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Alcohol Effects on People; 00 Social Responsibility for the Control of the Use of Beverage; and (5) the Social Responsibility for the Treatment of Individuals

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Alcohol Effects on People; 00 Social Responsibility for the Control of the Use of Beverage; and (5) the Social Responsibility for the Treatment of Individuals DOC- NT RESUME ED 140 180 CG 011 461 TITLE Alcohol Education: Curriculum Guide for Grades 7-12. INSTITUTION New York State Education Dept., Albany. Bureau of Drug Education. PUB DATE 76 NOTE 144p.; For relat d document, see CG 011 462 EERS PRICE MF-$0.83 BC-$7.35 Plus Postage. DESCRIPTORS *Alcohol Education; *Alcoholic Beverages; Class Activities; Curriculum Guides; *Drinking; Drug Education; Health Education; *Learning Activities; Recreational Activities; *Secondary Education; Socially Deviant Behavior; Teaching Guides AB TRACT This curriculum guide is designed as an interdisciplinary resource on alcohol education for teachers of Grades 7-12. tevelopmental traits are discussed, and objectives and learning experiences are presented. The following topics are covered: ro the nature of alcohci;(2) factors influencing the use of alcoholic beverages; (3) alcohol effects on people; 00 social responsibility for the control of the use of beverage; and (5) the social responsibility for the treatment of individuals. A division is made between Grades 7-9 and 10-12, with each set of three grades considered separately. (Author/OLL)' Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by .EERS are the best that can be made from the-original. *************-******-**** ******************* ******************* * ALCOHOL EDU ATION CURRICULUM GUIDE FOR GRADES 7-12 'Ls oEFARTMENTOF HEALT! , EDUCATION 4 WELFARE NATIONAL INSTITUTE OF MOTION 1H15 -ooCumENT HAs BEEN REpRO- ME° EXACTLy AS REcEipEDFROM THE PERSON OR QGANIZ/TION0106IN, AnNo iT POiNTs oF viEw Op OpINIONS STAIED DO NOT NECESSARILY REF SENT cr FICIAL NATIONAL INSTITUTEOF EOOCA !ION PoSITION OR poLICY THE UNIVERSITY OF THE STATE OF NEWYORK/THE STATE EDUCATION DEPARTMENT ALBANY 12234 BUREAU OF DRUG EDUCATION 197,6 THE UNIVERSITY OF THESTATE OF NEW YORK Regents of The University (with years when terms expire 1981 Theodore M. Black, A.B., Litt.D., LL.D., Pd.D.D.C.L., L.H.D., Chancellor... 1987 Carl H. Pforzheimer, Sands Point jr., A.B,, M,B,A., D.C.SH.H.D., Vice Chancellor 1978 . Purchase Atexander.J. Allan,Jr., LL.D Litt.D. !i.,[email protected]#.. .Troy 1981 JosephC. Indelica to, M.D .... * 414i4i,i$1%#* Otii,15611bi*WO Brooklyn 1986 Kennetil Clark)A.B., M.S., Ph.D., LL.D., 1.H.D.,D.Sc, . .. 1953 Harold 10414 Hastingson Hudson B. Newcomb, B.A. ......... .444 45555141744451k40404 S WO! 1988Willard A. Genrich, Owego LL.B., L.H,D.,LL._D, . i .F.54 .. 1982 Buffalo 'Emlyn I. Griffith,A.B., ...........-. -= Rome 1977 Genevieve S. Klein, B.S,, M.A. .. ....... Bayside 1981William Jovanovich, A.B., LL.D., Litt.D.,L.H.D. .44,!.vit.Ottitf.*:0,O!..etvf 193Mary Alice Kendall, B,S. ..... Briarcliff Manor 1.984 Irondequoit Jorge L. Batista, B.A., .J.D, ... .... 441,144t444O5 t44*44* 4 E.flii!fi5 554 I5 1982 it444 454.4 Bronx Louis E. Yavner, LL.B. ... 1979 Laura B. Chodos,BA New York M.A. i*. 1980Martin C; Barell, B.A., Clifton Park T.A., LL.B. ei,o..O.#1.git . 4 ... Great,Neck President of The Universit and Commissioner ofEducation Ewald B. Nyquist ..E.Eatre D1.4cocroner of Education Gordon M. Ai bacf 1122.a.22LELii.LicantinuinEducationThomas D. Sheldon Associate Commissioner for Educational Finance -nd na ement Services Stanley L. Raub LeoCurdinator_Ofealthandiat A. Soucy Director Division of School Health a d Pu il Personnel ervices James W. Moore ChiefBureau of Dru- Education Anthony J. DiBenedetto FOREWORD' The abuse of alcohol has only recently been recognized as amajor contributor to many serious physical, psychological and sociologicalhealth problems even though it has been a 10 million issue in our society for generations. At the present time there are an estimated that it alcoholicS in the U,S,, as well asmillions of others who abuse alcohol to the extent that the interferes with their ability to function. A review of alcoholic statistics indicates automobile accidents, use of alcohol is a factorin many crimes and injuries - 50% of fatal homicides, 45% of drownings, 3E, of suicides, 40% ofsnowmobile accidents, 53% of fire deaths, 64% of 71% of accidental poisonings to mention a few, 56% of fights and assaults in the home, and The Board of Regents Can our society be spared a substantialportion of this pain and suffering? In an attempt to do so the and the staff of the State EducationDepartment believe it can. 7-12, and Department has developed new alcoholeducation guides -- one