PUB DATE 70 NOTE 822P. AVAILABLE FRCM Superintendent of Documents, United States Government Printing Office, Washington, D.C

DOCUMENT RESUME ED 044 736 CG 006 000

TITLE Selected Drug Education Curricula. A Series. INSTITUTION Baltimore County Board of Education, Towson, Md.; Flagstaff Public Schools, Ariz.; New York State Education Dept., Albany.; Rhode Island State Dept. of Education, Providence.; San Francisco Unified School District, Calif. SPONS AGENCY National Inst. of Mental Health (DHEW), Bethesda, Md.; Office of Economic Opportunity, Washington, D.C. PUB DATE 70 NOTE 822p. AVAILABLE FRCM Superintendent of Documents, United States Government Printing Office, Washington, D.C. 20402 (Price varies per booklet)

EDRS PRICE EDRS Price MF-$3.00 HC Not Available from EDRS. DESCRIPTORS *Curriculum Guides, *Drug Abuse, Drug Addiction, Educational Resources, Elementary School Curriculum, *Health Education, Health Guides, *Learning Activities, Secondary Education, Social Problems IDENTIFIERS Baltimore County (Maryland), Flagstaff (Arizona), New York State Education Department, Rhode Island State Department of Education, San Francisco (California), South Bay Union School District (California) ,Tacoma (Washington)

ABSTRACT These booklets contain selected drug education curricula, published by the National Clearinghouse for Drug Abuse Information. The guides include those from; (1) San Francisco, California, grades kindergarten through 12;(2) Flagstaff Public Schools, Arizona, grades kindergarten through 12;(3) Baltimore County Board of Education, Towson, Maryland, grades six, nine, and 12; (4) Tacoma Public Schools, Washington, grades six through 12; (5) South Bay Union School District, California, grades kindergarten through 12;(6) New York State Education Department, grades four, five, and six; and (7) Rhode Island State Department of Education, grades kindergarten through 12. The guides include basic concepts, learning activities, and resource materials. rJ) P

111010111AL FOR DRUGMN CLEAMMOMOVISE 11111FORMATICm

rades 4,. Strand 11.,SockYlogicalHealth- Probleins New York StateEducation Department Albany, New York'

U S DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPROOUCED EXACTLY AS RECEIVED FROM1HE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED CM NOT NECES SARILY REPRESENT OFFICIAL OFFICE OF EOU CATION POSITION OR POLICY f, An Interagency Federal Committee was convened in the winter of 1969 under the auspices of the White House to make available to the Nation's schools a variety of State and local curricula for drug education and the prevention of drug abuse. Participating in the Committee chaired by the Office of Education, DHEW, were the Bureau of Narcotics and Dangerous Drugs, Department of Justice; the National Institute of Mental Health, DHEW; and the Office of Economic Opportunity.

As an initial step, the Committee established an Interdisciplinary Panel of non-Government professionals to review some of the drug abuse curricula developed by State and local school systems. Time did not permit a review of all curricula in use throughout the country.

The curricula selected are not recommended for adoption, but are distributed only as resources to assist schools in initiating or, impra.ing

p programs. All schools are encouraged to submit curricula and materials to the National Clearing- house for Drug Abuse Information. These will be reviewed by the Panel and those selected will be made available to'other school systems upon request. Your cooperation will be appreciated.

Selected curricula have been reprinted with the permission of the originating school systems. Single courtesy copies are available from the National Clearinghouse for Drug Abuse Information. An order blank to the Superintendent of Documents, GPO appears on the back of this publication if additional copies are desired.

sa INTRODUCTION

The problem of drug abuse is not a new phenomenon. Man's use and abuse of drugs dates back thousands of years. In recent years, however, the dimensions of the problem have reached frightening proportions, raising the specter of societal suicide. Contributors to our current concerns have been the easy accessi7 bility of a myriad of drugs, a tense, stressful social envirc,,- ment, thrill seeking and escapism, among others.

In addressing itself to so complex a problem the discipline of education must go beyond mere dispensing of information and make a stronger effort to effect student attitudinal and behavioral change. The more traditional teaching methods will be inadequate to do the task. This implies the need for broadscale teacher training and retraining in new approaches and techniques. Periodic reinforcement will be needed if the operational style of the classroom is to change. What is required is a long-range view that will aim at the preparation of health educators and other school personnel who can address themselves to this and other serious health problems.

There must also be cooperation and involvement of all other segments of the community in a joint effort with the school if the mounting trend of drug abuse is to be reversed. The closeness of the effort needed is a condition that both the school and the community organizations will find unfamiliar, but melding of community effort is essential if the common objectives are to be met.

The tasks described above will require significant, long-term financial support and commitment.They will also require wise, perceptive leadership from national and state levels.An effective program of Tread -based education should produce significant results by the end of the decade.

InterdiScjilirPanel

For sale by the Superintendent of Documents, U.S.. Government Printing Office Washington, D.C. 20402 - Price 65 cents Reprinted With Permission From:

Bureau of Health Education New York State Education Department Albany, New York Iv / \ V it.1 rfilklilf ..v."1, VW'S itivill r 4,0 HEALTH CURRICULUM MATERIALS FOR GRADES 4,5,6 Strand II, Sociological Health Problems SmokingDrugsAlcohol 1968 Reprint The Univeraity of the State of NW York/The State Education Curriculum Development Center/Albany 1967 12224 Department THE UNIVERSITY OF THE STATE OF NEW YORK (With years when terms expire)Regents of the University 19701968 EverettEdgar W. J. Couper, Penny, A.B.,B.C.S., LL.D.. D.C.S., L.H.D., Vice ChancellorChancellor - - - White Plains Binghamton 1975197219731978 CarlCharlesAlexanderEdward H. Pforzheimer,W. M. J.Millard, M.Allan, Warburg, Jr.,Jr., B.S., A.B.,LL.D.,A.B., L.H.D. LL.D.M.B.A.,Litt.D. D.C.S. NewPurchaseBuffaloTroy York 1976197419771969 Mrs.Joseph Helen C.T.W. Indelicate,King,McGovern,B. Power, A.B., A.B.,A.B., M.D.LL.B. LL.B.,Litt.D. L.H.D., LL.D. RochesterBrooklynQueensNew York 1971198)19791981 MaxGeorgeFrancisKenneth J. Rubin,D. W. Weinstein, B.McGinley, Clark,LL.B., A.B.,L.H.D.LL.B.B.S., M.S.,LL.B. Ph.D. HastingsNewHempsteadGlens York Falls on Hudson 1982 Stephen K. Bailey, A.B., B.A., M.A., Ph.D., LL.D. Presideat of the University and Commissioner of Education James E. Allen, Jr. _ _ _ _ Syracuse Associate Commissioner for Elementary. Secondary and Continuing Education Deputy Commissioner of Education Ewald B. Nyquist Assistant Commissioner for Instructional Services (General Education) WarrenWalter W.Crewson Knox Chief, Bureau of Elementary Curriculum Development Director, Curriculum Development Center William E. Young Director, Division of Health, Physical Education and Recreation Robert H. JohnstoneGeorge H. Grover Prefatory Note makes it essential that each school child The ever increasing complexity of our society learn resourcescommunity,the values has state,of always good and healthbeen national a practicesfunction basis. of the The conservation and development of human on a personal, successful,developededucational in happy, theprocessiand home and anduseful goodschool life. health are keyspractices to It is hoped that the health concepts developed a State,andsciencesin theseparents willnew of curriculum proveour local of real materialsschool value districts, toin the childrenhealth and to the Nation,. to the Associate CommissionerSecondary for Elementary, and Continuing Education Walter Crewson iii OPTIMAL HEALTH KNOWLEDGE ATTITUDE BEHAVIOR FactsUnderstandingsGeneralizationsConcepts AppreciationValues DecisionBasic Skills ktakiag 1.---- PHYSICAL HEALTH Strand I HEALTH PROBLEMS SOCIOLOGICAL Strand II MENTAL HEALTH Strand III ENVIRONMENTALCOMMUNITY HEALTHAND Strand IV EDUCATION FOR SURVIVAL Strand V Individual HealthStatus AlcoholSmoking Education and Health Personality Devel-opment EnvironmentalHealth First-Aid DentalSensoryNutrition Health Perception DiseaseDrugs and Prevention NarcoticEducation FamilySexuality Life Education WorldEpidemiologyPublic Health Health CatastropheSurvival r Fitness and Body ConsumerEcology Health Dynamics iv been prepared as part of the K-12 health syllabusThis revision publication project. contains three of the topics for Strand II, Sociological Health Problems, which have FOREWORD The material included herein is Chartaandalcohol,intended local 12. on K-12 education,forpage program.use iv inare drugsgrades in various and 4, narcotics,5, stagesand 6. ofand planning smoking or development and will be disttibuted Theas theyhealth are coordinator in a :school system should make use of all three: publications in planning Other materials to complete this strand and for the other strands shown in the Similar publications are available for these same three areas for use in grades 7, 8, and 9 and in grades 10, 11, drugs,increasedcompleted. the publichabituation interest tendencies in the healthof alcohol sciences. and tobacco,The curriculum and the materialsdiet fad inspiredpresented. or,^ in ofthis food prototype adulterants, strand have been prepared in response to an Problems of air and water contamination, the misuse of educationeducationalhave led knowledgeableteachers, ptogram inscience health.people teachers, to demand broad increased spectrum Thehealth elementarydevelopment instruction teachers, of these,in the school curriculumschools nurse of mntetialsteachers,New York State.asand part dental of a K-12 program should lead to a well articulated The format also makes it possible for full time health teachers, physical Education.Statehygiene University teachers to.College adapt at special Cortland areL5- under to thetheir leadership ownThe programs. first of draftsDr. John of S.the Sinacore, manuscrits Professor for-the ofthree'parts Health of this strand Dr.were Sinacore written preparedby a team the at sectionthe on drugs and narcotics; Lawrence B. O'Reilly, Assistant R.MissUniversityHealthProfessor Butler, Rita Education', Pacheco,ofDirector,College Health wroteSupervisingat Education,Bureau Brockport; the ofsection Alcoholism,Publicwrote Dr. on JamestheHealth Alcohol.' section andQuinliven,-Ditector, Educator, Mary onEugene'V. M.smoking; Burgess,of the Bowers, andNew SupervisorOffice LeonardYork Professor Stateof T. Publicof Gath, DepartmentofAlcohol Health Health Associate Education,Education, ofEducation, Health; Professor NewState Johnand York of Curriculum,establishedState Department.of andthe Robertdevelopmental Mental F.'Zimmerman, Hygiene; pattern reviewedAssociate in association the inJohn manuscriptSecondary L.with HoUse, James Curriculum.and formeily A.made Howarth, valuable Assistant Associate suggestions. in Health in Elementary Education, coordinated the writing-editing efforts and CurriculumChief,Robert BureauH. JohnstoneDevelopment of Elementary CurriculumChief,Gordon Bureau E. Development Van of HooftSecondary DevelopmentDirector,William E. Curriculum YoungCenter 389484 0 40 - 2 v INTRODUCTION developmentthatunderstandings,this arehealth the incurriculumkeys the and to schools, facts;good guide health. theand has valuesmakes been itandestablished possible applications; Optimaltoas utilizea five-strandthe health basicthe isservices skills; approachdependent ofand to writer-consultantsuponthe the decision-makingtheconcepts, interaction generalizations, who processesof are knowledge, attitude, and behavior. The five-strand approach provides maximum flexibility for program The content of tionallypriorexperts to inthebased their completion upon fields. the ofconcept the 6th of grade.sequential organizationAt the elementary of the total school spectrum level, ofpupils the healthshould curriculumexperience basic instruction in each of the major strands Elementary school health education experiences have been tradi- fromthroughcontent related thein eachgrades. health grade topics with asa graduala reinforcement increase toofThe developingthe depth depth exploration andknowledges scope ofof and instructionspecific concepts. health as the areas pupil by progressesgrade does not minimize the need to develop information The teacher will strandsprobablyareas. may find be thatdeveloped health in problems accord withwhich local arise conditions willAt requirethe juniorand thethe high additiondevelopmental school of levelhealth needs individual information or special strands frominterests relatedmight ofbe developed in depth or a combination of depthseniorthe pupils. studieshigh school of specific pupil health strands education on an elective experience. basisA general might health be developed education to coursemeet specific based upon student content interests. from all of the strands could constitute the initial Following this generalized overview, special interest vi CONTENTS Page IntroductionForeword vi Alcohol Education, OutcomesGrades 4, 5,II. and 6 I. NatureThe Useof Alcoholof Alcohol in the Early Days in America 5481 III. VI.IV. V. AlcoholEliminationAlcohol and in theProblems the Family Human Body 11in10 9 SuggestedSupplementary Audio-Visual Information Aids 1513 DrugsPublications and Narcotics, Grades 4, 5, and 6 2117 OutcomesOverview II. I. ModernEarly Man's Drugs Use and of Their Drugs Contributions 26252422 ,References and Readings III. The Use and Misuse of Drugs 2830 vii 1,74 !Ca( TV77777741-TTA 7.1,71:11t. COtTENTS (cont'd) Page Smoking and Health, GradesOverview 4, 5, and 6 3332 OutcomesIII. II. I. \Your Decision About Smoking Man'sTobacco Use andof TobaccoHealth. 42403635 Information for. Teachers IV. Deciding About Smoking 4948 TeacherStudent References (Grades 4-12)* 5351 SourcesSuggested of AudioVisual Additional Materials and Information Aids 5658

viii An ExperimentalALCOHOL Unit for EDUCATIONGrades 4,5,6 Man has used beverage alcohol from the dawn of history. INTRODUCTION TO ALCOHOL EDUCATION It tion.thehas misusebeen used of beveragein cultural alcohol. rites, religious ritual, and as auedica-'Yet social, medical, and personal problems have arisen from healthtoday's and pupil welfare may ofmake himself intelligent and the decisions society ofthat whichAlcohol are hevital educationis ato part. the should be based upon facts in order that

2 ALCOHOL EDUCATION (Teaching Units for Grades 4 JUNIOR HIGH SCHOOL through 12) SENIOR HIGH SCHOOL I. INTERMEDIATE(grades 4, 5,GRADES The Nature of Alcohol 6) I. (grades 7, 8, AlcoholThe Adolescent and 9) I.(grades 10, 11, Alcohol and Mental Health 12) II. AmericaThethe Use Early of AlcoholDays in in II. inThe the Use United of Alcohol States III. II. TheAlcoholPhysiological Psychological Effects Effects of III. IV. AlcoholEliminationBody in the Human III. AssociatedBeverageThe Social Alcoholwith Problems IV. ProblemAlcoholismof Alcohol - A Medical VI. V. AlcoholAlcohol and and Problems the Family IV. AlcoholandLegislative Economics Control of V. AssociatedOther Disease with Forms Alcoholism VII. VI. ventionResearchmentRehabilitation ofAgencies Alcoholism and and Treat- Pre- 3 INTRODUCTION TO ALCOHOL EDUCATION Grades 4, 5, 6 OUTCOMES: 1. Toon understand family and the community nature oflife alcohol and its effects 3.2. ToalcoholTo understand acquire a theknowledge economic of aspectsthe uses of and alcohol abuses use of ALCOHOL EDUCATION I. Nature of REFERENCE MAJOR UNDERSTANDINGS FUNDAMENTALAND CONCEPTS ANDSUGGESTED LEARNING TEACHING ACTIVITIES AIDS SUPPLEMENTARY INFORMATION FOR TEACHERS AlcoholA. Definition and Proper- ofThere alcohol. are different types Have students make a bulletin ties boardinthecerning theindustryforeffects human theschool usesofandbody. sharingits medicine;of ingestionalcohol con- and 1 Ethyl alcohol alcoholicEthyl alcohol beverages. is found in EthylethylToday, alcohol alcohol"alcohol,"" is or clear, grain generally color-alcohol. means sugarsproducedandburningless, has inflammable,or asensation bystarches.pleasant the fermentation in odor.gives the mouth,a of It is 2. Methyl alcohol poisonous.Methyl alcohol is highly MethylAScamphor a beverage.alcohol added hasto makebenzenes it unfit or intoxicationMethylchieffromIt is alcoholthe symptomsdecomposed body include isvery ofvery an methyl slowly.irritation toxic. alcohol eliminated The health.areessaryCertain not for conduciveliquids growth, are toothers nec-good pupils,ness,incoordination,aches,of the impaireddelirium, mucousnausea, membranes, vision,vomiting,coma,colic, and blind-dilated head-muscularsome- B. Vitamins nutrientAlcohol hasvalue. little Makelibrary a class books list showing from body teins,Alcoholoftimes methyl deathor contains minerals.alcohol may occur nopoisoning. vitamins, as a result pro- 3811-984 - 713 - anddeficiencies minerals. in vitamins REFERENCE MAJOR UNDERSTANDINGS AND ALCOHOL EDUCATION SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATION G Calories FUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES aboutAAlcohol glass 100 hasof calories. beerhigh (8calorie oz.) containsvalue. FOR TEACHERS Milkothermore and nutritiousbeverages. fruit juices than are most personisaboutOne mixed ounce 75 gets calories.with of more whiskeysoft calories drink, contains fromthe If the whiskey body'sHaveits students useuse of of proteins, alcoholcompare withthefats, the sugar content. D. Glandular Action drug.Alcohol is a food and a and carbohydrates. slowingProteins absorption mix with alcohol(meat, cheese,thus E. Manufacture of Alcohol manufacturedandBeverage industrial (ethyl) differently. alcohol alcohol are Beverageeggs,facturedIndustrial milk). alcohol from alcohol petroleum is madeis now byproducts. manu- dioxide.productsor fromfermentationgrapes, grains, being with oralcohol ofyeast, fromsugars sugarandthe produced carbonend cane seealcoholchemicalsVisit what a arelaboratorypart and manufactured alcoholcompounds where plays ofto F. Industrial- coholCommercial Is Poisonous Al- ingScanforin industrial newspapersproduction. deaths caused alcohol. and articlesby drink- thatIndustrial can cause alcohol death. is a poison 6 REFERENCE MAJOR UNDERSTANDINGS FUNDAMENTALAND CONCEPTS ALCOHOL EDUCATION ANDSUGGESTED LEARNING TEACHING ACTIVITIES AIDS SUPPLEMENTARY INFORMATION FOR TEACHERS G. Commercial Products,andcoholUses Medical of in Al- Food tureAlcohol many is products. used to manufac- coholicandHaveon medicine studentsbottles content. cabinet inexamine the kitchenfor labels al- coughmayasShaving 35% contain medicinealcohol. lotions 30% 3%, alcoholcontain iodine andas 2%. much Vanilla extract Medicines,Solvents,andFlavoring, Anti- ofHave alcohol. a chemist discuss uses evaporation.alcoholAHair 70% tonic or cools stronger has theabout skinsolution 70% through alcohol. of Used to bring down septics hairWriteto tonics seeto howmanufacturers and/oralcohol perfumes aids of in toskinAlcoholfever. prevent disinfectant. kills contagious germs and skin is con-a good Used on the feet paintproducts.Showthe and preparationa canstudy of theantifreeze of contents their or Alcoholventinditions bedcar issores radiators,of also the in used feet.bedridden solventfor antifreeze patients.in paint Helps pre- Enemy,usedFilm:the inproduct. W.C.T.U. the manufacture - Uses in of (20 Min.) Friendly plosives,solutions,and varnishes, dyes, cellulose etc. plastics, products, cleaning ex- H . Medicinal Uses 1 usedBeverage for medicinalalcohol can rea- be AskIndustry a local (6th physician Grade). for AlcoholasBrewery cattle provides mash, feed. aenergy by-product. rapidly. is used sifiedtranquilizer,narcotic,sons asand an may sedative,anesthetic, beor clas-hypnotic. patient.prescribewhat conditions alcohol he formight a tionalurine.AlcoholIt may supplement increases be used as (thethe a sedative.outputbody uses of It may be used as a nutri- 2. Beverage alcohol is some-whendrugtimes there developed prescribed is no tospecific byremedy physicans fromalcohol food). first and stores calories a particular condition. 7 REFERENCE MAJOR UNDERSTANDINGS AND ALCOHOL EDUCATION SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATION FUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES bloodheartAlcohol vesselsconditions intake (angina). may because benefit it certaindilates FOR TEACHERS havetimesDilation arthritis. described of blood in vesselspatients is who some- Alcohol is sometimes Sometimession,chilliness,used toand followingrelieve to instabilityenhance pain, an operation,appetite. the and/or feeling ten- of Thein Use the of Early Alcohol Days sedation.there is a need for calories and A.in ColoniesAmerica Alcoholin the beveragescolonies. were used 1. Virginia wickdrinking.theIn built 1619first the thelaw Virginia firstagainst brewery Colonyexcessive in passed In 1637 a Captain Sedg- 2, New England redwasAmerica.In "D"whipped New about England and his forced theneck. excessive to wear adrinker iduewinePeriod,During wasmaking the brewing,fed American wereto the common.distilling, animals.Revolutionary and The res- REFERENCE MAJOR UNDERSTANDINGS AND ALCOHOL EDUCATION FUNDAMENTAL CONCEPTS ANDSUGGESTED LEARNING TEACHING ACTIVITIES AIDS ofIn the1791, U.S. the imposed newly SUPPLEMENTARY formeda tax ongovernment dis- INFORMATION FOR TEACHERS vaniadodgesettlersalcohol,tilled refused the liquor, andmovedtax. toto topayraise Ohiocontrol the revenue. Territorytax, the and use to of Farmers in Pennsyl -. Some III. HumanAlcohol Body in the' systemsAlcohol andaffects organs. the body Drawanda manand organs showinglabel affected. a thefigure systems of an army was sent to enforce the law. A. Absorption 1. Stomach Alcohol is absorbed readily ducingAlcohol heat is absorbedand energy. at once, pro- intestines.from the stomach and small hydrochloricThere is a temporary acid in risethe stomachin 2. Small Intestines almostA10ho1whenabsorbed you immediately--aboutenters take from inthe stomachalcohol. bloodstream and80% 20% is 3. Bloodstream a. Transport The bloodstream will absorb Alcoholfrom small is intestines.diffUsed and leaves the initservesmost theis of carriedbody.as the a vehiclealcohol to other byand cellswhich bloodstream and enters the cells. . b. Oxidation The liver oxidizes alcohol. 9 Oxidation takes place ithe liver. :,,"7",`"1"..E.s,-...... MAJOR UNDERSTANDINGS AND ALCOHOL EDUCATION SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATION c. Effect on REFERENCESystems Alcoholactions causes within several body systems. re- FUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES FOR TEACHERS (1) Nervous cortexatoThe depressant the bloodstream andbrain affects: onwhere thecarries itcerebral acts alcohol as judgment euphoria, lessens muscularsenseconcentration organscontrol (vision andclumsiness memory and hearing)inhibitions (2) Circulatory ingestionThe immediate of alcohol result are:from the reaction time lengthened 1. perspirebloodupspeeds inthe bloodvessels, pulseup but the pressure, lowersrate, heart,5. causes 3.skin 2.4.causes speedsdilatestemperature,person rise to actionalcohol15output.6. minutes.causes of results reducinga marked in theseaincrease depressant processes. in urine These effects last about Continued ingestion of IV. Elimination entersMostinated of the the by body alcoholthe iskidneys elim- that via alcoholDiscuss bythe the elimination body. of wastes.breath,Alcohol perspiration,is eliminated andin urine,fecal V. ProblemsAlcohol and eragesthePeople urine. differently. use alcoholic bev- useClasslead of discussiontobeverage problems. alcohol- Excessive may 10 REFERENCE MAJOR UNDERSTANDINGS FUNDAMENTALAND CONCEPTS ALCOHOL EDUCATION ANDSUGGESTED LEARNING TEACHING ACTIVITIES AIDS SUPPLEMENTARY INFORMATION FOR TEACHERS Problems: physicalsocialauto accidents problemsdeterioration VI. FamilyAlcohol and the eragesFamilies differently. use alcohol bev- economicfamily problems Alcoholcause mayof problems. not be the real theonphysicianHave theuse a problemslocaland visit misuse court causedand of judgecomment alcohol. by or atheyDeviant causelarge indicate ofnumberdrinkers marital that of as divorces,discord.drinking a group wasandhave Manyno familiessocial problems; use alcohol with bytheshipThere children. home between is anda direct usedrinking of relation- alcohol in A. Attitudes Are Learned because:toChildren become ofexcessive alcoholics drinkers are likely Alcoholism is an illness. Discuss professionals avail- 2.1. LackingExample by of parent. parentalof excessive control drink- able who can treat alcoholism. 3. parents.useparehtsPersonalityand pooralcohol predisposehome disordersas environment. did themtheir of to the 11 REFERENCE MAJOR UNDERSTANDINGS AND ALCOHOL EDUCATION SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATION FUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES notchild'sThe togreatest drink decision isinfluence the to home.drink on ora FOR TEACHERS. portantparentmayrememberThere come relationsrole.is fromthatsome achildrenevidenceplay family an im-whereinthat class Teachers must B. Economic Aspects someAlcoholiclarge family expenditure beverages budgets. areitem a in Compareoferage nutritious thealcohol cost foods. andof bev-the cost Alcoholinalcohol some is isfamily an a expensiveproblem. budgets. item theandbeerSome foodthe asfamilies costcustombudget. is use orfigured tradition,wine andin with fooderagelionAmericans a and year.year aboutspend for $70alcoholicabout billion $10 bev-bil- for

12 Supplementary Information ALCOHOL EDUCATION Books American Academy ofPhiladelphia. Political and Social Science. 1958. Understanding alcoholism. Edited by Shelden D. Bacon. Bier,Atkins,Block, W.C. M.A. A.J., & Gwynn, J.M. aioblems in addictions alcohol and drug addiction. Teaching alcohol education in the schools. Fordham University Press. Macmillan. 1959. 1961. Chafetz, M.E. Liquor: the servant of man. Alcoholism, its facetsAlcoholism and phases. and society. Little, Brown. Oxford University Press. John Day.1965; 1965: 1962. Courville,Clark, N.H. C.B. 1965. The dry years; prohibition and social changeEffects in ofWashington. alcohol on the nervous system of man. San Lucas Press, Los Angeles. University of Washington Press. 1955, Diethelm,Emerson, Oskar, Haven. M.D. Alcohol and man; the effects of alcohol on man in health and Etiologydisease. of chronic alcoholism. Charles C. Thomas, Springfield, Illinois. Macmillan. 1955. 1953, Jellinek,Gellman, I.P.E.M. Press. 1964. The sober alcoholic;The disease au concept organizational of alcoholism. analysis of A.A. Hillhouse Press, New Haven. New Haven. 1960. College and University Karpman,Jones, Howard. Benjamin. London. 1963. Alcoholic addiction; a psycho-social approachThe alcoholic to abnormal woman. drinking. The Linacre Press, Washington, D.C. 1956. Tavistock Publication, Lolli,Lee, H.W. Giogio. 1960. How dry we are, prohibition revisited. Social drinking -- how to enjoy drinking without being hurt by it. Prentice - Hall. 1963. Cleveland World Publishing. 989-984 0 - 70 -4 13 Books (cont'd) Lucia, S.P. A history of wine as therapy. . Lippincott.. 1963. Maddox,,G.L., & McCall,HighDistributed SchoolB.C. Students. by College and University Press, New Haven. New Brunswick, N.J. Drinking among teen-agers -- A Sociological Interpretation of Alcohol Use by Publication Divisions, Rutgers Center of Alcohol Studies, 1964. Mann,McCarthy, Marty. R.G. New primer on alcoholism.Teen-agers and alcohol -- A Handbook for the Educator. 1956. Rinehart. 1958. Publications Division, Yale Center McCord, William, & ofMcCord, Alcohol Joan. Studies. Alcohol education for classroom and community. Origins of alcoholism. McGraw-Hill. Stanford University Press. 1964. 1960. Patrick,Nash, Harvey. C.H. AlcoholAlcohol, and culture caffeine and -- society. A Study of Their Psychological Effects Duke University Pres, Durham. 1952. 1962. Pittman,Pickett, D.J.,Deets, & &Snyder, Wilson,Book C.R. G.T.Concern. New York and Cincinnati. Society, Theculture, cyclopedia and drinking of temperance, patterns. prohibition and public morals. Wiley. 1962. The Methodist Roveche,PoIlmer, E.Berton. Alcoholic personalities. The neutral spirit, a portrait of alcohol. Exposition Press. 1965. 1960: Todd,Sinclair, Frances. Upton. Teaching about alcohol.The cup of fUry. Channel Press, Great Neck, N.Y. McGraw-Hill. 1964. 1956. Whitney,Washburne, E.D. Chandler.societies. New York, CollegeThe lonely and sickness.University Press. Primitive drinking -- a study of the uses and functions of alcohol in preliterate Beacon Press, Boston. 1965. YaleWilliams, School R.S. of Alcohol Studies. Alcoholism, the nutritional approach. Alcohol, science and society - 29 Lectures. University of Texas Press, Austin. 1945. 1959. 14 ALCOHOL EDUCATION Films Suggested AudioVisual Aids Alcoholism.Alcohol isin Dynamite.the Human Body. E. B. F. State Health Department, 22 minutes. Sid Davis Productions, 11 minutes, black and white. Sid Davis Productions, 14 minutes, color. FriendlyFamily Affair. Enemy. WCTU (ColoradoWCTU University),(Colorado University), 10 minutes. 20 minutes. I.Highball am an Alcoholic.Highway. Charles Cahill Association,McGraw-Hill 5746 (Brigham Sunset YoungBlvd., University), Hollywood, California,17 minutes. 12 minutes. NoneNightmareIt's for Best the of toRoad.the Know. Bold. McGraw-Hill,Onondaga 16 minutes, Council black on Alcoholism,and white. U.Syracuse, S. Air Force,New York, 8900 8 Broadway,minutes, blackSt. Louis, and Missouri, 53 minutes. white. ShouldProblemOut Of Orbit.You Drinkers. Drink? M-S-B-A Michigan State Board of Alcoholism,MGH 14 - minutes,State Health color. Department, Film Library, 19 minutes. The BoldAlcoholic Faces Criminal.the Facts. McGraw-Hill - University of Illinois, 22 minutes, black and white.N.E.T. (Indiana University),WCTU, 1730 30 Chicagominutes. Avenue, Evanston, Illinois, 13 minutes. The BrainBottle is and the the Reason. Throttle. WCTU, Sid Davis Productions,1730 10 Chicagominutes, Avenue, color. Evanston, Illinois, 20 minutes. 15 Films (cont'd) TheTo Mixer.Silent Your Health.Witness. M.R.A. Mutual Insurance Co., Columbia, Missouri, 10N.Y.S. minutes. Department of Mental Hygiene, 10 W.M.S.minutes, Merrill color. Co., Cincinnati, Ohio, 28 minutes. What About Drinking.Alcoholism.Library, 11 minutes. Young America Films, McGraw-HillDepartment ofT.F., Mental 11 minutes.Hygiene, State Health Department, Film Filmstrips Drinking, Drugs, and Driving. McGraw-Hill, 30 frames.

16 ALCOHOL EDUCATION Pamphlets Aaron, J.E., Editor.Illinois. 1963. The police officer and alcoholism. James E. Aaron and Albert J. Shafter. Springfield, Alcoholics Anonymous.New York A.A. A guide to 12 steps of A.A. 1952-1962. A clergyman asks about alcoholics (1961). Pamphlet on Alcoholics Anonymous. A.A letter A. and to the a womanmedical alcoholic. profession. 1954. 1955. AlcoholismSpiritualQuestions and milestonesand illness. answers in to A.A. sponsorship. 1962. 1958. TheThe alcoholic alcoholic husband. employee. 1962. 1952. Tranquilizers,This is A.A. sedatives, and the alcoholic. 1953. 1961. Alcoholism and Drug Addiction Research FoundationYoung of Ontario.people and It's A.A. best to know about alcohol. Toronto, MacKay,Greenberg, J.R. L.A. Canada. 1961. Problem dripking among juvenile Whatdelinquents, the body crimedoes withand alcohol.delinquency. Rutgers Center of Alcohol Studies. New Brunswick. N.J. NewMoreland Hampshire Commission State Departmenton A.B.G. Law.of Health and Welfare. New York State. 1963. Alcohol, alcoholism and youth. 27 pp. January 1963. Concord, N.H. May 1965. 17 Pamphlets (cont'd) New York Liquor Authority.Printing Co. 1940. 27 pp. The effects of alcohol on the individual and community. N.Y .C. Publishing Northwestern Universityand drugs. Traffic Institute, TrafficPart Digest I. and The1963. drinking driver. May 1964. Review. Driving under the influence of alcohol Quarterly Journal of StudiesCenter foron Alcohol.Alcohol Studies. Part II. The drinking driver. May 1961. June 1964. Newer concepts of alcoholism and its treatment. Yale University U.S.Scientific Internal Temperance Revenueended Service.Journal. June 30, 1958. StatisticsBasic facts relatingabout alcohol. to alcohol and tobacco industries for the fiscal year 1959. 15 pp.

18 ALCOHOL EDUCATION Periodical ArticlesAccidental help for alcoholics. Time. November 12, 1965. AlcoholismAlcohol. controversy: N.E.A.(Special Journal. Issue). normal drinking in recoveredMarch 1964. alcoholWorld addicts.Health. January 1966. Science Digest. May 1964. DrinkingChronicAlcoholism alcoholic:behavior and the of family delinquent agency. boys. new approach to old problem. QJSOA (Quarterly Journal of Studies on Alcohol).QJSOA. June 1965. U. S. News and World Report. April 11, 1966. March 1963. BowHowHope teen-agers seriousfor alcoholics. is lookteen-age at drinking. drinking? Christian Century. Senior Scholastic.(With discussion group program). February 17, 1965. December 2, 1964. Parents Magazine. November 1965. PhotosPillIf there's for help alcoholism: analcoholics. alcoholic in the family. metmonilazole. Science Newsletter. Newsweek. Parents February 20, 1965. NovemberMagazine. 15, 1965. November 1964. ShouldScienceProblem youlooksdrinking offer at liquor.teen-agersamong American drinks Indians. in your home? Today's Health. QJSOA. February 1963. MarchReaders' 1966. Digest. April 1965. SubjectSometime unknown: during your Septemberteen years 1965. someone is likely to urge you to drink: civilization and alcohol. Saturday Review. June 1963. what will you say? Seventeen. Such are the joys. Newsweek. September 6, 1965. 19 Periodical Articles (cont'd) Teen-ageSynanon throughdrinking. the eyes of a visiting psychologist. Saturday Evening Post. April 10, 1965. QJSOA. June 1965. October 17, 1964. Teen-agersTreatTeen-age delirium anddrinkers: alcohol. tremens. a problem of morals. SciencePTA Magazine. Newsletter. April 1963. Saturday Evening Post. February 12, 1965. TWoUltimate million prohibition. workers affected by alcoholism. Scientific American. JuneScience 1965. Newsletter. January 29, 1966. WilliamWhateverVice Vs. dames virtue.happened and alcoholics anonymous. American Heritage.to the temperance h.ovement? December 1963. America. Christian Century. July 10, 1965. August 11, 1965. WineYouth: and spaghetti: drinking problem. alcoholism more prevalent in France th...n in Italy. Time. October 2, 1964. Science Digest. January 1966.

