July, 1967)pp. 78-87. Interesting highlights from 14recent articles on many aspects of drugs such as: clinical impressions of drugabuses, legal actions against addicts and personality of the drugabuser.

"Drugs." World Health. (July, 1967)pp. 1-40. An excellent pictorial portrayal of the problems associatedwith drug abuse on the international level. This article takes a comprehensiveand quite interesting look at drugs. Recommended for senior high schoolstudents. Drugs of Abuse. (Reprint from FDA Papers, July-August,1967). Washington, D.C.: U.S. Government Printing Office. Pictorial description of varioustypes of stimulants, depressants and hallucinogens. It describes why the various drugsare taken and what symptoms an abuser would exhibit when underthe influence of these drugs.

Eddy, Nathan B., Halbach, H., Isbell, Harris, and Seevers, MauriceH. "Drug Dependence: Its Significance and Characteristics."Bulletin World Health Organization. Volume 32 (1965) pp. 721-33. A description of the varioustypes of drug dependence and the rationale behind the use of the term "drugdependence."

Garrett, Dan. L., Jr. "Synanon: the Communiversity." Humanist. (September- October, 1965) pp. 185-89. A vivid description of Synanon's philosophy, methodsand psychology. (Available from Synanon Foundation,Inc. 1351 Ocean Front, Santa Monioaierrie. e: California 90401). . 263

Glatt, M. M. "Problems Common to Alcoholism and Drug Dependence."WHO Chronicle. Volume 21, Number 7 (July, 1967) pp. 293-302. This article discusses the similarities between dependenceon alcohol and dependence on drugs especially in respect to etiological and developmental factors.

Goddard, James L. "Criminal Abuse of 'Dangerous Drugs'."The Forensic Ouarterly. Volume 41, Number 3 (August, 1967). This article stresses that the drug abuse problem in the United States is not an easily solvable problem.

"Good Manufacturing Practice." FDA Papers. (April, 1967) pp. 22-25. A description of FDA's activities to assure that good manufacturing practices are being implemented by pharmaceutical firms.

Harms, Ernest. "Remedies for Drug Abuse-Right and Wrong." Adolescent. Volume II, Number 5 (Spring, 1967)pp. 1-4. This editorial stresses the need to understand the world of youth in order to obtain a proper perspective on what should be done to eradicate the deep impulses which lead to drug abuse.

International Journal of Addictions.

A publication devoted to the scientific study of druguse and abuse. It is published semi-annually by the Institute for the Study of Drug Addiction, 680 West End Avenue, New York, N.Y. 10025.

Kleber, Herbert D. "Prolonged Adverse Reactions from Unsupervised Use of Hallucinogenic Drugs."The Journal of Nervous and Mental Disease. Vol- ume1, Number 4 (1967) pp. 308-19. This article reviews some of the factors that have brought about the drug fad and present a report of five cases that have suffered adverse reactions from drug experimentation.

Kleber, Herbert D. "Student Use of Hallucinogens." Journal of the American College Health Association. Volume 14 (1965) pp. 109-17. This study of 21 college students attempted to learnmore about students who abuse drugs, the patterns of abuse, and the effects that abuse had on the students' lives. Some of the information is quite revealing about the students.

Lang, Irving. "Narcotics Legislation - A Total Approach." NACC Reprints (June, 1967) (From The Catholic Lawyer.) A description of New York's attempt to deal with drug abuse on a massive scale.

Lasher, Lewis P. "LSD: The False Illusion." FDA Papers. (September, 1967). A look at LSD from the viewpoint of one of FDA's CriminalInvestigators. Some Characteristics of LSD users are described.

Levine, Jerome and Ludwig, Arnold M. "The LSD Controversy." Comprehensive Psychiatry. Volume 5, Number 5 (October, 1964) pp. 314-21. The authors attempt to answer the question: do the purported dangers and risks associated with the use of LSD outweigh any benefits that could possibly be derived from it?