each for grades K-6, adult alcohol education, teachers manuals have been designed andprepared These new alcohol curriculum guides and education as to assist school personnel to moreeffectively combat the alcohol problem through become more meaningful a primaryprevention vehicle. These materials and approaches used will through cooperation with the resources ofvarious community health-related agencies, The educational approach should not bedidactic,but rather it should be student-centered, Such an approach considers with each learner being activelyinvolved in the learning process, will effect the need for individuals to be involvedin planning the educational experiences that complex problemS of alcohol their respective lives. While there is no simplistic answer to the individual decision making about the use ofalcohol holds the abuse and alcoholism, emphasis on and greatest promise for alleviating theproblem, Over the long run, it is more effective than to efficient to prepare an individual to copewith drinking before it becomes a problem remedy its destructive effects afterthey have occurred. It is reasonable to conclude that decision-making skills will be more economical thanthe the cost of developing individual development of treatment programs in an attempt torestore the health of the alcoholic, These guides were developed with arecognition of the need for programs which focus on practices. information and attitudes abOot the use ofalcohol resulting in responsible drinking making. The Information alone is not enough but it doesplay an essential part in decision in development of attitudes and the identificationof 'behavior norms" plays a major part iii making responsible decisions. The following represents ? few of the behaviorwhich will promote these responsible decisions: .respecting an individual's decision about alcohol- either to abstain or to drink responsibly; ...recognizing that drunkenness isneither healthy nor safe; ...understanding one's own reasons for making a decision about theuse of alcohol; recognizing the health and safety and fun of all by avoidingintoxication and helping others to dothe same; ...choosing to avoid the use of alcohol as a way of dealing withones problems; ...recognizing that social acceptabilitydoes not require drinking; ...recognizing and understanding thatalcohol is a drug; ..avoiding riding with drivers who are under the influenceof alcohol and discouraging them from driving; ..recognizing that one's attitude and behavIor affects and influencesothers, especially children, In the curricula,a serious attempt has been made to interrelate the efforts of other governmental.and voluntary organizations to those of the schools. In so doing education becomes a product of a cooperative effort which involves theschool; family, industry, religion, aS wellas other voluntary and governmental health agencies. The schools can and must conduct an alcohol abuse and alcoholism primary preventionprogram, not only because it is required by statestatute (Chapter 674, 1970) but also because they have theresponsibility to contribute to a more stable and productive life for each oftheir students. As important as these guides may be,the teacher is the most importantfactor in the success of an educational program. Although a teacher's guide is provided, the program emphasis on a student-centered approach and cooperation with numerous governmentaland voluntary organizations may require in addition the need fora teacher training program. Since this isa new curriculum at least a minimal orientation forteachers is suggested. School administratorsare encouraged to arrange regionalprograms for this purpose. The staff of the Bureau of Drug Education is available to assi:Ain organi,zing and conducting such programs. For more information, call (518)474-1492. iv PREFACE ALCOHOL ENCATION PIPE GRADES 7 P1311 several This curriculum guide is designed as aninterdisciplinary resource fi- teachers of flexibility for the teacher to selectfrom many ideas grade levels. This publication provides the ideas and exper- and learning experiences listed; no teachershould feel obliged to attempt all it is suggested that the teacher rvi w :Ice ,Jristead pri_r to teaching a unit on alcohol, objectives, and activities this publication thoroughly in order toidentify those understandings, with in more than one which will be meaningful to the students: If alcohol abuse is to be dealt material will minimize subject area, coordination by members_f the staff who will be using this duplication of subject matter and provideoptimum use of r-sources, Several methods of alcohol educationshould be censidered (1) abuse preventive, which is aimedat the non-users; alcoholic heverag ; and (2) interventive,
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