20 AnDRUGS Experimental AND Unit NARCOTICS for Grades 4,5,6

21 OVERVIEW Thereto the has general been a publicdramatic for increase varying inailments the number and of Drugskinds are increasingly becoming a part of the everyday needs. In order that these of drugs available lives of people. peopleandsubstances the as dangersto maythe benatureinvolved used ofproperly indrugs, their andthe'positive misuse. safely, it becomes necessary to contributions they can make, in this country educate amongcreasedwithis reflected theadults rate overly andof not accidentalcasualyouth only alike. approachin drug experimentationpoisoning,people have suicide, to theamongThere useand our ofhasgeneral youth,these been agents.a growing concern among health authorities but with anmisuse inof drugs This isearly a part age of.for the protection of the individual andRespect ultimately for and the understanding of these powerful agents should start at an society he Pharmacopoeia, official Homeopathic Pharmacopoeia Theof theterm United "drug" States means orarticles recognized in the official United States intended intendedstructureinforofficial man use or infor Nationalorother the useany diagnosis, animals;asfunction Formulary, a component andofcure, thearticlesor of mitigation,anybody any supplement of(otherarticle man treatment,orthan specified. toother food)any animals; of orintended them;prevention andarticles to articles affect of the disease 22 DRUGS AND NARCOTICS INTERMEDIATE(grades 4, 5,GRADES & 6) (Teaching Units for Grades 4 through 12) JUNIOR(grades HIGH 7,SCHOOL 8, & 9) (grades 10, 11, & SENIOR12) HIGH SCHOOL I. DrugsEarly Man's Use of I. ModernThe Development Drugs of II. I. TheAddiction Narcotic and Drugs Habituation III. II. TheContributionsModern Use Drugsand Misuse and Their of III. II. NonprescriptionDrugsPrescription (Over -the- Drugs III. IV. StimulantsMarihuana Drugs IV. SafeguardingCounterand Their Drugs) Use Drugs VI. V. LegislationDrug Traffic VI. V. AddictingHabitofThe Drugs HistoricalForming Drugs and Use AddictRehabilitation of the 23 THE PUPIL IN GRADES 4, 5, and 6 SHOULD: OUTCOMES ---- understand appreciate man's the usesrole ofdrugs drugs. play in the control of disease and pain. -- realizeunderstand that the drugs nature are andpotent harmbasic agentsif differences misused. that have among potential drugs. for serious

24 REFERENCE MAJOR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS DRUGS ANDSUGGESTED LEARNING TEACHING ACTIVITIES AIDS SUPPLEMENTARY INFORMATION FOR TEACHERS I. Early Man's Use of Drugs Mansandsform has orofused anotheryears, drugs forin onethou- dentReferoutside Reading to Thereadings. ListSuggested for student Stu- usedThere as is far evidence back as that 2100 drugs B.C. were A. Magical Relationship Theassociated early use with of drugsmagic. was consideredthatbyPain demons. "castwas once toout have thoughtthe magicaldemons" to be qualities.were caused Pain relieving drugs B. Pain Relievers plants.Ancientpain relievingcultures developeddrugs from herbsMedicine,Aesculapius, to relieve used the a pain.potionGreek Godmade of from derivedWhich fromdrugs plants? used today are DigitalisCurareEphedrine - a- muscleFoxglove- a stimulant relaxant dilator- blood - constrictsvessel QuininePenicillin - Cinchona- penicillium malarialbacterialbarksmall -- anti-arteriesanti- drug CrudeReserpine forms - ofRauwolfia somequilizer of serpentine(shrubthese drugsfrom India) - a tran- manWhilethenot since(anesthetics) sleep19thused 400century. forproducing B.C. surgery were they drugsknown untilwere to modernwere medicine.used long before the era of C. Lasting Value of Some Early Drugs A numberwhocurareusedtoday placedby were ofwasprimitive drugs theuseddiscovered druginby people, use nativeson andthe e.g. usestheyarrowstips hunted.itof toastheir paralyzea relaxant. darts the and game Modern medicine . 25 REFERENCE MAJOR UNDERSTANDINGS FUNDAMENTALAND CONCEPTS DRUGS ANDSUGGESTED LEARNING TEACHINGACTIVITIES AIDS SUPPLEMENTARY INFORMATION FOR TEACHERS D. Drugs - Helpful or Harmful ofwasEven drugs. concerned in earliest with times, the use man Thethecarry Greeks execution out usedcapital ofpoisonous Socrates. punishment, drugs e.g.to wereAt illness.the used time to ofrelieve Hippocrates, pain and drugs treat mentshadManyPeople no ofthey effect the using were early on themused the medicines feltfor.ail- bet- homecold.tionsSurvey remedies, usedthe numberfor and the concoc-of common drugs, suggestiveSometimes aaid. drug has value as a today.Thetheyter samewere because thingbeing they ishelped. truethought serve? What purpose do they diseasecommonWithsymptoms, reference coldstate they itself. to serve dodrugs not to fortreat treat the the ence.aboutOur forefathers drugs through learned experi- Some drugs proved to usedWhattest bymeans drugspeople? do beforewe now theyuse toare ingShakespeare drugs in oftenhis works. refers to addict- Because longandbe poisonous, othersaddiction. produced some helpful, life- by ofDrugsintotheythe that physicians disreputeoftenwere era. usedcaused andofby death,thatthewere sorcererstime.discredited they fell II. Modern Drugs and Their A. ContributionsDisease inDrugs the playcontrol an importantof disease. role Drugsdestroysuch canlike asdisease control inflammatorysulfanilamides causing body reactionsbacteria. help to in powerfulTheseNumerousarthritis range addictingdrugs and from convulsionscan aspirin opiates.relieve to in pain.the epilepsy 26 REFERENCE MAJOR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS DRUGS ANDSUGGESTED LEARNING TEACHING ACTIVITIES AIDS SUPPLEMENTARY INFORMATION FOR TEACHERS mayDrugs be thathelpful affect to a personperson's during mood 1. How Drugs Function reactions,easeDrugs germs, may destroyrelieve control somepain, body dis- and a period of distress or tragedy. tistryinDrugsaffect surgery, playanda person's childbirth. anpainless important mood. den- role Drugssurgicalsurgery are patientsusedinstruments as anestheticsand andto disinfectdressings. for 2. Effects of Drugs andcomeDrugs quickly. disease can help effectively people over- present.easesallyCompare causedin incidence1900 communicable as compared of bacteri- dis-to minimizedThe incidence by prompt of a diseasedrug therapy. can be themcanasSome frequently preventbeforediseases theythem becausedo canornot overcomebe occurdrugs dodiscussInvite likedrugs the"pinkeye." aplay specific school in the nurseproblem treat- to What role bacterialgreatercausedThe incidence diseasespneumonia,control of (tuberculosis,are many streptococcal under bacterially much ofPeople spreaddisease tolerate to betterothers. the because ravages of mentdisease. and control of this infections, etc.) modifyingandDrugspain painless. relievinghave drugs. made andsurgery mood safer medicalofimprovedpeopleOur drug society care, livemedication. diet, andlongeris betterhealthierproper due useto and controldrugstiveareWhat prevalent societieskindsare disease? not of available inhealthwhere more helpful problemsprimi- to notwhereconsiderablyisLife available, over drugs expectancy 70 andyears. less.life modern in expectancy the medicine United is Statesare In countries REFERENCE MAJOR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS DRUGS ANDSUGGESTED LEARNING TEACHING ACTIVITIES AIDS SUPPLEMENTARY INFORMATION FOR TEACHERS III. The Use and Misuse of Drugs A. Types of Drugs 1. Prescription Drugs bePrescription legally purchased drugs can with only a oneWhy whois theshould physician prescribe the only beDrugs used can with be care.dangerous and should doctor's prescription. Whoarewhodrugs? are notare some medicalcalled of the "doctor"doctors people andbut include"doctor"People whopharmacists, but are are sometimes not chiropractors,medical called doctors 2. Nonprescription Nonprescription drugs may drugs?Havetherefore students cannot make prescribe lists of collegepodiatrists, professors. optometrists, and Drugs prescription.be e.g.containbought "if awithout thewarning condition a label,doctor's Many of them toInviteaches,colds,patent review upsetthemusclemedications the school stomach, listsaches, physician usedand head-etc. for B. The Proper Use of persists,Drugs are see chemical a doctor." substances medications.evaluate the uses of these Drugs1. Directions Theproperlywhich directions can used. be harmful given byif thenot Overdoseswhile underdoses of drugs canrender be harmfulthe medica- doctorfollowedscription for carefully.the drugs use shouldof pre- be Inspect the labels of a num- Thetion effectsineffective. of a drug in a given sibletheirtantthe-counterReading sodangers.proper onethe maydrugslabelsuse beand isguidedof pos-impor- over- in andforber possibleofdirections nonprescription side in effects.their use drugs amounts.onlydictable.person when are necessarynever completely and in pre-proper Drugs should be used 28 DRUGS REFERENCE MAJOR UNDERSTANDINGS FUNDAMENTALAND CONCEPTS . ANDSUGGESTED LEARNING TEACHING ACTIVITIES AIDS SUPPLEMENTARY INFORMATION FOR TEACHERS 2. Storage spoilage.refrigeratedSome medicines to mustprevent be fltisbedicineOld medicines chest down should thein thetoilet. be med- unlabeledDisposeWithcontents a parent,of bottles,oldof amedicine, evaluatemedicine outdated thechest. Medicinesharmful.to stand cantoo "spoil"long and if may allowed become 3. Usage medicinePrescribed may beamounts helpful. of iodine.external antiseptics, e.g. causeOverdose of accidentalof aspirin deathis a leadingamong MedicinesyoungoutOverdoses of children. theshould can reach be be harmful. ofkept children. ParentscaninAll medicinebedrugs locked. or should adultschests be mustthat stored septics.amins,theusesupervise useof and allof theirexternalaspirin,drugs children'sincluding anti-vit- parents,adults;onlyDrugs from should physicians,relatives. responsible be accepted dentists, 29 DRUGS AND NARCOTICS Books REFERENCES AND READINGS Agnew,Burn, Derek. Joshua H. Undercover agent - narcotics.Drugs, medicine and man. Scribner. Macfadden Books. 1962. 1964. ConsumerHarris, Reports. Richard. The real Thevoice. Medicine Show. The Macmillan Company. The Macmillan Company. 1964. 1964. Johns,Kallett, E., Sutton,A., & Schling, W.,Company. & Webster, F. L. Fourth Edition. 100,000,000 guinea1966. pigs. Health for effective living. The Vanguard Press. pp. 394-402. 1933. McGraw-Hill Book Maurer,Lockhard, David, A. & Vogel,Wm. V. C. Brown Company Publishers. ed. Readings in health education. Narcotics and narcotic addiction. 1964. Compiled by: 2d.ed. J. Humphrey, D. Terry, & H. Slusher. Charles C. Thomas Publisher. 1962. President'sPrescott, F.Advisory PrintingCommission Office. on Narcotic and Drug Abuse. The control of pain. Thomas Y. Crowell Co. 1964. Final Report - November 1963. U. S. Gov't. Schiffers,Robinson, V.J. Victory overHealthier pain. living. pp.Henry Schuman, New York. 192-195. John Wiley & Sons, Inc. 1946. Publishers. 2d.ed. 1965. Talalay,Simon, H. P. Microbes and men. ed. Drugs in our society. National Science Teachers Association. The John Hopkins Press. Vistas of Science Books. 1963. 30 Pamphlets and Reports DRUGS AND NARCOTICS BlueCant, Cross G. Commission. New medicines for the mind - their meaning and promise.Medical research may save your life! Man against disease. 1956. Public Affairs Pamphlet #201. 425 N. Michigan, Chicago, Ill. Public Affairs Pamphlet #228. DepartmentCoyle, D. C. of Health, The City of New York. How to get safe drugs and cut their cost. What you should know about drug addiction. Public Affairs Institute 1960. Supplement New York State EducationDepartmentto (Depressant theDepartment. of HealthHealth. andTeaching Stimulant Syllabus Drug forControl the JuniorAct). and Senior High Schools. InstructionBureau of Narcoticregarding Control. narcotics and habit forming .hugs. January 1966. Article 33 - a public health law. 1960. NQWNew York State NarcoticDepartmentHealth, Addiction of NewMental York Control Hygiene. State Commission. Planning Committee on Mental Disorders. Report of the task force on addictions. The attack on narcotics. Albany, New York. Section of Mental Smith, Kline and FrenchDrugFighting Laboratories, abuse.abuse: illegal the empty drugPhiladelphia, traffic.life. Pa.: 1965. 1965. 1965. United States DepartmentBarbituratesFederalDiscoloration of food, Health, and drug of amphetaminesEducation andteethFDA cosmetic Memoby andtetracycline for- Welfare.aact Consumers,growing - as amended.drugs.drug December problem. 22, 1965, CM-39. Food and Drug Administration: DrugDrugsDrug amendments. andand cosmeticdriving. quackery.FDA Memo for Consumers, May 24, 1965, CM-16. FDA Memo for Consumers,FDA OctoberPublication 27, 1962,#15, JanuaryCM-7. 1965. FDA Feature #6. June 12, 1963, CM-17. HabitHallucinogenicFDAFirstDrug -approval sideformingfacts effects. aboutdrugs.of drugs. new drugs. drugs. FDA Memo for Consumers.Student ReferenceStudent Sheet.Reference Sheet. FDA Publication #21.FDA Publication O. SeptemberNovember 1964. 1965.October 1964. Facts about narcotic drug 6ddiction.Public Health Service. 31 An ExperimentalSMOKING Unit for Grades AND 4,5,6 HEALTH

32 OVERVIEW bywillandpresent smoking, developadditional lung the lung cancertask evidencecancer of rates educating during indicating continue, their our that populationlifetime.we canother expect cardiorespiratoryabout Inthat theview 1,000,000 use of ofthe tobacco illnesses conclusiveof today's is mayurgent. dataschool also indicting bechildren caused cigarette smoking as a cause of lung cancer, If grades.essentialand that countlessthat instruction youngsters concerning experiment the ,Research withuse ofsmoking tobacco indicates at beearlier implementedthat ages.nearly in10% the of intermediatehabitual smoking begins at the seventh grade level It is, therefore, decisionusetoonce appreciate ofit tobacco,has relative developed. the and tosignificance develophis use understandingsor ofnonuse tobacco, of tobacco. realizeand attitudes Itthe is health easier which hazards towill discourage lead associated him theto anwithformation intelligent the of a habit than it is to eliminate the habit Thus, the pupil in grades 4, 5, and 6 must be provided the opportunity

33 SMOKING AND HEALTH INTERMEDIATE GRADES (Teaching Units for Grades 4 through 12) JUNIOR HIGH SCHOOL SENIOR HIGH SCHOOL I. (grades 4, 5, E 6) SmokingYour Decision About I. (grades 7, 8, & 9) andThe AdvertisementPromotion of I.(grades 10, 11, & 12) UseAttitudts of Tobacco Toward the III. II. TobaccoMans' Use and of Health Tobacco II. SmokingDevelopingTobacco Habit the II. RelatedPsycho-social to Tobacco Factors Use IV. Deciding About Smoking III. EffectsPhysiological of Tobacco III. IV. SchoolSmokingReports Students' AmongResearch High and

34 THE PUPIL IN GRADES 4, 5, AND 6 SHOULD: ----understand the development of tobacco production OUTCOMES ----realize that the increased consumptioninand America useof tobaccoso todayas to better appreciateits significance ----know that modern research has demonstratedincreasein the United ain causal cardiorespiratory States is paralleled diseases by a substantial ----realize that smoking is detrimentalandrelationship to growth,one's health and between undermines lung cancerthe individual's and smoking ability ----be able to arrive at a sound and sensibleaboutto maximally tobacco decision participateuse, based onin scientificphysical activities evidence 35 REFERENCE MAJOR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS ANDSUGGESTED LEARNING TEACHING ACTIVITIES AIDS SUPPLEMENTARY INFORMATION FOR TEACHERS I. Your Decision About Smoking basedseveralaboutThein young hisonsmoking important lifea person'sfirm andis foundation onedecisionsshould decision of be Studentsfriends.encouragedin which dramatize a toten_year smoke a situationbyold his is Ask class members ualIt smoking is estimated begins thatin grade 10% of7. habit- A. Important Consider- ations willYourof scientific greatlydecision influenceknowledge.about smoking your -SRhowin #12they a similar might situation.have reacted shouldTeachers expect in the that intermediate experimentation grades 1. Effects of Smoking on One's Health health as an adult. timeswith tobaccooccur at products much earlier will some-ages. b.a. PhysiologicalContent of Smoke WhenofSmoke gases a fromperson and tobacco particles. inhales is smokemade up NormallyparticularLung tissue the are surfaces andaffected. bronchial of the tubes in Effects faces.andenterthese are hisgases deposited breathing and particles on passagesthe sur- Some are absorbed in Thisbybreathing like"the meons movement structures mechanismthat dustof calledlittle areparticles kept cilia."hair- clean etc. theproduce liningblood damaging andmembranes. some effects remain onto movement."tar"stopsare(tobacco sort thiswill of action.stay smoke)"swept in slowscontactaway" downby with their or theeven The cigarette smoke This means the maytiontime,issurfaces eventually or thoughtwith infection theover that leadresult a maythislonger to occur.thatcancer.condition period irrita- of It 36 REFERENCE MAJOR UNDERSTANDINGS FUNDAMENTALAND CONCEPTS ANDSUGGESTED LEARNING TEACHING ACTIVITIES AIDS SUPPLEMENTARY INFORMATION FOR TEACHERS Effects on heart and ContractionIncreasecirculation: in ofpulse small rate blood Other effects: IncreaseLowering inof vessels bloodskin temperaturepressure EmphysemaShorterUnattractiveChronicLung cancerlifecough (possible) brown (in heavystains smokers) Effects on beginning RapidFaintnessDizzinesssmokers: pulse IrritabilityDiarrheaVomitingNauseaClammy skin associatedAll of the withabove the effects beginnerPossibly may inbeimpaired visionhearing or 2. Effects of Smoking Performanceon Physical Menagosmoking and did women nothabit whohave several began the knowl-theyears askSuggest the followingthat each questionstudent A logicalquestionsmoking. response - "Why doto mythe parents student or of edgesmoking of thethat harmful we have effects today. of his parents: todecision Ifsmoke you alltocould smokeover make again,or yournot scientificpointnotstarteddoctor a outhealthful smoke, thattoevidence smoke, when habit?",if welinkingmanywe knowlacked adultsis thatsmokingto any it is 37 would you start smoking? with heart disease, lung cancer, REFERENCE MAJOR UNDERSTANDINGS FUNDAMENTALAND CONCEPTS theyIf parents answered would the explainquestionANDSUGGESTED LEARNING why TEACHING ACTIVITIES AIDS opportunityetc. to illustrateSUPPLEMENTARY the INFORMATION This presents an excellentFOR TEACHERS listdevelopofclassin the ofcould way probereasonsquite theycompile anda did,whyconvincing probably results smokingthe adifficulty well-established one has habit.in "breaking" 3. The Expense of Smoking rettessmokingComputeis undesirable. per onethe day. packannual of costciga- of fordeclaredOne theinsurance nonsmoker. a 5% premiumcompany reductionhas Other 4. The Smoking Habit The decisionMay Lastto smoke Your or not to smoke should be based Havecommunity students to survey determine the where thiscompanies move. are also considering timeEntire Life- personaluponpretation"grown-up." peeran intelligentdesire pressureof facts to appearorand inter- a not isDiscussNo prohibitedSmoking reasons signs in whytheseare smokingposted. areas. 5. Safety Implications of Smoking "Smokingtoyour Invitediscuss local asa the firerepresentativea Causetopic- department ofof matches.habitsThein two the and leading home children are causes careless playing of fires smokingwith The National Board of ArrangeFires." for a forester to Tobaccoare25%Fire causedof Underwritersamblyopia the byfires these (dimness reported reports two hazards. of tothat vision) them aboutvisit forestyour class fires. to speak Theareofcigaris implications commondifficultyclear. smokers among duringespecially forsmokers. traffic night complain safetydriving. Pipe and 38 iscigarettes,dueThe very toloss carelesslygreat. of cigars,wildlife discarded and and pipe forests ash, REFERENCE MAJOR UNDERSTANDINGS FUNDAMENTALAND CONCEPTS ANDSUGGESTED LEARNING TEACHING ACTIVITIES AIDS SUPPLEMENTARY INFORMATION FOR TEACHERS ..4.343451, 6. Attitudes of FamilyParents Members and Other A youngfood,dependentlife personshelter, necessities, on whohis and isparents otherlargelyshould for con- discussArrange thefor topic:student panels"To what to parentsextent shouldmake decisions 7. Uniqueness of the Eachsmoke.familysider individual thebefore attitudes starting is unique of tohis and Have students prepare a for me?" Approximately two-thirds of our B. Making the Right Individual Theaattherefore disadvantagesdifferent our decision each way. ofofabout ussmoking arrivessmoking Askapersonalbrief decision students essay reasons about describingto fold smoking.for amaking piecetheir notthanadult smoke. one-third women dc ofnot adult smoke. men do More Decisions onefar mightoutweigh imagine. any "advantages" portionSmoking."writeOnof onenotebook "The portion of Advantages thepaper havepaper in them half.haveof your On the other tagesofstudentstudents the he ofadvantages to canlistSmoking." proceed think "The and of.toDisadvan-Ask disadvan-list each all The advantages.compareddisadvantagesandteacher later mayto discuss the,fewcombine of smoking the (ifthe many any) resultsas 1. A Mature Decision TobaccoUnderstandingBased andon aits Clear Useof personaldecisionWhetherstarts theone.isto ultimatelyindividualsmoke or not, a the FS #3; SR #3 Motivationalbehaviorstrated thatpatterns research in developing it hasis desirabledemon- human Theare disadvantages overwhelming. of smoking processshouldAnto involveobjective of result decision-making. the evaluationin student the conclusion in of the smoking 39 that smoking is undesirable. REFERENCE MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATION 2. The Extent to Which a Person is "Grown toOne act does grown not up.have to smoke FUNDAMENTAL CONCEPTS groupsDivide ofthe no class more intothanAND smallLEARNINGfive ACTIVITIES FOR TEACHERS byUp" SmokeHis is DecisionNot Measured to opinionsnotTheindividual, toability smoke and to practicesinpersonal makespite an ofdecisionof the membersPersoncussgroup.select theeach. Trulya topic,leader Grown "Whatfor Up?" their Makes a Each group may dis- Students friendsis an andevidence acquaintances of maturity. reportclassdiscussionAfter and12on tothehave reassemble 15 discussion eachminutes leader the of of qualitiescussionEncouragehis group. to which generaldetermine seem class tothose dis- II. Man's Use of Tobacco Manseveral has used centuries. tobacco for person.characterize the mature A. Early Use of Tobacco 1. (1492-1600)American Indians Europeans learned about 2. Canadian Indians thetobacco New World.when they explored indicateRecords fromthat Cartier'sCanadian'Indians exploration 3. Natives of Mexico and Central America Thereevidence is some suggesting historical that the incultivated pipes. tobacco and smoked it theAztecs first and cigarettes. Mayans developed 40 REFERENCE MAJOR UNDERSTANDINGS FUNDAMENTALAND CONCEPTS ANDSUGGESTED LEARNING TEACHING ACTIVITIES AIDS SUPPLEMENTARY INFORMATION FOR TEACHERS 4. Europe (Middle 1500's) ofnotEarly smoking. aware users of ofthe tobacco consequences were B. The Middle Period 1. (1600-1800)English Colonies in America tobaccoThe colonists was a foundpopular that trade FS #1 C. Recent History (1800-Present) industryitem =A itbefore became 1700. a major 2.1. IncreasedExpansion Useof theof CigarsIndustry and makingTheoftant introduction the machinesfactor tobacco in wasindustry.ofthe ancigarette- expansion impor- 3. Era of Tobacco ReformCigarettes (1895 -1921) ofEfforts tobacco to werecontrol evident the usein a. Many States CigarettesBanned the Sale of the latter 19th century. b. Legal Measures HadInfluence No Lasting sales.attemptssentimentalcoholicAs with the tooverwhelmedbeverages, banprohibition cigarette publicthe of 41 REFERENCE MAJOR UNDERSTANDINGS FUNDAMENTALAND CONCEPTS ANDSUGGESTED LEARNING TEACHING ACTIVITIES AIDS SUPPLEMENTARY INFORMATION FOR TEACHERS 4. The Modern Tobacco Era tributionTobaccoimportant production has segment become and ofa veryourdis- annuallyapproximatelyToday, Americans on tobacco $8,000,000,000 are products. spending a. The United States inIs Tobacco:a World Leader national economy. F #6 2)1) ProductionExportation exportsDuring thefrom 1960's the United the annual States 3) Consumption Thecigarettes.averagedcigarettes Federal between Governments' (8t 20per and pack) 25tax billionproduces on b. Certain of Our TobaccoTheirLargeStates EconomyPortion BaseIndustry a onof Newdollarsadditionalpernearly year.York 2from Citybillion 1 their billionlevies 70 tobacco millionan200 additional million taxes. dollars The states realized an III. Tobacco and Health A. Causes for Concern in Recent Years Useoverlay overhead to projectorcompare the with death ResearchesGeneral'sduced4t tax 41 per millioncited Report pack in anddollars indicatethe this Surgeon in measurethat 1964. the pro- 1. Increase in Heart Disease ease,Theincreasedrespiratory incidence lung cancer,rapidly ofdiseases heart andsince dis-hasother 1900. presentdiseaserates from rates.in 1930cardiorespiratory with the thantiotothreetimesincidence in nonsmokers. of coronary higher inheart smokers disease is 42 REFERENCE MAJOR UNDERSTANDINGS FUNDAMENTALAND CONCEPTS Compare the increasedANDSUGGESTED rates LEARNING TEACHING ACTIVITIES AIDS Lung cancer is now SUPPLEMENTARYthe leading INFORMATION FOR TEACHERS 2. More Deaths Due to Lung Cancer parallelsThecancerthanis incidence increasing any and the other its increasedof moreincreaselungform rapidlycancerof con- tobacco.perease,of lungcapita etc., cancer, consumption with heartthe increased dis-of The students should tenThecause timeslung of cancer over whatdeathrate it hasamong was increased 30men. years 3. Shortened Life SmokersExpectancy of Unitedsumption States. of cigarettes in the be intheincreasedrelationshipsencouraged lung corresponding cancer. tobacco to betweennote increasesales and Whileolder)cigarettesago. the has per increased(persons capita consumption 15approximately years and of B. Increased Tobacco markedof30 cigarstimes decline sinceand inpipe 1900,the tobacco. consumption there is a StatesUse1. in Per the Capita United Present trends of increased Invite the school physician An increasing proportion of women SincetionCigarette Increased 1900 Consump- thatamongthesuggestcigarette incidenceof women men.that smoking willin of the approachlung by future, womencancer heartthespeakor illnesses schoolincrease disease,to your nurse-teacher associatedin class andlung other aboutcancer, withto heartyears.increasedFebruaryare diseasesmoking 1966lung ratestoday hascancer haveshownthan andbeen inthat coronarypast Research completed in smoking.FS #5; SR #1 1963smokedIndemonstrated the1916, 25figure thebillion in Americanhad female cigarettes.risen publicsmokers. to By 2. Corresponding IncidenceIncrease inof scienceforStudents your fair. schooldevelop health exhibits or onwho524 It thebillionhas is averagesmokedestimated cigarettes. forabout that20 5years a male loses smoker years of 3. Consumption of Pipe respiratoryOtherLung Cardio- Cancer Illnesses and life expectancy. HasTobacco Decreased. and Cigars 43 SUGGESTED TEACHING AIDS 4. Smoking by Teen- REFERENCE The reasons why youngMAJOR people UNDERSTANDINGS FUNDAMENTALAND CONCEPTS Students might suggestAND various LEARNING ACTIVITIES SUPPLEMENTARY INFORMATION FOR TEACHERS creasedagers Has In- hazardsthatbegin they to of smoke aresmoking. unaware are evidence of the checkreasonsrequestto smoke. the onwhy thatreasons questionnaires young those whypeople who they smoke beginand Arrange these C. Surgeon General's Until recent years, our 9.studentsbegan smoking. in grades 7, 8, and Tabulate results. Distribute to Foremost among the studies which Report lackinonknowledge myth,the of bodyknowledge. superstition, of hastobacco's been shrouded andeffects havereportthatSurgeonlung linked thecancer, for General. teacher cigaretteadditional is therefer smokingReport information. to this towith the It is recommended 1. Report Made It 1964 medicalTheprofessionalhaveon Surgeon &oking beenprofession General'sacceptedand groups. its and cnnclusions by Reportother the 2. Research Findings: a. Cigarette CauseSmoking of IsLung a cigarettebeenOverwhelming compiled smoking evidencewhich as indictsa hascause sizingmalignantDiscuss the the growth,low nature survival empha- of rate Lungten times cancer in nowratesthe killspast have 30over increased years. b. The Incidence of HeartCancer Disease is of lung cancer. Displayfrom lung the cancer.American Cancer Thecan41,000 lung expect cancerAmericans the ratenumber annually, is toapproxi- increase. and we NonsmokersSmokersHigher AmongThan effectivestudentsabarrowSociety jar of of exhibit can"tar."displays.cigarette create - a equallybuttswheel- and Perhaps your matelyableLungnonsmokers. 20disease;cancer times is lowerIt a islargely amongestimated prevent-the that 44 smoking.75% of lung cancer is caused by REFERENCE MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATION c. Other Respiratory diseases Are More FUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES FOR TEACHERS 3. People Who Have Never Smoked Are SmokersCommon Among oneselfThe surest from way premature to protect death F #8 agedThe percentage35 who may ofexpect American to die men FromLeast Lung Apt Cancerto Die refrainfrom lungfrom cancersmoking. is to rettelungthePlan smokingevidencecancer.a socio-drama asindicting a cause to review ciga-of before--follows:of nonsmokers65 the has usual been retirementcalculated ageas 23% --- - one-halfcigarettescigar and to pipe lessone smokerspackthan cneone-half to two pack packs a day 34%27%25% D. Tobacco and Youth - - two or more racks per day 41%38% 1. Effects on the Respiratory System Thesmoker."breathlessness" use of tobacco leadsit the to one'ssmokingSuggest breathing hasthatparents an students effect andwhether appetite. onask passagescongestiontheirOne characteristic shortnessby smoke. of the of breathing breath,of smokers due isto a. Interferes With Normal Breathing physicalticipateSmokinga person's isactivities.effectively likely ability to inreduceto par- postersstandingSmoke"Display areposters setathletes. available of featuring"I Don't from out- These b. Athletes Are toInstructed Smoke Not Professionalabilitysmoke generally which athletes would have whoprobably superior the American Cancer Society. improve if they didn't smoke. 45 REFERENCE MAJOR UNDERSTANDINGS FUNDAMENTALAND CONCEPTS ANDSUGGESTED LEARNING TEACHINGACTIVITIES AIDS SUPPLEMENTARY INFORMATION FOR TEACHERS c. Tendency Toward DurationColdsMore Frequentof Longer Retardationsymptoms.action may of aggravate ciliary cold withfactcommonsmokersThe susceptibilitythethat cold appearproper tobacco is probablytofunctioning smokehave that towardinterferesduemany ofto theourthe Howbreathing:andprotective smoking throat. interferes mucus lining with in normal the nose motilityTobaccosystem)onthe the cilia smoke walls work-effectivenesshence (hair-like decreasesof an the increased respiratory structuresthe of amongreductionthatout"tendency wouldsmokers by theof normallyto ventilarycilia.whenaccumulate compared be function"moved impurities with There is a 2. Effects on the Digestive System F #1 nonsmokers--SurgeonReport-1964-Page 302. General's a. Smoking Tends to AppetiteReduce One's ondepressingnormalsmokingDuring the appetite.growth theinterferes effectgrowing because of withyears, tobacco of one'sthe nutrientswouldAlthoughactsone's influence as growth, smokingessentialan appetite the anydoes forintakesubstance notdepressant normal stuntof which b. Interferes with Tastethe Ability and Enjoy to growth and:devplopmentt Food 46 3. EffectsREFERENCE on Heart MAJOR UNDERSTANDINGS FUNDAMENTALAND CONCEPTS Suggest that studentsANDSUGGESTED record LEARNING TEACHING ACTIVITIES AIDS It is not uncommon SUPPLEMENTARYimmediately INFORMATION FOR TEACHERS a. Smoking Increases Heart Rate Graphsaftersmokingthe(while pulse smokingcan family sitting) ratesbe developeda memberscigarette.of before their to and asminute.wouldthatafter twenty the aincrease cigarette individual'sminutes by afterhas20 beatsheartbeen the smokedpersmokingrate This may last for as long class.rates.record the variations in Compare findings in increased.diastolicganglia.fromhas ceased. a stimulation blood pressure of sympathetic are Both systolic and This increase results 2)1) AffectsDisadvantages to the Athlete prepareA student"Smoking a committee bulletinand Fitness." boardmight on andtodecreased,peripheral droptoes. slightly causingblood invessels thethe temperaturefingers is Flow of blood in the 4. Growth and Develop- mint BodyEfficiency Muscles of ment,For maximal and performance, growth, develop- one writeA member to Roswellof the classPark Memorialmight a. Decreases the Desire for Food tobacco.should avoid the use of mayinentonandInstitute, be smoking request displayedlocation Buffaloand a setinhealth. yourofa3, prom- postersNew York, These b. Deprives Body of saryFresh for Air the Neces- school. asecretionSmoking slowing causes downof digestive ofan theincreased digestive fluids and Growth of Tissue DecreaseSmokinginprocess. appetite. deadensin the appetitethe sense results. of taste. The result is a decrease 47, REFERENCE MAJOR UNDERSTANDINGS FUNDAMENTALAND CONCEPTS ANDSUGGESTED LEARNING TEACHING ACTIVITIES AIDS SUPPLEMENTARY INFORMATION FOR TEACHERS workvessels.Smoking(pulse) to increaseincreases and contracts blood heart flowbloodrate by The heart must do added IV. Deciding About Smoking factualA wise decisioninformation is basedand upon feelingAllegedincreasingImprovement ofrewards rateindependence, of and ofthe smokingpressure, self-image, release include: mature judgment, gratification,of sensitivity.frustration,tension due to:andrestlessness, the dulling oral of insecurity, bronchitis,disease,Risksacquisitionlogical of cancer,smoking habituation, and of other emphysema,include:coronary diseases. and heart possible Physio- and"tobaccoImmediate throat.cough breath," effectsdue to drynessstainingof smoking of fingers, mouthare damagespossibilitySmoking toalso clot:ling of increases fire andand theincidentalfurnishings. 48 SUPPLEMENTARY INFORMATION FOR TEACHERS 1600. It is not clear exactlyThis "medicalhow tobacco discovery" was introduced was first in hailedEurope. in Portugal, where tobacco was recommended in poultices, unguents, However, it was used mainly as a medicine until pipesquantitiesand haveas cathartics been of usedtobacco and widely dentifrices.captured in England in the and West other Indies. partsThe of smoking Europe. habit was greatly encouraged in England when Sir Francis Drake returned to England in 1586 Even in the latter 17th century, it was used to ward off plague and to cure cancer. He returned with leaves, seed, and clay pipes. From this day on, with Retention.Londonsmoking soon "respectable" learned the in habit, Elizabethan and history court tellscircles. us,Sir practicedWalter Raleigh the revolting was one practicesof the first aptly to calledtake up the the Gulpe smoking and habitthe and he was largely responsible for making The smoking habit disgusted many Englishmen, but the young men of Snuff taking was introduced in Europe from AmericaTheSnuff during major is the amode powdered 16th of centurytobacco form andofconsumption tobaccowas popular which during until is thechewed, the Colonial end rubbed of thePeriod on 1800's. the was gums pipe and smoking. teeth, and inhaled through the nose. America or the West Indies. EnglandThe Jamestown believed cultivations tkat tobacco were was developed harmful andby Johnprevented Rolfe, the who colonists grew tobacco from fromgrowing seed food sent crops. to him from either South The colonists, however, maintained that tobacco was their major stapleCigaretteDuring and thea mediumsmoking Revolutionary of was exchange. relatively Period therare cigar in the was U.S. introduced until the to closethe colonies of the Civilby General War. Israel Putnam. haddeparture originally from beenthe accepteda habit ofEuropean seamen patternsand common of workers.consumption.InThe all chief American method wars, of tobacco three factorsconsumption appear during to have the increasedfirst half the of extentthe 19th of centurytobacco wasuse: chewing. Tobacco chewing became a distinctly American custom. It became a prideful It The increased use of cigarettes 3)'the2)1)led removalindulgence to Phenomenathe ofimposition familyin oftobacco "imitatedrestrictions of asa cigarettean behavior" escape taxfrom when in the 1864.people rigors are of grouped military together life 49 During this period, 14 states banned the sale of tobacco, largely through the efforts of temperance groups. undermined one's moral life. TheBy 1930,majority all ofprohibitory tobacco reformers regulations believes' had been that repealed. tobacco use was physically and mentally harmful and that it This led to the doubling of cigarette sales by 1930.

50 STUDENT REFERENCES (GRADES 4-12)* SMOKING AND HEALTH Pamphlets American Cancer Society (local unit) 2.1. Answering the most-often-asked questions about cigarettechoose smoking. the high road. 4.3. ToShall smoke I smoke?or not to smoke. 3. YourWhere health there's and smoke cigarettes. 7.New York State Tuberculosis and RespiratoryHere Diseaseis the evidenceAssociation, - you Inc. be the judge. 8.Public Affairs Committee Cigarettes and health. Public Affairs Pamphlet No. 220A. New York. 1962. 10. 9. EMphysemaSmoking - the- why great the dilemma.breath of life falters. Public Affairs Pamphlet No. 361. Public Affairs Pamphlet No. 326. New York. New York. 11. U.S. Department of Health, Education andFacts Welfare for teen-agers, - smoking, health, and you. Children's Bureau Publication No. 424-1964. 12. Why Nick the cigaretteWashington. is nobody's friend. 1966. Children's Bureau Publication No. 447-1966: *Designated as SR (Student References) in teaching unit. 51 Pamphlets (Cont'd) SMOKING AND HEALTH 13.14. A lightYou can on quitthe smoking.subject of smoking. Children's Bureau Publication No. 433-1965. Children's Bureau Publication No. 448-1966. Washington. Washington.1965. 1966. 15. New York State Department of Health Freckle faced Jimmy. Periodicals16. Changing Times Athletes in smoke switch. Senior Scholastiz. November 22, 1963. 18.17. Teen-agersCigarette ads: and cigarettes. a study in irresponsibility. 16:15-18. March 1962. 16:33-36. December 1962. 19.20. EmbattledCigarette tobacco'swarning, thenew aftermath.strategy. Fortune.U.S. News. 67:100-102. 56:38-39. January 1963.27, 1964. 22.21. ToSmouldering teen-age smokers.issue. Senior Scholastic.Newsweek. 61:86. 86:20. April 8, 1963. February 11, 1965. 52 This reference list may be useful to teachers of all grade levels, 4-12 TEACHERSMOKING REFERENCES AND HEALTH Books Fletcher, C.M., & others. Common sense about moking. Baltimore. Penguin Books. 1963. Ochsner,Janes, Alton,G., & Rosenthal,M.D. T. Smoking and health. Tobacco and health. New York. Springfield. Messner. Charles C. Thomas1959. Publisher. 1962, RoyalPackard, College Vance. of Physicians, The. The hidden persuaders. Smoking and health. New York. Pocket Books. New York. Pitman1957. Publishing Company. 1962. Tennant,Smith, R.L. R.B. The health hucksters.The American cigarette industry. New York. Bartholomew House, NewInc. Haven. Yale University Press. 1961. 1950. Pamphlets American Cancer Society.cancer. American Cancer Scoiety, Inc. New York. Answering the most-often-asked questions about cigarette1964. smoking and ConsumersNew York Union. State Committee on the Hazards of Smoking. Mount Vernon. Smoking and the public interest. Albany. Materials available in New York State on By Brecher, Ruth, & Edward. 1963. Public Affairs Committee.Affairshazards Pamphlet of smoking. No. 361. c/o New York State Department of Health.New York. 1964. Smoking - the great dilemma. 1967. By Brecher, Ruth, & Edward. Public U.S.Science Department Research of Associates, smokingHealth, andEducation Inc. health. and Welfare. Report of the Advisory Committee to the Surgeon General of the Public Health Chicago. Facts about smoking and health. Washington. A quick reference guide to the report: By Salber, E.J. 1965. PublicService. Health, Monograph No. 45.Tobacco consumption in the United States, 1880-1955. PHS Bulletin No. 1103-E. 1956. 1965. By Milmore, B.K., & Conover, A.G. Addendum Your teen-age children and smoking. Children's Bureau Publication No. 423-1964. 53 1964. Periodicals SMOKING AND HEALTH ChangingBaumgartner, Times. Leona. Cigarette ads: The facts of teenage smoking. a study in irresponsibility. Parents Magazine. 16:33-36. October 1960. December 1962. Corwin,Cigarette Emil. warning, the aftermath. Teen-agers and cigarettes. Combatting teen-age smoking. 16:15-18. U.S. News. March 1962.The P.T.A. Magazine.56:38-39. January 27, 1964. April 1964. pp. 4-6. Davis,Don't letH.F. tobacco trap your teen-ager. Teenage program on smoking and lung cancer. The P.T.A. iqagazine. School and Community. 55:4-7. March 1961. Vol, 47. Fall 1961. EmbattledDrive for tobacco'sthe teen-age new market.strategy. The P.T.A. Magazine. Fortune. 67:100-102. 58:23-24. January 1953. October 1063. Horn,Hammond, T. E.C. Health. Smoking andVol. health 33, -No. the 10. activities of a high schoolThe student effect:; committee. of smoking. December 1963. Scientific American. July 1962. The Journal of School HowKeeve, to stop J.P. student smoking.School Health. .)poking habi:Lci and attitudes of 3067 public schoolVol. students 35, No. and10. their families. School Management. December 1965. March 1964. Journal of Neutnrger,Lawton, M. M.B.Powell.Vol. 33. October 1963. Hazards of teen-age smoking.The psychology of adolescent anti-smoking education. Parents Magazine. 39:51. JanuaryThe Journal 3964. of School Health. Salber,Rogers andE.J., Reese. & others.August 1964. Smoking and high school performance. Smoking habits of high school students in Newton, Massachusetts. American Journal of Diseases of Children. New England Journal Vol. 19g. of Medicine. 265:969:974. November 16, 1961. 54 Periodicals (Cont'd) SMOKING AND HEALTH Schneider, Elsa. Summer 1963. Reasons for smoking given by secondary school children. What part will the schools play? School Life. Journal of Health and Human Behavior. 46:18. August 1964. TheSMoking.Silver, increasing G.A. pressure on tobacco advertising. NEA Journal. Are cigarettes necessary? 53:66-69. March 1964. The Nation. Printer's Ink. May 4, 1963. May 10, 1963. p. 379. Teachers Guide The high cost of smoking. New York State Department of Health. 1966.