Listen, 1350 Villa Street, Mountain View, California 94040. This journal of better living talks about smoking anddrinking as well as narcotics and is designed primarily foryoung people. : 2 7 264

Louria, Donald B. "Cool Talk About Hot Drugs." NACC Reprints. (December, 1967). This article attempts to peel away some of the misconceptions about LSD, marihuana and heroin. Itis highly interesting and should be especially useful to high school students.

Lyle, David. "The Logistics of Junk." Esquire (March, 1965) pp. 59-67+. A personal narrative of a drug addict coupled with informationon the world- wide traffic in narcotics make this article quite captivating.

"Medicines and Your Family's Health." Second in a series published by the Pharmaceutical Manufactures Association, Washington, D.C. 20005. Reader's Digest. Volume 92, Number 550 (February, 1968) pp. Ml -M8. The content in these pages describes some of the values of properly used drugs. Excellent reading material for secondary level students.

Mental Health Digest. National Clearinghouse for Mental Health Information. NationalInstitute of Mental Health, 5454 Wisconsin Avenue, Chevy Chase, Maryland 20203. Although this periodical reflects the whole spectrum of mental health and presents a broad sampling of subject matter and professional points of views, there are articles dealing with specific aspects of drug abuse.

"Misuse of Valuable Therapeutic Agents: Barbiturates, Tranquilizers and Amphetamines." A Report by the Committee on Public Health, the New York Academy of Medicine. Volume 40, Number 12 (December, 1964) pp. 972-79. A study of the hazards of drug abuse with a review of historical approaches toward the problem as well as a list of remedies which can now be utilized to tackle the drug abuse problem.

"New Insights . . . Narcotic Addiction: Problems/Progress/Prognosis." Illinois Medical Journal. Volume 130, Number 4 (October, 1966). This journal contains the proceedings of the Illinois State Medical Society's Conference on Narcotic Addiction. Many different aspects of drug abuse are discussed with a view toward finding the best in each and many conflicting ideas and synthesizing them into a constructive program.

"Prevention and Control of Drug Abuse: Statement of Needs and Principles." Social Health News. Volume 42, Number 7 (October, 1967) pp. 3-4. These principles were adopted as a position paper by the Board of Directors of the American Social Health Association and serve as ASHA's guideline statements for program proposals for communities.

Radin, Sherwin S. "Psychosocial Aspects of Drug Addiction."The Journal of School Health. Number 36 (December, 1966) pp. 481-87. This article attempts to answer some of the questions related to the psychosocial phenomena of drug abuse.

Rankin, Winton B. "National Drug Testing Center." FDA Papers. (May,1967) pp. 4-6. A description of a new approach to drug control.

Rehling, C. J. "Drugs and the Driver." Traffic Safety. (Reprint available from National Safety Council, 425 N. Michigan Avenue, Chicago, Illinois 60611). A description of the ways in which narcotics, barbiturates, amphetamines, anti-histamines and tranquilizers can affect driving.

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Rosenhouse, Leo. "STP: A Deadly Trip." Listen. Volume 21, Number 2 (February,1968) pp. 8, 9. This article, written for young people, tells about the STP situation in San Francisco's Haight-Ashbury District. It also describes some physiological and social factors associated with STP abuse.

Rosenthal, Theodore, Patrick, Sherman W., and Krug, Donald C. "Congenital Neonatal Narcotics Addiction: A Natural History." American Journal of Public Health. Volume 54, Number 8 (August, 1964) pp. 1252-62. A discussion of the factors involved in congenital neonatal narcotic addiction and steps that should be initiated to control such situations.

Ruskins, Arthur. "Drug Experience Reporting." FDA Papers (April, 1967) pp. 13-16. A description of the new adverse reactions task force's operation and function.

Sadusk, Joseph F., Jr. "Size and Extent of the Problem." Journal of the American Medical Association. Volume 196, Number 8 (May 23, 1966) pp. 707-09. Discussion of diversion of non-narcotic drugs from legitimate to illegitimate channels.

Samuels, Gertrude. "Where Junkies Learn to Hang Tough." Reprint from New York Times, (May, 1965). (Available from Synanon Foundation,Inc., 1351 Ocean Front, Santa Monica, California 90401). This article describes the operation of Synanon and its approaches toward drug addicts.