55 SUGGESTED AUDIO-VISUAL AIDS SMOKING AND HEALTH Filmstrips2.1. Nature'sLife in Jamestown.Filter. American Temperance Society,Curriculum 6840 Materials Eastern Corporation,Avenue, N.W., 1319 Washington Vine Street, 12, D. Philadelphia C. 7, Pennsylvania. 4.3. I'llWhat ChooseAbout Smoking.the High Road. California. (with 331/3 record). American Cancer Society, New York State Division, 40 Franklin Street, Family Films, Inc., 5823 Santa Monica Boulevard, iilllywood 38, 5. To Smoke or Not to Smoke. Rochester, New York 14604. American Cancer Society, New York State Division,(Local 40ACS Franklin unit.) Street, Films 2. 1.Is AlcoholSmoking and Worth Tobacco: It? AmericanWhat They Cancer Do to Society,Our Bodies. 19 minutes, black and white. Coronet Films, 16 minutes, black and white. 4.3. 5.TobaccoBackbreaking Cigarama. Valley. Leaf; Syracuse University Film Library, 30 minutes. Sterling Movies, 375 Park Avenue, New York 22, New York, 12 minutes,Shade Tobacco black Company,and white. River Street, Windsor, Connecticut 06095, 27 minutes. 7.6. PointThe Huffless of View. Puffless Dragon. New York, New York New York State Tuberculosis and Respiratory Disease Association,10010. 105 East 22nd Street, (Inquire of local unit.) 8. Breaking the Habit. 22nd,Street, New York, New York American Cancer Society, New York State Tuberculosis and Respiratory10010, Disease 9 minutes, Association, color. 105 East 6 minutes, color. (Inquire of local unit.) . 56 SMOKING AND HEALTH Films (Cont'd)9. Smoking and Lung Cancer. Albany, New York 12208, 29 minutes, black and white. Film Library, New York State Department of Health, 84 Holland Avenue, 11.10. Smoking Anyone.and You. 12208, 2511 minutes, color. Film Library,Film Library,New York NewState York Department State. Department of Health, of 84 Health, Holland 84 Avenue, Holland Albany, Avenue, New Albany, York New York 13.12. Who'ke.Tobacco and the Human Body. 14Albany, minutes, New color.York Film Library, New York State Department of Health, 84 H011and 'Avenue, Albany, New York 12208, 15 minutes, black and white. Film Library, New York State Department of Health, 84 Hoiland Avenue, 12208,

57 SOURCES OF ADDITIONAL MATERIALS AND INFORMATION SMOKING AND HEALTH NationalAmerican ClearingCancer Society, House of New Smoking York Stateand Health, Division 4040 (or N. local Fairfax unit), Drive, 1010 Arlington, James Street, Virginia Syracuse, New York 12203 13202 New York State HealthCommitteec/o Department, Newon HazardsYork StateJames of Smoking,DepartmentJ. Quinliven, (an of interagency Health,M.D., Director 855 Central of Public Avenue, Health Albany, Education, New York Albany, committee), Miss Dolores Floss, Coordinator; 12206 New York MissRoswell Dorothy Park Nelson, Memorial Program Institute, Director 666 - ElmSmoking Street, Education, Buffalo, 855 New Central York Avenue, Albany,12208 New York 12206 New York State TuberculosisHeart NewAssembly, York and Inc.,Respiratory 3 West Disease19th Street, Association, New York, Inc., New 105York East 22nd Street, New York 10010 U. S. Children'sPublic Health Bureau, Service,20201 Division Office of ofReports, Information Washington, and Publication, D. C. Public Inquiries Branch, Washington, D. C. 20201

58 MAIL ORDER FORM To: Superintendent of Documents, Government Printing Office, Washington, D.C.20402

&dosed find $ (check, money order, or sups. of Documents coupons).

ORDER FORM

NATIONAL CLEARINGHOUSE FOR DRUG ABUSE INFORMATION SELECTED DRUG EDUCATION CURRICULA SERIES

1. Baltimore County Board of Education Grades 6, 9, 12 Catalog No. Prex 13.8:Ed 8 Price $1.00 2. Flagstaff Public Schools Grades K-12 Catalog No. Prex 13.8:Ed 8/2 Price 650 3. Great Falls School District No. 1 Grade 6 Catalog No. Prex 13.8:Ed 8/8 Price $1.25 4. New York State Education Department Grades 4, 5, 6 Catalog No. Prex 13.8:Ed 8/3 Price 65ct 5. Rhode Island Department of Education Grades K-12 Catalog No. Prex 13.8:Ed 8/5 Price $1.25 6. San Francisco Unified School District Grades K-12 Catalog No. Prez 13.8:Ed 8/7 Price $1.75

7. South Bay Union School District Grades K-12 Catalog No. Prex 13.8:Ed 8/4 Price $1.25

8. Tacoma Public Schools Grades 6-12 Catalog No. Prex 13.8:Ed 8/6 Price 600 9. Resource Book for Thug Abuse Education Catalog No. Ps 2.22:17184/12 Price $1.25

NOTE: It is recommended that Item No. 9 be used in conjunction with these curricula.

[PLEASE DO NOT DETACH] ----nclosed To be nulled --later Please send me the Publications I have checked. --Subscription Name Refund flame ellargo Ms order Gsupon refund--. to my Deposit A Street address Postage No. City and State ZIP Code FOR PROMPT SHIPMENT. PLEASEPRINT ON TYPEADDRESS ON LABEL BELOW. INCLUDINGYOURZIP CODE

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City and SUN 11/011011AL CLEARMOHOUSE FOR DR AMUSE InFORMATUGIO111

EDUCATION OF HEALTH U S DEPARTMENT& WELFARE EDUCATION OFFICE OF REPTODUCED HAS SEEN OR THE PERSON THIS DOCUMENTRECEIVED FROM POINTS OF EXACTLY AS ORIGINATING IT DO NOT NECES ORGANIZATIONOPINIONS STATED OF EDU VIEW OR OFFICIAL OFFICE SARILY REPRESENTOR POLICY CATION POSITION An interagency Federal Committee was convened in the winter of 1969 under the auspices of the White House to make available to the Nation's schools a variety of State and local curricula for drug education and the prevention of drug abuse. Participating in the Committee chaired by the Office of Education, DHEW, were the Bureau of Narcotics and Dangerous Drugs, Department of Justice; the National Institute of Mental Health, DHEW; and the Office of Economic Opportunity.

As an initial step, the Committee established an Interdisciplinary Panel of non-Government professionals to review some of the drug abuse curricula developed by State and local school systems., Time did not permit a review of all curricula in use throughout the country.

The curricula selected are not recommended for adoption, but are distributed only as resources to asstct schools in initiating or improving programs. All schools are encouraged to submit curricula and materials to the National Clearing- house for Drug Abuse Information. These will be reviewed by the Panel and those selected will be made available to other school systems upon request. Your cooperation will be appreciated.

The problem of drug abuse is not a new phenomenon. Man's use and abuse of drugs dates back thousands of years. In recent years, however, the dimensions of the problem have reached frightening proportions, raising the specter of societal suicide. Contributors to our current concerns have been the easy accessi- bility of a myriad of drugs, a tense, stressful social environment, thrill seeking and escapism, among others.

In addressing itself to so complex a problem the discipline of education must go beyond mere dispensing of information and make a stronger effort to effect student attitudinal and behavioral change. The more traditional teaching methods will be inadequate to do the task. This implies the need For broadscale teacher training and retraining in new approaches and techniques. Periodic reinforcement will be needed if the operational style of the classroom is to change. What is required is a long-range view that will aim at the preparation of health educators and other school personnel who can address themselves to this and other serious health problems.

The tasks described above will require significant, long-term financial support and commitment. They will also require wise, perceptive leadership from national and state levels. An effective program of bread-based education should produce significant results by the end of the decade.

Interdisciplinary Panel

For sale by the Superintendent of Documents, U.S. Government Printing Office Washington, D.C. 20402 - Price $1 Reprinted With Permission From:

Division of Instructional Services Board of Education of Baltimore County Towson, Maryland 21204 BALTIMORE COUHTY BOARD OF EDUCATION

Drug Abuse Education Program

1963-A9

Prepared under the direction of

Benjamin P. Ebersole G. Alfred helwig Coordinator of Curriculum Director of Curriculum and Development Instructional Services

Anna G. Shepperd Assistant Superintendent in Charge of Instruction

Committee Members

James L. Miller, Chairman Supervisor of Physical Education

Beatrice L. Wolcott Mary Ellen Saterlie Supervisor of Nursing Services Curriculum Consultant

1967 Committee

Holmes Clay Donald McGhav Sheldon Shubert

Sharon Cook Alice Ottavi Mary Tinder

Wanda Greene Augusta Peterson J. Bruce Turner

1968 Revision Committee

Peggy Blaine Edith Leaverton Ruth Tabor

Holmes Clay Vivian McIntosh Harry Walters

Lucille Duvall Geraldine Press

Nilliam S. Sartorius, Superintendent

Towson, Maryland

1963 BOARD OF EDUCATION OF BALTIMORE COUNTY Aigburth Manor Towson, Maryland 21204

T. Bayard Williams, Jr. President

Mrs. John M. Crocker H. Emslie Parks Vice President

H. Russell Knust Richard W. Tracey, D.V.M.

Alvin Loreck Mrs. Richard K. Wuerfel

William S. Sartorius Secretary Treasurer and Superintendent of Schools FOREWORD

Because of the growing concern in Baltimore County about the need for pupils to be informed about the broad aspects of health and safety as they apply to contemporary society, a Health and Safety Education committee was formed in the spring of 1967 to concha a thorough K-12 study of the health education program in the schools. As an outgrowth of the committee's plans and because of expressed interest of individuals and community agencies, the first curriculum workshop was held in the summer of 1967 and focused on one aspect of health education -- drug abuse. The purpose of this workshop was to provide direction and suggestions for teaching about drugs during the 1967-68 school year.

The first steps taken by the workshot were to provide material and factual information for all schools to enable educators to become more informed about the problems of drug abuse.

Fifteen schools conducted pilot programs during the school year 1967-68. These programs were evaluated and the findings used as a guide for the 196E summer workshop activities. The "Drug Abuse Information Kit" and the "Drug Abuse Resource Guide" were revised and updated. A simplified text on drug use and misuse was designed to be used at the lower reading levels.

A suggested teaching unit was developed for sixth grade. Existing units for grades nine and twelve were revised to include new resource material.

The Board of Education and the Superintendent wish to acknowledge their appreciation to the workshop participants and consultants.Members of the committee included science, social studies, and physical education teachers and representatives from the offices of nursing services, visiting teachers, school psychologists, and guidance. Science Coordinator Helen Hale and Social Studies Coordinator Josiah BlackIock helped in the identification of curriculum areas and in the preparation of activities.Consultants included Miss Doris Terry, Supervi-or of Health Education, Maryland State Departhent of Education; Lt. Christian Kessler, Baltimore County Police Department (Retired); Mrs. Doris Wright, Director of Baltimore County Commission on Aging and Youth; Mr. Vincent Palacorolla, Sr., Adult Challenge; and other representatives of federal, state, and local educational, civic, and law enforcement groups.

As with any social problem, combating drug abuse requires the cooperation of the school, the home, and the community.It is hoped that these efforts of the Board of Education will help students to be better able to deal with this problem. TABLE OF CONTENTS

Page

Point of View 1

Guideline for Implementation 2

Overview of the Use of Suggested Teaching Activities 3

Content Outline

Suggestions for Grade Six 6

Suggestions for Grade Nine 16

Suggestions for Grade Twelve 25

Teacher Resource Information 40

Teacher Resource #1 - "What Do You Know about Drugs?" 41 Teacher Resource #2 - "What Do You Know about Drugs?" (Grade Six and Basics) 46 Teacher Resource #3 - Filmstrip Resum 49 Teacher Resource #4 - Film Guide - "Beyond LSD" 50 Teacher Resource #5 - Film Guide - "Dangerous Drugs" 51 Teacher Resource #6 - Film Guide - "Drugs and the Nervous System" 52

Teacher Resource #7 - Film Guide - "Bennies and Goofballs" . . . 53 Teacher Resource #8 - Film Guide - "Hooked" 55 Teacher Resource #9 - Film Guide -.qhe Losers" 56 Teacher Resource #10- Film Guide - "LSD 25" 58

Teacher Resource #11- Film Guide - "Narcotics - Why Not ?" . . . 59 Teacher Resource.#12- Film Guide - "Narcotics - A Challenge" . . 60 Teacher Resource #13- Glossary of Tec1pical and Slang Terms . . 61 Teacher Resource #14- Narcotics Control Legislation 66 Teacher Resource #15- Suggestions for the Glue Sniffing Experiment 67 Teacher Resource #16- Suggee,ions for Demonstrating Some Properties of and Uses fo!f.. 3olvents 71

Teacher Resource #17- Dictionary Exercises for Slang Words . . . 74 Teacher Resource #18- Printed Original - Word Crossword Puzzle . 75 Teacher Resource- #19 - Printed Original.- Sentence Crossword Puzzle 77 Teacher Resource #20- Matching Definitions and Terms 80 Teacher Resource #21- Social Problems 83 Teacher Resuurce #22- Ttinted Original - "Active Narcotic Addicts in the United States as of Dec. 31, 1966" 84 Teacher Resource #23- Printed Original - "Active Narcotic Addicts Reported in Several Selected States as of Dec. 31, 1966" 85 Teacher Resource #24- Printed Original - "Ten U. S. Cities Leading in Number of Active Narcotic Addicts as of Dec. 31, 1963" 86 Page

Teacher Resource #2S- Printed Original - "Ten Leading Cities in Active Narcotic Addicts Reported in the United States as of Dec. 31, 1966" 87 Teacher Resource #26- Printed Original - "Active Narcotic Addicts in the U.S. as of Dec. 31, 1966" 88 Teacher Resource #27- Printed Original - "Age of Active Narcotic Addicts as of Dec. 31, 1966 in the United States" 89 Teacher Resource #'28- Printed Original - "Average Length of Narcotic Sentences in U. S. District Courts" 90 Teacher Resource #29- Printed Original - "New Narcotic Addicts Reported to the U. S. Bureau of Narcotics During the Calendar Years 1953-1966" 91 Teacher Resource #30- Printed Original - "Active Narcotic Addicts in the U. S. under 21 Years of Age as of Dec. 31, 1966" 92 Teacher Resource #31- Printed Original - "Active Narcotic Addicts as of Dec. 31, 1966" 93 Teacher Resource #32-A - Printed Original - "Yearly Production and Use of the Principal Narcotic Drugs, 1960-1965" 94 Teacher Resource #32-B - Printed Original - "Yearly Production and Use of the Principal Narcotic Drugs, 1960-1965"(Cont.) 95 Teacher Resource #33- Printed Original - "Active Narcotic Addicts in the U. S. as of Dec. 31, 1965, and Dec. 31, 1966

by State" 0 96 Teacher Resource ,- Printed Original - "New NarcoticAddicts Reported to the U. S. Bureau of Narcotics During the Calendar Years 1962-66" 97 Teacher Resource #35- Printed Original - "History of Narcotic Addiction in the United States" 98 Teacher Resource #36- Printed Original - "Age Distribution of Persons Arrested for Narcotic Offenses in U. S. Cities 1940-62" 99 Teacher Resource #37- Printed Original - "Graphic Representation of the Overall Social-Problem Field of Narcotic Addiction" 100 Teacher Resource #38- Tape Summary - "Narcotics" by Tuemmler . . 101 Teacher Resource 039-A - Tape Summary - Talk on Drug Addiction by Gerald Siegel 102 Teacher Resource #39-B - Teacher Guide Questions for "Talk on Drug Addiction" 103 Teacher Resource #40-A - Tape Summary - "Forum Focus on LSD" by Wolf and Bellona 104 Teacher Resource #40-B - Teacher Guide Questions for "Forum Focus on LSD" 105

Suggested Reading List for Adults 106

Free and Inexpensive Materials 107

Recommendations for School Library Books for Senior High 108

Evaluation of Unit on Drug Abuse 109

Drug Use and Misuse - Teacher's Guide 111 POINT OF VIEW

The optimal development of a culture's most precious resource, its people, is the aim of the educational system. One of the most effective methods for achieving this optimal development is to provide an educational program which will help to make our students adequate and successful citizens. An important consideration is the recognition of the changing social conditions and the complexity of the indivtdual decisions which accompany them. The Baltimore County school system consistently plans to provide appropriate learning experiences to enable the students to face these problems of concern.

One of the growing social concelms is the misuse of certain dangerous substances. Important in this area is the problem of drug abuse, ranging from self-medication and glue sniffing to drug addiction. Most students or adults will not become addicted, and information alone will not prevent those with unusual needs from possibly becoming victims. However, a better understanding about drugs on the part of the school staff and the students should make it possible for the individuals confronted with the problem of drug misuse to make more knowledgeable decisions.

Factual, accurate,and current information on the subject of drug abuse is essential to good teaching for school personnel. Therefore, suggested instructional units have been constructed.

Young people need facts and a positive approach to help them make sound decisions should they be faced with group and individual pressures to misuse drugs. Moralizing and threats of punishment have proved to have little influence on the potential drug user, and may evon have the effect of provoking drug misuse.

No single effort or auditorium type presentation can be considered a substitute for a carefully planned educational program. Effective learning occurs when a wide variety of resources are utilized, and when teachers and students have many opportunities to study and discuss this problem at pertinent times.

1 GUIDELINE FOR IMPLEMENTATION

During the 1967-68 school year pilot studies in drug abuse education were conducted in five elementary school 6th grade classes, five junior high science-social studies clas9es,and five senior high 12th grade social studies classes. Based on the evaluation of these programs it is recommended that the program for 1968-69 extend to all 6th grades, all 9th grade science-social studies classes(also 7th and 8th grade experimental science programs), and all 12th grade social studies classes.

The 1968 summer workshop revised and updated the "Drug Abuse Teacher Information Kits," and "Drug Abuse Resource Guide." Kits and copies of the Resource Guide will be distributed as follows:

one copy of the guide for each 6th grade elementary school teacher

one copy of kit to elementary school libraries- 18 rooms and under

two copies of kit to elementary school libraries-19 to 24 rooms

three copies of kit to elementary school libraries-25 rooms and above

one copy of the information kit and guide for each 7th, 8th, and 9th grade science teacher in the experimental science program

one copy of the kit and guide for each 9th grade science and social studies teacher

one copy of the kit and guide for each 12th grade social studies teacher

All teachers are encouraged to become familiar with this material so they will be better prepared to answer pupil questions or carry on incidental teaching. Schools are also encouraged to plan department and faculty meetings for discussion on the topic of drug abuse.

Teachers who have been teaching about drug abuse are encouraged to continue this instruction and are requested to share their experiences with the Health and Safety Education Committee. Evaluation forms for this program are available in the information kits or from the Health Education Committee. OVERVIEW OF THE USE OF gJGGESTED TEACHING ACTIVITIES

The suggestions which follow are designed to be used by teachers in programs on the sixth, ninth, and twelfth grade levels. The recommended activities do not constitute a total unit on any grade level. Rather, they provide examples of approaches and materials teachers may employ to develop short integrated teaching activities coordinated with units already in existence in science and social studies.

The units which were chosen to include drug abuse are "How Does Science Help to Prevent the Spread of Disease?" in the sixth grade, a combined plan t the ninth grade which utilizes the science unit entitled "Human Behavior" and the social studies unit entitled "Our Changing World," and a part of the twelfth grade Contemporary Issues and the Social Sciences program in social studies.The suggested activities over ap Irgginrinstances, and references to other grade levels will be made within the outlines. In addition, science teachers in 7th and 8th grades teaching the new pilot science programs will cover the subject of drug abuse.

These and other disciplines lend themselves in varying degrees to the development of drug abuse education in a number of units and at nearly every grade level. Although only three grade levels were selected, this does not preclude incidental or planned teaching on all levels.

The primary purpose of this material is to prepare students to make intelligent decisions regarding the misuse of potentially dangerous substances. To achieve this purpose one must appreciate the useful medical properties of drugs as woll as their negative potential when misused. This appreciation is best achieved through an educational program based on an objective presentation of all applicable facts rather than preaching against, moralizing, or sensationalizing the topic.

The value of imparting knowledge on narcotics and dangerous drugs is to replace misinformation and half-truths with factual information concerning the effects of the use of these substances on the individual and his relationships with other people in his home and his community.

With a specific social problem such as drug abuse there is no single educational plan that will meet 01 learning situations. Edu- cators on the instructional level who become acquainted with the subject of drug abuse will find that candor, flexibility, and situational per- ceptiveness are essential. Teachers should use their own resourcefulness and initiative in modifying the material to fit the maturity level of students and local needs.

An evaluation sheet is included at the end of this report. Teachers are asked to record successful and unsuccessful practices and forward these to the Office of Curriculum by the end of the month of May.Eval- uations and suggestions will be utilized for continual revision of the

Drug Abuse Educational Program. .

3 CONTENT OUTLINE

The following outline of information on drug abuse may serve as a guide for teachers on all grade levels from 6 - 12. The needs, interests, and maturity of pupils should be the major factors in enabling the teacher to determine the depth or extent to which he wlshes to develop his teaching experience.

I. Introduction

II. History of drug use

III. Drugs A. Basic terms 1. Stimulants, depressants 2. Hallucinogens, narcotics 3. Addiction, habituation 4. Physical and psychological dependence 5. Tolerance B. Kinds of drugs 1. Narcotics a. Opium b. Opium derivatives (1) Morphine (2) Heroin (3) Codeine c. Synthetic morphine-like drugs (1) Demerol (2) Methadone d. Preparations containing small quantities of opium derivatives (1) Paregoric (2) Cough syrup 2. Hallucinogens a. Marihuana b. Peyote c. LSD d. DMT e. STP 3. Stimulants a. Cocaine b. Benzedrine c. Dexedrine d. Methedrine 4. Depressants a. Barbiturates (1) Nembutal (2) Deconal (3) Luminol (4) Amytal b. Non-barbiturate sedatives (1) Miltown and Equanil

4 (2) Doriden (3) Librium C. Substitutes producing drug-like effects 1. Glue 2. Paint thinner 3. Gasoline 4. Cleaning fluid 5. Acetone 6. Lighter fluid

IV. Medical purposes of drugs A. Physiological relief 1. Pain 2. High blood pressure 3. Diarrhea B. Psychotherapy 1. Sedation 2. Relief of mild depression and anxiety

V. Personal health A. Relation of drugs to physical and mental health 1. Variations of effects a. With individual b. With drug c. With dosage 2. Pathways to misuse a. Peroonality factors (the kind of people prone to use drugs) (1) Experimentation (curiosity, how it will affect sight, feeling, smell) (2) Kicks (for the pleasure involved) (3) Escape (for the relief from unpleasant situations) b. Accidental medical addiction c. Accidental addiction through experimentation d. Social pressure (1) To be "in" - one of the crowd (2) "Everyone else does it" (3) "A little bit won't hurt you" B. Methods of dealing with addicts 1. Police arrest - jailing 2. Therapy and rehabilitation a. Medical agencies (local, state, federal) b. Social agencies (local, state, federal)

VI. Social consequences of drug misuse A. Family relationships B. Group relationships C. Future careers D. Drop-out potential E. Financial demands (cost to individual and society) F. Delinquency and crime

VII. Legislative agencies related to drug misuse A. Agencies for drug control B. Laws related to drug control

VIII. Summary 5 SUGGESTIONS FOR GRADE SIX

The Social Living Program

Unit: How Does Science Help to Prevent the Spread of Disease?

This problem deals with the insights science has given man for understanding causes of disease and ways of preventing and combating it. It includes an historical review of the growth or medical knowledge and a study of personalities instrumental in its development.. It covers inventions leading to the prevention or cure of disease and stresses the need for cooperation with health authorities in order to insure health. Many opportunities for teaching about drug use and abuse are inherent in this unit from the discovery of antibiotics to an understanding of the Food and Drug Administration and World Health Organization as means of providing safeguards for the use of drugs and hazardous substances.

Additional Concepts

Man has used drugs for many centuries for the control of mental and physical disease.

There is danger inherent in the use of all drugs since some valuable drugs can cause undesirable side effects.

Because the misuse of drugs can be harmful to physical and mental health, laws have been passed to control their manufacture and sale.

Scope

Pupils should become familiar with the historical background of drug use in order to gain an understanding of the value of drugs in the relief of pain and suffering as well as an understanding of the social changes that occurred as a result of man's use of drugs.

Emphasis should be placed upon the fact that the same drug which helps one person may have undesirable &.de effects upon another.For this reason pupils should be cautioned against the taking of any drug unless it is prescribed by a physician or recommended by a knowledgeable adult.

During the course of the unit the harmful effects of the intentional misuse of drugs should be stressed and attention directed to the legis.r lative controls against drug abuse at the local, state, federal,and international level.

6 Grade 6 Drugs Use and Misuse-"How Does Science Help Prevent the Spreadof Disease?"

Content Teaching Suggestions References

I. Introduction 1. Construct bulletin board with ap- A. Motivation propriate title conveying the idea of effects of wisely and drugs misused. Leave space for children to complete bulletin board with current newspaper and magazine articles, posters, drug labels, and advertisements related to all drugs.

B. Review of 2. Review drugs, vaccines, etc., dis- materials cussed in former part of unit. covered so a. What are the drugs, vaccines, far in unit etc., that have aided man in preventing the spread of disease? b. Who are the persons who discovered or made these available to man? c. What are some of these drugs that can cause harm to the body if not used as prescribed?

C. Parts of the 3. Divide the class into groups to Childrenls Refer- body affected study the nervous system and the ences: by drugs brain, the respiratory system, 1. Encyclopedias the circulatory system, and the 2. Transparencies digestive system. Study these 3. The Instructor systems in relation to the Kit on The questions below. Human Body a. How do drugs get into the The Nerves human body? #5 The Brain b. How do drugs get into the #6 Circulation different parts of the body? #7 Respiratory c. How does the body get rid of #8 Digestion some drugs? (Also draw on 5th 4. Booklet that grade unit.) accompanies The d. Why would the brain and Instructor Kit nervous system be affected on The Human. by drugs? Esa e. Discuss persons who aided our understanding of these systems.

D. Drugs that 4. Give test to children as a pre- Teacher Refer- harm the body test. Score and save for com- ence: parison under summary (post- Teacher Resource testing). #2, "What Do You Know about Drugs?"

7 Grade 6

Content I Teaching Suggestions References

II. History of drug 5. Divide class into groups to study Teacher Refer- use how man over the ages discovered ences: the use of plants, leaves, herbs, 1. Drug Abuse: barks, berries, nuts, etc. to pro- Esca e to Nowhere duce drug effects for medical p. 1-2 remedies, religious rites, and a 2. Facts About Nar- substitute for a way of life. cotics and Other a. What uses did man make of these? Dangerous Drugs b. How did it affect the people? p. 5-10 c. What social changes came about 3. Content Outline because of the use of these 14. Prevention and (i.e. caused war, used to re- Control of Nar- lieve human miseries during cotic Addiction war, way of life of people, p. 1,9 made living easier) Children's Refer- d. Draw conclusions as to how ences: drugs are used universally 1. Facts About Nar- and why in some places the cotics and Other use of drugs is not considered Dangerous Drugs abuse but a way of life. p.5 -10 2. Basic Text, Mier(Drug Use and 3. hIcyclopedias 4. Life Nature Library- The Mountains p. 143

6. Draw pictures to illustrate: a. Man using drugs in religious rites. b. Man using drugs from plants to ward off evil spirits as a cure for disease. c. Man using drugs to relieve man's discomfort (i.e. on the battle field in Civil War, and in operations, as an anesthetic).

III. Drugs that have 7. Show filmstrip "Drug Misuse and Teacher Refer- been abused Your Health." (Baggest using only ence: A. Basic terms frames 4-17 to begin a vocabulary 1. Teacher Resource list of basic terms and specific #3,"Filmstrip drugs.) Resume", 2ruz. a. What is a narcotic? Misuse and Your b. What are some of the habit- Health forming drugs? 2. Teacher Resource c. What are the beneficial uses #13, "Glossary of narcotics? of Technical and Slang Terms"

8 Grade 6

Content Teaching Suggestions References

d. What are some of the narcotics 3. ping Abuse and derived from opium? Youp. 9-12 e. Why must doctors use narcotics Children's Refer- with discretion? ence: 1. Filmstrip:"Drug Misuse and Your Health,"SVE

B. Classification 8. Organize, with students, the Teacher References: of drugs specific drugs into the following /. tam Abuse: categories: Escape to Nowhere" p. 27 -43

Narcotics Stimulants Depressants allue 2. Reference Chart- Content Outline a. Discuss the differences between 3. Teacher Resource the above headings. #13, "Glossary b. Discuss how some drugs would of Technical and fit under more than one heading. Slang Terms" c. Include medical uses. Children's Refer- d. Discuss the way it affects the ence: mind and body fUnctions. 1. Facts About Nar- cotics and Other Dangerous Drugs p. 11-27 2. Basic Text, (Elia:Use and Misuser-

9: Have the class organize into Teacher References: groups and ask each to select 1. Content-Outline several drugs from the list to 2. am Abuse and report to the class. You p. 13-21 a. Origin of the drugs (i.e. 3. Comprehensive from plants, synthetic, Content Outline derived from another drug). in Kit b. Description of drug in orig- Children's Refer- inal form. ences: c. Form in which it is sold. 1. Facts About Nar- d. Medical use. cotics and Other e. Effects on the mind and body Dangerousjorugs systems. p. 11-27 f. Some slang commonly associated 2. Basic Text with drugs. 3. Encyclopedias

9 Grade 6

Contert Teaching Suggestions EReferences

10. 3eein chart with children:

Drugs That Na v Be Misused

DrugMedical UseSymptoms when Missed

Draw on reports of children.

11. Show filmstrip "Narcotics and Filmstrip: "Nar- Health" 190D. cotics and Health" a. Use as a summary for drugs from 190 D Eye Gate the coca plant. House b. Why were substitutes developed? c. What are the medical uses? Teacher Reference: d. What happens when it is misused? Resourceggrer?3, e. Using the above questions, Filmstrip Resume discuss - marihuana, barbiturates amphetamines, household substance producing drug -like effects, and LSD. f. Fill in chart "Drugs That Mai Be Misused."

12. Show filmstrip, "Narcotics: Back- Teacher Reference: ground Information" 190 C. Teacher' Be a. Use as summary for opiate drugs. #3, Filmstrip b. Fill in chart "Drugs That May Resume. Be Misused." Children's Refer - once: Filmstrip: ',Nar- cotics: Background Information,u190 C Eye Gate House

IV. Drug misuse and 13. Make a display of empty medi- your health cine bottles and containers A. Personal health which still have labels on them.

a. Analyze terms used for drugs and amounts included. b. Check for narcotic drugs. c. Discuss use of drug for its intended use (i.e. for pain, for coughs). d. Discuss recommended dosage. e. Discuss precautions given. f. Discuss dangers involved when directions are not followed.

389-986 0 - 70 - 2 Grade 6

Content Teaching Suggestions References

14. Read from Facts About Narcotics Children's Refer- and Other Dang erous Ma and ences: from the basic book for the fol- 1. Facts About lowing information: Narcotics and a. What health problems other than Other Dangerous addiction can arise from drug 1319.1" 28-30 abuse/ P. 35-41 b. What health problems arise from 2. Basic Text the actual addiction to specific drugs? c. What happens to the addict during withdrawal? d. What types of people may become addicted?

15. Show film Dangerous Drugs. Relate Film: The Dangerous, the use of drugs shown in the Drugs, Central movie to the information already Film Library gathered. Teacher Reference: Teacher resource #5, "Film Guide"

16. Introduce as a teacher demonstration The Properties and Uses of Solvents. a. Stress the fact that inhaling substances is just as dangerous as swallowing. b. Stress the fact that even though it is inhaled it can affect other parts of the body.

17. Make a collection of cans and Teacher Reference: bottles of household solvents and 1. Teacher Resource liquids. #16,11Suggestions a. Stress symbols to denote poison. for Demonstrating b. Stress precautions. Some Properties of and Uses for Solvents" 2. Book: The Glue Sniffing Problem

18. Show and discuss film Drugs and Film: Drugs and the Nervous System. Use guide the Nervous System, quesITEE7uggested in "Film Central Film Li- Resume .11 brary Teacher Reference: Teacher Resource #6, Film Guide Grade 6

Content Teaching Suggestions References

19. Show filmstrip "Drug Misuse and Filmstrip:am Your Health." Misuse and Your a. Build vocabulary of words (ha- Health, SVE bituation, addiction, emotional Teacher Reference: dependence, psychological de- Teacher Resource pendence, physical dependence, #3,"Filmstrip "fix," pep pills, beanies, Resume" "reefer"). b. What are the physical and mental effects of addiction? c. What crimes come about because of addiction? d. What is the cost of addiction to society? e. What kinds of persons misuse drugs? f. What agencies help to prevent drug abuse or prevent drug misuse? g. What are some safety factors to follow to prevent drug misuse?

B. Geographic 20.Show transparency "The U.S. Cities Teacher Refe'ence: distribution of Leading in Number of Active Nar- Teacher Resource narcotic addic- cotic Addicts as of Dec. 31, 1963." #24 tion in the Show transparency "The Ten Leading Teacher Resource United States Cities in Active Narcotic Addicts #25 Reported in U.S. as of Dec. 31, 1966." a. Compare as to number. b. Locate as to section of country and city size. c. What are the changes of cities on the first 10 list?

21. Show transparency "Active Narcotic Teacher Reference: Addicts Reported in Several States Teacher Resource as of Dec. 31, 1966." #22 a. Compare states with addicts to size of population. b. What cities in those states contribute to the number of addicts? c. Compare the number of addicts in the state with large cities'in the state.

22. Show transparency "Active Narcotic Teacher Reference: Addicts in the U.S as of Dec. 31, Teacher Resource 1966." #23 a. Where are the greatest concentrations of drug addicts? Why? b. What states have the least number of addicts? Why? (i.e. populatio per state, rural areas, urban areas) 12 Grade 6

Content Teaching Suggestions References

23. Show transparency "Active Nar- Teacher Reference: cotic Addicts in the U.S. as of Teacher resource Dec. 31, 1965 and Dec. 31, 1966, #33 by State. a. Compare the active addicts to number of violators.Why is there a difference in figures? b. Where are most addicts?least addicts? Why? c. Compare with map (transparency #23).

24. Show transparency "New Narcotic Teacher Reference: Addicts Reported to the U.S. Bur- Teacher resource eau of Narcotics During the Calen- #34 dar Years 1962-66. a. Compare Md. reported addicts with other states. b. Compare reported addicts of one year with another. (What is the trend in rise and decline according to years?) c. Draw some conclusions as to why there was a rise and decline.

V. Social conse- 25. Show film, The Losers. Use the Film: The Losers, quences of drug film guide resume. Central Film Li- misuse brary Teacher Reference: Teacher resource #9, "Film Guide"

26. Read Facts About Narcotics and Children's Refer- Other Dangerous awl and Basic ence: text for the following informa- 1. Facts. About Nar- tion: cotics and Other a. How can drug addiction affect Dangerous Drugs, family relationships or group 13.32-34 relationships? 2. Basic Text b. What effect does drug abuse 3. Newspapers have on the financial demands to the user and to society? c. What effect does drug abuse have on crime and delinquency?

VI. Precautions 27.. Invite the school nurse to talk taken by groups to the class about how drugs are against drug protected from misuse in hos- misuse pitals.

13 Grade 6

limpomMo Content Teaching Suggestions References

28. Invite a local pharmacist to speak to the class about how drugs are protected in drug stores from misuse. Have him stress his directives written on prescriptions.

VII. Agencies rela- 29. Read Facts About Narcotics and Children's Refer- ted to drug Other pallormaDrugs and the ence: misuse Basic Text for the following in- 1. Facts About Nar- A. What is done formation: cotics and Other to help the a. Where can an addict get treat- Dangerous Drugs, addict ment? p. 2 9 b. What steps are taken in with- 2. Basic Text drawing drugs from an addict? Teacher Reference: How does it affect the addict? ImILAtuse: Escape c. What is done for the rehabili- to Nowhere, p. 45- tation and reeducation of the addict?