Schreiber, Flora Rheta and Herman, Melvin. "New Hope for Drug Addicts,"

Science Digest. Volume 60, Number 1 (July, 1966) pp.15, 16. Addicts can and do become useful members of society. Factors upon which successful recovery depends are discussed in this article.

Selby, Earl and Anne. "Pills, Glue and kids: An American Tragedy," Reader's Digest. Volume 88 (June,1966) pp. 66-70. A "popular literature" article on juvenile drug abuse and ways to combat it.

Skouse, Cleon. "The 'Instant Insanity' Drugs,"Law and Order, Volume 15, Number 9 (September, 1967) pp. 83-87. This paper describes the dangers of the abuse of LSD, as well as suggesting six steps to counter-attact the increasing prevalance of drug abuse.

Smith, Jean Paul. "LSD: The False Illusion," FDA Papers, (July-August, 1967) pp. 10-18. The LSD problem is presented from a psychologist's point of view in this article.

The Attack on Narcotic Addiction and Drug Abuse. Albany, N. Y.: New York State Narcotic Addiction Control Commission, 12203. A publication devoted to publicize the activities of the New York State Addiction Control Commission and to explain various aspects of drug abuse.

Ungerleider, J. Thomas and Duke,D. Fisher. "The Problems of LSD 25 and Emotional Disorders," California Medicine, Number 106. (January, 1967) pp. 49-55. A description of the physiological and psychological effects of LSD with information on the acute and chronic side effects notedamong LSD users. 266

Weech, Alexander A. "The Narcotic Addict and 'The Street,'" Archives of General Psychiatry, Volume 14 (March,1966) pp. 299-306. A study of the environment of the individual who isdependent upon drugs and the priority that peer activities have for himover family relationships.

Winick, Charles. "Drug Addiction and Crime," Current History, (June, 1967) pp. 349-54. An authoritative discussion of the illegal distributionsystem of drugs and the effects of treatment programs,as well as an attempt to answer the question: does crime antedate addiction?

Winick, Charles and Bynder, Herbert. "Facilities for Treatment and Rehabili- tation of Narcotic Drug Users and Addicts," American Journal of Public Health, Volume 57, Number 6 (June, 1967) pp. 1025-33. This study attempted to determine the range and extent of existingprograms for treatment and rehabilitation in the United States inrespect to services provided and criteria of admission.

Wylie, Evan McLeod. "The Pills Drivers Shouldn't Take," (Condensed for Family Safety) Reader's Digest, Volume 90 (February, 1967)pp. 83-85. A description of the ways that many medicinal drugs, especially when combined with alcohol, can render an individuai unfit to drivean auto- mobile.

Zellweger, Hans, McDonald, John, and Abbo, Gisela. "Is Lysergic Acid Diethylamide a Teratogen?"The Lancet, Volume 2 for 1967, Number 7525 (November 18,1967) p. 1066. This case report attempts to show a relationship between theuse of LSD and birth deformity. 267

PAMPHLETS AND OTHERS

A Guide to Illicit Drugs. New York: American Social Health Association, N D. This chart describes the habit forming drugs, their slang names, their primary effects, their detection, and the dangers of abusing the drugs. It is quite compact and contains the basic information that a teacher should know about the various drugs.

Barbiturates as Addicting Drugs. (Publication of U.S. Department HEW, 1965 revised. Duplicated by and available from the Pennsylvania Department of Health). This pamphlet points out the dangers of abusing barbiturates and the methods utilized to treat individuals who have taken too large doses of barbiturates.

Collection of Marihuana Papers. Bureau of Narcotics, 633 Indiana Avenue, N. W., Washington, D.C. 20226. A collection of materials on different aspects of marihuana.

Drug Abuse: The Empty Life. Philadelphia: Smith Kline and French Laboratories, 1965. A brief description of various types of drugs and some characteristics of drug abusers. Excellent as introductory reading material for students.