B. Legislative 30. Read Facts About Narcotics and Children's Refer- agencies re- Other D.w.rims Drugsand the ence: lated to drug TOTC'Text for the following in- 1. Facts About Nar- misuse formation: cotics and Other a. What is being done on the local Dangerous Drugs, level? p. 50-53 b. What is being done on the na- 2. Basic Text tional level? 3. Newspapers c. What is being done on the state Teacher Reference: level? 1. Traffic in Opium d. What is being done on the inter- and Other Danger- national level? ous Drugs e. Why must legislation be made on 2. Prevention and all levels? ContEra Nar- cotic Addiction

3. RuAbuse: Es- cape to Nowhere P. 7772 4. Interior Report Balto., Md. Com- missionto ug Problem of Dru Addiction 19

VIII. Summary 31. Have children make posters to illustrate: a. Safe practices with home medicines. b. Safe practices with prescription medicines. c. Safe practices with dangerous substances (i.e. glue, gasoline, etc.). 14 Grade 6

Content Teaching Suggestions References

32. Give children the test. "What Do Children's Refer- You Know About Drugs?" as a post- ence: test. Teacher Resource a. Compare scores with pre-test. #2, "What Do You b. Compare how children's knowledge Know About Drugs?" of drugs and attitudes toward drugs have changed.

15 SUGGESTIONS F^R GRADE NINE

Social Studies Unit: Our Changing World

Science Unit: Ullman 3ohavior

These two units, both taught to ninth graders in their social studies and science courses, contain multiple opportunities to integrate the social and scientific aspects of the use and misuse of drugs. "Our Clanging World" is an introductory unit to point up characteristics and problems of contemporary society, the forces which are shaping it, and the importance of tie individual as he relates to others and is responsible for himself. 'Yuman Behavior" deals with man as the moat complex living form.It includes an investigation of sense organs and nervous and endocrine systems and how they influence functions of the human being. It also introduces concepts related to the modification of behavior.

A social studies- science cooperative planning and team teaching approach is encouraged to provide increased depth in the area of drug abuse education.

16 Grade 9

'!Iontent Teaching Suggestions References

I. Introduction 1. Discover the existing knowledge and Teacher Reference: attitudes of the students by ad- Teacher Resource ministering "What Do You Know About #1, "What Do You Drugs?" as a pre-test. Know About Drugs?" Teacher Resource #2, "What Do You Know About Drugs?" for basics.

2. Prepare a question box so that the students may submit questions they would like to have answered about drugs and their uses and abuses. It is not necessary that the students sign their names to the questions. The results of this survey should have an important influence on the selectio and organization of teaching activitie

3. Construct a bulletin board with the following title:

Is Drug Misuse a Problem?

Have the students fill the bulletin board with newspaper and magazine articles and pictures, posters, brochures, and advertisements related to drug anise.

4. Use the bulletin board as a starting point for a discussion of such topics as law enforcement, social problems, individual reactions, dangers, influences of psychedelic experiences on popular art and music, and medical findings on the use and misuse of drugs.

II. History of drug 5. Divide the class into groups to trace Teacher Reference: use the history of drug uses and abuses Drug Abuse: Escape through the ages. Croups may be as- to Nowhere, p.15- signed study on the basis of histor- 2. ical eras (i.e. colonial period, History of Drug Civil War) or geographical areas Abuse, Reprint in (i.e. China, tropical Latin America). Kit.

17 Grade 9

Content Teaching Suggestirns References

Reports should include such infor- Student References: mation as names of drugs, their Facts About Nar- sources, dates of discovery, uses cotics and Other and misuses, related problems. Dangerous Drugs, Have the class draw conclusions TZ37.67- about the universality of the basic Text problems of drug abuse. Encyclopedias

III. Drugs 6. Ask the students to list as many A. Basic terms words that they can think of that are related to druge.Write the list on the board.

7. Show the filmstrip "Narcotics: Back- Filmstrip: "Nar- ground Information" (suggest using cotics: Background only frames 4-17) to begin a vocab- Information", 190 - ulary list of basic terms and spe- C, Eye Gate House. cific drugs. Discuss the following questions: Teacher Reference: a. What is a narcotic? Teacher Resource b. Name some habit-forming drugs. #3, "Filmstrip c. What are some beneficial uses Resume" of narcotics? d. What are some of the narcotics derived from opium? e. Why must doctors use narcotics sparingly?

B. Kinds of drugs 8. Continue the vocabulary list after Teacher References: having the students organize the aug, Abuse: Escape names of specific drugs into the to Nowhere, p. 27- following categories:

Reference Chart Narcotics1Stimulants SedativesHalluc. Content Outline III B 1-4 Discuss the differences among these four categories of drugs. Include Look Magazine Re- medical uses and effects on the print, p. 13 body and mind. Give students a copy of the Teacher Drugs of Abuse - Resource # 13"Glossary of Techni- reprint in Kit cal and Slang Terms" to use as an aid. Student Reference: Facts About Nar- cotics and Other JErousDa Drugs, p. 11-27 Basic Text 18 Teacher Resource #13, 'Glossary of Technical and Slang Terns" Grade9

Content Teaching Suggestions References

9. Have the class organize itself into four or five groups and ask each to select several drugs from the list for study and reporting to the class. Reports should include the following information: a. Origin of the drug (i.e. plant, synthetic, derivative of another drug) b. Description of the drug in original form C. Form in which it is sold d. Medical use e. Physical and psychological effects f. Slang names commonly associated with the drug.

After the findings are presented, have the students write a paper entitled "The Awesome Potential of Drugs."

C. Substitutes 10. Have the students list common med- Teacher Reference: producing icines and substitutes having drug- D Abuser.' Escape drug-like like effects which can produce o Nowhere. p. 27- effects harmful physical and psychological 43 effects if misused.Place them in the proper category on the chart. Student Reference: Have the students bring in news Facts About Nar- articles or cite actual cases in EBEIEs-EETWEir which individual were hared by Dangerous Drugs, the misuse of seemingly harmless p. 11-27 substances. Basic Text

IV. Medical pur- 11. Invite a pharmacist to speak to poses of the class about dispensing drugs prescriptions and the regulatory measures by which he mud... abide.

12. Show the filmstrip "Narcotics Filmstrip: and Health." Point out the "Narcotics and medicinal purposes of drugs. Health," 190-D, Note: Concentrate on frames 7, Eye Gate House 8, 12, 13, 14, 23, 24, 27, 28, 29, 30, 34, 37, 38, 39, 40. Teacher Reference: Teacher Resource #3, "Filmstrip Resume" 19 Grade 9

Content Teaching Suggestions References

V. Personal Bake a display of empty medicine health bottles and containers which still have the labels on them. Ana1yze the contents in terms of the kinds and amounts of drugs included in each. Bake a series of graphs to illustrate the composition of several common medicines. a. Discuss each medicine as to its intended use: i.e. for pain, for coughing b. Discuss proper use of prescription and non-prescription drugs with special attention to recommended dosage.

14. Show the film The Dangerous Film: Drugs.Relate the use of drugs The Dangerous Drugs, shown in the movie to the in- Central Film formation the students have al- Library ready gathered. Teacher Reference: 15. Introduce as a teacher demon- Teacher Resource stration or as a student lab #15, "Suggestions activity the glue sniffing for Glue Sniffing experiment and/or for a atudent Experiment" lab activity, "The Properties Teacher Recourse and Uses of Solvents" #16, "Suggestions for Demonstrating Some Properties of and Uses for Sol- vents"

16. Use a directed reading activity Student Reference: to have the students gain Facts About Narcot- additional information on how ics and Other Dan- drug addiction or misuse harms gerous Drugs, p. the body. Recent magazine 20-30 articles and materials included Basic Text in the instructional kit may be used.

20 Grade 9

Content Teaching Suggestions References

17. Show and discuss the film Drum Film: and the Nervous System. Point Drugs and the Nerv- out in to e discussion how this ous System, Central film lets the viewer almost ex- YEDC1MTiry perience the influence of drugs through use of color and sound. Teacher Reference: Have the members of the class Teacher Rosource bring in records, pictures, and #6, "Film Guide" posters which illustrate attempts at translating effects of drugs in some forms of music, art, and cinema.

18. Show the filmstrip "Drug Misuse Filmstrip: and Your Health." "Drug Misuse and Note: Do not play the record the .Your Health," SVE first time through the filmstrip. Teacher Reference: a. Have the students write Teacher Resource captions for the frames. #3, "Fdilmstrip b. Discuss the students' Resume" captions. c. Show the filmstrip again, this time accompanied by the record.

VI. Social con- 19. Have the students read Facts Student Ileference: sequences of About Narcotics and Other Facts About Narcot- drug misuse Dangerous Drugs, as well as ics and Other Dan- articles ini magazines and state- gerous Drugs, p. ments by psychologists, addicts, 357477 physicians, and others to consider what the attraction to drug misuse and addiction is. Have a panel discussion in which the information is presented to the class and provide opportunities for challenges by panel members and the class.

20. Show the film Hooked or _ATI Losers. Film: Discusssomeof the reasons why Hooked, Central these young people became addicts. Film Library Note: Special attention may be called to the type of individual Teacher Reference: being interviewed. What are some Tea Resource of the effects of drug addiction? #8 "Film Guide"

Film: The Losers Central Film Library 21 Grade 9

Content Teaching Suggestions References

. Teacher Reference: Teacher Resource '#9, "Film Guide"

Student Reference: ,Facts About Nareot- !ice and Tlier Dan- :garous Drugs, p. .32=34

Invite the school nurse to talk I Ena Abuse: Escape to the class about medical and to NoWn7; p. 45- social agencies an the federal, D3 state, and local level that provide therapy and rehabilitation Student Reference: services. The nurse should be .Facts About Narcot- provided with a predetermined ics anaTtIer Dan- list of questions that the class , gerous_. Drugs, Ta2- may want answered as a result of preceding activities.The teacher reference am AbusesEscape to Basic Text Nowhere may be useful to the nurse.

VII. Legislative 22. Have the students prepare a chart Teacher Referencet agencies listing the address or location EFATUse: Escape related to and function of the following to Nowhere, p.61, drug misuse organizations: World Health Or- ganization, Federal Bureaxof

1 Narcotics, Bureau of Drug Abuse Student Ref licence: Control, U. S. Public Health Fact sheets 1-7 Service, American Medical Associa- from Bureau of Narcotics tion. & Dangerous Drugs a.Prepare a ditto sheet with the (duplicate in quan- 1 agencies listed: tity) Facts About Narcot- Organization lAddress or Function1757End Other Location gerous, Drugs, 5750-

1 Healtht 52 Organizationi Basic Text

Assign one student to obtain in-. formation on the state and local agencies. The booklet entitled Maryland Commission to Study Mos:grail-a on (Janul

1 ary 19606) may be used.

22 Grade 9

Content Teaching Suggestions References

,23. Invite a lawyer to discuss the Teacher Reference: various laws related to drug Teacher Resource control and their effectiveness. #14, «Narcotics 'Control Legisla- tion"

24. Show selected trarsparencies #22 - 'Teacher References: #35. Choose transparencies to Transparencies show how addiction has changed or #22-#35 progressed in the United States. Divide the students into groups, giving each group a selection of transparencies to use.

25. Have a panel discussion answering the following question:What changes would you make in the present laws or what new laws would you make to control more effectively the misuse of drugs and other dangerous substances? Why? Each group can use statistics from the transparenies as data in their answers.

26. Give students references #18 and Teacher and #19, word and sentence puzzles as Student References: a review of vocabulary and as a 17 - #26---- review of the unit. Have ditto masters made so these exercises can be placed in the hands of the students.

27. Give the students #17 and #20 as a review exercise. Have these exercises duplicated so each student may have a copy of each.

28. Have the students write a short account of a situation in which they might be introduced to drugs. a. Read some of their situations aloud and discuss each. b. Have the students role play some of the suggestions to show how they might deal with situations in which habit- forming drugs are offered.

23 Grade 9

Content Teaching Suggestions. References

29. Have the pupils take the test . Teacher References "What Do You Know About Drugs?" #1 and #2 as a post test. This can serve as a measure for gained awareness and changed attitudes. SUGGESTIONS FOR GRADE MIME

nt_Coem Issues and the Social Sciences

The twelfth grade social studies curriculum, Contemporary Issues and the Social Sciences, provides excellent opportunities for the teaching-R-Cfrug abuse education. Part I, "The Challenge of National Issues," includes categories on meeting social needs, promoting the general welfare, and conflicts between traditional beliefs and contemporary actions.Each of these issues contains implications for the study of the use and abuse of drugs.

In Part II, teachers may use each of the five social sciences (Psychology, sociology, economics, political science, anthropology) and philosophy to some extent as tools in considering the issue of drug abuse.

25 Grade 12

Content Teaching Suggestions References

I. Introduction . Discover the existing knowledge , Teacher Reference: and attitudes of the students by far= Resource administering "'What Do You Know #1, "What Do You About Drugs?" as a pre-test. Know About Drugs?"

2. Prepare a question box so that the Teacher Resource students may submit questions they #2, "What Do You would like to have answered about Know About Drugs?" drugs and their uses and abuses. Basic Text It is not necessary that the students sign their names to the questions. The results of this survey should have an important influence on the selection and organization of teaching activities.

3. Construct a bulletin board with the following title: "The Choice Is Yours; Nhat Will You Do?" Have the students fill the bulletin board with newspaper and magazine articles and pictures, posters, brochures, and advertisements related to drug abuse.

4. Use the bulletin board as rt starting point for a discussion of such topics as law enforcement, social problems, individual reactiaas, dangers, influences of psychedelic experiences on popular art and music, and medical findings on the use and misuse of drugs.

5. Reinforce concepts about social Teacher Reference: problems and law enforcement pro- Teacher Resource cedures by showing the following #24 transparencies: "Ten U. S. Cities Teacher Resource Leading in Narcotic Addiction as #25 of Dec. 31, 1963" and "Ten U. S. Cities Leading in Narcotic Addiction as of Dec. 31, 1966.m

What implications do these statistics have for people living in the Baltimore metropolitan area?

389-986 0 - 70 - 3 Grade 12

Content Teaching Suggestions References

6. Have the class identify five Teacher Reference: social problems (include the mis- Teacher Resource use of drugs).Discuss them in #21, "Social Pro- terms of: blems" a. What constitutes a social problem? b. Why are social problems difficult to solve? o. What is the most realistic way to go about solving them?

Use the guide sheet "Social Pro- blems" to corroborate the conclusions of the class. On the basis of this discussion, have the class plan an organized way of studying the problem of drug use and abuse.

II. History of 1. Divide the class into groups to Teacher Reference: drug use trace the history of drug uses and Drug Abuse: Escape abuses through the ages.Groups rE7oaTtre, p.13- may be assigned study on the basis of historical eras (i.e. colonial period, Civil War) or geographical Student References: areas (i.e. Chinas, tropical Latin Facts About Narcot- America).Reports should include ics aunt-Ter Dan- such informaticn as names of drugs, gerous Drugs, p. their sources, dates of discovery, iCr° uses and misuses, related problems. Have the class draw conclusions Basic Text about the universality of the pro- Encyclopedias blems of drug abuse.

III. Dugs 1. Ask the students to list as many A. Basic terms words that they can think of that are related to drugs.Write the list on the board.

2. Show the filmstrip "Narcotics: Filmstrip: Background Mnformation"(suggest "Narcotics: Back- using only frames 4-17) to begin ground Informa- a vocabulary list of basic terms ticn," 190-C, Eye and specific drugs. Discuss the Gate House following questions:

27 Grade 12

Content Teaching SUggestians References

a. What is a narcotic? i Teacher Reference: b. Name some habit-forming drugs. Teacher Resource c. What are some beneficial uses #3, "Filmstrip of narcotics? Resume" d. What are some of the narcotics derived from opium? e. IV must doctors use narcotics sparingly?

B. Kinds of 3. Continue the vocabulary list after Teacher Reference: drugs having the students organize the Abuse: Escape names of specific drugs into the to Nowhere, p. 27- following categories:

Reference Chart NarcoticsStimulantsiDepressantlHalluclContent Outline III B 1-4

Discuss the differences among these Look Magazine four categories of drugs. Include Reprint, p. 13 medical uses and effects on the body and mind. Student Reference: Facts About Narcot- Give students a copy of the Teacher ics and Other Dan- Resource #13, 'Glossary of Technicalgerous Drugs. p. 11- and Slang Terms,"to use as an aid. 27

Drugs of Abuse Reprint in Kit

Basic Text

Teacher Resource #13, "Glossary of Technical and Slang Terms"

14. Have the class organize itself into four or five groups and ask each to select several drugs from the list for study and reporting to the class. Reports should include the following information: a. Origin of the drug (i.e. plant, synthetic, derivative of another drug) b. Description of the drug in original form c. Form in which it is sold d. Medical use

28 Grade 12

MINION11

Content Teaching Suggestion References _J

e. Physical and psychological effects f. Slang names commonly associated with the drug.

After the findings are presented, have the students write a paper entitled "The Awesome Potential of Drugs."

C. Eubstitutes . Have the students list common Teacher Reference: producing medicines and substitutes having Drums .4i'use: Escape drug-like drug-like effects which can pro- to Nowhere, pe 27- effects duce harmful physical and psychological effects if misused. Place them in the proper category on the Student Reference: chart. Have the students bring in 1.Facts About Narco- news articles or cite actual cases tics and Other in which individuals were harmed by DangerousDrugs, the misuse of seemingly harmless sub- p.27-4.r- stances. 2.Basic Text

IV. Mbacal par- - 1. Invite a pharmacist to speak to poses of the class about dispensing pre- drugs scriptions and the regulatory measures by which he must abide.

2. Show the filnstrip "Narcotics and Filmstrip: Health," Point out the medicinal "Narcotica and purposes of drugs. Note: Con- Health," 190-DEye centrate on frames 7, 8, 12, 13, 14, Gate House 23, 24, 27, 28, 29, 30, 340 37, 38, 39, 40. Teacher Reference: Teacher Resource #3, 7ilmotrip Resume"

3. Play the tape "Forum Focus on LSD." Reference: This tape was made on May 10, 1967 Tape "Forum Focus at a student forum at Woodlawn Senio*on LSD," Wolfe and High School. Mr. Sidney Wolf., a Bellona,located in research psychologist from Spring your high school Grove, and Mr. Jack Bologna from library the Bureau of Drug Abuse Control (Branch of Food and Drug Adminis- Teacher References tration) were guest speakers at Teacher Resource the forum. #40A, Tape Sum- mary

29 Grade 12

Content Teaching Suggestions , References

Put guide questions for the tape ;Teacher Reference: on the blackboard or duplicate .Teacher Resource them for the students to answer #40B Teacher Guide as they are listening to the tape. Questions

In the discussion following the tape, the students may want to add to the remarks of the speakers more recent medical findings from magazine and newspaper articles.

V. Personal 1. Show the film The Emorous Drugs. Film: health Relate the use of drugs shown in The Dangerous Drugs, the movie to the information the Central Film students have already gathered. Library

Teacher Reference: Teacher Resource #5, "Film Resum4"

2. Introduce as a teacher demon- Teacher Reference: stration or as a student lab Teacher EaTER7- activity the glue sniffing ex- #15, "Suggestions periment., and/or for student for Glue Eniffing lab activities, "The Properties Experiment" and Uses of Solvents." The Glue Sniffing 'Problem

Teacher Resource #16, "Suggestions for Demonstrating Some Properties and Uses for Solvents"

3. Use a directed reading activity to Student Reference: have the students gain additional Facts About Narcot- information on how drug addiction ics and Other Dan-- or misuse harms the body. Recent ous Drugs, p. magazine articles and materials in- 28- cluded in the instructional kit. may be used. Basic Text

4. Show and discuss the film Drugs Film: and the Nervous System. Point out Drugs and the Nerv- in the discussion how this film ous System,Central lets the viewer almost experience Film Library the influence of drugs through use of color and sound.Have the members of the class bring in records,

30 Grade 12

Content Teaching Suggestions References

pictures, and posters which il- ;Teacher Reference: lustrate attempts at trans- 'Teacher Resource lating effects of drugs in some #6, "Film Guides" forms of music, art, and cinema.

5. Shot, filmstrip "Drug Misuse and iFilmstrip: Your Health." I"Drug Misuse and a. Build vocabulary of words 'Your Health," SVE (habituation, addiction, emotional dependence, psychological dependence, physical dependence, "fix," pep pills, bennies, "kick," "reefer." b. What are the physical and mental effects of addiction? c. What kinds of persons misuse drugs? d. What agencies help to prevent drug abuse or prevent drug misuse? e. What are some safety factors to follow to prevent drug misuse?

VI. Social con- 1. Have the students read Facts About Student Reference: sequences of Narcotics and Other Dangerous Drugs Facts About Narcot- drug misuse as well as articles in magazines and ics and Other Dan- statements by psychologists, addicts,gerous Drugs, p. physicians, and others to consider 35-41 what the attraction to drug misuse and addiction is. Have a panel discussion in which the information is presented to the class and provide opportunities for challenges b7 panel members and the class.

2. Shay the film Hooked or The Losers. Films Discuss some of the reasons wby Hooked, Central these young people became addicts. Film Library Note: Special attention may be called to the type of individual Teacher Reference: being interviewed. What are some Teacher Resource of the effects of drug addiction? #8 "Film Guide" Student Reference: Facts About Narcot- , ics and Other Dan - 517°1143 PEWas P. '32-3

31 Grade 12

Content Teaching Suggestions References

Film: The Losers Central Film Library Teacher References: Teacher Resource #9 "Film Guide"

. Invite the school nurse to talk to DI1EAbuse: Escape the class about medical and social to Nowheres P. agencies on the federal, state, and local level that provide therapy and rehabilitation serv- Student Reference: ices. The nurse should be pro- Facts About Narcot- vided with a predetermined list ics and Other Dan- of questions that the class may erous Drugs, p. want answered as a result of pre- 42-56. ceding activities. The teacher reference DmAbuse: Escape to Basic Text Nowhere may be useful to the nurse.

. Direct a pair of students to take Teacher Reference: each of the following areas of Ausubel, am Ad- social consequence: diction a. Family relationships b. Group relationships Chein, Road to li, c. Future careers Narcotics, Delin- d. Dropout potential suency and Social e. Financial demands Policy f. Delinquency and crime

After looking up information, they might participate in a student seminar pointing up positive and negative consequences of drug misuse in each area.

5. Invite a former addict to describe how his experience with drugs affected his family relationships, future career, and peer relationships. 1 Note: Teachers should use extreme care in their choice for this type of dialogue.

6. Both in the light of increased Teacher Reference: unwitting misuse and deliberate Lin-Fu, Neonatal abuse of drugs, it might be well Narcotic Addiction

1 to consider briefly the following questions: 32 Grade 12

Content Teaching Suggestions References

a. What are the health problems Film: Narcotics A of addicted pregnant women? Challenge, Central b. What are the problems of Film Library infants with neonatal narcotic addiction? Teacher Reference: c. How is the narcotic with- Teacher Resource drawal syndrome managed in #11 Film Guide newborns? d. What are the difficulties in doing long range planning for the infant?

7. Play the tape entitled "Talk on Drug Tape: "Talk on Addiction" by Mr. Gerald Siegel, Drug AddictioPby Chairman of the Maryland Commission Gerald Siegel to Study Problems of Drug Addiction, located in your who spoke to a social studies class high school library at Woodlawn Senior High School in 1967. Teacher Reference: Teacher Resource #39A Tape Summary

Put guide questions for the tape Teacher Resource on the blackboard or duplicate 09A Teacher them for the students to answer Guide Questions as they are listening to the tape.

8. Work with a small group of selected Teacher Reference: students and have them present a A Community Mental panel discussion in which they Health Approach to bring out the following ideas: Drug. Addiction a. Our success in treating drug addiction leaves something Teacher Resources: to be desired. #21 Printed b. The reasons for this lack of Original - success probably lie in the "Social Prob- approaches we have taken. lems" c. We have a public health model #37 Printed for treating various similar Original - types of disease. "Graphic Repre- d. What is "The Community Mental sentation of Health Approach to Diagnosis"? the Overall e. What are the "Targets, Goals, Social-Problem and Methods for Intervention" Field of Narco- in The Community Mental tic Addiction" Health Approach to Diagnosis? Student References: A Community Mental Health Approach to 33 Drug Addiction Cht.%Its. 3 and Grade 12

Content Teaching Suggestions References

VII. Legislative 1. Have the students prepare a Teacher Reference: agencies chart listing the address or Dm. Abuse: Escape related to location and function of the to Nouhere, p. 61, drug misuse following organizations: World 71-UE----- Health Organization, Federal Bureau of Narcotics, Bureau of Student Reference: Narcotics & Dangerous Drugs, U.S. Fact sheets 1-7 Public Health Service, American from Bureau of Drug Medical Association. Abuse Control (duplicate in quan- a. Prepare a ditto sheet with tity) the agencies listed: Basic Text

Student Reference: Organization. Address orl Function; Facts About Narcot- Location ics and Other Can- prous Prugs, p. 50- 1. World 52 Health Organia.

b. Assign ono student to obtain information on the state and local agencies. The booklet entitled Maryland Commission to Study Problems of Drma AddictionTraTiFy 19&) may be borrowed from the public library and used.

2. Invite a lawyer to discuss the Teacher Reference: various laws related to drug Teacher Resource control and their effectiveness. #14, "Narcotics ;:ottrol Legisla- tion"

3. Have the students participate in Teacher References: a group discussion answering the 1. "The Addict and following question: What changes tErlaw" by Al- would you make in the present laws fred Lindesmith or what new laws would you make to 2. Drugs on the control more effectively the mis- College Campus use of drugs and other dangerous Ch. 14 "Drugs and substances? Why? the Law" p. 31-

34 Grade 12

Content Teaching Suggestions References

If and when appropriate during Teacher Reference: the discussion show transpar- Teacher Resources encies entitled: #23, #24, #25, #26, Teacher Resource #23 - Printed #27, #28, #29, #30, Original - "Active Narcotic #31, #33, #341 #35, Addicts Reported in Several #36, #.'n' Selected States as of Dec. 31, 1966" Teacher Resource #21, - Printed Original - "Ten U.S. Cities Leading in Number of Active Narcotic Addicts as of Dec. 31, 1963" Teacher Resource #25 - Printed Original - "Ten Leading Cities in Active Narcotic Addicts Reported in the U.S. as of Dec. 31, 1966" Teacher Resource #26 - Printed Original - "Active Narcotic Addlots in the U.S. as of Dec. 31, 1966" Teacher Resource #27 - Printed Original - "Age of Active Narcotic Addicts as of Dec. 31, 1966 in the U.S." Teacher Resource #28 - Printed Original - "Average Length of Narcotic Sentences in U.S. District Courts" Teacher Resource #29 - Printed Original - "New Narcotic Addicts Reported to the U.S. Bureau of Narcotics During tie Calendar Years 1953-1966" Teacher Resource #30 - Printed Original . "Active Narcotic Addicts in the U.S Under 21 Years of Age ae of Dec. 31, 1966" Teacher Resource #31 - Printed Original - "Active Narcotic Addicts as of Dec. 31, 1966" Teacher Resource #32A - Printed Original - "Yearly Production and Use of the Principal Narcotic Drugss 1960-1966" Teacher Resource #32B - Printed. Original - 'Yearly Production and Use of the Principal Nar- cotic Drugs, 1960-1966" 35 Grade 12

Content Teaching Suggestions References

The assumrtions underlying and Teacher Reference: implicit in Federal law raise a Blum, R.H., "Drugs, number of broad social issues, Dangerous Behavior, issues which extend, in many in- and Social Policy." stances, far beyond the drug prob- Rosenthal, M.P., lem. They are of concern not "Proposals for Dan- only to those students who do use gerous Drug Legis- drugs but also to the who are lation." Task Force involved with any of a variety of Report: Narcotiics current social issues, such as and RERE Abuse Vietnam, the draft, civil rights, The Presidentts student rights. It is appropri- Commission on Law ate here only to identify some of Enforcement and the these issues and to underline the Administration of fact that many of them are not Justice, p.66-68. peculiar to the drug problem. Blum,R.H.,Mrylates, Some of these issues have been New York:Atherton identified by Blum: Press, 1964. Does a person have the right NASPA Drug Educa- to choose to use a powerful tion Project drug to seek some personal or social purpose when there is no approved medical reason for what he does?

May a man seek pleasure through means disapproved as long as no one else is harmed?Nay he play while others work?

VIII. Summary 1. Play the tape entitled "Narcotics" Reference: in which Dr. William Tuemmler, Teacher Resource chemist for the Food, Drug, and #50, Tape "Narcot- Machinery Company, describes tha ics" effects of drugs on the nervous system and the causes and cures of addiction.

Make up Guide questions for students.

2. Have the students write a short account of a situation in which they night be introduced to drugs. a. Read some of their situations aloud and discuss each. b. Have the students role play some of the suggestions to show how they might deal with situations in which habit- forming drugs are offered. 36 Grade 12 .. Content Teaching Suggestions References

. Using a projection into the future ten years from now, have a group of students discuss: a. Their present occupational, financial, and marital status b. Their accomplishments in life co Their analysis of their attitudes toward drugs at age eighteen d. Their feelings about the use of drugs by their own children.

Hopefully, the view from a level of greater maturity will create a more thoughtful outlook on the consequences of drug use for the generation that mistrusts people who are over thirty.

4. Using the following data, and any Teacher Reference: other available supportive data, The Control and attempt to pull from the students Treatment of Nar- generalizations of the following cotic Use p. 7-9 seven distinctive trends: A Community Mental Trend one: An increase in Health Approach to IOionent with addicting Drug Addictionaddiction drugs by young persons (as in- I-5-7 dicated by the increase in persons under 18 among nar- Reference: cotics arrestees, and de- Teacher Resources: crease in persons over 40). #27, #30, #46, "What is happening to the #47, #48 (Printed rate of addiction among Originals) yomger personOn Teacher Resources: Trend two: An increase in the #26, #47o #49 extent to which drugs are used by persons of the lowest economic status

Trend threL. A concentration Teacher Resources: of drug usage in persons of #26, #30, #47, #49 minority racial and nation- ality groups

37 Grade 12 ..., Contents Teaching Suggestions References

Trend four: An increase in con- Teacher Resources: centration in large cities #22, #23, #31, #44, #46, #24, #25

Trend five: The widespread Drugs, on the College linkage of different types of Campus p.--17 and drug use Chapter VI "Select- ed Drugs"

Trend six: The increased Newspapers association of drug addiction Readings, in Juv- with other types of criminality enile Delinquency Chapt. 21 "Narcot- ics Use Among Juveniles" p. 237- 252

Recall information for appro- Teacher Resource priate guide questions for #5, Film Guide EBE of these films: Teacher Resource "Dangerous Drugs" #9 Film Guide "The Losers" Teacher Resource #12 Film Guide "Narcotics, Why Not?" Student References: Accelerated: Drug Abuse: Escape to Nowhere Average: Facts About Narcotics and Other Dangerous Drugs,

Basic Text

Trend seven: Especially prom- Drugs on the Col- inent in the sixties is the lege Campus p. 17 use of new types of drugs and Chapt. VI (large variety of pills, including new and dangerous Student references: drugs, LSD and other hallu- Accelerated: Dim, cinogenic drugs, and the glue- Abuse: Escape to sniffing fad among juveniles) Migre Average: Facts About Narcotics and Other Dangerous Drugs Basic Text

38 Grade 12

Content Teaching Suggestions References

. Give basic students word puzzle Teaching Reference: #18 and sentence puzzle #19 as Teacher resource a review of the unit. #18, #19 (including keys) Have ditto masters made so these Student Reference: exercises can be placed in the Teacher resource hands of the students. N.B.: #18 (minus key) REMOVE THEHEADING "Basic and #19 (minus key) 6th grade" from the students' copies.

6. Give students "Matching Defini- Teaching Reference: tions and Terms" as a review Teacher Resource exercise. #20 (including key) Student reference: Have these exercises duplicated #20 (minus key) so each student may have a copy.

7. Have the pupils take the test Teacher Resource "What Do You Know About Drugs?" #1, "What Do Ynu as a post test. This can serve Know About Drugs?" as a measure for gained aware- Teacher Resource ness and changed attitudes, and #2 for Basics the results would be valuable as a part of the record on the Evaluation Sheet.

39 TEACHER RESOURCE INFORMATION

Included within this section of the bulletin are several printed originals. These may be made into transparencies and ditto masters or they may be used in the opaque projector.

140 Teacher Resource # 1

WHAT DO YOU KNOW ABOUT DRUGS

What do you know about drugs?

What follows will help Irc.! ,answer this question. The first part deals with facts and the seccud with attitudes and opinion.

PART I

True - False

F 1. Marihuana is used in medicine as a pain killer.

T 2. When a person has developed a tolerance to a drug, he needs increasing amounts of that drug in order to react satisfactorily to its presence.

F 3. The term "drug" refers only to materials used as medicine.

T 4. Amphetamine, when self-administered to prevent sleepiness while driving, may cause intoxication and affect driver control.

T 5. Barbiturates, taken in excessive amounts, cause a severe depression of the central nervous system which may result in unconsciousness or death.

F 6. When alcohol and barbiturates are taken together they neutralize each other, causing only a mild reaction.

F 7. Amphetamine may he self-administered with relative safety, because it does not lead to drug dependence.

F 8. The youth who abuses dangerous drugs is likely already to have a history of delinquent behavior.

T 9. The organic solvents present in. glues and plastic cements are capable of damaging the brain, affecting liver and kidney functions, and interfering with the blood-forming function of the bone marrow.

F 10. There is no evidence that glue sniffing leads to the development of dependence on this material.

T 11. Marihuana is a contraband drug and whoever produces or distributes it is breaking the law.

T 12. The plant from which marihuana is derived has been known and used for several thousand years.

F 13. If other people are using marihuana (or some other drug), it is best for you to use it, too, so as not to appear different.

41- T 14. A person who forms the habit of marihuana use may find it very difficult to break the habit.

T 15. Hallucinations experienced after a person has taken LSD can recur several months later even though he has not taken any more of the drug.

F 16. Physicians prescribe LSD for persons who have symptoms of anxiety and depression.

T 17. LSD is one of the most potent drugs known to man.

F 18. LSD is a relatively mild drug which can be used safely in large amounts.

T 19. Involvement in narcotic use, if it occurs, is likely to take place only after prior experience with other drugs.

F 20. Heroin is legally used in the United States today as a medicinal drug.

T 21. The process of injecting heroin (or any other substance) directly into the veins carries serious dangers of infection.

T 22. The use of heroin leads rapidly and almost inevitably to total drug dependence.

F 23. Narcotic dependence may be said to be cured when a person has been relieved of the physical aspects of dependence.

T 24. The United States has made significant progress in international narcotic control.

Multiple Choice

(c) 1. The term "narcotic" is used medically in reference to (a) marihuana; (b) the barbiturates; (c) opiates; (d) hallucinogens; or (e) the hypnotics.

(b) 2. Substances which depress body functions are (a) barbiturates and amphetamines; (b) barbiturates and opiates; (c) amphetamines and opiates; (d) cocaine and marihuana; (e) amphetamines and cocaine.

(e) 3. Substances which stimulate body functions are (a) barbiturates and amphetamines; (b) barbiturates and opiates; (c) amphetamines and opiates; (d) cocaine and marihuana; or (e) amphetamines and cocaine.

(a) 4. "A generalized feeling of well-being in the absence of any objective justification for such a feeling" is a definition of (a) euphoria; (b) tolerance; (c) analgesia; (d) dependence; or (e) hallucination.

389-986 0 - 70 - 4 (e) 5. From among various claims which have been made for the usefulness of amphetamine, one of the following is valid: (a) it improves motor performance; (b) it improves mental performance; (c) it reduces weight; (d) it causes mild depression; or (e) it relieves nasal con- gestion.

(e) 6. The most hopeful approach to the solution of the glue sniffing problem at present appears to lie in (a) more stringent laws; (b) more stringent enforcement of existing laws; (c) voluntary control by distributors of glue and plastic cements; (d) replacement of volatile chemicals by non - intoxicating solvents; or (e) education of children concerning the hazards of introducing foreign substances into the body.

(e) 7. The effects of marihuana on the system most closely resemble the effects of (a) heroin; (b) LSD; (c) strong coffee; (d) ordinary cigarettes; or (e) alcohol.

(b) 8. From among the following side effects, the one which has not resulted from the use of LSD is (a) distortion of perceptions; (b) withdrawal illness; (c) delusions; or (d) severe depression.

(c) 9. The part of the opium poppy from which raw opium is derived is (a) dried flowers; (b) dried leaves; (c) unripe seed pods; (d) ripe seeds; or (e) unripe seeds.

(d) 10. From among the following substances, the one which is not an opium derivative is: (a) heroin; (b) morphine; (c) codeine; (d) cocaine; or (e) Percodan.

PART II

Attitudes and Opinion Survey

1. Suppose you find out that one of the boys on your block is misusing drugs. Ilhat should be done?

A. Nobody should do anything. It is his on business. agree

disagree

B. Tell the school or police about him. agree

disagree

C. Tell his parents. agree

disagree

143 2. Just the idea of smoking marihuana is the worst thing yes I can think of. no

3. Is this one of the main reasons that you would not use yes habit-forming drugs? You will hurt the people who are close to you. no

4. Is this one of the main reasons that you 'would not use yes habit-forming drugs? You become the helpless tool of people who sell drugs illegally. no

5. Is this one of the main reasons that you would not use yes habit-forming drugs? You'll be alone in the world.You won't have any real friends. no

6. Is this one of the main reasons that you would not use Yes habit-forming drugs? You'll lose your chances for a good steady income. no

7. Young people living in cities are more apt to misuse drugs yes than those who live in the suburbs or country. no

8. You are more apt to misuse drugs if you associate with yes "bad" people. no

9. The personality of the individual has a great deal to do yes with the development of an addiction. no

10. Where did you pick up what information you have about the use of drugs?

CHECK ONLY ONE

A. from reading about it A

B. from what other teenagers say

C. fronimy parents

D. from teachers

E. from what I see going on

F. from television and movies

114 11. Which one of these is most often responsible for introducing young people to drug misuse?

A. an adult A

B. a friend B

C. a stranger C

12. Giving information about drugs

CHOOSE ONE

A. will stop heir misuse A

B. will encourage their misuse B

C. will make people curious who never thought about drugs before C

D. will have no effect li

145 Teacher Resource #2

Simplified Fact Sheet - Grade 6 and Basics Grade 9

1. A great deal of confusion exists regarding the facts of drug use and drug abuse.

a. True b. False

2. All the drugs commonly ebused are "narcotics."

a. True b. False

3. Barbiturates are safe to take

a. whenever one wants to b. when a friend offers some c. if they're in the family medicine chest d. only when prescribed by doctors

4. There is a growing trend to abuse

a. barbiturates b. amphetamines c. both of the above

5. Any experimental drug may be clangorous.

a. True b. False

6. Experimental means that experts

a. know all the good effects b. know all the bad effects c. both of the above d. don't know all the good or bad effects

7. The effects of marihuana are

a. Consistent - always pleasant b. Variable - sometimes unpleasant

8. The abuse of alcohol is a serious problem.

a. True b. False

9. The major effects of all the drugs are

a. on the mind b. on the body c. on both the mind and the body

146 10. What kinds of changes or "alterations" can these drugs produce in the mind?

a. changes in moods (anxiousness, happiness, ana sadness) b. changes in consciousness (awareness of things) c. feelings d. all of these things

11. A particular drug, given in the same amount or dosage, will affect

a. all people the same way b. different people indifferent ways

12. A specific drug taken by the same person at differelmt times may produce

a. somewhat different results each time b. the same results always

13. What are these other factors that will modify (change) the basic action of a drug?

a. a person's physical condition b. his personality and mood c. both his physical condition and his personality and mood

14. Can a person's expectations (what he wants to happen) influence hew the drug will affect him?

a. Yes b. No

15. When taking a drug, a person will react according to

a. his expectations of the drug (what he wants it to do) b. the social setting where it is given c. both

16. A habit means a person

a. really needs the drug b. feels that he needs the drug c. doesn't need the drug at all

17. that does "tolerance" mean?Does it mean that the original drug effects continue to be produced by

a. the same amount of the drug b. only smaller amounts of the drug c. only larger amounts of the drug

18. All drugs can become habit forming

a. True b. False

147 19. Physical dependence, that is, physical addiction can develop with

a. all drugs b. some drugs c. no drugs

20. What happens if a persan addicted to a drug, physically dependent on it, can't get his drug?

a. He gets better. b. He gets sick. c. Nothing happens.

21. All drugs can be dangerous.

a. True b. False

22. The success of a law or regulation depends an

a. the number of law enforcement persons b. the harshness of the regulation c. the power of the medical profession d. the willingness of people to obey the law

23. A person's decisions about drugs should be based on

a. what his teachers want him to do b. what his friends want him to do c. what he knows about drugs and what he wants to do

148 Teacher Resource # 3

FILMSTRIP RESTA

Eye Gate House, Inc., 146-01 Archer Drive, Jamaica, New York11435

Filmstrips on Narcotics:

# 190C "Narcotics Background Information"

Depicts the following:

1. Habit-forming drugs 2. Beneficial uses of narcotics 3. Narcotics derived from opium 4. Cautions in the use of narcotics 5. Physical effects of addiction

# 190D "Narcotics and Health"

Depicts the following:

1. Use and misuse of cocaine 2. Useful drugs similar to cocaine 3. Marihuana and its effect 4. Sedatives and stimulants 5. Misuse of volatile substances 6. Regulations governing labeling

Society for Visual Education, Inc., 1345 Diversey Parkway, Chicago, Ill. 60614

A572-4 Filmstrip A572-2RR Record "Drug Misuse and Your Health"

This filmstrip has the following attributes:

1. It is well put together 2. It is well narrated 3. It is a very well presented summary of the entire "Drug Abuse" unit

Depicts the following:

1. Use of drugs 2. Misuse of drugs 3. Problems connected with misuse )4. Legislation concerning use and misuse

49 Teacher Resource #4

Film Guide

Title - Beyond LSD 25 minutes - Color Film Associates 11559 Santa Monica Blvd, Los Angeles, Calif., .t.025

Description

The communication gap between two generations: teenagers and young adults on the one hand, and the generation of those over thirty - "the establishment"- exists. Teenagersluse of LSD and other drugs is only one of the symptoms of this communication gap. In this film, a group of parents desperately seek help in order to understand what has gone wrong in their relationships with their teenagers. J. Thomas Ungerleider, Neuropsychiatrio Institute at U.S.L.A. discusses some of the problems; points out importance of healthy, meaningful discussions about all of society's drugs between adolescents and adults. s)japqtaLuagi

Accelerated junior high, senior high, college, adult education groups. Subject area: Social studies. Questions raised in this film demandagrost deal of insight on part of students and careful preparation by the teacher.

Vocabulary

1. LSD 6. Gullibility 2. Drug abuse 7. Alcoholism 3. Generation gap 8. Psychedelic trip 4. Sexuality 9. Tranquilizer 5. Perceptivity

Guide Questions

1. Why do people use alcchol and dim lights at parties? 2. Why do some parents lie and distort to their children? 3. Why did the narrator use the technique of unidentified movie scenes? 4. How do childrev learn to tune out adults? Why do they do this? 5. What is the generation gap? Where does it come from? 6. What role does each of the following play in the generation gap: a. search for identity? b. gullibility? c. perceptivity? d. rules and regulations? e. adult defensiveness? 7. What is paradoxical abort the drug situation? 8. What can be done by adults to ease the problem? 9. Why is it so important to keep the channels of communication open?

50 Teacher Resource 115

Film Guide

Title - Dangerous Drugs 22 minutes - Color Narcotics Educational Foundation of America

Description

The focus of this film is on amphetamines and barbiturates.The growing misuse of these substances by many persons in varying situations is portrayed. The medical value of amphetamines and barbiturates is also covered.

Suggested 'Usage

Recommend highly for grades S and above.Could be used as either an introductory or summary activity in junior and senior high.Suitable for both science and social studies units.

Vocabulary

1. Amphetamine (bennies),(dexies) 9.Addict 2. Barbiturates (goofballs), (yellow- 10.Opiates jackets) opium 3. Barbituric acid morphine 4. Dependency heroin 5. EEG - electroencephalogram hypnotic 6. Oscilloscope Withdrawal 7. Illegal narcotic drug traffic Depressant 8. Addictive Stimulant Toxic

Guide Questions

1. What are some of the reasons for using drugs? 2. How are dangerous drugs controlled? 3. How are barbiturates similar to alcohol? 4. What effects do barbiturates have on the body? 5. When is the use of barbiturates dangerous? 6. What is the pattern in drug use that leads to addiction? 7. What effects do amphetamines have on the body? 8. When is the use of amphetamines dangerous? 9. Why do many addicts turn to a life of crime? 10. Summarize the reasons for using drugs. 11. How did the girl obtain drugs?

51 Teacher Resource #6

Film Guide

Title - Drugs and the Nervous System 18 minutes -.Color Churchill Films

Description

The film explains how drugs affect many differen t. parts of the body 6y working indirect-4 on the nervous system. Aspirin is used to illustrate how a common drug acts to reduce pain and fever in this complicated way.It is also used as a warning that drugs used without a doctor/9 instructions can be a poison. The major portion of the film then explains the serious disruption of the nervous system caused by narcotics and substances taken for "kicks." Substances covered are airplane glue, stimulants (amphetamines), depressants (barbiturates, opiates), marihuana, and LSD. Produced largely in animation with effective abstract art work and music background. biggested Usage

Highly recommended for grade 6, junior high science, and senior high.

Vocabulary

1. Addict 13. Microscopic 2. Amphetamines (beanies) 14. Molecules 3. Antibiotic 15. Morphine 4. Bacteria 16. Nausea 5. Barbiturates (goofballs) 17. Nerve fibers 6. Codeine 18. Nerve impulses 7. Cortex 19. Nervous system 8. Depressants 20. Opium 9. Electro-chemical impulses 21. Receptors 10. Heroin 22. Stimulants 11. LSD 23. Strychnine 12, Marihuana 24. Thyroid glands

Guide Questions

1. In what ways do drugs affect the body? 2. How doss aspirin affect the body? 3. Why is the taking of drugs safe only when prescribed by a doctor? 4. How can glue sniffing be poisonous? 5. Ehat two kinds (types) of drugs affect the nervous system? How, briefly, does each affect the nervous system? 6. What is the most common type of depressant? 7. How are opiates and other narcotic drugs useful? Harmful? 8. 'What are the effects of stimulants? 9. What do marihuana and LSD have in common? 10. What are the possible dangers of LSD? 11. What is the real danger of Marihuana? 12. What type of people misuse drugs; strong? weak? mature? immature? What do you think? Ehy? 52 Teacher Resource

Film Guide

Title - Dennies and Goofballs 20 minutes - Black and White Precision Film Laboratories

Description

This is a hard-hitting documentary report narrated by Paul Newman with commentary by Doctor James L. Goddard, Commissioner, Food and Drug Administration, an the proper use and misuse of two major classes of prescription drugs - the amphetamines and barbiturates.Based on interviews with four actual victims of pep-pill and sleeping-pill abuse, the film details the dangerous psychological effects of "pill-popping," and explains how the new Drug Abuse Control Amend- ments will help control abuse.

Suggested Usage

Recommended for 9 - 12 grades Science and Social Studies

Vocabulary

1. Amphetamine 11. Impairment of discriminatory 2. Barbiturate movement 3. Central nervous system 12. Underworld traffic 4. Sedate 13. Black market drugs 5. Drug abuse 14. Criminal traffic 6. Potent drugs 15. Cardiovascular nollapse 7. Prescribed drugs 15. Hard narcotics 8. Mental deterioration 17. Addict 9. Physical deterioration 18. Alteration of psyche 10. Psychological symptoms 19. Drug dependency

Guide Questions

1. What drugs is this film concerned with? 2. What do the many nicknames for pills indicate? 3. What amount of pills are misused yearly in the United States? 4. How are amphetamines used beneficially? 5. How are barbiturates used beneficially? 6. Define drug abuse. 7. Be able to describe how amphetamines affected the truck driver. 8. How does the abuse of amphetamine affect the physical condition of the body? 9. What is the number one cause of death by poisoning in the United States? 10. What are the two groups of people who abuse barbiturates? 11. Be able to describe how barbiturates affected the woman's brother. 12. Why is addiction to barbiturates more dangerous than addiction to narcotics?

53 13. Be able to uescribe how mixing bennies and goofballs affected the boy. 14. Be able to describe how drugs affected the 18-year-old boy who was in jail. 15. What were the loopholes in the drug control laws that made the Drug Abuse Control Amendments necessary? 16. How does Dr. Goddard think the Drug Abuse Control Amendments can solve the problem? 17. In what two ways should drugs be approached?

Sources

Baltimore County Film Library Enoch Pratt Library Maryland State Department of Health

514 Teacher Resource #8

Film. Guide

Title - Hooked 20 minutes - Black and White Churchill Films 622 N. Robertson Blvd. Los Angeles, Cal. 90069

T)scri-tion

Excellent film. Young people gages 18 to 25) in what appears to be a security institvtion descr&be their experiences with drug addiction. Descriptions aro, uninhibited, sometimes shocking,and make frequent use of addicts' jargon. The young people speak with candor about what impelled them to ure drugs, how drug abuse affected their relationships with others, and the disgust with which the: now regard their drug experiences. Young people portrayed arr drug addicts.

Suggested Usage

Junior high school social studies through college and adult groups. Not recommended for grade 6.

Vocabulary

1. Marihuana 6. Supporting the habit 2. alniffing habit 7. Dope-fiends 3. Heroin 8. Narcotics 4. Addicted 9. Phenobarbital 5. Barbiturates 10. State Narcrtic Act

Guide Questions

1. Why did the addicts start using the drugs? 2. What was the pattern of addiction? 3. How did the addicts support their habits? 4. In spite of the efforts of all the addicts not to get hooked, why did they all get hooked? 5. Describe the effects of withdrawal on the addicts. 6. Describe the reaction of the parents to their children's addiction. 7. What were the eventual merr,a1 and physical effects of the drugs on the user? 8. What insights did the addicts have? 9. Do you think these addicts will use drugs again? Why?

55 Teacher F.esour.co #9

Film Guide

Title - The Losers 31 minutes - Flack and White WCBS - TV - N.J. 1965

Description

Fine expoicl: -)f the drug abuse problem in relation to toenar,:rs. Film examine.: the prevalence and habitual use of chemicals and drugs among young people from 12 to 21. Actua experiences are recounted by youths from both slums and "nice" neighborhoods. Alt1-7eugh it deals with problems from New York City, this kinescope of a TV procram makes poins arplicable anywhere. Especially noteworthy is a clear presentati.n of the harmful effects of glue sniffing and the use of marihuana, stimulants, depressants, and heroin. (Description of drugs, their misuse and results, and apprehension, disTosition,and treatment of addicts.)

1Egested UsaRe

6th grade, junior through senior hign science c:r social science.

Vocabulary

1. marihuana 12.therapeutic intervention 2. heroin 13.intravenous 3. narcotics 14.oral use L. glue sniffers 15.acute intravenous nareof.am 5. addictive 16.high hazard neighborhoods 6. illegal narcotics 17.pre-addicted (experienced) 7. barbiturates 18.illegal possession 8. prescription drugs 19.psychiatric care 9. phenobarbital 20.rehabilitation center 10. anphetanines 21. high narcotic incident 11. hypodermic syringe 22. methadone

Guide Questions

1. How many addicts are estimated to be hooked on heroin in New York City? 2. What are some of th., reasons teenagers use drugs? 3. Nome some of the different types of drugs youn" people take. L. Why are teople usually arrested in connection with drugs? 5. Why does the police officer think the problem of dangerous drugs is increasing among young people? 6. Where does the problem of drug abuse and addiction exist? 7. How did the marihuana smoker become introduced to the drug? 8. What effects did marihuana smoking have on the boy? 9. What effects did glue sniffing have on the boy? 10. What is meant by the "Cycle of the Revolving Door"? 11. What was the percentage of increase of arrests from 1963 to 1964 -1r1 New York City? 12. What are some of the services provided for the addict in the hospital? 13. Where are the rehabilitation centers located? How effective are they? 14. How effective did the addict feel the methadone treaent was? Do you agree?

56 15. Which is harder to get - the money or the drug? What are the implications of this? 16. what is Daytop Lodge?How does it work? 17. What are the limitations of Daytop? 18. What percentage of the deaths caused by narcotic poisoning were people under the age of twenty-one in New York City? 19. In New York City, what percentage of the people who experiment with drugs become addicts? 20. Who are The Losers"?

57 Teacher Resource #10

Film Guide

Title - LSD - 25 26 minutes - Color 16 mm

Description

This film gives a rational view of LSD and insight to the varied effects on the user of hallucinogenic drugs. It is technically accurate and effective in reaching the desired audience; high school and college level. Discusses power, availability, illegality, and results.

Suggested Usage

Not recommended for grade 6, Excellent for science and social studies grade 9 and senior high.

Vocabulary

1. chemical structure 8. autopsy 2. strychnine 9. rigor mortis 3. cyanide 10. electroenc-,thalogram 4. microgram 11. chromosomes 5. midbrain 12. hallucinations 6. chromophotography 13, marihuana 7. afterflash 14. brain wave test

Guide Questions

1. FL,: available is "acid "? 2. Why is LSD in the news so much? 3. Why is it so difficult to describe an LSD trip? 4. How powerful is LSD? Give examples. 5. What part of the body does LSD affect? 6. What are some of the benefits of LSD? 7. What are some of the disadvantages of LSD? 8. What are some of the laws that regulate the use o2 LSD? 9. Where does the supply of LSD come from? by is this dangerous? 10. How long after a trip can hallucinations reoccur? 11. What are some of the questions that must be answered in the future about LSD?

Source

Professional, Arts, Inc. 0. Pox 8484 Universal City, Calif. 91608 Rental or Purchase

389-986 0 - 70 - 5 Teacher Resource #11

Film Guide

Title narcotics - Why Not? 15 minutes - Color Charles Cahill and Assoc.) Inc.

Description

This film presents a series of extemporaneous interviews with male and female residents of the California Rehabilitation Center. Both teenagersand young adults relate how they were introduced to glue, stimulants and depressants, marihuana, and heroin. They tell what it is like to be under the influence of dangerous drugs, discuss their regrets, and examine their hopes for the future.

Suggested22ast

Recommended for 9-12 grade science and social studies.Could be used in 7th and 8th grade with adequate prior preparatim. Do not use without previewing.

Vocabulary

1. Marihuana 2. Narcotics 3. Barbiturates 4. Memory lapse 5. Opiate 6. Heroin

Guide Questions

1. What are some of the reasons for abusing drugs? 2. What were the effects of the drugs? 3. How did the people get money for their habits? 4. What is the attitude of the police towards the pusher? 5. What percentage of the people released from Federal hospf.tala were cured?

Sources

Baltimore County Film Library Enoch Pratt Library

59 TEACHER RESOURCE #12

Film Guide

Title - Narcotics - A Challenge 24 minutes - Color Narcotics Educational foundation of America - 1963

Description

Basic information about narcaUcs and other drugs of abuse.Presents facts about drug misuse and some causes of addiction.Major emphasis on heroin addiction with some mention of marihuana addictions

Suggested Usage

Primarily recommended for teachers and adult use This film should not be shown in grade 6 and below. Before being shown. to junior and senior high students, the film should be carefully previewed by the classroom teacher to determine whether the concepts are suitable for particular classroom situations. This film is not recommended for use as an introductory or motivating activity in social studies. It could be used after much work has been done with use and misuse of drugs.

Vocabulary

1. Abstinence syndrome 10. Illicit drug traffic 2. Addict 11. Intravenous 3. Amphetamines 12. Marihuana 4. Barbiturates 13. Opiates 5. Cocaine ]i. Primary addiction 6. Depressant 15. Pusher 7. Euphoria 16. Reactive addiction 8. Heroin 17. Symptomatic addiction 9. Hypnotic

Guide Questions

1. Nhat are the main types of narcotics and drug..? 2. Where is drug misuse a problem? 3. Nhat is the common characteristic of the potential addict? 1. hat are some of the types of problems that seem to overwhelm the potential addict and cause him to seek drugs? 5. What are the three types of addiction? 6. How does drug addiction affect the unborn child?

Sources Board of Education Film Library Enoch Pratt Library

6o Teacher Resource 013

Glossary of Technical and Slang Terms

ABSTINENCE SYNDROME - The body's BLACK MARKET DRUGS - Illicit trade violent reaction to the withdrawal in drugs in violation of official from habit-forming.drugs. regulation.

ACUTE INTRAVENOUS REACTION - Serious CARDIOVASCULAR COLLAPSE - A breakdown demand for drug injection.. relating to or involving the heart and blood vessels. ADDICT - One who has become dependent upon a drug. CENTRAL NERVOUS SYSTEM - The brain and spinal cord coordinates and ADDICTION - In 1957, the World Health controls the voluntary muscles, Organization (00) defined drug the sense organs, and the mind. addiction as a state of periodic or chronic intoxication nroduced CHEMICAL STRUCTURE - The composition by the repeated consumption of a of substances and various elemen- drug. Its characteristics include: tary forms of matter. 1) an overpowering desire ar need (compulsion) to continue taking CHROMOPHOrOGRAPHY - Photography in the drug and to obtain it by any color. means; 2) a tendency to increase the dose; 3) a psychic (psycho- CHROMOSOMES - Tiny rod-like bits of logical) and generally a physical protoplasm within the cell. dependence on the effects of the drug; L) an effect detrimental COCAINE - A stimulating narcotic that to the individual and to society. has addicting qualities.

ALTERATION OF PHYSIQUE - Changes in CODEINE - A mild narcotic drug, bodily make-up. derived from opium.

AMPHETAMINE - A man-made stimulant CONVULSIONS - An involuntary and drug. violent irregular series of contr,ctions of the muscles. ANTIBIOTIC - A powerful germ-killing substance produced by mold or CORTEX - The ou:,er layer of gray similar fungus. matter that makle up the surface of the brain. AUTOPSY - Inspection and dissection of the body after death. CRIMINAL TRAFFIC - Involvement in illicit or illegal traffic of drugs. BACTERIA - One-celled plants, some of which cause disease. CYANIDE - A salt of hydrocyanic acid.

BARBITURATE - A synthetic drug used DELIRIUM - A condition characterized to induce sleep; a depressant. by mental excitement, confusion, disordered speech, and, often, BARBITURIC ACID - The substance from hallucinations. which the sedative and hypnotic drugs are derived. DEPENDENCY - In terms of drug usage, the state of being addicted to or dependent upon, the use of habit-forming drugs,

61 DEPRESSANT - A drug that reduces HABITUATION - AB defined in 1957 by functional body activity, produces WHO, drug habituation is a condition muscular relaxation, and slows resulting from the repeated con- down functions of the cerltral sumption of a drug, which includes nervous system. these characteristics: 1) a desire (but not a compulsion) to continue DRUG ABUSE - Intentional misuse. taking the drug for the sense of improved well being that it engenders; DRUG DEPENDENCE- As described in 1963 2) little or no tendency to increase by WHO, drug dependence is "a the dose; 3) some degree f psychic state arising from repeated ad- dependence on the effect of the ministration of a drug on a drug, but absence of physical periodic or continuous basis." dependence and, hence, no abstinence Its characteristics will vary syndrome; 4) a detrimental effect, with the agent involved.This if any, primarily on the indivi- is made clear by designating dual. the particular type of drug dependence in each specific case; HALLUCINOGEN - Any of several drugs, for example, drug dependence of popularly called psychedelics, the morphine type, of the cocaine which produce sensations such as type, of the cannabis type, of the distortions of time, space, sound, barbiturate type, etc. color and other bizarre effects. While they are pharmacologically ELECTRO-CHEMICAL REACTION - The process non-narcotic, some of these drugs by which a nerve impulse is (e.g. marihuana) are regulated transmitted. under Federal narcotic laws.

ELECTROENCEPHALOGRAM - (EEG)A line HEROIN - An addicting depressant picture of the electrical activities narcotic. of the "brain waves" of the cerebral cortex. HIGH HAZARD NEIGHBORHOOD - Neighbor- hoods with easy availability to 11.13PHORIA - Feeling of well-being or the purchase of drugs, also where elation. drugs are widely used.

GENERCTON GAP - Gap between those HYPNOTIC DRUG - A sleep-inducing agent. peopl under 30 and those over 30 yeall of age. HYPODERMIC SYRINGE - A small syringe used with a hollow needle for GLUE SNIFFERS . Inhalation of the injection of material into or fumes of glue, producing a ting- beneath the skin. ling sensation and a feeling of excitement. ILLEGAL POSSESSION - Unlawful possession of drugs. GULLIBILITY - The quality or state of being gullible. ILLICIT DREG TRAFFIC - Unlawful sale of drugs.

62 IMPAIRMENT OF DISCRIMINATORY MOVEMENT - NERVE FIBER - Thread-like bundle of Inability to make fine distinction sensory and motor neurons. in physical movements. NERVE IMPULSE - Bursts of activity INTRAVENOUS - Entering by way of the which are the basis of all aware- veins. ness of bodily activities.

LSD - A white, tasteless, odorless NERVOUS SYSTEM - The combination of chemical. Use of the drug causes brain, spinal cord, and nerve vivid hallucinations in colors. fibers that make up the communication system of the body. MARIHUANA - A strong stimulation herb. OPIATES - A preparation or derivative of opium; something that induces MEMORY LAPSE - A blurring or loss of rest or inaction or quiets un- memory; frequently, one of the easiness. results of excessive drug usage. OPIUM - A narcotic (depressant) that MENTAL DETERIORATION - Impairment of comes from the unripe seed pods the ability to reason. of the opium poppy.

METHADONE - A synthetic narcotic drug. ORAL USE - To take by mouth.

MICROGRAM - A small unit or weight OSCILLOSCOPE - An instrument which equal to a millionth part of a registers electric impulses as gram. a visible ray oa a cathode-ray tube. MMERAM - The middle segment of the brain. PERCEPTIVITY - The meaningful impression of an object obtained by use MORPHINE - A depressant narcotic of the senses. derived from opium. PHENOBARBITAL - A crystalline bar- NARCOTIC - This term has two definitions. biturate used as a hypnotic and Medically defined, a narcotic is sedative. any drug that produces sleep or stupor and also relieves pain. PHYSICAL DEPENDENCE - Physiological Legally defined, the term means adaptation of the body to the any drug regulated under the presence of a drug. In effect, Harrison Act and other Federal the body develops a continuing narcotic laws. Some of these need for the drug. Once such regulated drugs are pharmacologically dependence has been established, non-narcotic (e.g. cocaine). the body reacts with predicable symptoms if the drug is abruptly NARCOISM - An arrested stage produced withdrawn. The nature and severity by the influence of narcotics of withdrawal symptoms depend on or other chemical. the drug being used and the daily dosage level attained. NAUSEA - Stomach stress with loathing for food and urge to vomit. PHYSICAL DETERIORATION - Physical retrogression; falling from a higher to lower level in quality and vitality.

63 POTENT DRUGS - Powerful drugs. PSYCH7DGICAL SYMPTOMS - Symptoms dii-ted toward the mind. (mental) POTENTIATION - Potentiation occurs when the combined action of two PSYCHOSIS - A major mental disorder; cr more drugs is greater than any serious mental derangement. the sum of the effects of each "Psycho6in" replaces the old drug taken alone.Potentiation term "insanity. can be very useful in certain medical procedures. For axample, REACTIVE ADDICTION - The taking of a physicians can induce and main- drug motivated by the desire to tain a specific degree of anesthesia become a member of the group. with a small tmemnt of the primary anesthetic agent by using another RECEPTOR - The end of a nerve from drug to potentiate the primary which an impulse starts. anesthetic agent. 'Potentiation may also be dangerous. For ex- REHABILITATION CENTER - A center ample, barbiturates and many offering medical attenticn, a tranquilizerspotentiate the variety of work, recreation, and depressant effects of alcohol. religious opportunities; and an incentive toward leading a healthier PRE-ADDICTED EXPERIENCE -An early and fuller life. experience with drugs; before addiction. RIGOR MORTIS - Stiffening of the body after death. PRESCRIBED DRUGS -Drugs ordered by a doctor for use as a rem:04)J%. SEDATE - To slow down the nervous system. PRIMARY ADDICTION - Use of a drug for adjustment to particular personality SEDATIVE - An agent which quiets or defect, calms activity. PSYCHEDELIC TRIP - The distortion of the senses of time, distance, SIDE EFFECTS - A given drug may have vision,and hearing resulting many actions on the body. Usually from the use of a drug. one or two of the more prominent actions will be medically useful. PSYCHIATRIC CARE - Medical care dealing The others, usually weaker effects, with mental, emotional, or behavioral are called side effects.They disorders. are not necessarily harmful, but may be annoying. PSYCHOLOGICAL DEPENDENCE - An attachment to drug use which arises fran STIMULANTS - Drugs that increase the a drug's ability to satisfy some activities of the central nervous emotional or personality need of system and decrease the desire an individual. This attachment for sleep. does not require a physical dependence, although physical STRYCHNINE - A bitter crystalline dependence may seem to reinforce alkaloid that is poisonous. psychological dependence. An individual may also be psychologicallySYMPTOMATIC ADDICTION - Drug use incidental dependent on substances other than to pattern of delinquent behavior. drugs. THERAPEUTIC INTERVENTT.ON - Intervention ter the treatment of drug addiction.

TOLERANCE - Uith many drugs, a person must keep increasing the dosage to maintain the same effect. This characteristic is called tolerance. Toleranne develops with the barbiturates, with amphetamine and related compounds, and with opiates.

TOXIC - A poison formed by bacteria in living tissues and also in non-living food substances.

TOXIC ttaCTS (POISONING) - Any substance in excessive amounts can act as a poison or toxin. With drugs, the margin between the dosage that produces beneficial effects and dosage that produces toxic or poisonous effects varies greatly. Moreover, this margin will vary with the person taking the drug.

TRANQUILIZERS - Drugs used medically to counteract tension and anxiety without producing sleep or significantly impairing mental and physical function.

UNDERWORLD TRAFFIC - The world of organized crime.

WITHDRAWAL SYMPTOMS - Severe physiological reaction resulting from discontinuing the use of alcohol and various drugs.

65 Teacher Resource a/ 14

NARCOTICS CONTROL LEGISLATION

A chronological list of some of the steps taken to control narcotics use in the United States follows:

1906 -- Federal Pure Food and Drug Act. This act regulated the use of patent medicines containing opiates.

1914 -- Harrison Narcotic Act. This regulated the manufacture and distribution of morphine, cocaine, and other narcotics.

1922 -- Narcotic Drugs Import and Export Act. This provided heavy penalties for illegal import And export of narcotics.

1930 -- Establishment of the Bureau of Narcotics within the Treasury Department. The bureau's major function was to administer laws relate,d to the traffic in narceti,. d4-41gA.

1937 -- Marihuana was placed under control of federal legislation.

1944 -- Demerol, a synthetic substitute for morphine, was placed under the control of federal legislation.

1946 -- Harrison Narcotic Act Amendment. The original act of 1914 was amended to include synthetic substances having addiction-forming or addiction-sustaining qualities similar to cocaine or morphine.

1960 -- Narcotic Manufacturing Act. This act was established to organize a system of manufacturing quotas and licences for all basic classes of drugs. It requires written prescriptions for certain preparations that have been abused, especially by young people.

1962 -- White House Conference. More than 400 experts from various fields of medicine, science, law enforcement, research pharmacology, social work, education, and others, met in Washington, D. C,, to discuss and pool information concerning the problems of narcotic and drug abuse.

1965 -- The Drug Abuse Control Amendments. These amendments provided for stronger regulation of the manufacture, distribution, delivery, and possession of stimulant, depressant, and other psychotoxic drugs. The Food and Drug Administration was given stronger enforcement powers to prevent drug counterfeiting. These amendments became effective February 1, 1966.

1966 -- The Bureau of Drug Abuse Control. This separate bureau was organized to carry out the responsibilities of the Food and Drug Admin- istration under the Drug Abuse Control Amendments of 1965. The rajor functions of the bureau are case assistance, investigations, and drug studies and statistics.

66 Teacher Resource # 15

SUGGESTIONS FOR GLUE SNIFFING EXPERIMENT

I. Purpose:To expose students to the physiological and behavioral changes glue sniffing can produce in a laboratory mammal

II. Notes to the Teacher

A. Collect the following materials:

1. Three pair of mice if done as a teacher demonstration. 2. One pair of mice par group if student groups are used. (Each pair should be litter mates, preferably of the same sex.) 3. Airplane glue for plastic models. 1. Wide-mouth pint-size jars with lids (one pair for each pair of mice). 5. One-gallon glass aquarium.

B. Explain in advance to the class the purpuse of the experiment and the procedure outlined in section III below.

C. Ask the students to predict th: behavioral and physiological changes they expect to observe in the experimental mouse when the procedure is actually tried. List these on the board before proceeding to section III.

:II. Procedure

A. Mark the experimental and control mice with indelible ink so they can be distinguished.The tail or ear is a good location for such markings.

B. Place the experimental and control mice in an aquarium and let the students observe their natural appearance and behavior after temporary adaptation to their new surroundings. Some specific suggestions to guide these observations follow:

For both experimental and control mice:

1. Ccunt breathing rate for 15 seconds. 2. Note condition of the eyes -- are they open wide or partly closed? 3. Note the posture of the animal and general activity in moving about (active, very active, or quiet). 4. Touch the animal gently with a pencil and record his reaction to touch and pressure stimuli. 5. Introduce food the animal normally uses in the diet and see if he shoes interest. 6. Observe any examples of anti-social behavior.

67 Physical Appearance and Behavils Before Exposu.: to Glue

Experimental 1 uontrol 1

C. Transfer the animals to the test jars at the same tire and close the lids immediately. Glue 1iI ..5\)9 \

Control Experimental Jar # 1 Jar # 2

Jar # 2 has a drop of glue on the lid.

D. Begin timing the experiment when the lids are closed.As time pro- ceeds noticeable comparisons can be made between the experimental and the control mouse. Record such events as staggering, scratching the nose, vascular twitching, rapid breathing, and eyes closing at the time of tho occurrence of each event.

Record of Events That Occurred and Tine Of Their Occurrence During Exposure to Glue

Experimental Tine in Seconds What Occurred Mouse (E) or Control Mouse (C)

Let one or more students record such data while others concentrate on making accurate observations of behavior and the tines of occurrence.

E. Remove mice simultaneously from both experimental ard control jars and place them fn the aquarium to nee if noticeable comparisons can still be made whu,.)xposure to glue is stopped and tne animals are in larger surroundings.

68 Use the six guidelines for observation listed in section B of the procedure.

Phyaical Appearance and Behavior After Exposure to Glue

Experimental Control 1 2 3

IV. Follow-Up Discussion and Adtivities

A. Have the class write a summary statement based on their recorded observations regarding the physiological and behavioral effects glue sniffing had on mice in this experiment.

B. Compare the actual results of the investigation with the predicted results.

C. Have the students discuss and then write a summary paragraph to evaluate whether they think these physiological and behavioral changes caused, by glue sniffing were beneficial or possibly harmful to the experimental animal. Have them cite specific reasons where possible to justify their point of view.

D. Use these guide questions after the investigation has been completed:

1. Did the experiment show that glue alone produced the observed effects on the experimental mice? 2. Did a decreasing oxygen supply and increase in carbon dioxide in the small containers influence th6 changes in the experimental mice?Give reasons why or why. not. 3. why should the procedure be applied to more than one pair of mice before trying to evaluate the effects of glue sniffing? 4.'Why do you suppose a mammal was selected for the subject of the experiment? 5. Can you think of ways to modify the experiment so that the effects of glue sniffing can be observed more accurately?If so, list them.

V. Suggestions to the Teacher end Nays to Expand This Experiment

A. Nice can vary in their tolerance; therefore, testing several different mice and comparing to a control is recommended to achieve a more valid understanding. For example, one test mouse might show some effects with one drop of glue in 40 seconds while another responds to 1/2 drop of glue after two minutes. A teacher may want to investigate whether the amount of glue needed may correlate to the body weight of the experimental mice. 69 B. If done as a teacher demonstration, at least three pair of test mice should be used. Larger mammals such as hamsters or rats might be preferred over mice. Students can assist in timing, recording data, and making comparisons between experimental and control animals.

C. Student groups of five or six students carefully supervised can perform the experiment with one pair of mice and compare their results to those of other groups. The decision to use student groups should rest on the availability of supplies and the teacher's self-evaluation of sufficient classroom control. Caution:Because of student curiosity, every precaution should be taken to preclude any attempts to self-experiment with glue while doing this activity. Teachers should provide gloves for the students who will be handling the mice.

D. Ways to modify and extend the experiment:

1. In subsequent tests vary the time exposure to the glue while keeping the amount used constant. 2. Keeping the time constant, vary the amount of glue applied to the lid. Start with 1/4 drop and gradually increase to as much as four or five drops in subsequent tests. If this is done, it is suggested that teachers determine the lethal dose for an average mouse in advance despite recognition of the fact that toler- ances do vary. 3. Extend observations and experimentation over several days or weeks to determine long-range effects or any tendency of the animals to become immune to one quantity level administered.Autopsy may reveal heart, lung, brain, liver, or kidney damage as long-range effects. It may also be learned that mice need increasingly larger dosage of glue to show effects that were previously broUght about by lesser quantities administered. 4. Additional investigation using test mazes may reveal temporary memory loss in experimental compared to control animals.

E. Use codeine-containing cough syrups, paint thinner, lighter fluid, or gasoline fumes to test additional substances sometimes abused by young people. Teacher resourcefulness and class suggestions may find effective procedures for testing the substances; for example, cough syrup could be given directly or diluted in drinking water.

70 Teacher Resource #16

Suggestions For Demonstrating Some Properties Of and Uses For Solvents

Purpose:

1. To demonstrate that some substances produce vapors or fumes that are harm - ful to the human body. 2. To stress the importance of reading labels and following directions when using these substances.

1. Make a collection of empty containers of cleaning fluids, paint thinner, paint remover, acetone, ditto fluid, carbon tetrachloride, lighter fluid, spray paint, gasoline, varsol, etc.

2. Pass the containers around the class and have the students copy the name of each substance and the warnings given for its use.

3. Discuss the skull and cross-bones as a symbol to warn of a poison, and that poisoning can result from both swallowing and inhalation of the substance in the container.

4. Demonstrate the rates at which some of these substances evaporate as follows:

a. Soak a sponge in a solvent (gasoline, ditto fluid, lighter fluid, etc.) and wipe a wide streak on the chalk board. Have the students record the time it takes to evaporate.

b. Discuss the process of evaporation.

c. Provide students with small containers all the same size (evaporating dishes or jar lids). Pour in a measured amount of solvent (a teaspoon or a tablespoon).Have students record the time it takes to evaporate.

d. Discuss factors that affect the rate of evaporation (i.e. temperature, surface area, etc.).

5. Discuss with the class the rates at which these substances can be taken into the body by inhalation and the necessity for observing the caution printed on the containers.

6. List on the chalk board substances that should not be inhaled as determined by the students.

7. (Optional) Demonstrate how these substances are useful when properly used (solvent for grease, chewing gum, paint, etc.). Student Work Sheet

List two ways in which you canbecome poisoned.

I. A. Write the name of each substance in the empty containers on the chart. (Leave several lines between each name.)

B. Read the cautions or warnings on each label and record on the chart.

Substance Caution or Warning

C. What does the skull and cross bones symbol mean?

D. Look up the meaning of:

1. Inhalation

2. Fames

3. Vapor

II. Follow the directions of your teacher in testing the rates at which some of these substances will evaporate.

4 Record your results on the chart.

Substance Evaporation Time 1.

72 III. Read in your text about poisonous flames.

IV. Write the answers to the following:

1. Name two ways in which you can become poisoned.

2. List some substances other than the ones you tested that you should not inhale.

V. List the uses for the substances that were in the containers that make them useful to us. 1.

73 Teacher Resource #17

Dictionary Exercises for Slang Words See Druz Abuse: Escape to Nowhere, pp. 98-104

The short paragraph is recommended for slower children while the short story is recommended for average or above-average children.

I. The bagman bad artillery and plenty of hard stuffs hay, and lid proppers. We made a meet for manicure and 112.91t tea Miss Emma.Whiskers dropped in on swingman. Now the search is on for a new connection.

(trans.) The supplier had equipment for injecting drugs and plenty of morphine, cocaine, or heroin, marihuana, and amphetamine. We purchased high-grade marihuana and poor quality morphine. Federal narcotics agents arrested the supplier. Now the search is on for a new supplier.