Drugs and People...About Unhealthy Dependence. Alcoholism and Drug Addiction Research Foundation of Ontario, 24 Harbord Street, Toronto 5, Canada. This comic booklet gives an insight into why people abuse drugs. Because of its appeal, this booklet is excellent for students.

Fact Sheets 1-7. Washington, D. C.: Bureau of Drug Abuse Control, Food and Drug Administration, 1967. These fact sheets provide information on the Drug Abuse Control Amendments of 1965, the illegal traffic in dangerous drugs, the drug abuser, depressants, hallucinogens, stimulants and controlled drugs. Good sources for non-technical facts.

Hooked. Information Materials Press, 25 W. 4th Street, New York, N. Y.10036. This comic booklet tells the story of what it is like to be hooked. Excellent for use with students because of its appeal.

Living Death: The Truth About Drug Addiction. Washington, D. C.: U. S. Government Printing Office, 1965. This pamphlet contains many of the essential facts about drug addiction. May be used for student reading, especially as introductory material.

Patton, Tom. Some Notes on the Synanon Game. (Available from Synanon Foundation,Inc., 1351 Ocean Front, Santa Monica, California 90401). A description of a method used to combat drug addiction. 268

Selected Publications on Drug Dependence and Abuse. American Social Health Association, 1740 Broadway, New York, N. Y. 10019. A kit comprised of selected publicationson drug dependence and abuse. Excellent resource material for teachers.

State of New York: Narcotic Addiction Control Commission (Kit), Executive Park South, Albany, New York 12203. A kit comprised of information related to the control of drug addiction and the treatment and rehabilitation of drug addicts.

Reprinted from Teachers' Resource Guide On Drug Abuse throughthe courtesy of: Pennsylvania Department of Health, Division of Public HealthEducation, Division of Drug Control 269

BIBLIOGRAKIY

Books:

Abramson, H. Use of LSD in Psychotherapy and Alcoholism. New York: Bobbs- Merrill, 1967.

Anslinger, H. J., and Tompkins, W. F. The Traffic in Narcotics. New York: Funk and Wagnalls, 1953.

Battista, O. A. Mental Drugs: Chemistry's Challenge to Psychotherapy. Philadelphia: Chilton, 1960.

Beckman, H. Dilemmas in Drug Therapy. Philadelphia: W. B. Saunders, 1967.

Blum, R. H. and Associates. Utopiates: The Use and Users of LSD-25. New York: Atherton Press, 1964.

Braden, W. The Private Sea: LSD and The Search for God. Chicago: Quadrangle

Chein, I., et al.: The Road to H. New York: Basic Books, 1964.

Cohen, S. The Beyond Within: The LSD Story. New York: Atheneum, 1964.

Cutting, W. C. Handbook of Pharmacology: The Action and Uses of Druas. New York: Appleton-Century-Crofts, 1967.

de Ropp, R. S. Drugs and the Mind. New York: Grove Press, 1957.

Ebin, D. (Ed.) The Drug Experience. New York: Orion Press, 1961.

Eddy, N. B., et al.: Drug Dependence: Its Significance and Characteristics. Washington: Department of Justice.

Eldridge, W. B. Narcotics and the Law. New York: New York University Press, 1962.

Faber, S. M. and Wilson, R. H. L.(Eds.) Conflict and Creativity: Control of the Mind, Part II. New York: McGraw-Hill.

Finkelor, D. C. How to Make Your Emotions Work for You. New York: Pellegrini and Cadahy, 1958.

Garrison, K. C. Psychology of Adolescence. Englewood Cliffs, N. J.: Prentice Hall, 1956. 270

Gesell, A. and 11g, F. L. The Child From Five to Ten. New York: Harper and Brothers, 1946.

Goldstein, R. 1 in 7: Drugs on Campus. New York: Walker, 1966.

Greenberg, L. A. What the Body Does With Alcohol. New Haven: Yale Center of Alcohol Studies.

Harms, E. Drug Addiction in Youth. New York: Pergamon Press, 1965.

Hoffer, A. and Osmond, H. Hallucinogens. New York: Academic Press, 1967.