II. The dealer knew that the junkies were afraid of cold turkey. The momr) hem and harry, in fact most drugs, were being watched by the heat. Because the 024:7 heads and monkeys were also afraid of the Man, they were ;Tiling to pay any amount of geetis,for any drug, even lipton tea. Some of the cagier bagmen sold turkies but most sold blanks. Some of the junkies tried to cop al, but their bodies were later found at the bottom of the Patapsco River. The bulls never seemed able to bust the dealers. The junkies, however, were often unable to make a connection and tried to steal any kind of domino. They were the ones who were usually slammed. Once fresh and sweet, the hophead often went back on the nod and again turned to crime au a means of paying for a score. Quite often, Sam found the shooting gallery and the honheads lit up.. No one was safe. After watching many junkies take hot shots, get gyppedtg the swingman, arrested by Whiskers, and still be charged22, the square decided to avoid the lag, in all of its forms, acid, dam gage co-pilots, and all types of rainbows and red-devils.

(trans.) The supplier knew that the narcotic addicts were afraid of sudden withdrawal of drugs. The cocaine, the marihuana, and the heroin, in fact most drugs, were being watched by the police. Because the opium addicts and those with a drug habit where physical dependence is present were also afraid of the police, they were willing to pay any amount of money for any drug, even poor quality narcotics. Some of the cagier suppliers sold a capsule purported to be narcotic but it was filled with a non-narcotic substance,but most sold poor quality narcotics. Some of the narcotic addicts tried to confess, but their bodies were later found at the bottom of the Patapsco River.The police officers never seemed to be able to arrest the suppliers. The narcotic addicts, however, were often unable to purchase drugs and tried to steal any kind of drugs. They were the ones who were usually in jail. Once out of jail, the narcotic addict often went back under the influence of drugs and again turned to crime as a means of paying for the purchase of drugs. Quite often Federal narcotics agents found the place were narcotic addicts inject drugs and thenarcotic addict under the influence of drugs. No one was safe. After watching many narcotic addicts take fatal aosages, get gypped by the supplier, arrested by Federal narcotics agents, and still be under the influence of drugs, the non-addict decided to avoid drugs in allof their forms, LSD, narcotics, marihuana, amphetamines, and all types of barbittrates.

74 ,.:,"N.,.%\; 9 , . 11 - k . . \v, ; ' ....., liNR, Ik a '-. . ae . Crossword #1

DOWN ACROSS

1. needle 2. mrcotic 2. raid 5. -Act 3. it 9 tolerance 4. convulsions 12. id 5. are 14. names 6. case 15. do 7. en 16. deal 8. sedate 17. user 10. la 18. energy 11. em 21. uninhibited 13. depressed 21j. central nervous system 19. habituation 25. addicts 20. stimulant 28. depended 22. hypnotic 30. in 23. delirium 31. nind 26. doping 32. toxic 27. tie 33. on 29. end 31. my 32. to

76 -

:e' A Sentence Crossword (Crossword 12) Basic and 6th Grade

ACROSS

1. An exclamation. 3. An amphetamine (Bennie or Goofball) 9. , and lots of it must be had to pay for addiction. 10. To steal is to , or may describe an injection of drugs. 11. Best answer to offer of LSD is 12. The addict's is hard to hide. 14. The .must arrest for possession of drugs. 16. If the police arrests for drugs, or the addict buys drugs a " " is made. 18. If a person is " " he is wanted by the police. 19. When the body takes more and more drugs to get the same effect, it is said to be 20. A careful person questions often. 21. Exclaim. 25. Improperly used and dirty needles may inject a 26. are definitely habit forming. 30. A person who drinks liquor to exc2.3s may come to depend on 31. Sometimes an addict cannot away. 33. To on drugs is a costly habit.

1. The addict uses drugs to get "turned 2. A does brave things. t. (//3) can be helpftl or harmful (pro.) 5. A real knows good from bad. 6. Responsibility rests the individual. 7. An stimulates. 8. Materials or pills for use for narcotics is called a " 9. is a drug which is smoked or eaten. 13. As a cigarette is called a " ". 14. The " " is an unpleasant place for treatment of drugs or alcoholism. 15. To try to stop after being "hooked" on drugs is far too 17. when misused affect the nervous system. 22. A or healthy person is free from defect or disease. 23. A curved of light, helps make a design. 24. A drug may be in the form of a capsule, liquid, powder, dried,crumbled,or green leaves, or a 27. One may rest or sleep on a 28. Short exclamation. 29. There are many resources use in a study of drugs. 31. This topic is TiE(31.71 drugs. 32. is opposite of down.

78 Crossword Y2 KEY

DOWN ACROSS 1. on 1. oh 2. hero 3. stimulates 4. it 9. money d. man 10. top 6. 11. no 7. am)hetamine 12. 8. set rat 14.police 9. marihuana 16. hit 13. stuck 18. hot 14. pat 19. tolerant 15. late 20. asks 17. drugs 21. aha 22. hale 25. germ 23. arc :6. narcotics s4. pill 30. alcohol 27. cot 31. run 28. oh 33. depend 29. to 31. re 32. up

79 Teacher Resource #20 Matching Definitions and Terms

Choose best answer from Column II and write it beside the matching term in Column I.

1. Alcohol a. psychological dependence

2. Caffeine b. stimulant

3. Barbiturate c. periodic or chronic intoxication

4. Depressant d. violent contractions of muscles

5. Sedative e. mental excitement, often hallucinations

6. Amphetamine f. overpowering desire or need

7. Habituation g. the body develops a demand for drugs

8. Marihuana h. Java - no real problem drugwise

9. Addiction i. Harrison Act.- illicit narcotic traffic

10. Convulsion j. poisoning

11. Delirium k. sedative and depressant

12. Depressant drug abuser 1. socially acceptable - can cause problems 13. Drug depressant m. distortions of space, color, sound as psychedelic mind expansion 14. Poisonous n. in drugs, one which acts on central 15. Hallucinogens nervous system

16. Physical dependence o. a condition arising from repeated administration of a drug 17. Narcotic p. must increase dosage to get same effect 18. Side effects of drugs q. non-habit forming drugs 19. Tolerance r. completely outlawed in the United States 20. Toxic effect s. quiets or calms 21. LSD t. dangerous to the body alImaa22. Federal control u. hallucinogen 23. Antipsychotic tranquilizers v. illegal sale or use 24. Heroin w. legally - opium, cocaine, and opiates 25. Personality change

80 x. drug addiction 26. Severe penalties y. sometimes dangerous, sometimes not, usually uncomfortable

smokers may have "sticks" of

aa. acts like alcohol intoxication, but no odor on breath

389-986 0 - 70 - 6 Matching Definitions and Terms KEY

1. Alcohol-socially acceptable, can cause problems

2. Caffeine-Java, no real problem drugwise

3. Barbiturate-sedative and depressant

4. Depressant-in drugs, one that acts on central nervous system

5. Sedative-quiets or calms

6. Amphetamine-stimulant

7. Habituation-psychological dependence

8. Marihuana-smokers may have "sticks" of

9. Addiction- 'physical or psychological dependence

10. Convulsions-violent contractions of muscles

11. Delirium-mental excitement, often hallucinations

12. Depressant drug abuser-acts like alcohol intoxication, but no odor on breath

13. Drug depressant-a condition arising from repeated administrations of a barbiturate

14. Poisonous-dangerous to the body

15. Hallucinogen - distortions of space, color, sound as psychedelic mind expansion

16. Physical dependence-body develops continuing need for drug

17. Narcotic-legally, opium, nocaine,and opiates

18. Side effects of drugs-often dangerous, often not dangerous, usually uncomfortable

19. Tolerance -body must receive increased dosage of drugs to get same effect

20. Toxic effect-poisoning

21. LSD- hallucinogen

22. Federal control- Harrison Act, illicit narcotic traffic

23. Antipsychotic tranquilizers- non-habit forming drugs

24. Heroin-completely outlawed in United States

25. Personality change-drug addiction or illness

26. Severe penalties-illegal sale and use

82 Teacher Resource # 2L

SOCIAL PROBLEMS

A. Definition and relevant facts.Social problems are conditions affecting many people in ways thought harmful, but avoidable through social action. Contrary to widespread but fallacious belief:

1. people do not agree upon which conditions are problems; 2. problems are not natural or inevitable; 3. problems are not abnormal, but are normal results of our social arrangements; 1. problems arise from social arrangements, not from "bad" people, and the "badness" of the people involved should usually be viewed as a symptom or result rather than the cause of the problem; 5. problems are genuine and are not illusions created by wild talk; 6. many people do not actually want certain problems solved; 7. most problems do not solve themselves or die out as time passes; 8. "getting the facts" will rarely solve a problem because people hold different values and want different outcomes; 9. problems cannot be thoroughly solved without major changes in present social institutions and practices.

B. Attitudes.Different persons hold different attitudes toward social problems. Some are:

1. indifferent and uninterested; 2. fatalistically resigned, accepting social problems as unavoidable scourges to be endured with patience; 3. cynical in their belief that the victims of problems are not worth helping and that the reformers are corrupt and venal; 4. believers in religious retribution, that problems result as divine punishment for man's misdeeds.

All four of these attitudes discourage any attempt at treatment. The sentimentalist wants to do something, but is guided by emotion rather than scientific knowledge, and his efforts are often wasted. The social-scientific attitude attempts to apply scientific technique to the analysis of a problem so that effective social policies may be developed.

C. Objectives. In our study of social problems, we hope to develop:

1. awareness of present problems; 2. accurate factual knowledge about some of them; 3. some understanding of their sociological origins, of the general tray in which problems develop; 1. an intelligent understanding of the relation of theory and practice in which all theory is tested by practical application while all practical policy is based on sound theory; 5. a sense of perspective so that a problem is seen in proper relation to past and present society without distortion or exaggeration; 6. an appreciation of the proper role of the expert respecting social problems, with some skill in locating and using expert knowledge and opinions; 7. a personal orientation thal is intellectually and emotionally satisfying to the student.

83 ACTIVE NARCOTIC ADDICTS Alosko AS OF DECEMBER 31,IN 1966THE UNITED STATES 1101.011 I: N.J. Dist. of Col.Del. Corolino :South : : : Active Addicts LEGEND 5p00Over1,500 10,000 (010,000 to 4,999500 to 1,499 Etet= 100 to 499 1 to 99 0 r.La22,1:1 U. PreventionS. Treasury Departmentand Control - Bureau of Narcotic of Narcotics, Addiction Washington, D. C., 1967 (p. 3) Teacher Resource #23 U.S Bureau of Narcotics

ACTIVE NARCOTIC ADDICTS REPORTED IN SEVERAL SELECTED STATES AS OF DECEMBER 31, 1966 Total Active Addicts 59,720

Michigan 1,667 Addicts 2.8% New Jersey 2,107 Addicts 3.5%

Prevention and Control of Narcotic Addiction U. S. Treasury Department - Bureau of Narcotics, Washington, D. C., 1967 (p. 5) TEN U. S. CITIES LEADING IN NUMBER OF ACTIVE NARCOTIC ADDICTS LosChicago,New Angeles, York, Ill. N.Calif. Y. AS OF DECEMBER 31, 1963 Newark,DistrictPhiladelphia,Detroit, of N. Mich.Columbia J. Pa. San Antonio,Francisco,Diego, Calif. Texas Calif. amme U.BureauSource: S. Treasury of Narcotics, Dept. (Thousands) 0 Theaddicts2(As 10 of citiesrecordedDecember listed by 31,reported the 1963, Federal 7870of there Bureau were this figure.)48,535of Narcotics. active 4 6 8 10 12 14 18 20 22 U.Prevention S. Treasury Departmentand Control - Bureau of Narcotic of Narcotics, Addiction Washington, D. C., 1967 Teacher Resource #26 U.S Bureau of Narcotics

ACTIVE NARCOTIC ADDICTS REPORTED IN THE UNITED STATES AS OF DECEMBER 31, 1966 Total Active Addicts 59,720

All Other 353 Addicts 0.6 %

Negro 30,076 Addicts 50.4%

Traffic in Opium and other Dangerous Drugs U. S. Treasury DepartmentBureau of Narcotics December 31, 1966 (p. 51) U.S. Bureau of Narcotics TEN LEADING CITIES IN ACTIVE NARCOTIC ADDICTS REPORTED IN THE UNITED STATES AS OF DECEMBER 31, 1966 LosChicago,New Angeles, York, Ill. N.Y.Cal. 29.665 Philadelphia,Detroit,Dist. of Mich. Col. Pa. 1 632 Baltimore,SanNewark, Diego, Md.N.J. Cal. (As of DecemberaccountBureauactive narcotic of for Narcotics.31,1966, 76% addicts of therethis The recorded figure.) were10 cities 59,720 by listedthe U.S. Buffalo, N.Y. 0 2 3 4 1 (In Thousands) 5 6 I 7 1 8 9 10 U. PreventionS. Treasury Departmentand Control - Bureau of Narcotic of Narcotics, Addiction Washington, D. C., 1967 (p. 28) U. S. District Courts AVERAGE LENGTH OF NARCOTIC SENTENCES IN U.S. DISTRICT COURTS Months 100 FISCAL YEARS :948-1966 BO , " \ \ .'" 60 Control Narcoticof 1956 Act .. \;\ ,"\ \'\\;-",',-, ,-,-,,,,,, \ , ' .0. , \ \ ..,, k \; ,` \\ .\ \ \\ ,,.\ \\ .', `\'' - , -\ \\ 40 " N ...... ,c,u ,,,.,,, ,, \s\ s,. ,\ \` " N \ \ 20 \\ N ,,,,,,,,,,,,,,,,,, , 0 1948 p 50 \, 52 , \\ 54 \ \ 56 Fiscal Years ,t,,,,,,,, 58 60 62 64 66 Doto Source: Administrative Office, U.S. Courts. 6," TrafficU. S. inTreasury Opium Department and other -Dangerous Bureau of Narcotics Drugs December 31, 1966 (p. 54) Teacher Resource #27

U.S. Bureau of Narcotics

AGE OF ACTIVE NARCOTIC ADDICTS AS OF DECEMBER 31, 19 66 IN THE UNITED STATES Total Active Addicts59,720

Under 21 2,118 Addicts 17 a Under 3.5% 18-20 110 Addicts 01°/0 2,008 Addicts 3.4

Traffic in Opium and other Dangerous Drugs U. S. Treasury Department - Bureau of Narcotics December 31, 1966 (p. 52) Teacher Resource #29

U.S. Bureau of Narcotics

NEW NARCOTIC ADDICTS REPORTED TO THE UNITED STATES BUREAU OF NARCOTICS DURING THE CALENDAR YEARS 1953-1966

New Addicts

11,000

10,000

9,000

8,000

7,000

6,000

5,000

4,000

3,000

2,000

1,000

0 1953 55 57 59 61 63 65

Traffic in Opum and other Dangerous Drugs U. S. Treasury Department - Bureau of Narcotics December 31, 1966 (p. 5E) Teacher Resource #31

U. S. Bureau of Narcotics

ACTIVE NARCOTIC ADDICTS AS OF DECEMBER 31, 1966

UNITED STATES 59,720 Addicts

NEW YORK UNITED STATES 31,191 Addicts Excluding New York 28,529 Addicts

Traffic in Opium and other Dangerous Drugs U. S. Treasury Department - Bureau of Narcotics December 31, 1966 (p. 50)

varmilv - Teacher Resource #30 U.S. Bureau of Narcotics

ACTIVE NARCOTIC ADDICTS IN THE UNITED STATES UNDER 21 YEARS OF AGE AS OF DECEMBER 31,1966 Total Active Addicts Under 21 2,118

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/// Mee e/////e/////////////// 1/////e//e/////e////e//e//1///// e/e/////e/////////e/e///e//////////1//ee, e// /1/e/e//ele e/e I,/ /, Negro e//////////// 334 Addicts %, e//e////////e////////e 11/Pelee//e/l.1//11///e/e/////////e/e/e//ee/eeeee/leee'e///////////eeeeeeeee/////e/////////

All Other - 5 Addicts (0.2%)

Traffic in Opium and other Dangerous Drugs U. S. Treasury Department - Bureau of Narcotics December 31, 1966 (p. 53) Teacher Resource #32a

TABLE2. Tearlyproduction and use of the principal narcotic drugs,1960-65Continued [Inkilograms]

Used in Sold to Total dis- Exported exempted hospitals, Name of drug PeriodProductionpositions to other prepara- pharmacies, countries tins physicians, etc.

Papaverine 1 1961 2, 330 3,196 24 1, 931 1, 241 1962 2, 393 2, 560 2,187 373 1963 3,935 3,997 3,559 438 1964 8,091 6,191 5,932 259 1965 13,419 12,485 12,223 262 Cocaine 1961 795 800 363 437 1962 635 636 120 516 1963 736 705 274 431 1964 1,171 1,236 795 441 1965 1, 081 1, 073 644 429 Pethidine (Demerol) 1961 10, 541 8, 392 322 8, 070 1962 11,901 13,127 317 12, 810 1963 11, 615 10, 368 359 10, 009 1964 11,807 13,566 209 13,357 1965 13,055 10,830 505 10,325 Anileridine 1961 628 24 604 1962 416 314 25 289 1963 260 296 23 273 1964 379 336 41 295 1965 287 311 34 277 Methadone 1961 90 112 112 1962 62 122 122 1963 70 85 85 1964 87 101 100 1965 80 106 1 105 Aphaprodine (Nisentil)._ __ 1961 39 4 35 1962 40 41 5 36 1963 46 43 5 38 1964 41 46 6 40 1965 50 49 6 43 Levorphanol 1961 9 9 1 8 1962 13 7 1 6 1963 8 8 1964 13 11 1 10 1965 12 12 Piminodine 1961 386 71 55 16 1962 128 74 2 72 .. 1963 80 155 1 154 1964 59 59 1965 49 49

Principally synthetic, small quantities are extracted from opium processes.

Traffic in Opium and other Dangerous Drugs U. S. Treasury Department - Bureau of Narcotics December 31, 1966(p.44) Teacher Resource #32b

TABLE 2. Yearly production and use of the principal narcotic drugs, 1960-65 [In kilograms]

Used in Sold to Total dis- Exported exempted hospitals, Name of drug PeriodProduction positions to other prepara- pharmacies, countries tions physicians, etc.

Medicinal opium 1961 5, 399 3, 886 5 2, 325 1, 556 1962 3,285 3,939 4 2,579 1,356 1963 3, 850 3, 901 15 1, 991 1, 895 1964 3,251 3,171 13 1,854 1,314 1965 3,416 3,433 12 2,105 1,316 Morphine 1961 812 859 21 28 810 1962 465 666 11 17 638 1963 540 651 10 18 623 1964 453 643 15 13 615 1965 534 504 13 13 478 Hydromorphone (D ihydro- morphinone) 1961 83 48 48 1962 73 51 1 50 1963 58 51 51 1964 26 55 1 54 1965 36 54 54 Oxymorphine (Numorphan) 1961 3 2 2 1962 5 15 15 1963 19 13 13 1964 12 14 14 1965 18 19 19 Ethylmorphine 1961 119 116 62 12 42 1962 174 176 93 14 69 1963 80 88 11 13 64 1964 140 143 68 9 66 1965 173 182 125 8 49 Codeine 1961 2 ,516 21, 958 250 8,678 13,030 1962 6, 673 27, 379 153 10,118 17,108 1963 2C, 637 24, 610 95 9, 771 14, 744 1964 23, 756 24, 876 154 9, 667 15, 055 1965 29, 524 27, 241 342 9, 957 16, 942 Dihydrocodeine 1961 2 33 33 1962 16 41 41 1963 60 52 52 1964 17 42 42 1965 53 55 55 Hydrocodone (Dihydro- codeinone) 1961 352 682 31 6 645 1962 354 474 26 448 1963 472 440 25 415 1964 429 447 22 425 1965 524 506 47 459 Oxycodone (Eucodal) 1961 380 433 4 429 1962 506 555 5 550 1963 794 607 6 601 1964 498 591 10 581 1965 596 573 10 563

Traffic in Opium and other Dangerous Drugs U. S. Treasury Department - Bureau of Narcotics December 31, 1966(p.43) TABLE 13.Active narcotic addicts in the United States as of Dec. 31, 1965, and Dec. 31, 1966, Active by State Active Dec. 31, 1965 166 Dec. 31, 1966 160 Dec. 31, 1965 17 Dec. 31, 1966 16 ArkansasArizona_AlaskaAlabamaCalifornia 6, 836 326195 46 7, 212 305157 50 NewNevadaNebraska MexicoJerseyHampshire 29, 510 1, 762 434 40 4 31, 191 2, 107 490116 3 FloridaDistrictDelawareConnecticutColorado of Columbia 1, 116 381356 7931 1, 164 439449 2166 OhioOklahomaNorthNew York CarolinaDakota 473106 8158 5 453123 8355 6 IindianaIllinoisIdahoHawaiiGeorgia 7, 330 430 1552 5 6, 915 389 5414 3 SouthRhodePennsylvaniaOregonSouth Carolina Island Dakota 1, 461 107132 1050 1, 554 202 873911 KentuckyIowaMaineLouisianaKansas 934206 8334 6 i, 192 193 7115 6 VirginiaVermontUtahTexas_Tennessee 1, 110 168170 27 1, 083 132146 37 2 Missouri_MississippiMinnesotaMichiganMassachusettsMaryland 1, 700 382159436 54 1, 667 400364172 56 WyomingWisconsinWestWashington Virginia Total 57, 199 9510 6 59, 720 124 13 7 Montana U.Traffic S. Treasury in Opium Department and other - Bureau Dangerous of Narcotics Drugs December 31, 1966 (p. 56) 24 16 Teacher Resource #34

TABLE 5.New narcotic addicts reported to the U.S. Bureau of Narcotics during the calendar years 1962-66

1961 1963 1964 1965 1966

Alabama 44 21 22 13 10 Alaska Arizona.. 35 38 14 20 20 Arkansas 2 4 11 16 4 California 902 697 691 1, 032 566 Colorado 78 52 56 24 14 Connecticut 143 54 19 54 106 Delaware 1 1 5 2 2 District of Columbia 127 133 87 150 120 Florida 20 13 71 75 75 Georgia 6 8 19 13 4 Hawaii 8 13 5 3 4 Idaho 1 1 Illinois 865 753 652 504 386 Indiana 69 50 56 31 26 Iowa 2 4 6 1 Kansas 2 2 5 1 1 Kentucky 7 13 22 9 2 Louisiana 33 25 38 18 26 Maine 1 4 Maryland 58 84 203 332 277 Massachusetts 95 92 63 28 83 Michigan 180 207 194 75 99 Minnesota 22 33 39 28 18 Mississippi . 23 11 6 2 5 Missouri 43 29 44 29 45 Montana 9 2 1 1 1 Nebraska 9 1 4 Nevada 3 6 3 11 50 New Hampshire 1 2 New Jersey 210 225 355 378. 406 New Mexico 75 105 85 74 37 New York 2,480 4,213 8, 580 2, 662 3,113 North Carolina 22 16 6 2 North Dakota 1 1 1 Ohio 67 105 43 62 40 Oklahoma 26 19 12 5 6 Oregon 22 26 14 15 23 Pennsylvania 297 120 353 130 171 Rhode Island 58 25 38 58 South Carolina 6 1 26 4 South Dakota 1 2 2 Tennessee 45 16 6 7 4 Texas 274 107 110 129 154 Utah 2 1 4 20 Vermont 1' Virginia 19 18 27 19 14 Washington 34 35 11 5 14 West Virginia 3 2 1 3 Wisconsin e 24 18 ,a 27 Wyoming 5 1 Total 6,363 7,456 10,012 6,012 6,047

Traffic in Opium and other Dangerous Drugs U. S. Treasury Department - Bureau of Narcotics December 31, 1966 (p. 58) HISTORY OF NARCOTIC ADDICTION Thousand addicts IN THE UNITED STATES 200 parsons addicted I out of 400 -.Harrison Act 2.Chorocteristics.1925-1940 Cocain*I. dieoppOrs. I. gist habits. 2 ChineseI Communist trot fis IlolionCause heroin of Addiction, diversion 1945 to Dote 180 43. Opium FY* male lintOlIng to one on female. MOM. 76.543 LightJuvenilePuuvionReduced penalties cocainedelinquent,. nforcment (heavy diversion (FB.111 penalties t946-19413 Training enactedTurkish, School 1958)Lebanitte, Syrian and Italian heroin toblished 1956) 160 2 CivilI Chinese war opium Opium olors smoking Cause of Addiction 1900 1915 2Traffic Illegal purchasesSuppliedI Doctors from By, 1920 linemanTurkish,Lbaneit,Trot heroin tic Supplied (California). Syrion,ChIneee, By. 1940 to Dote Italian and F inch heroin 140 54 Opium,Hemet3 Invention introducedmoritulona and use andosavailableneedle of cullheroin hypodermic for freelymorphine S43 DiversionOfflcialFar and Clinics Nem horn test factories opiumwholesalsrs andphattriaCieS DrugMexican store opium. robberies, thefts and Rs forgeries Characteristics 120 9 Laudanum76 OpiatesOpium conlnt a. cure of Opiatesfor potent alcoholism. medicine*only anolgeeic Ovnirrible 6 Paruvion, Bolivia), andJapans.* cocaine. Addiction. 1900-1945 32.1950 1946 totoI. Date, Date,1946101950, heroinvery light addiction fairly habits. heavy predominates habit. 100 I Fr.. legal sole of manulOctured drugs Trot lc Supplied By, 1900-1915 PredaninOnlly Caucasian and Chinese 2 ChineseI disappearind. MajorityAddStilon, Negro 5345 and Puertoto Dote Rican 80 2 Chinese, Pinion and OpiumIndian smoking{Moll toe) 2 ProductionI Imports of from Japanese manta heroinGermany, and France, morphin etc factorme (smuggling) Tro tic Supplied By 1920-1940 in Switserlond 60,000 addicts 1936 Boggs Ac addictedin 3,300 60 I some11.4,y 20 to 40 grains Characteristics, 1900 -1925nobas: 210 11) grains Psr day, S India,43 SmallRe China forgeries drug and More Nem'and larcenieswhotenalere Errs opium diversion. I In 2,100 addicted No colic Control 2040 - 32 OpiumMony cocaine smoking users common 6 Limiting7 ClandOstine orivanufaclur manufacture toandon world clan/testa,. Near of medical heroin ECM 1 andneeds °dories ma pule phIns 'n Europe accnt in Europ and Nsor Emit. I ofIncreased local polic enforcement in major Citiesprogram. Act (1956) 0 '900 1905 1910 U.Prevention S. Treasury and Department Control -of Bureau Narcotic of Narcotics, Addiction Washington,1915 D. C., 1967 (p. 2) 1920 *25 1930 1935 1940 1945 1950 1955 1960 *65 HISTORY IN THE UNITED STATES OF NARCOTIC ADDICTION Thousandaddicts 1 I 200 persona addicted I aut of 400 .Harrison Act 2.Characteristics,1925-1940 CocormI Oman:Mon Light habits _._ .... 1 2 I ChineseItalianCause heroin ofCommunist Addiction, diversion traffic 1 1945 1 to Date 180 43 OpsitniFive mals smoking to MI on fernale. wane. 76543 Reduced enforcisment IF B NPeruvianLightJuvenileTartest., penalties cocaine delinquents.Lebanese.Syrian (henry diversion penalties 1946-1948 ono Training SchoolBohan established heroin enacted 1956) 1956) 160 Cause of Addiction1900 1915 Traffic Supplied By, 1920 Traffic Supplied 14,1940 to Dote I I 140 32 InstntionCivilI Chine.. oar opiumand opium use SOWS of smoking hypodermic idibia 2 Regal1 Doctors purchases Iranpharmacist 32. Mexican Bemoan1 opium hram (California)Turkish. Lebaneell, Syrian. Chinese, Italian and French heroin 120 654 Opium.HeroinMeates introducedmarihuana as cure needlefor andas alcoholismavailable cure heroin for freelymorphine 6543 ForDiversionPeruvian.Official and ClinicsNear holesolers Bolivianham factories and and East °piton'. 4. Drug stare robberleri. 1 1946 to 1950. fairly heavyCharacteristics habits Mel ts and Rs forgeries I I 987 LaudanumOpiatesOpium content Only analgesic of potent OrOilablit medicines Japans. cocaine. aillI 1 32 1946195010001c to 001*. heroinvery light addiction habits pre dorninalee 100 PrdorninonIM Caucasian and Chinese Addiction,1900-1945 I AddIctIon.1945 to Dote Traffic Supplied 8y, 1900-1915 I 2 Chine.. disappearingMajority Negro and Puerto Rican 1 80 2 ChinscI Free Pinion legal soleand ofIndianopium manufactured smoking(smolt fa.) drug. Tres flc Supplied By 1920-1940 1 -I I manulocturers in Sim 44444 and II Characteristics. 1900-1925 I I 2 Production1 Impart, tram Gurnony. France. etc /Smuggling)of Japanese heroin and morphine factories 60,000 1936 addicts Boggs tic , i addictedin 3,300 60 1 Heavy habits. 21010Manysome groins cocain.20 to per 40 users day.groins . 6543 SmallIndio.RsLimiting drugChino forgeries of manufacture to world medicalMato need,larcenies Puleand accent Naarand holesolms Ea. opium diversion. I In 2,100 addicted Na N colic Control ---. 2040 - 3 Opium striating common 7 Clandet an clandestineand Plea n manufactureEast factories n Europe and Near East. of heroin and ma phin in Europa , 1 ofIncreased 1,C01 ActAc (1956) ()WIGS I. enforcement major programsWen 0 1900 1905 1910 U. PreventionS. Treasury Department and Control - Bureau of Narcotic of Narcotics, Addiction Washingkm,1915 D. C., 1967 1920 1925 19:30 1939 1940 1945 1950 (p. 2) 1955 1960 1965 Teacher Resource #36

Table 1-Age Distribution of Persons Arrested for Narcotics Offenses in U.S. Cities 1940-62

Percentage distribution by age group Total Me- cases Year dian reported age Under 16 17 18 19 20-2425-2930-3940-4950 and (100 16 over percent)

1962 27.2 3.8 1.7 2.5 3. 1 3.925.222.627.1 7.2 2.9 29, 068 1961 26.3 2.7 1.5 2.6 3.5 4.327.222.525.7 6.8 3.3 25, 080 1960 27.2 .8 1.2 2. 1 3.4 4.227.524.4 26. 7 6.4 3.2 23, 430 1959 27.8 .9 1 2 2.2 3.2 3.525. 0 24.6 28.4 7.7 3.3 10, 562 1958 27.8 .9 1. 1 1.9 2.9 3.524.8 26.327.1 7. 7 3.9 9, 863 1957 27.8 .5 .8 1.8 2.6 3.225.6 27.925.9 7.8 3.9 7, 277 1956 27.3 .8 1.3 1.9 2.4 3.227.3 28.6 23. 0 7.4 3.9 7, 289 1955 27.7 .9 1. 0 1. 7 2.3 3.1 27.2 27.924.6 8.0 4.3 6, 888 1954 27.5 .4 . 7 1.3 2.8 3.527.3 27.8 23.0 8.3 4.9 6, 634 1953 26.7 .9 1.2 2.1 3.6 4. 728.825.520.6 8.1 4.5 5, 681 1952 27.3 .4 .8 2. 0 2.9 3.4 30.4 23.723.6 9.3 5.5 3, 013 1951 26.0 .3 1. 0 2.3 4.1 5.332.522.519.0 8.3 4.5 13, 030 1950 26.3 .3 .9 1.8 3.5 5.632.621.019.5 9.5 5.5 8, 539 1949 27.2 .1 .4 1. 0 3.4 5.1 31.1 19.9 21.711.5 5. 7 6, 546 1948 27.5 .1 .4 .9 4.5 5.928.8 18.621.7 12.9 6.0 4, 846 1947 28.6 .1 .4 1.0 4.1 6.1 25.4 17.823.6 14.4 6.7 3, 388 1946 30.2 .1 .3 1.2 3.3 3.722.4 18.525.9 16.9 7.5 2, 807 1945 32.6 .1 .4 1.0 3.2 3.3 18, 9 15.329.218.9 9.9 1, 935 1944 33.6 .1 .2 1.2 2.1 2.617.915.728.8 21.3 10.2 1, 731 1943 34.4 .2 .4 .7 1.8 2.615.016.928.1 23,6 10.7 1,381 1942 35.5 .2 .4 .7 2.3 1.512.015.831.226.0 9.8 1,123 1941 31.3 .2 .3 1.3 2.2 3.319.8 19.4 27.8 16.2 7.5 2, 593 1940 31.3 .2 .5 .S 2.3 2.920.219.528.017.5 8. 1 5, 014

Compiled frt m Federal Bureau of Investigation, Uniform Crime Reports.Note that before 1952 these figures were compiled by the FBI from individual arrest reports submitted for its fingerprint files, while from 1952 on, the reports were compiled by the separate police departments, then submitted as annual tabulations. A progressive increase in the number of cooperating police departments occurred in both the pre- and post-1952 periods, except for war years.

The Control and Treatment of Narcotic Use U. S. Department of Health Education and Welfare Administration (p. 8) Teacher Resource #37

" Graphic Representation of the Overall Social - Problem Field of Narcotic Addiction"

CHART I

Community Attitudes and Values Stereotypes of users Moral judgements Public Policy Laws Policies Procedures

Characteristics of Usets Age Sex Race Ethnicity Religion Socio-economic class etc.

Economic Factors Behavior of Users Scientific Knowlede Production Physical & p'sychological Classification Disti-ibution function and dysfunction Theory and research Entertainment Conventional and deviant Data from related social involvement fields

Substance Use Patterns 14 Type Frequency Amount

Treatment Programs Goals Policies Procedures Staff Attitudes and Values Stereotypes of users Moral judgements

A Community Mental Health Approach fa Drug Addiction. U. S. Department of Health Education and Welfare Teacher Reference # 38 Tape Summary NARCOTICS -- WEIMER

I. Non-narcotics, acting on the central nervous system A. Analgesics E. Marihuana B. General anesthetics 1. Origin C. !Iypnotic drugs 2. Effects on user D. Barbiturates

II. Types of narcotics A. Opium alkaloids opiates 1. Origin 2. Products of opium a. Morphine b. Codeine c. Heroin 3. Methods of obtaining effects B. Synthetic drugs 1. Example 2. Purpose of synthetic drugr.;

III. Steps to addiction A. Tolerance B. Habituation C. Dependency

IV. Symptoms and signs of addiction A. Eyes B. Arms, legs, etc. C. Response to drug D. Withdrawal of drug

V. Cures -- Federal hospitals -- Lexington, Ky. A. Withdrawal of drug B. Placebo C. Psychiatric therapy D. Substitution E. Occupational therapy

VI. Causes A. Medical B. Pushers C. Psychiatric

VII. Inc_dence of narcotic addictior. A. 19214 B. 1937 C. Egypt -- 1930 D.World War II E. Legal action 101 Teacher Resource # 39A Tape Summary

Talk on Drug Addiction

at Wcodlaun Senior High School in 1967

by Gerald Siegel

Chairman of the Maryland Commission to Study Problems of Drug Addict on

Er. Siegel is talking about the causes of drug addiction with major e2hasis

on the non-narcotic 6rugs, lixbiturates and amphetamines.he quotes figures related to narcotic addiction and its cost and the number of barbiturate and

amphetamine pills manufactured and illegally cold etc.!: :'ea In the Ztat.c.c.

The effects of barbiturates and amphetamines on thr, human body are compared and

contrasted. Barb-lturates are more dangerous than amphetamines in that they cause

all of the symptoms of narcotic addiction, tolerance, and psychological dependence.

On the other hand, amphetamires cause emotional dependence but withdrawal is mild.

However, a person under the influence of a:. overdose of amphetamines may do things dangerous to himself and cther,3. I. Siegel states that attempts to cure n(idict. have been largely unsuccessful. Removing Lhe drug does not remove the problem

that caused addiction. The speaker is of the opinion that the brightest hcpe for

a solution to the drug problem is a program of prevention throuLh the education

of children and adults. They should i educated not only about drugs but oleo

about how to cope with life's problems.

102 Teacher Resource # 39B

Teacher Guide Questions

Talk on DruAddiction

Gerald Siegel

1. Who misuses drugs?

2. What class of society is the major abuser of pills?

3. What has led to the myth that only slum residents use drugs?

4. How many narcotic addicts are there in the United States?

5. How much does it cost to support the narcotic habit each year?

6. What is the annual number of barbiturate and amphetamine pills manufactured legally in the United States each year?

7. How many of these pills are sold illegally?

8. How are barbiturates and amphetamines the same?

9. How are they different?

10. Describe the effects of the misuse of barbiturates.

11. What is the most realistic way to help prevent drug addiction?

103 TeachAr Resource # 40A

Tape Summary

Forum Focus on LSD

Wolf and Bologn,;.

This tape was made on May 10, 1967 at a student forum at Woodlawn Senior

High School. Mr. Sidney a research psychologist from Spring Grove, and Mr.

Jack Bologna from the Bureau of Drug Abuse Control (Branch of Food and Drug

Administration) were guest speakers at the forum.

Er. Wolf's talk emphasizes the discovery of LSD and its medical applications.

He describes contributions in LSD therapy that have been developed at Spring

Grove State Hospital and the physiological and psychological effects of LSD. The variables that influence its outcome of use are also described.

Mr. Bologna's talk explains how the use of LSD for non-medical reasons has dangerous potential that makes control by the Bureau of Drug Abuse Control necessary.

104 TEACHER RESOURCE NICE

Teacher Guide Questions

Forum Focus on LSD

by by Sidney Wolf - Spring Grove State Jack Bologna - Bureau of Narcotics & Hospital Dangerous Drugs 1. What is the source of LSD? 1. What are the major concerns of BNDD officers? 2. Who discovered LSD?How? Nhen? 2. That two courses of action 3. What symptoms were experienced by the do BNDD officers pursue? first person to ingest LSD? 3. Mhat drugs are included in 4. How potent is LSD?Give examples. the hallucinogenic category of drugs? 5. Timat was the early use of LSD in medicine? 4. What are the effects of LSD 6. lalat is the latest medical use of LSD? usage?

7. That is meant by "instant mysticism "? 5. What contributed to wide misuse of LSD? 8. What effect did LSD have on alcoholics? 6. Why has illegal manufacture 9. What caused differences in the outcome of LSD grown rapidly in from using LSD?That were the two recent years? variables? 7. Mist effect did indiscrim- 10. Explain "set" and "setting." inate use of LSD have on the 70 patients treated at 11. How has LSD been used at Spring Grove? Neuro-Psychiatric Institute of University of California? 12. What precautions are taken at Spring Grove when using LSD with patients?

13. How is LSD being used with terminal patients?

105 SUGGESTED READING LIST FOR ADULTS

Ausubel, David P. Dm- Addiction. New York: Random House. 1966

Written in a relatively nontechnical style, this book gives an integrated treatment of drug addiction covering the pharmacological, psychiatric, psychological, sociological, and educational aspects.The author, a physician, based the book on a critical study of the literature.

Blum, Richard, et al.ytopiates. New York: Atherton Press. 1965

Each of the contributors in this book presents a major point of view about LSD use for the individual and society. The significance of it is an invitation to learn and think more about the phenomena of drug use and to begin to plan for social action.

Chein, Isidor, et al. The Road to H, Narcotics, Delinquency, and Social Policy. New York: Basic Books, Inc.

The major emphasis is on narcotics use, developing a point of view related to legal, law enforcement, medical, and social aspects of the problem. Though the main purpose is to report on a study in New York City, modern philosophy offered by knowledgeable people is included. The study reveals the socio-psychological differences between drug abusers and non-users.

Mills, James. The Panic in Needle Park.New York: Farrar, Straus and Giroux, Inc. 196G

The characters are fictional; what happens is not an impossibility in the junkie world. The author, doing research for a Life series, immersed himself completely in the world of the addict.

OlDonnell,John A. and Ball, John C. (eds,). Narcotic Addiction. New York: Harper and Row. 1966

The purpose of this reader is to present the major contending viewpoints on narcotic addiction. The authors of the papers include a journalist, a law enforcement official, a sociologist, a psychologist, a pharmacologist, a psychiatrist, and several physicians.

Schaap, David. Turned On. New York: The New American Library. 1967

In this skillful "reporting" of the tragic experience of two young people, the author introduces concepts basic to the understanding of the drug abuse problem. It is as current as tomorrow's newspaper.

Yablonsky, Lewis. The Tunnel Back - Svnanon.New York: The Macmillan Com- pany. 1965

This is a description of the Synanon movement and its development in the area of drug addict rehabilitation. The book is concerned more with a solution to the problem than with the extent of the problem itself.

106 Free and Inexpensive Materials

Drug Abuse and You (Booklet) 75O Chronicle Guidance Publications, Inc., Moravia, New York13118

Includes drug facts and reflections for purpose of stimulating cooperative efforts to understand the "drug movement."

Drugs of Abuse (Reprint) 20OBureau of Narcotics and Dangerous Drugs, United States Department of Justice, Inited States Government Printing Office, Washington, D.C. 20402

Colorfully illustrated pamphlet about stimulants, depressants, and hallucinogens with a description of problems, laws concerning and effects of the various drugs.

Drugs on the College Campus (Booklet) Single copy free, 2 or roore $1.00 each. -NARA Drug Education Project, 110 Anderson Tower, University of Rochester, Rochester, New York 14627

Refers primarily to the use of drugs by college students, issues and implications, discussions of response of educational institutions as well as descriptions of selected drugs.

Narcotics and Drug Abuse (Booklet) $1.00President's Commission on Law Enforcement and Administration of Justice - Task Force report. Superintendent of Documents, Government Print- ing Office, Washington, D.C. 20402

Drug Education Project Paper FreeNASPA Drug Education Project, 110 Anderson Tower, University of Rochester, Rochester, New York 14627

*Check F.D.A. Fact Sheet in teacher's kit for other available material.

Empty Promise (Reading List) FreeEnoch Pratt Free Library, Baltimore, Maryland 21201

Facts and myths about drugs, "cool talk about hot drugs," problem of drug abuse, treatment, narcotics and the law. Also describes three 16-mm sound films

Ticket to Hell (Reading List) FreeBaltimore County Public Library, Special Services Office, 25 W. Chesapeake Avenue, Towson, Maryland 21204

Listing of magazine articles, books, films, and records about the misuse of drugs.

107 4

Recomendations for High School Libraries

(Listed in order of priority for purchase)

1. Lindesmith, Alfred R. The Addict and the Law. New York: Vintage Books V -381. 1967

2. Blum, Richard, et al. Utopiates. New York: Atherton Press. 1965

3. Cavan, Ruth Shoule. Readings in Juvenile Delinquency. Philadelphia and New York: J.B. Lippincott Co.-1-YEFT

4. Yablonsky, Lewis, The Tunnel Back-i. New York: The acmillan Company. 1965

5. Solomon, David. The Marihuana Papers. Indianapolis, Indiana: Bobbs- Merrill. 1966

6. Joint Committee of the American Bar Association and the American Medical Association on Narcotic Drugs. Drug Addiction: Crime or Disease. Bloomington: Indiana University Press. 1961

7. U.S. Task Force on Narcotics and Drug Abuse. Task Force Report: Narcotics and Drug Abuse. Washington: U.S. Printing Office. 177

8. Harris, John D. The Junkie Priest. New York: Pocket Books. 1964

9. Duncan, Tommie L. Understanding and Helping the Narcotic Addict. Englewood Cliffs, New Jersey: Prentice-Hall Inc. W.--

10. Eldridge, William Butler. Narcotics and the Law. Chicago: University of Chicago Press. 1962

11. Time, Inc. The Drug Takers. New York: Time, Inc. 1965

108

U. S. GOVERN/OEN ^FrICE1970 0 383 -986 MAIL ORDER FORMTo: Superintendent of Documents, Government Printing Office, Washington, D.C. 20402

Enclosed find $ (check, money order, or Supt. of Documents coupons).

ORDER FORM

NATION 4 L CLEARINGHOUSE FOR DRUG ABUSE INFORMATION SELECTED DRUG EDUCATION CURRICULA SERIES

1. Baltimore County Board of Education Grades 6, 9, 12 Catalog No. Pax 13.3:Ed 3 Price $1.00

2. Flagstaff Public Schools Grades K-12 Catalog No. Prex 13.8:Ed 8/2 Price 65¢

3. Great Falls School District No. 1 Grade 6 Catalog No. Prex 13.8:Ed 8/8 Price $1,25 4. New York State Education Department Grades 4, 5, 6 Catalog No. Prex 13.8:Ed 8/3 Price 65¢ 5. Rhode Island Department of Education Grades K-12 Catalog No. Prex 13.8:Ed 8/5 Price $1.25 6. San Francisco Unified School District Grades K-12 Catalog No. Prex 13.8:Ed 8/7 Price $1.75 7. South Bay Union School District Grades K-12 Catalog No. Prex 13.8:Ed 8/4 Price $1.25 8...... Tacoma Public Schools Grades 6-12 Catalog No. Prex 13.8:Ed 8/6 Price 60¢

9. Resource Book for Drug Abuse Education Catalog No. Fs 2.22:D 84/12 Price $1.25

NOTE:It is recommended that Item No. 9 be used in conjunction with these curricula.

[PLEASE DO HOT DETACH -___Enclosed To be mailed _later Please send me the publications I have checked. -___Subscription Name Refund Please charge this order Coupon refund Street address to my Deposit Account Postage No. City and State ZIPCode FOR PROMPT SHIPMENT, PLEASE PRINT OR TYPE ADDRESS ON LABEL BELOW, INCLUDING YOUR ZIP CODE

U.S. GOVERNMENT PRINTING OFFICE POSTAGE AND FEES PAID DIVISION OF PUBLIC DOCUMENTS U.S. GOVERNMENT PRINTING OFFICE WASHINGTON, D.C.20402 OFFICIAL BUSINESS Name

RETURN APTER 5 DAYS Street address

City and State ZIPCode OIATICHIAL CLUFARine ONE N42. NUM ABUSE ;-7-11kinitiTICHI

U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NCCES SARILY REPRESENT OFFICIAL OFFICE OE EDU CATION POSITION OR POLICY An Interagency Federal Committee was convened in the winter of 1969 under the auspices of the White House to make available to the Nation's schools a variety of State and local curricula for drug education and the prevention of drug abuse. Participating in the Committee chaired by the Office of Education, DREW, were the Bureau of Narcotics and Dangerous Drugs, Department of Justice; the National Institute of Mental Health, DREW; and the Office of Economic Opportuflity.

The curricula selected are not recommended for adoption, but are distributed only as resources to assist schools in initiating or improviva' programs. All schools are encouraged to submit curricula a-nd materials to the National Clearing- house for Drug Abuse Information. These will be reviewed by the Panel and those selected will be made available to other school systems upon request. Your cooperation will be appreciated.

Selected curricula have been.reprinted with the permission of the originating school systems. Single courtesy copies are available from the National Clearinghouse for Drug Abuse Information. An order blank to the Superintendent of Documents, GPO appears on the back of this publication if additional copies are desired.

The National Clearinghouse for Drug Abuse Information, operated by the National Institute of Mental Health, i .,he focal point for Federal information on drug abuse. The Clearingus provides informatin on request through nublications, and a comuturized information service. The Clearinghouse distributes publications and refers specializei and technical inquiries to Federal, State, local, and private information re -puree. inquiries mould be directed to the :;ational Clearinghouse for Drug Abuse Information, Educational Se,-vices, 5454 Wisconsin Avenue, Chevy (7715,-, Marylasd INTRODUCTION

The problem of drug abuse is not a new phenomenon.Man's use and abuse of drugs dates back thousands of years. In recent years, however, the dimensions of the problem have reached frightening proportions, raising the specter of societal suicide. Contributors to our current concerns have been the easy accessi- bility of a myriad of drugs, a tense, stressful social environment, thrill seeking and escapism, among others.

In addressing itself to so complex a problem the discipline of education must go beyond mere dispensing of information and make a stronger effort to effect student attitudinal and behavioral change. The more traditional teaching methods will be inadequate to do the task. This implies the need for broadscale teacher training and retraining in new approaches and techniques.Periodic reinforcement will be needed if the operational style of the classroom is to change. What is required is a long-range view that will aim at the preparation of health educators and other school personnel who can address themselves to this and other serious health problems.

The tasks described above will require significant, long-term financial support and commitment. They will also require wise, perceptive leadership from national and state levels. An effective program of bread-based education should produce significant results by the end of the decade.

Interdisciplinary Panel

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tas "' INTRODUCTION

In April of 1969, the Flagstaff School Board authorized the formation of a committee on drug abuse education.The primary purpose of this committee was to bring together representation from all the agencies in Flagstaff working in the area of drug. abuse to develop (1) an acceptable program for use in the public schools on the subject of dangerous drugs and narcotics abuse and (2) an information and assistance program for adults and parents in the community.

The first part of the Committee's work is found in !.he following pages. The second part of the Committee's assignment will be undertaken as the Committee becomes the Advisory Committee on Drug Abuse and Alcohol Education to the Coconino County Health

Department.

The Committee wishes to acknowledge the Clark County School

System, Nevada, for the materials used from their guide relating to behavioral objectives and methodology. COMMITTEE MEMBERS

Berger, Leon H. Coconino County Health Department

Burnett, Nancy Reserve Officer, Flagstaff Police Department

Clark, Don C. Assistant Superintendent, Flagstaff Public Schools

David, Jim R. Teacher, Flagstaff Public Schools

DeMiguel, Manuel Elementary Principal, Flagstaff Public Schools

Denlinger, William H. Pastor, Trinity Heights Methodist Church

Daley, Norman D., M. D. Psychiatrist

Dyer, Jack L., Ph. D. Professor, Northern Arizona University

Flournoy, J. Michael County Attorney, Coconino County

Goitia, David Teacher, Flagstaff Public Schools

Hensley, Janet Supervisor, Flagstaff Public Schools

Jewell, Lloyd Investigator, Coconino County Sherriff's Office

Kirkham, A. J. Juvenile Officer, Coconino County

Lehmberg, David Pastor, Federated Church

Misslin, William Editor, Arizona Daily Sun

Moore, Rachel, R. N. Supervisor, Flagstaff Public Schools

Peterson, Ronald, Ph. D. Director, Northern Arizona Comprehensive Guidance Clinic

Schreiber, Paul High School Principal, Flagstaff Public Schools

Smith, Roy Supervisor, Flagstaff Public Schools

Stamper, Bert Officer, Flagstaff Police Department

Thomas, William, M. D. Director, Coconino County Health Department

ii Williams, Bill Junior High School Principal, Flagstaff Public Schools

Williams, David Assistant Superintendent, Flagstaff Public Schools

Yeast, Paul Public Relations Officer, Flagstaff Police Department

iii TABLE OF CONTENTS

Contents Page

Introduction

Committee Members ii

In-Service Trainif47. Program 1

Guidelines for Selecting Resource Persons 4

Development of Curriculum Content 5

Behavioral Objectives (Grades Kgn.-3) 6

Component Ideas - Suggested Methodology 7

Behavioral Objectives (Grades 4 6) 10

Component Ideas - Suggested Methodology 11

Behavioral Objectives (Grades 7 - 9 ) 21

Component Ideas - ,3uggested Methodology 22

Outline - Drugs and Narcotics 33

Behavioral Objectives (Grades 10 - 12) 41

Component Ideas - Suggested Methodology 42

Outline - Drugs and Narcotics 50

Resources 54

389-988 0 - 70 - 2 IN-SERVICE TRAINING PROGRAM

DRUG ABUSE EDUCATION

The committee on Drug Abuse Education submits the following recommendations for an in-service training program to better prepare teachers to instruct students in the area of drug abuse.

Recommendations:

1. An in-service training prOgram should be designed and implemented for teachers involved in the area of drug abuse education at the junior and senior high school level.

2. The Flagstaff School Board should grant one unit of credit toward the required training condition and advancement on its salary schedule.

3. The in-service training program should consist of fifteen hours of study.

4. tile program suggested is as follows:

Thursday evening 7 - 10 p.m.

Session 1 - Subject: Pharmacology, Experiments and Myths of narcotics and drugs with emphasis on Marijuana. Dr. Lincoln Clark

Session 2 - Question and answer period with Dr. Clark.

Session 3 - Discussion Groups: Reaction to the presentation and application to classroom instruction.

Monday evening 7 - 1- p.m.

Session 1 - Subject: Legal aspects of narcotic and drug abuse in Flagstaff. Panel representing police, judges and lawyers.

Session 2 - Question and answer period with the panel.

Session 3 - Discussion Groups:Reaction to the presentation and application to classroom instruction.

Tuesday evening 7 - 10 p.m.

Session 1 - Part 1 Subject:A User Speaks

Part 2 Subject: Sociological and psychological aspects and services available in Flagstaff.

1 Session 2 - Question and answer period following each part of session one.

Session 3 - Discussion Groups: Reaction to the presentations and application to classroom instruction.

Wednesday evening_7 - 10 p.m.

Session I - Subject: Practical situations in the classroom - Role Playing - Responder to each situation played.

Session 2 - Question and answer period with the responder.

Session 3 - Discussion Groups:Reaction to the presentation and application to classroom instruction.

Thursday evening 7 - 10 p.m.

Session 1 - Part 1 Subject: What students expect from a program in narcotic and drug abuse education - Panel of high school students.

Part 2 Subject: Discussion of Drug Abuse Education Guide.

Session 2 - Question and answer period following each part of session one.

Session 3 - Discussion Groups:Reaction to the presentation and application to classroom instruction.

The coat of this in-service program would be minimal.

The Coconino County Health Department would pay all cost for Dr. Lincoln Clark.

5. Representatives from other school districts in Coconino County would be invited to participate in the in-service program.

The Committee on Drug Abuse Education submits the following recommendations for adult education to be sponsored by the Coconino County Health Department.

Recommendations:

1. A public presentation by Dr. Lincoln Clark the evening following Dr. Clark's presentation for in-service training for teachers.

2. A public presentation on the legal aspects of narcotics and drug abuse presented by a panel representing the police, judiciary and lawyers.

2 3. A public presentation on the psychological aspects on narcotic and drug abuse and available services in Flagstaff.

3 GUIDELINES FOR SELECTING RLSOURCE PERSONS

FOR THE DRUG ABUSE EDUCATION PROGRAM

IN THE PUBLIC SCHOOLS

The Committee on Drug Abuse Education recommends that the public school drug education program be based on a philosophy of presenting scienti't.c knowledge and straightforwar*i information. In an area beclouded with emotionalism and misinformation, the school approach will be to present the most accurate information available and to be honest in discussing areas of uncertainty where scientific knowledge is incomplete.

In accordance with these guidelines the Committee will seek assistance from agencies including the law enforcement agencies, medical association, county health department and the ministerial association. Such resource persons within or outside our community can provide valuable talent, information, and material to supplement the school resources and enrich the total educational effort.

The Committee asks that each cooperating agency select as its representative ks) for participation in the school program a person who:

1. will represent the official position of that agency;

2. possesses the experience, training and expertise to speak

authoritatively concerning the agency's scope of operation;

3. is as completely informed as possible in matters of narcotic

and drug abuse in his own area of concern;

4. will be able and willing to participate in group discussion

with teachers and/or school age children, and to substantiate

his statements with factual material;

5. will be consistent with the philosophy of the public school drug

abuse education program.

4 LEVELS DEVE MEP PEOPLE K-3 Orientation to food and DRUGS Early person- Goals Habits 'Health Decision-making Behavior Advertising Hass-Media SOCIETY Patriotism. Law Enforcement non-food substances. ality patterns. context.in the family i Respect of law. 4-6 of BriefExploredrugs. understanding beneficial usesof standingsBasicgrowing under- up.and Generalbody.Appreciation under- of pupilDecieon-makingin thecontext. teacher aspects,wenttionSophisticated ofand all propaLanda advertise evalua- -Hof andBriefthe medicines. understandinguse of drugs laws controlling chemicals.rates,amphetamines, and volatile barbitu- brainstandingedtheyvous by and are systemdrugs. of howaffect-. nerl and 7-9 amphetamines,Factual presentation barbitu- of and the abili-Self-control Attit%des. Decision-makingin the peer latesAdvertising to promoting as it re- a !laws'In-Depth and penaltiesstudy of i stances.otherrates, dangerous marijuana sub- and others.catety to with communi- drugs.caland physiologi-reactionsPsychological to context. drug oriented society.' related to drug idistrict;abuse including policy. i i 10-12 Academic approach to all Application of Understanding 1 Decision-making Sophisticated evalua- Academic study of drugsnarcotics. and substances. dangerous futureself and plans. maki humanof tionthe relation-applica-of positive; of choices for 1 thein thefuture. context tisements.tion of drug adver- controlrelatedlaws andof to narcoticspenalties the Responsibility.ships. i substances.dangerous drugs and 1 I Grades Kgn. - 3

BEHAVIORAL OBJECTIVES

Knowledge: Attitudes:

1. The learner should be able to 1. The learner should be able distinguish the difference be- to list several important reasons tween food and non-food substances, for protecting his health. by naming several examples of each.

2. The learner should be able to de- 2. The learner shoulo be able to demonstrate his knowledge of good monstrate personate responsibility personal habits and how they con- for protecting his health: by tribute to his health, by naming practicing sound health habits in several examples. the classroom.

3. The learner zhould be able to 3. The learner should be able to de- name several types of people in moratrate his ability to help the community who work to preserve others by giving proper advice and better his health. when confronted by a permitting situation.

4. The learner should be able to demonstrate an understanding of non- food substances that are healthful when they are properly used by giving several examples.

5. The learner should be able to list several dangers of non-food substances and how to properly rtore them.

Behavior:

1. The learner will not take medicine or unknown substances into his body unless directed by a parent or doctor.

2. The learner will report immediately to parent, teacher or other responsible adult any feelings of illness after taking any food or non-food substances.

3. The learner will not accept favors from strangers.

6 COMPONENT IDEAS SUGGESTED METHODOLOGY

Good health is important

Allow students to draw pictures of healthy people engaged in some recreational or work activity. Have students explain, from a health view, why those in their picture can engage in the activities portrayed.

Stress the importance of good food, sunshine, rest, exercise and fresh air.

The goal of healthy living is dependent upon the early development of good personal health habits.

Ask students to bring pictures, por- traying examples, to class for display.

Discuss how each habit will benefit the class members.

Use the school nurse as a resource person to discuss the importance of good health habits.

The family works together to establish, protect and maintain good health.

Involve students in listing the duties of each family member which contribute to the family's good health.

Role-play the duties of family members which help to maintain good health, e.g. cooking, brushing teeth, etc.

Community helpers e.g. doctors, nurses, po/icemen,pharmacists, garbage collectors and food inspectors.

List profession and occupations of those in the community who work to help us maintain and better our health.

Use community helpers as resource persons to discuss their work related to health.

Plan a field trip to a nearby pharmacy.

389-988 0 - 70 - 3 Medicine, when properly used, helps maintain good health.

Discuss reasons for taking medicines.

Have students prepare oral reports. on how medicine helped them fight an illness.

List medicines which children are familiar with and discuss their effect on the body.

Advertising is used to persuade us to buy a product.

List familiar commercials on television pertaining to medicines and evaluate these.

Collect drug advertisements and discuss how they are used to sell their product.

Non-food substances may be harmful to the body.

List non-food items that nay be found in the home.

Point out the dangers of over dose, taking the wrong medicine, how non- food substances can be harmful to the body, and what to do if one has such an accident.

The teacher may want to show samples of potentially harmful substances common in the home.

Non-food substances should be properly stored.

List non-food substances that are potentially dangerous.

Discuss proper places to store dangerous non-food substances and why they should be kept out of the reach of small children.

Develop a list of symbols and words found on labels showing the contents are poisonous and dangerous.

Relate an art activity as reinforcement.

8 Surplus and old, outdated radicines should be properly disposed of.

Discuss the dangers of keeping old medicines.

Discuss the methods of properly disposing of old medicines.

It may be dangerous to accpt any treat, such as candy or favor, from a stranger.

Discuss the dangers of talking to strangers or accepting anything from nem.

Role-playing what should be done if confronted by a stranger.

Laws are made to pxctect us.

List laws familiar to children and discuss why good citizens obey these laws.

Discuss reasons why we need laws related to food and non-food substances.

9 Grades 4 - 6

BEHAVIORAL OBJECTIVES

Knowledge; Attitudes:

1. The learner should be able to list 1. The learner should be able to those substances which have harmful identify ways one can live effects when used inappropriately. effectively and enjoyably without using various dependence- producing substances.

2. The learner should be able to identify 2. The learner should be able to those situations in which temptations identify how the body reacts to for experimenting with drugs might chemical solvents and other sub- arise. stances in ways that are harmful to the development and maintenance of good health.

3. The learner should be able to identify 3. The learner should be able to list drugs which have beneficial effects ways by which society attempts to when used under the guidance of a regulate the use of some products medical doctor and yet may be dangerous through legal and other channels. when self-prescribed.

4. The learner should be able to identify 4. The learner should be able to advertising claims for dependency- identify ways by which advertisers producing substances which are mis- may encourage a person to use leading in nature. their product without describing the risks involved.

Behavior:

1. The learner should not use dependency producing substances without parent supervision.

2. The learner should use drugs only for medicinal purposes and always on the advice of a physician.

3. The learner should assume responsibility for his own well-being and avoid experimentatiot with dependency producing substances.

4. The learner enould analyze, with an objectivity comparable to his maturity, persuasive appeals.

10 COIAXONENT IDEAS SUGGESTED METHODOLOGY

There is a lack of agreement on the age at which concrete data on drugs can be effectively taught.

Administer a pre -teat to determine the current attitude towards,and the knowledge of drugs possessed by students. This may be a simple pencil- and-paper test or the information may be obtained and assessed through classroom discussion.

Assess the accumulated information and determine the course of action most appropriate. It may be necessary that time be spent reviewing and en- larging the concepts and activities discussed in the previous section.

Good health and good health habits are the most significant goals an individual can have. Everyone must strive, individually and collectivelyto maintain these precious possessions.

Initiate classroom activities which will help students to accept the concept of pride in and respect for their physical bodies.

Expand the units alreaoy in teaching plans to encompass an awareness of the emotional and psycb.ological adjustments to be faced in present experiences and in coming years.

l'w;olve students in activities which will result in an awareness of the fact that each of us needs a sense of belonging.

Use every means to instill the idea that the human body is a miraculous creation and the appreciation of health is aprecious resource.

11 Good mental health is dependent upon the adjustment we make in life-and not upon external substances taken into the body.

Initiate classroom activities which will lead to an awareness that the joy of living comes from within. Topics might include: What do you do for fun? What do you do for "kicks"? With whom do you enjoy playing? My most satisfying experience this past year was

Some people attempt to find enjoyment, or to solve the problems of living, by consuming things which may be harmful to their health.

Motivate students to collect pictures, make scrapbooks, and prepare bulletin board display illustrating the enjoyable aspects of school life, family life, or community involvement.

Allow the development of committees which will develop reports on what is being done and what could be done in this area by schools, churches and the community.

Through class discussion compile a list of suggested problems the students consider important. Use this listing as a basis for planning further learning experiences.

Arrange learning experiences which will result in students compiling a list of things people eat or otherwise consume in order to feel better e.g. coffee, aspirin, shots from a doctor.

Analyze whether the feelings of well- being are social, physical, mental or a combination of these. Construct a chart or use other techniques to organize the information.

12 Man's search for ways to relieve pain and suffering has led to the discovery and development of many chemical combinations known as drugs.

Through class discussion, compile a list of ways in which students del::..ne drugs. Discuss their definitions. Submit this definition, or one o! your choosing, to the students for discussion. (A drug is any substance, other than food, which effects body structure or function.)

Through discussion and analysis, arrive at an acceptable definition of the word drugs which will be used consistently in future presentations and discussion.

In a small group discussion, have students compile a list of the drugs which they have seen advertised.Have the lists presented for discussion and call attention to the difference. Com- pile a master list which may be written on the chalkboard or posted on the bulletin board.

In small group discussion or through committee research, develop a chart of the chronological progression of drug development. Use the chart as a discussion tool. Display it.

Use the school nurse to lead a discussion or answer student questions.

We live in a society which is becoming increasingly drugoriented.

If you use parental involvement in student learning activities, have students bring in a list of all drugs, including over-the-counter medicines, which are in the home. Prepare a master list and discuss the significance of those medical preparations in life.

Involve students in compiling a list of radio, television, newspaper, or magazine advertisements urging use of specific medical preparations. Discuss these - cautioning students to be aware of the misleading statements.

13 Involve students in making a scrapbook or a display of pictures and ads they have brought to class.

Structure classroom activities to involve students in a role-playing situation showing the beneficial results of taking one of the medical preparations. Permit student involvement in discussion.

Encourage self-expression through artistic illustration of an imaginary new "magic potion" discovered to cure all ills. Have others write advertising copy. Discuss.

Provide a question box for anonymous questions about drugs. Select questions for discussion at various times.

There is a pill or potion for every minor discomfort, stress, pain and minor ill available at our modern drug stores and advertised in our mass media.

Develop any spelling or vocabulary lists you may desire focusing on drugs. Some students may be familiar with the slang terms listed in any material used.

Involve students in small group discussions - Truth In Advertising.

Debate the topic: "Slogans, Fact or Fiction."

Every substance taken into the body by any means enters into the complex functioning of the body and affects its condition.

Re-emphasize through class discussion the importance of sound health and the responsibility of each individual for maintaining and safeguarding his health.

Guide committees or small groups to develop a diagram of the bloodstream, showing how substances enter the body 1 how they are carried throughout the body.

14 More able students may attempt con- structing a simple working model to exemplify the idea of the circulatory system.

Encourage committees or individuals to do research on the brain and the nervous system stressing their inter- relatedness with other systems, and their importance to other functions of the body.

Discuss the results of projects and assignments.

Encourage a committee of students to prepare a list of questions for a class interview with the school nurse.

Public concern about the harmful effects of all dependency-producing substances is increasing as scientific data accumulates.

Encourage students to report on television programs they have seen which deal with this Idea. Analyze and discuss.

Encourage students to develop a list of dependency-producing substances found in our society and discuss. (The most common one is caffine - found in coffee and soft drinks.) Handle tobacco and alcohol as dependency-producing substances. Use the school nurse cr community resource person to speak on dependence- pro- ducing substances.

Glue-sniffing, or more accurately solvent sniffing, is a dangerous and grossly overrated method of obtaining a "kick".

Design a -;)retest to determine present awareness of and knowledge about solvent sniffing and its conseauences. Use the results to determine teaching procedure.

in small groups, allow students to compile a list of things people sniff. Discuss the presentation of the lists and compile a master list from all suggestions.

999-088 0 - 70 - 4 Involve students in activities which will lead to the preparation of a master list of all solvents which are found in a home. Divide them irto "Harmful" and "Non-Harmful". Discuss the material.

Discuss the combining of solvents or chemicals found around home which produce a harmful combination.

Have some students, or a committee of all students, write an imaginary story involving a character who inhales solvents. Read and discuss in a group setting.

Make and use transparencies or overlays from Coofballs and Pep Pills, by Curtis.

No person should ever inhale the fumes of a volatile chemical if it can be avoided.

Have students discuss why.

There are dangerous poisonous plants growing in our community which can be harmful to individuals.

Through group discussion, or other techniques, have students compile a list of the known poisonous plants growing in that vicinity. Discuss the list.

If there are Boy Scouts in the class, have them consult with their leaders to see if additional information is Available. Have them report to the class.

Encourage research to be conducted by individuals or committees and reports be made to the class for discussion.

Motivate the students to role-play their reaction and the procedures they would follow if poisonous berries or other plants were ingested. Discuss these with the class pointing out the dangers self-medication and the need to obtain professional help as soon as possible.

16 Initiate artistic activities which will lead to consulting the color plate. "Poisonous Plants," found in some dictionaries or encyclopedias.

Arrange displays of student materials.

The most common method of classifying drugs is by their effect on the central nervous system, especially the brain. The three effects are stimulants, depressants and hallucinogens.

Plan a problem-solving approach to the topic "Drugs and Their Proper Use" in which all students will be involved.

Arrange learning experience in which some students will research the history of drugs. Cover such aspects as early search to find substances to relieve ills, natural sources of drugs, and development of synthetic drugs, special drugs and their importance to man, and the growth of the drug industry in recent yea-s.

Involve students in studying the organization of advertising for the drug industry. Tape recordings of advertisements could be prepared from mass media and played in the classroom. Collections of drug slogans might he made and discussed.

Encourage students to discover why some drugs are sc,ld across-the-counter and others are available only by prescription. Discuss the safety precautions involved.

The drugs known as depressants reduce activity, produce drowsiness and cause mental dullness.

Familiarize the students, through discussion with the meaning of a depressant and its implications.

In a class discussion, encourage students to compile a list of depressant drugs with which they are familiar. Keep a copy of the list or write it on the chalkboard and add to it in later sessions.

17 Combine the activities listed under "stimulants" with "depressants" when using a doctor, a pharmacist or other resource pev:,:ns. Initiate classroom student panels to discuss the use of depressants to relieve pain, for sedation, epilepsy, high blood pressure, cough control and di..rrhea.

Research reports may be done by individuals or committees on the use of depressants or barbiturates. Discuss the reports and ur7e students to share appropriate materials with other .zrmdes.

Initiate classroom activities which might involve a role-play situation en which a student is approached to try depressants. Discuss how he should react. Lead class into discussing why he should also report this to is parents, teacher or law enforcement person.

The drugs knc.wn as hallucinogens produce dream-like states or hallucinations.

A pre-test on hallucinogens might reveal an awareness of the drugs.

Plan discussion, research, role-playing, and other activities if you feel there is a need in your group.

One attempt to deal with the dependency- producing drugs has been the enactment of more restrictive legislation and stricter enforcement of all related laws.

Individuals or committees can research the history of legislation relating to the use of dependency-producing drugs. Share these and discuss them.

Initiate student panels on the effectiveness of legislative controls. Can laws be consistently enforced? What are some of the enforcement problems?

Use resource person to discuss problems of enforcement with the students.

18 Role-play some of the enforcement problems. A student would enjoy being an undercover agent.

Encourage a committee to research the part that the World Health Organiza- tion of the United Nations plays in drug control. Share and discuss the report in the classroom.

Discuss with the students the meaning of the two words "emotional and dependence".

Initiate student panel discussions on 'Things On Which We Are Dependent". Make a differential between helpful and harmful dependence.

Committees or individuals could collect advertisements for preparationc which claim to be beneficial aids to thu users. Discuss these, collect them in a scrapbook and make displays. Individual or committee research car be initiated which trace the history of man's dependence on non-food substances.

The ability to refuse the opportunity to experiment with the use or misuse of tobacco, alcohol or dangerous drugs is a learned behavior.

Role-play situations in which effective techniques of saying "NO" to introduction to the use of dependency- producing substances are exhibited.

Initiate student panel discussions in which techniques of saying "NO" are explored. Role-playing the consequences of not being able to say "NO" or the consequences of saying "NO".

Rather than using dependency-producing substances to solve the problems of life or to find excitement and thrills, a person should strive to achieve emotional maturity, including how to get along well with others.

Encourage students to write essays on the "Fine Art of Saying "NO". Discuss these .

19 Discuss the difficult process of growing up. Pre-adolescence is not an easy period in life and students need all the assistance they can find.

Through class discussion, list some of the steps relative to the experiences of your students which are necessary for emotional maturity.

Initiate discussions which relate to examples of mature and immature behavior.

Encourage the writing of essays on emotional maturity and related subjects.

Encourage discussion of student- oriented goals which are within the realm of student achievement.

20 Grades 7 - 9

BEHAVIORAL OBJECTIVES

Knowledge: Attitudes: 1. The learner should be able tolist 1. The learner should be able to several effects that narcotics and describe how a harmful substance dangerous drugs have on the body. can upset the finely balanced organism of the human body and cause permanent damage. 2. The learner should be able to 2. The learner should be able to clarify narcotics and dangerous identify several means of belong- drugs as to their effect on the body ing or meeting certain emotional and to identification. needs that do not involve the abuse of drugs.

3. The learner should be able to list the advantages afforded him if drugs and dangerous substancesare not abused.

4. The learner should be able to list ways by which media is sometimes used to encourage people to try various products, yet no risks involved are described.

Behavior:

1. The learner should not experiment with narcotics and dangerous drugsand assume responsibility for his own well-being.

2. The learner should evidence a willingnessto assist others in avoiding drug abuse.

3. The learner should abide by thelaws which prohibitdrug abuse.

21 COMPONENT IDEAS SUGGESTED METHODOLOGY

A basic need of most adolescents is peer group acceptance.

Have students explain why they associate with the people they do. What is expected of people in their peer group.

Have a psychologist or counselor speak to the group or setting individual goals and guidelines.

Hold small group or large group discussions on the degree to which peer group acceptance depends upon membership in "cliques" or a particular group.

Have students discuss the desirable and undesirable factors of a clique. To what degree do parents belong to cliques? Discuss how the concept of a clique relates to the total society.

Have students role-play a situation where-by one student tries to gain acceptance into a clique on campus.

One way peer group acceptance is realized is through experimentation.

Discuss student ideas of types of experimentation to obtain peer acceptance. Stress manners of dress, appearances, speech and attitudes as it relates to peer group acceptance.

Have students suggest reasons or factors involved in beginning to use drugs. Talk about the influence that family and religion have on the practice of drug abuse.

Have groups tell where they are most likely to first come in contact with drugs. Emphasize that they will probably come from a friend.

Role-play the situation of a student's first introduction to try drugs by a friend. Discuss how some people may be led to experiment with drugs.

22 Some junior high students are experimenting with marijuana to gain peer group acceptance.

Administer a pre-test covering information on marijuana.

OaVe studentS lin t reasonsfor-ex perimenting with marijuana and evaluate each. Have Students list the dangers involved in experimenting with marijuana and weigh this against result; of pretest.

Have students prilpanz a List of techniques on ac.; to say "no" Mien offered marijuana. titiaeoareph and distribute copies to students.

Conduct a debate ca whether it is easier to say "yes or no".

Hold a small group discussion on hoer to say "no" and role-play.

Marijuana is derived from a plant which is grown in many parts of the world.

Form small research conmitteea and give each committee resporwib:13ity for reporting on topicssuch asthe following: A. How is marijuaaa grown and marketed? B. For what purpose iswijuana used and in what country or countries is it used the most? C. To what extent in marijuana used in the United States as deterfaitted by the number of arrests in connection wirh it?

Display two pictures 1. Plant from which it is derived. 2. Typical!. marijuana cigarette.

.Set up a question box and encourage the pupil to put into this box any questions they would like to have answered regarding the abuse of marijuana or other drugs.

Have selected students report on they amount and sourceof drugs smuggled into the United States.

309-908 0 - 70 - 5 Have students investigate various views regarding the use of marijuana (e.g. medical, religious and legal) and report to the class.

In the United States marijuana is ordinarily used in cigarette form.

Invite a resource person to explain and demonstrate the odor of marijuana by burning it.

Discuss with students the availability of marijuana in their county:

Discuss the ways marijuana is processed and used.

Marijuana has been recognized for its intoxicating properties' since 200 A.D.

Have several students trace the use of marijuana by various countries of the world.

Discuss the various ways marijuana is taken into the body.

Develop and discuss a vocabulary list on marijuana.

Have students discuss and identify the intoxicating properties of marijuana.

Role-play the various eras of marijuana through history.

There is much confusion between authorities on the psychological, pertaining to the physical body, dependence of marijuana.

Have students discuss the difference between psychological and physiological dependency.

Have students explain why marijuana is said to be a habit forming drug.

Emphasize the fact that while marijuana is not addicting in the sense that tolerance and dependence accompany its use, its danger lies in the fact that it:

24 1. Releases inhibitions 2. Increases suggestibility 3. Impairs judgment 4. Can be a stepping stone to the more serious narcotic

Have students debate on whether marijuana is a dependency-producing drug.

Have students research and report in current research being done on marijuana.

The results of the use of marijuana are basically psychological and sociological.

Have a discussion why students want to get "high ".

Have students report on how marijuana is smoked. Emphasize the point that it is usually smoked in a group and the related social decay involved.

Discuss reasons why society feels drug misuse cannot be tolerated.

Discuss ways to achieve emotional maturity and how to solve problems in a reasoned, scientific manner rather than seek escape via marijuana.

Compare the immediate effects of marijuana with the effect after a few hours.

Compare also the effect of taking marijuana alone.

The use of marijuana has Emmy legal - implications.

Have students report on the Marijuana Act of 1937.

Emphasize the fact that possession of marijuana is illegal regardless of use or intended use .

Have class discussion on what rights a citizen loses with a felony conviction.