Irwin, L. and Mayshark, C. Health Education in the Secondary School. St. Louis: The C. V. Mosby Company, 1964.

Kalant, O. J. The Amphetamines: Toxicity and Addiction. Toronto: University of Toronto Press, 1966.

King, A. R. Basic Information on Alcohol. Washington: Narcotics Education, Inc., 1964.

Kluckhohn, C.; Murray, H. A.; and Schneider, D. M. Personality in Nature, Society, and Culture. New York: Alfred A. Knopf, Inc., 1953.

Kaplan, J. Marijuana: The New Prohibition. New York: World Publishing Company, 1970.

La Barre, W. Peyote Cult. Hamden, Conn.: Shoe String Press, 1954.

Laurie, P. Drugs. Baltimore: Penguin Books, 1967.

Lewin, L. Phantasia, Narcotics and Stimulating Drugs. New York: Dutton, 1964.

Lindesmith, A. R. The Addict and the Law. Bloomington: Indiana University Press, 1965.

Ling, T. and Buckman, J. Lysergic Acid (LSD-25) & Ritalin in the Treatment of Neurosis. London: Lambarde Press, 1963.

Masters, R.E. and Houston, J.Varieties of Psychedelic Experience. New York: Holt, 1966.

Maurer, D. W. and Vogel, V. H. Narcotics and Narcotic Addiction. Springfield, Ill., 1962.

McLean, G.R. High on the Campus. Wheaton, Ill.; Tyndale House Publishers, 1970.

Pollard, J. C., et al.: Drugs and Phantasy: The Effects of LSD, Psilocybin and Sernyl on College Students. New York: Little, Brown, 1965.

: .2E4 271

Reich, C. The Greening of America. New York: Random House, 1970.

Salt, E. B.; Fox, G.I.; and Stevens, B. K. Physical Education in the Elementary School. New York: The Ronald Press, 1960.

Siragusa, C. The Trail,of The Poppy: Behind the Mask of the Mafia. Englewood Cliffs, N.J.: Prentice-Hall, 1966.

Solomon, David (Ed.) The Marijuana Papers. Indianapolis: Bobbs-Merrill, 1966.

Solomon, David (Ed.) LSD: The Consciousness-Expanding Druq. New York: Putnam, Berkeley Medallion Books, 1964.

Stafford, P. G. and Golightly, B. H. LSD: The Problem-Solving Druq. New York: Award Books, 1967.

Turner, W. W. (Ed.) Drugs and Poisons. Rochester: Aqueduct Books, 1965.

Uhr, L. and Miller, J. G.(Eds.) Drugs and Behavior. New York: John Wiley and Sons, 1960.

Ullman, L. P. and Krasner, L.A Psychological Approach to Abnormal Behavior. Englewood Cliffs, N.J.: Prentice-Hall, 1969.

Watts, A. W. The Joyous Cosmology: Adventures in the Chemistry of Conscious- ness. New York: Pantheon Books, 1962.

Wilner, D. M. and Kassebaum, G. G. Narcotics. New York: McGraw-Hill, 1965.

Yablonsky, L. The Tunnel Back: Synanon. New York: MacMillan Co., 1965.

Young, W. and Hixson, J. LSD on Campus. New York: Dell, 1966.

Booklets, Pamphlets and Journals:

ALCOHOL EDUCATION: Conference Proceedings, Secretary's Conference on Alcohol Education; U.S. Department of Health, Education and Welfare; 1966. Super- intendent of Documents, U. S. Government Printing Office, Washington, D. C. 2040 2

ALCOHOLICS. Florida Alcoholic Rehabilitation Program Health Notes. November, 1966, Jacksonville, Florida.

ALCOHOLISM IN MISSOURI. Committee on Alcoholism, Missouri State Medical Association, St. Louis Missouri, 1958.

ANSWERS TO THE MOST FREQUENTLY ASKED QUESTIONS ABOUT DRUG ABUSE: A Federal Source Book; National Clearinghouse for Drug Abuse Information; 5454 Wiscon- sin Ave.; Chevy Chase, Md. 20015

DIET PILL INDUSTRY: Hearings Before the Subcommittee on Antitrust and Monopoly of the Committee on the Judiciary, U.. S. Senate; Nintieth Congress, Second Session, Pursuant to S. Res. 26, 1963. Supsiqpndent of Ducuments, op cit. Fer.:10 272

DRUG ABUSE IN FLORIDA: A Report by the Governor's Task Forceon Narcotics, Dangerous Drugs and Alcohol Abuse. State Department of Education, Talla- hassee, Fla.

DRUG ABUSE: Trip to Nowhere. AAHPER/NEA; Smith, Kline and French Labora- tories; Philadelphia, Pa.; National EducationAssociation; Publication Salad Dept., 1201 Sixteenth St., N.W.,Washington, D.C. 20036

DRUG ADDICTION: CRIME OR DISEASE? Interim and final reports of the American Bar Association and the American Medical Associationon Narcotic Drugs, Indiana University Press, Bloomington, 1963.

FLORIDA HEALTH NOTES: Drugs and Substance Abuse. P. O. Box 210, Jacksonville, Fla. 32201

HALLUCINOGENIC DRUGS AND THEIR PSYCHOTHEAPEUTIC USE. Royal Medico-Psychological Association, London. Lewis, 1963.

A HANDBOOK FOR TEACHERS--Alcohol, Narcotics Education. State Department of Education, Tallahassee, Fla.

HOW THE DRUG USER TALKS. United Christian Action, Inc. 1705 Gary Rd. Lakeland, Florida 33801

IDENTIFICATION OF DRUG ABUSES. Pharmaceutical Manufacturers Assoc. 1155 15th St., N.W., Washington, D. C. 20005

INTERIM DIRECTORY OF DRUG ABUSE SERVICES IN FLORIDA. April 1971. Department of Health and Rehabilitative Services,Drug Abuse Program, Suite 400, Tallahassee Bank Building, Tallahassee, Fla.

JOURNAL, NATIONAL ENVIRONMENTAL HEALTH ASSOCIATION. Cumulative Indices 1967- 1970. The Association, 1600 Pennsylvania St., Denver, Colo. 80203

LSD--SOME QUESTIONS AND ANSWERS. National Institute of Mental Health, 5454 Wisconsin Ave., Chevvy Chase, Md. 20015

MARIJUANA--SOME QUESTIONS AND ANSWERS. National Institute of Mental Health, 5454 Wisconsin Ave., Chevvy Chase,Md. 20015

MEDICAL NARCOTICS FACTS ON BENEFITS AND CONTROL. Pharmaceutical Manufacturers Association, 1155 15th St., N.W., Washington, D.C. 20005

RESOURCE BOOK FOR DRUG ABUSE EDUCATION. National Clearinghouse for Mental Health Information, Supertintendent ofDocuments, U. S. Government Printing Office, Washington, D.C. 20402 Price $1.25

SCHOOL BOARD POLICIES: Santa Rosa County, Florida. Office of the Superintend- ent, Milton, Fla. 32570

STARTING POINT. Department of Health and Rehabilitative Services, Drug Educa- tion Program--Media Center, TallahasseeBank Building, Tallahassee, Fla. 32304 273

TEACHING ABOUT DRUGS: A Curriculum Guide, K-12. American School Health Assoc. and American PharmaceuticalManufacturers Assoc., ASHA Building, Box 416, Kent, Ohio 44240

TO PARENTS/ABOUT DRUGS. Richard J. Hooten, Metropolitan Life Insurance Co., 1550 Barrancas Ave., Pensacola, Fla.

THE UNITED NATIONS AND NARCOTIC DRUGS. The United Nations, International Cooperation in Control, New York, New York.

THE UP AND DOWN DRUGS: Amphetamines and Barbiturates. National Institute of Mental Health, 5454 Wisconsin Ave., ChevvyChase, Md. 20015

WHAT TEENAGERS ASK ABOUT DRINKING. Alcohol Problems Association, 5131 Arcade Building, Seattle 1, Washington.