25 Have students write a short story of what could happen to them if they were innocently with someone who was in possession of marijuana. Include marijuana tax and felony conviction and social implications in discussion.

Have resource person visit class to show students samples of marijuana and explain to them what coulC happen if they were caught with marijuana iz their possession.

Role-play the situation of being caught with marijuana in your possession.

Some junior high students are experimenting with amphetamines and barbiturates to gain peer group acceptance.

Have students discuss why psychologists consider the use of dangerous drugs and substances as an escape mechanism.

Allow and encourage students Co honestly express themselves. Sug- gested techniques: 1. Let student lead the discussions 2. Arrange discussion groups in a circular configuration with the teacher sitting in as a member of the group

Administer a pre -teat covering information on amphetamines and barbiturates.

Have students list reasons for experimenting with amphetamines and barbi- tuzates and evaluate each. Have students list dangers involved in experimenting with these drugs and weigh this against pre-test results.

Have students prepare list of ways to say "ao" when offered amphetamines and barbiturates. Mimeograph and distribute copies to students.

Conduct a debate on whether it is easier to say yes or no.

Have selected students report on the amount and source of drugs smuggled into the United States.

26 Properly used, many drugs are of great value to mankind. Improperly used, they can damage the individual and interfere with his success in life.

Assign students to research and report on the proper medical used of barbiturates and amphetamines.

Have students develop a chart of dangerous drugs.

Have student debate the positive versus ?dverse use of drugs.

Rele-play how taking a drug could make one dependent on it.

Have a resource person speak on the proper and improper use of drugs.

Amphetamines and barbiturates are synthetic chemicals that are marketed legally only or. prescription.

Have selected students report on the amount and sources of drugs s,mugglpd into the United States. Discuss the availability of these in the county.

Display various labeled pictures of barbiturates and stimulants.

Discuss reasons why society feels irug abuse cannot be tolerated.

Emphasize that drugs must be kept in the prescription bottle. Having a few pills legally prescribed not in the prescription bottle is illegal.

Have a resource person visit the class and explain the various laws regulation the distribution of prescription drugs.

Role-play showing why prescriptions are required.

Evaluate and discuss the various drug advertisements on television and elsewhere.

Discuss how our society 14 drug oriented.

27 Discuss the various slang names for amphetamines and barbiturates.

There are many social dangers associated with abuse of dangerous drugs.

Emphasize positive 11.iman endeavors: 1. Good habits 2. Responsibility to self, other and society 3. Raising a family 4. Earning a living

Discuss basic human needs:

Have students discuss why knowledgable individuals who are informed, turn to the use of drugs and other harmful' substances.

Have students write an essay on why people use dangerous drugs and substances in spite of risks involved.

Discuss the importance of acquiring positive values and behavior patterns in early life.

Discuss with the class the steps whereby an individual may progress from a seemingly harmless experimentation with a drug to the serious drug dependence on a narcotic such as heroin.

Have students discuss how they would respond to these as arguments: 1. It's my life and I can do with it what I please.

2. My responsibility is to myself and to no one else.

3. If you experiment with drugs, that's your problem, not mine.

The ability to refuse the opportunity to experiment with or misuse dangerous drugs,

Set up a question box and encourage the pupils to put into this box any questions they would like to have answered regarding the use of dangerous drugs.

28 Have students list as many ways to say "NO" as they can. Ditto and give each student a copy of this.

Have students discuss ways to achieve emotional maturity and how to solve problems in a reasoned scientific manner rather than seek escape via the use of dangerous drugs.

Have students list reasons for experimenting with dangerous drugs and evaluate each. Have students list dangers involved in experimenting with dangerous drugs and weigh this against reasons for experimenting.

Role-play saying "NO" when offered a marijuana cigarette.

Have a student role-play a parent talking to his child after learning he had been using dangerous drugs.

Have a resource person explain to a group what could happen if they were caught with dangerous drugs in their possession.

The production of dangerous drugs has reached astronomical proportions in the United States. Billions of barbiturate and amphetamine capsules and tablets are manufactured every year.

Discuss the ways dangerous drugs are used locally.

Discuss where the local supply cones from.

Develop vocabulary and spelling lists on dangerous drugs.

Have students debate the positive value of drugs vs. the abuse of drugs.

Discuss %ow our nation is becoming a drug - oriented society.

Introduce and discuss slang terms coined for amphetamines and barbiturates.

29 One attempt to deal with dependence- producing drugs has been the enactment of more restrictive legislation and stricter enforcement of all related laws.

Have a resource person explain the penalties and laws governing narcotics and dangerous drugs.Also discuss problems involved in making ar arrest that will hold up in court.

Discuss the district's policy regarding narcotics and dangerous drugs in schools.

Have a resource person explain the recent. changes in laws governing prescriptions and regulation of drugs.

Have students suggest new ways to better regulate the control of drugs and suggest penalties for various violators.

Have students or committees write letters to United States Border Patrol requesting information on narcotics and dangerous drug control.

Dangerous drugs, particularly barbiturates, are thought by many to be more dangerous than the narcotic drugs._

Have students compare barbiturate withdrawal with heroin withdrawal.

Have students report on difference between narcotic and non-narcotic drugs.

Emphasize medical and legal definitions.

Discuss the legal penalties of narcotics vs. dangerous drugs.

Have a resource person explain differ ence between dangerous narcotics and dangerous drugs-and how both are distributed.

When student interest dictates, be prepared to discuss or debate the use of dangerous drugs vs. the use of narcotic drugs.

30 Barbiturates are central nervous system depressants.

Have several students trace the development of barbiturate type drugs.

Have debate on whether bartiturates meet the medical definition of a narcotic or :Lot.

Debate whether barbiturates should legally be classified as a narcotic or not.

Use pictures or charts of brain and the nervous system and explain how barbiturates effect these areas.

Have students explain the dangers of driving under the influence of barbiturates.

Amphetamine is a central nervous system stimulant best known for its ability to combat fatigue and sleepiness. It is also known to control weight. Discuss or role-play why drivers, students, athletes and adolescents abuse amphetamines.Discuss how amphetamines affect the body.

Invite a resource person to speak on the psychological and physiological effects of amphetamines.

Discuss or debate the psychological and physiological affects of amphetamines.

Have a resource person explain what amphetamines are usually prescribed for.

Discuss why and how amphetamines are abused. Discuss the control of amphetamines by prescription and other legal channels. Discuss and list social dangers of amphetamine abuse.

Amphetamine users do not develop total dependence, but they may develop psychological dependence upon the drug.

Have students trace the story of amphetamine type drugs.

31 Debate whether amphetamines meet the legal classification of a narcotic.

Discuss the medical definition of nartocics vs. the definition of amphetamines.

Discuss psychological dependence of amphetamines.

Have a resource person explain what psychological dependence is as compared to physiological dependence.

Have a resource person explain what amphetamines are legally used for.

Discuss how some women take a diet pill on Saturday morning to have the energy to clean the house.

32 DRUGS, NARCOTICS, AND SUBSTANCES

I. Definitions

1. Drug:

Any substance used in medicine for the prevention, treatment, or cure of disease.

2. Narcotics:

A drug which causes drowsiness, stupor, or unconsciousness.

II. Classifications of Drugs

1. Antibiotics (miracle drugs) used to treat infections.

a. Penicillin b. Achromycin c. Declomycin d. Chloromycetin e. Aureomycin f. Streptomycin g. Sulfa

2. Stimulants - used to promote a temporary speeding-up of some life activity.

a. Caffeine

(1.) Coffee (2.) Tea (3.) Cocoa (4.) Cola

b. Amphetamines

(1.) Benzedrine (2.) Dexedrine (3.) Epinephrine (4.) Ephedrine (5.) Methedrine (Speed)

c. Adrenalin

d. Strychnine e. Cocaine 3. Depressants - used to produce a temporary slowing-down of some life activity, also used to dull the senses, promote sleep, or relieve pain.

33 a. Barbiturates

(1.) Phenobarbital (Lumina') (2.) Nembutal (3.) Amytol (4.) Seconal (5.) Allonal (6.) Verona"

b. Tranquilizers

(1.) Thorazine (2.) Compazine (3.) Equanil (4.) Miltown

4. Narcotics:

a. Opium b. Morphine c. Codeine d. Heroin e. Paregoric

5. Hallucinogens - hallucinatory effect

a. L.S.D. (Lysergic Acid) b. D.M.T. (Dimethyltryptamine) c. Peyote d. Hashish e. Mescaline f. Psilocybin g. Psilocyn h. Marijuana

6. Solvents - Substances commonly abused

a. Airplane glue b. Gasoline c. Paint thinner d. Lighter fluid

NARCOTICS

I. Sources of Narcotic Entry into the United States

A. Country of Orgin

1. Bolivia - cocaine 2. Chile - cocaine

34 3. China - heroin, opium 4. Ecuador - cocaine 5. France - heroin, morphine 6. India - opium 7. Italy - morphine 8. Korea - heroin 9. Lebanon - morphine, heroin 10. Malaysia - opium, morphine 11. Mexico - opium, heroin, marijuana 12. Syria - morphine 13. Thailand - opium, heroin 14. Turkey - morphine, heroin, opium

TERMINOLOGY AND SLANG EXPRESSIONS

1. Drug Dependent - a user who has developed an intense craving for a drug

2. Amphetamines - known to abusers as:

a. "hearts" f. "co-pilots" b. "peaches' g. "browns" c. "roses" h. "footballs" d. "bennies" i. "greenies" e. "dexies" j. "oranges" k. "speed"

Injectable amphetamines are known as:

a. "bombido" b. "jugs" c. "Bottles"

3. Barbiturates - known to abusers as:

a. "Barbs" d. "sleeping pills" b. "candy" e. "peanuts" c. "goofballs"

Amobarbital Sodium - known to abusers as:

a. "blues" b. "blue birds" c. "blue devils" d. "blue heavens"

Amobarbital Sodium combined with Secobarbital known to abusers as:

a. "rainbows" b. "red and blues" c. "double trouble"

35 Pentobarbital Sodium - knownto abusers as:

a. "yellows" b. "yellow jackets" c. "nimbies"

Secobarbital Sodium- knownto abusers as:

a. "reds" d. "red devils" b. "Pinks" e. "seggy" c. "redbirds" f. "s'eccy"

4. capsulesof morphine orheroin

5. "Decks" - packetsof morphine orheroin

6. term applied to narcotic drugs

7. kraa -any substance used in medicine for theprevention, treatment, or cure of a disease

8. "Hooked" - an addict who needs increasingly largerdoses of a drug

9. "Mainlining" - injection into a vein

10. Mari uana - known to abusers as:

a. "pot" f. "texas tea" b. "hashish" g. "rope" c. "weed" h. "reefer" d. "indian hay" i. "sticks" e. "loco weed" j. "grass"

11. Narcotic drugswhichlause drowsiness, stupor,or unconsciousness

STIMULANTS

I. Effects on Body. - directly stimulates the central nervous system producing:

1. Excitation 2. Alertness 3. Increased initiative and activity 4. Ability to go without sleep for prolonged periods of time

II. Medical Use

A. Amphetamines - prescribed for:

1. Overweight patients (to reduce appetite) 2. Narcolepsy - depressed state 3. Parkinson's Disease 4. Cases of minor mental depression

36 III. Abuse

A. Continued and Excessive Dosages Cause:

1. Excitability 2. Talkativeness 3. Tremor of the hands 4. Dilated pupils 5. Heavy perspiration 6. Delusions 7. Hallucinations

DEPRESSANTS

I. Effects on Body - depress the central nervous system

II. Medical Use

A. Barbiturates prescribed for:

1. Sleep Zsmall dosages) 2. Acute anxiety 3. Hyperthyroidism 4. High Blood Pressure

III. Abuse

A. Continued and Excessive Dosages Cause:

1. Slurring speech 2. Staggering 3. Loss of balance and falling 4. Quick temper 5. Quarrelsome disposition 6. Overdoses, when taken in conjunction with alcohol result in unconsciousness and death

HALLUCINOGENS

I. Effects on Body - causehallucinations; a mind-expanding drug

II. Medical Use

A. L.S.D. - No medical use as yet has been found after nearly 20 years of clinical research

B. Areas now under study:

1. Treatment of mental disorders 2. Alcoholism 3. Psychotic children and adults 4. Sex abnormalities

37 III. Abuse

A. Continued and Excessive Dosages Cause:

1. Increase in blood pressure 2. Increase in heart rate 3. Increase in blood sugar 4. Nausea 5. Chills 6. Flushes 7. Irregular breathing 8. Trembling 9. Excessive sweating of the hands

IV. A. Marijuana

B. Peyote

C. L.S.D.

D. D.M.T.

E. S.T.P.

F. Substance sniffing

CURRENT DRUG PROBLEMS

I. Number of Drug Dependents in the United States?

1. Serious problem

II. Types of People Affected:

1. All classes

a. Poor b. Middle class c. Rich

III. Areas of Involvement:

1. All areas

a. Small towns - ranch houses b. Large towns - mansions c. Cities - city tenements

IV. Drugs Being Abused:

1. Narcotics 2. Depressants

38 3. Stimulants 4. Hallucinogens All are dependence-inducing in one way or another (Physical or Psychological)

V. Age Groups Involved:

1. Teen-agers - largest group

a. Formerly prevalent in slum areas b. Today, teenagers in all areas, even the more sophisticated, affluent, suburben areas are involved.

VI. Reasons for Involvement:

1. Slum bleakness 2. Poverty 3. Minority frustrations 4. Unsatisfied adolescent drives 5. Family disorganization 6. Personality factors 7. Social pressures 8. For "kicks" and feeling of joy 9. Dependency to ease pain of surgical operation or illness (small percent) 10. To escape reality - escape into a dream world where addict can ignore the problems and responsibilities of life 11. Emotional disorders 12. Character disorders 13. Surplus of spending money

VII. Tragic Results of Use of Narcotics and Dangerous Drugs:

1. Individual becomes emotionally unstable 2. Lacks maturity to face life's disappointments, frustrations, and conflicts 3. The addict becomes unable to earn an honest livelihood 4. The addict eventually becomes a tragic misfit and failure, haunted and hunted, an outcast from normal society 5. Crimes of stealing, forgery, prostitution, are on the increase in order to obtain money for drugs

VIII. Dzng

1. Nervousness, restlessness, anxiety 2. Runny nose and eyes, yawning, sweating 3. Enlargement of eyes, gooseflesh, muscle twitching 4. Severe aches of the back, and legs; hot and cold flashes 5. Loss of weight, appetite, and sleeplessness 6. Extreme restlessness, vomiting and diarrhea 7. Increase in breathing rate, blood pressure, and temperature 8. A feeling of "desperation" and an obsession with securing a "fix"

39 LEGAL CONTROLS ON NARCOTICS

Harrison Act of 1914

Provides for the legal sale of narcotics through wholesalers

to drugstores and to patients only on doctor's prescription.

The Marijuana Act of 1937

Makes it illegal to sell or possess marijuana.

State and Federal Laws

40 Grades 10 - 12

BEHAVIORAL OBJECTIVES

Knowledge: Attitudes:

1. The learner should be able to list 1. The learner's sense of responsi- ways in which the proper use of drugs bility for personal health and the can be beneficial to man. well-being of others, related to practices involving drugs, will be supported by reliable data proving non-abuse.

2. The learner should be able to list the 2. The learner's awareness that good harmful physiological, psychological adjustment to social problems and and sociological effects resulting from the release of emotional tension the misuse and abuse of drugs, narcotics can be met by rewarding and con- and other harmful substances. structive ways will be demonstrated by his classroom behavior.

3. The learner should be able to recognize 3. The learner's interest in seeking and discuss how these problems relate out activities associated with to the individual, the community, the sports, recreation, hobbies, the family, industry and business, traffic fine arts, churches and clubs in safety, crime, health and disease. the use of leisure time will be supported by positive, factual information.

4. The Darner should be able to describe 4. The learner's interest in keeping with ..eliable data, hew the irresponsi- up with the latest reliable infor- ble use of these substances fails to mation about drug abuse education contribute to health and happiness. will be enhanced.

5. The learner should be ab.< to describe, with information based on reliable data, the newest evidence about the influences of various narcotics, drugs and other harmful substances on physical and mental make-up of people.

Behavior:

1. The learner should be able to evaluate critically the appeals made by promoters of various dependency-producing substances and be able to resist the temptations resulting from incomplete information.

2. The learner should be able to support the efforts of society to control the use of dependency-producing substances.

3. The learner should be able to show respect and support of the law enforcement agencies of our society.

41 COMPONENT IDEAS SUGGESTED METHODOLOGY

Many secondary school pupils already have considerable information and misinformation about drugs.

Administer a pre-test to determine the degree of factual sophistication already present in the classroom about drugs.

Using this information, it may be advisable to survey the previous section of this guide and re-emphasize some of the material outlined there.

Use whatever methodology and media you think appropriate from the previous sections 'of this guide.

Inv,Ave the students in a "Meet the Press" role-playing situation in which one student authority is ques- tioned by a committee of student reporters. Individualize the title to read "Face The Class" or "Face The Nation" but involve the participating students in expression of present information that is available to them.

Encourage small group discussion on a topic related to "Me, Drugs and the Future" in which elements of how drug abuse can change self-concepts and goals.

Enlist student participation in problem solving situations presented (e.g., appoint a father, a mother, and a daughter to role-play a discussion between parents and child about the use of drugs).

Role-play a situation in which teacher appoints a religious leader and a student. The conversation centers around the student's explanation of how and why he participates in "pill popping."

42 LSD (lysergic acid diethylamide), an odorless, colorless and tasteless drug, is the most potent member of drugs which also includes dimethyltryptamine (DMT), peyote, mescaline and psilacybin. These have the power to bring about radical and often dangerous changes in human behavior.

Initiate classroom activities which will lead the students to collect articles from current news media indicating the scope of the LSD problem.

Use the articles collected for oral presentations for group discussion, to form a bound scrapbook collection for bulletin board display, or on basis for group reports.

Involve a small group of selected students in a project of exhibiting a collection of known ways in which LSD is used (e.g., candy, postage stamp, and on clothing).

Motivate learners with a desire to express themselves orally or to organize their factual material in written form to be shared with others in the class. Discuss the presentations.

Cite a case study of your choice and allow the students to discuss the degree of its validity and its implications.

Involve a group of students in role- playing on imaginary television report centered around the suspicion that the city water supply has been contaminated with LSD. This project could simulate reaction to such a situation.

Researchers have found, even in carefully controlled studies, that psychological resp-nse to LSD cannot be predicted and neither is there consistence in response within an individual.

Involve students in activities which result in a panel discussion of the physiological implications of the use of LSD.

43 Encourage research on the commonly held assumption that users of LSD are persons with inadequate personality adjustment. Discuss the oral or written reports resulting from this investigation.

Because LSD is relatively new, a complete and well-authenticated catalogue of dangers of use or abuse cannot be compiled.

Through class discussion or other teaching technique, compile a list of all possible "dangers" of the use of LSD. Keep the list, write it on the chalk board, post it, or use it for a springboard to continued involvement.

Encourage students to take one of the possible dangers and do a research report on their choice. Shaxe the information in class.

Use the fact sheet information as a basis for discussion. Allow students to add categories they think are omitted.

Use the fact sheet information to involve students in activities of their choice which will underscore the particular dangers of adolescent use of LSD as a substitute for good personality adjustment and maturations.

In connection with personality adjustment, use your imagination to involve students in projects, reports, debates, and role-playing.

The Federal Drug Abuse Control Amend- ments of 1965 provide strict penalties fox anyone who illegally produces, sells or disposes of dangerous drugs like LSD.

Involve students in research on the historical aspects of the development of drug abuse laws. Share reports in the classroom.

Use law enforcement officials as resource persons to discuss law enforcement and the special problems LSD presents. Allow student involvement in arrangements for their appearance, for introduction and for discussion.

44 Initiate activities in the classroom which will lead to oral or written reports (shared with the class) concerning the Drug Abuse Control Amend- ments of 1965. They may want to comment about their parents complaining about not being able to get a prescription renewed without the consent of the doctor. This stiuplation stems from these Amendments.

Limited research is being conducted to discover beneficial used of LSD. The National Instutute of Mental Health has fifty-eight (58) research projects authorized through the Center for Studies of Narcotic and Drug Abuse.

Involve students in a debate of the pros and cons of having LSD available for research by reliable agencies.

Encourage students to search out and report on research projects of their choice. Some investigation has been done on the possible use of LSD with mental patients. Discuss reports.

Manipulate classroom activities which might involve students in role-playing a research situation based on factual data.

Other hallucinogens equally tempting and dangerous to adolescent include: DMT, Psilocybin and psilocin, mescaline, and ibogaine.

If time permits, or you choose this material for your emphasis, select those sections of the methodology and media of the preceding pages which you consider appropriate to accomplish your objectives.

The term narcotic refers, generally, to opium and pain-killing drugs made from opium (e.g., heroin, morphine, methadon, paregoric and codeine).

Administer a pre-test to determine the degree of factual sophistication about narcotics already present in the classroom.

Using this information, it may be advisable to survey the 7-9 section of this guide and re-emphasize some of the concepts outlined there. 45 The abuse and possession withc "tt prescription of narcotics and dangerous drugs is against the law.

Use whatever methodology and media you think appropriate from previous sections of this guide.

Initiate a general discussion on narcotics and local use to determine the material in this section which should receive emphasis.

Opium is a dark brown or black tarry-gum, which is obtained from the dried milky juice of the unripe seed pod of the opium poppy. It has a faint odor and a bitter taste.

Involve the students in research projects related to the historical aspects of opium.

Encourage students to report on data collected about the physical reactions to opium usage and discuss.

Involve resource persons for a discussion of the legal controls on opium which have been instituted over the years.

Encourage students with a literary inclination to report on stories, books, and bigraphie' which may have meaningful informatio: on opium and its use. Stories with oriental setting might be investigated for information.

The opium derivatives are morphine, an odorless, white crystalline substance; and cocaine, Heroin is synthesized from morphine. Use those section of methodology from the previous page which seem significant to the accomplishment of your objectives.

Develop methodology which will be individually appropriate to the accomplishment of the educational goals in your classroom.

Discuss the court's regulation regarding drug abuse in school.

46 The heroin user jeopardizes his health and is in danger of dying from an overdose.

Encourage students to undertake research reports related to the historical aspects of heroin. These might include the history of the i:so of heroin and the history of legal efforts to control usage. Discuss the oral or written reports.

Organize, or development, of small groups or committees who will become involved in preparation of charts, graphs and pictorial reproductions of the history of the use of heroin.

Involve students in collecting data on the physiological reactions to 1*.ercin use and abuse. Discuss the data.

Cite r case study of drug dependence of the heroin type. Encourage students to discuss the reality and validity of the concepts presented.

Invite resource persons into the class- TOCM to discuss local concerns in the areas of heroin use and abuse. Allow time for student discussion and become conscious of follow-up activities which might become apparent.

Encourage students with special interests or talents (e.g.,literary, artistic or scientific) to pursue projects or research which will involve optimum use of their talents in quest Of knowledgeabout heroin and its use.

A heroin user can develop a total drug dependence and become enslaved by the drug Law enforcement officials attri- bute the neeo to secure money to pay for the habit as the reason for theft and prostitution among abusers.

Involve students in a debate on the facts and fiction of drug dependence of the heroin type. Much information is available in libraries.

47 Encourage small group discussion about the relationship between drug dependence of the heroin type and crime. Expect the student to furnish reliable data to support his statements.

Arrange learning experiences which might result in debate on the controversial steps which lead to drug dependence of the heroin type.

Use or possession of heroin in the United States is prohibited except for authorized research.

Involve students in research which traces opium from its raw form, in Turkey, to conversion to morphine and then to heroin in Italy and France, and transportation to the United States.

Encourage students to search out the national and international efforts to control the use of heroin.

Motivate your talented students in art projects to portray some aspect of this study. Use the pictures for display and illustration.

Allow small group discussion in which there is sharing of attitudes and opinions. Have each group make a group report to the entire class.

Use materials and techniques found in textbooks (e.g. health and biology) to promote student involvement.

Percodan (oxycodone), meperidine (demerol), and methadone (dolphine) are synthetic narcotics which have caused increasing concern because of their abuse.

Encourage a committee of students to read the articin on methadone in the Yale Alumni Mag,azine, 1969, and prepare a report for the class.

Discuss the methods that rehabilitation and treatment centers are using with drug-dependent people.

48 Because of the societal and human costs of drug dependence, rehabilitation is a major concern of universal nature.

There are six (6) other major types of treatment programs. Using a technique of your own involve students in research and reporting on: 1. The California P17ogram 2. Narcotics Anonymous 3. Synanon 4. Daytop Lodge 5. The British System

All national and international law enforcement agencies are working together to control and eliminate drug abuse. Each of us has a part to play.

Involve students in researching the background, the actual content of the laws, and their effectiveness. The Harrison Narcotics Act of 1914 The Narcotic Drugs Import and Export Act, 1922 The Marijuana Tax Act of 1937 The Opium Poppy Control Act of 1942 The Narcotic Control Act of 1956 The Drug Abuse Control Amendments of 1965 and any acts of more recent origin.

Involve the students in researching the activities of the World Health Organi- zation in international control of drug abuse. Encourage them to present panel discussions, oral reports, written reports, or any other vehicle can be employed to present the information.

Involve students in discovering how other nations handle their drug abuse problems. Biafra shoots the "pusher" (even of marijuana) on sight with no formality of arrest or trial. The user gets a trial and an automatic twenty years.

49 DRUGS AND NARCOTICS

A. Introduction

B. History of drug and narcotic use

C. Legislation and control of drugs and narcotics

1. Acts of Contress

a. Harrison Act b. Marijuana c. Narcotic. Drug Import and Export Act d. Control of Synthetic Narcotics (Robertson Amendment) e. iarcotics Control Act of 1956 f. Narcotics Mfg. Act of 1960 g. Drug Abuse Control Amendment, 1965

2. Arizona Laws

3. International Relations

a. United NationS b. World Health Organization

D. Causes of drug dependence

1. Accidental - Becomes dependent during course of medical treatment 2. Neurotic - drugs used to "escape" 3. Psychopathic - takes drugs for "kicks"

E. Effects of dependence (General)

1. Physical: Loss of appetite Feeling of well-being diminished Loss of vigor and vitality Loss of muscular coordination Insomnia

2. Personality: Feeling of tension and anxiety Criminal tendencies to support high cost of dependence Loss of integrity Weakening of character traits Loss of tolerance to physical and psychic pain

3. Mental Disorders

F. Prevention of dependence

1. Develop worthwhile goals and standards 2. Choose friends carefully

50 3. Use leisure time wisely 4. Know dangers of drug and narcotics use 5. Report illegal use and experimentation with drugs and narcotics

G. Identification of Drug Experimenters and Users

1. Responsibility 2. Procedures

H. Classification of drugs. Medical use, abuse and effects

1. Narcotics

a. Definitions b. Emotional addiction c. Physical addiction; withdrawal syndrome d. Tolerance e. Opium and derivatives - Morphine (M, "monkey") Dilaudid, demerol, heroin (H, "Horse") Paregoric These drugs reduce sensitivity to physical and psychological stimuli thus relieve or modify any type of pain

Source - Oriental poppy Medical Use - Medical and dental professions must make cautious diagnoses and prescribe carefully Pharmacists are legal guardians of drug supplies They fill three types of prescriptions: written, oral and exempt Results - Chronic use results in physical and psychological dependence The dosage must be increased to get the desired effect. Potential effect on unborn Withdrawal Syndrome - Nervousness, running eyes and nose, vomiting, diarrhea, feeling of depression, obsession with more drugs 2. Depressants: Phenobarbital, barbital, seconal, Tranquilizers, ("Goof Balls," "yellow jackets," "blue angels")

Source - Barbituric Acid Medical Use - Valuable in anxiety states, Hyperthyroi- dism, diagnosis and treatment of mental conditions Abuse and effects - Tolerance and physical dependence develop with chronic excessive use. Slurring of speech, staggering, falling, quarreling, unconscieous- ness and coma Results - User becomes true drug dependent Withdrawal Syndrome - Disorientation, vomiting, convulsions, coma, death

51 3. Hallucinogens: Mescaline psilocybin, lysergic acid, diethylamide (LSD), Model airplane glue, solvents, STP, DMT, Peyote, Marijuana Medical use - No legitimate medical use except on a research basis Abuse and effects - Not true addictive agents. Produce et:L.-of-the-body states that may be philosophical, religious, or mystical. Sounds are felt, colors tasted, objects pulsate and breathe while new colors are born in swirl- ing, flowing geometric designs. Hallucinogens have now become a part of the pattern of drug abuse. Marijuana - Hashish ("pot," "tea', "reefers," "sticks," "p:ass".) Source - Indian hetAp plant Medical Use - has no therapeutic value Abuse - Smoked or consumed by mouth es oil Effects - Vary with individual. Exhilaration, power, depression, drowsiness, sleep, antisocial behavior Results - Mental and emotional dependence. May lead to stronger drugs. Questionable.

4. Antidepressants and Stimulants: Cocaine ("C" or "snow") coca plant, Amphetamines-chemical synthetics; Caffeine-coffee, tea, cola drinks, "No Doz Pills;" Benzedrine and dexe- drIne ("Bennies") Methedrine (Speed) Medical Use - To reduce swelling in nasal passages Abuse and effects - Used by drivers and students to stay awake. Prolonged use may cause nervous disorders.

I. Drugs and Narcotics as a problem

1. Medical

a. Physician may establish potentially dangerous therapy that leads to dependence

(1) Sedatives or stimulants used for prolonged periods (2) Acceding to patient's request for more medication b. Accidental poisoning

2. A Social Problem

a. Crime and drug dependence

52 J. Treatment and rehabilitation of drug dependents

1. Physical

a. Withdrawal of drug - Total ("cold turkey"); slowly; substitution therapy

2. Hospitalization

a. Physical examination b. Rest and sleep c. Social and emotional rehabilitation d. Job or school program for return to society

3. Treatment centers

a. U. S. Public Health Service Hospitals: Lexington, Kentucky; and Fort Worth, Texas. b. State, city and private hospitals

K. Drug and Narcotics Glossary

1. Jargon 2. Technical terms

53 RESOURCES FOR DRUG ABUSE UNIT

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

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

3. Battista, 0. A. Mental Drugs: Chemistry's Challenge to Psychotherapy. Philadelphia: Chilton, 1960

4. Beckman, H. Dilemma:, in Drug Therapy. Philadelphia: W. B. Saunders Company, 1967 ("Addiction", 4A7).

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

6. Braden, William. The Private Sea: LSD and The Search for God. Chicago: Quadrangle Books, 1967

7. Chein, II, et al.: The Road to H, Basic Books, Inc. New York, 1964

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

9. Cutting, W. C.,Handbook of Pharmacology: The Action and Uses of Drugs, Ed. 3. New York: Appleton-Century-Crofts. 1967 ("Drug Addiction and Alcohol", 587-95).

10. de Bopp. R.S., Drugs and the Mind, New York: Grove Press, Inc. 1957 (Paperback) (Evergreen Black, Cat. No. BC-7).

11. Drug Abuse: Escape to Nowhere. Philadelphia: Smith, Kline & French Laboratories, 1967. $2.00 (Paperback).

12. Drug Addiction: Crime or Disease?Interim and Final Reports of the American Bar Association and the American Medical Association on Narcotic Drugs, Indiana University Press, Bloomington, 1963

13. Ebin, D., ed.: The Drug Experience, Orion Press, 1961 Evergreen Black Cat Edition, New York, 1965

14. Eldridge, W. B., Narcotics and the Law, New York University Press (Distributor), New York, 1962

15. Faber, S.M. and Wilson, RAUL., (Eds.) Conflict and Creativity: Control of the Mind, Part II. New York: McGraw-Hill. (Paperback) Paperback No. 19939

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

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

18. Hoffer, A., and Osmond, H., Hallucinogens. New York: Academic Press, (scheduled for July 1967 publication).

19. Kalant, O. J., The Amphetamines: Toxicity and Addiction. Toronto: University of Toronto Press, )936.

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

21. Laurie, Peter. Drugs. Baltimore: Penguin Books, 1967. (Paperback)

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

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

24. Ling, Thomas, and Buckman, John. Lysergic Acid (LSD-25) S Ritlin in the Treatment of Neurosis. London: Lambarde Press, 1963.

25. Lauria, D., Nitemare Drugs. New York: Pocket Books, Inc. 1966 (No. 10157) (Paperback)

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

27. Maurer, D. W., and Vogel, V. H., Narcotics and Narcotic Addiction. Charles C. Thomas, 2nd Ed., Springfield, Ill., 1962

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

29. Royal Medico-Psychological Association, London. Hallucinogenic Drugs and Their Psychotherapeutic Use. London: Lewis, 1963.

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

31. Solomon, David (Ed.)., The Marihuana Papers. Indianapolis: Bobbs-Merrill Co.,Inc., 1966

32. Solomon, D. (Ed.) LSD: The Consciousness-Expanding Drug. New York: Putnam, Berkeley Medallion Books, 1964 (No. N1277) (Paperback)

33. Stafford, P.G. and Golightly, B. H., LSD: The Problem-Solving New York. Award Books, 1967 (A221 SK). (Paperback)

55 34. Turner, W. W.,(Ed.). Drugs and Poisons. Rochester, N. Y.: Aqueduct Books, 1965.

35. Uhr, L. and Miller, J. G. (Eds.). Drugs and Behavior. New York. John Wiley and Sons, 1960.

36. Watts, A. W. The Joyous Cosmology: Adventures in the Chemistry of Consciousness. New York: Pantheon Books. 1962.

37. Wilner, D. M., and Kassebaum, G. G. Narcotics, McGraw-Hill, Inc., New York, 1965.

38. Yablonsky, L. The Tunnal Back: Synanon, MacMillan Co., New York, 1965.

39. Young, W. and Hixson, J. LSD on Campus. New York: Dell, 1966 (No. 5112) (Paperback).

56 VISUAL AIDS

COUNTY HEALTH DEPARTMENT

TELL IT LIKE IT IS Film Strip

ALIENATED GENERATION Film Strip

L.S.D. - THE ACID WORLD Film Strip

WHY NOT MARIJUANA Pamphlet - Filmstrip

GLUE SNIFFING Pamphlet - Filmstrip

LET'S TALK ABOUT GOOF BALLS AND PEP PILLS Pamphlet - Filmstrip

L.S.D. - TRIP OR TRAP Pamphlet - Filmstrip

DISPLAY KIT OF DANGEROUS DRUGS SPEAKERS SERVICE

N.A.U. FILM LIBRARY

DRUG ADDICTION 16 mm Film

DRUGS AND THE NERVOUS SYSTEM 16 mm Film

LSD - INSIGHT OR INSANITY 16 mm Film

MARIJUANA 16 mm Film

FLAGSTAFF POLICE DEPARTMENT

MARIJUANA 16 mm Film

LSD - INSIGHT OR INSANITY 16 mm Film

DRUGS AND THE NERVOUS SYSTEM 16 mm Film

DRUG ABUSE - THE FALSE ILLUSION Pamphlet

FLAGSTAFF PUBLIC SCHOOLS

Books

Byrd, Oliver, M.D., (Ed.), Medical Abstract Service for Schools, Stanford University

57 BOOKS

FLAGSTAFF PUBLIC SCHOOLS

616.86 Ausubel, David P.:1ERA Addiction: physiological, psychological, and sociological aspects. Random House, 1958. 119p.

Byrd, Oliver, M.D., (Ed.): Medical Abstract Service for Schools, Sanford University

613.8 Cashman, John: The LSD Story. Fawcett, 1966. 128 p.

615 Cooley, Donald G.: The Science Book of Modern Medicines. Watts, c 1963. 228 p.

616.86 Ebin, David, (ed.): The Drug Experience. - first person accounts of addicts, writers, scientists, and others. Grove Press, 1961. 385 p.

616.86 Harris, John D.: The Junkie Priest. Pocket Books, 1964. 193 p.

581 Kreig, Margaret B.: Green Medicine. - the search for plants that heal. Rand McNally, c1964. 462 p.

613.8 Laurie, Peter: Drugs: medical, psychological, and social facts. Penguin Books, 1967. 199 p.

613.8 Louria, Donald: Nightmare Drugs. Pocket Books, 1966. 96 p.

615 Reinfeld, Fred: Miracle Drugs and the New Age of Medicine. Rev, and enl. ed. Sterling, c 1962. 126 p.

613.8 Stafford, P. G.: LSD: the problem-solving psychedelic. Award Books, 1967. 280 p.

616.86 Wakefield, Dan, ed.: The Addict. Fawcett, 1963. 191 p.

58 TRANSPARENCIES

FLAGSTAFF PUBLIC SCHOOLS

613.8 Drugs: Hallucinogenic. School Health Ed. Study No. 4994 20 transparencies.

613.8 Predicted Effects of Mood and Behavior Modifiers. School Health Ed. Study No. 4991. 20 transparencies.

613.8 Dynamics of Choice Involving Mood and Behavior Modifiers. School health Ed. Study No. 4996. 20 transparencies..

59 MAIL ORDER FORMTo: Superintendent of Documents, Government Printing Office, Washington, D.C. 20402

Enclosed find $ (check, money order, or Supt. of Documents coupons).

ORDER FORM

NATIONAL CLEARINGHOUSE FOR DRUG ABUSE INFORMATION SELECTED DRUG EDUCATION CURRICULA SERIES

1. Baltimore County Board of Education Grades 6, 9, 12 Catalog No. Prex 13.8:Ed 8 Price $1.00

2. Flagstaff Public Schools Grades K-12 Catalog No. Prex 13.8:Ed 8/2 Price 65ft

3. Great Falls School District No. 1 Grade 6 Catalog No. Prex 13.8:Ed 8/8 Price $1.25 4. New York State Education Department Grades 4, 5, 6 Catalog No. Prex 13.8:Ed 8/3 Price 65¢ 5. Rhode Island Department of Education Grades K-12 Catalog No. Prex 13.8:Ed 8/5 Price $1.25 6. San Francisco Unified School District Grades K-12 Catalog No. Prex 13.8:Ed 8/7 Price $1.75

7. South Bay Union School District Grades K-12 Catalog No. Prex 13.8:Ed 8/4 Price $1.25

8. Tacoma Public Schools Grades 6-12 Catalog No. Prex 13.8:Ed 8/6 Price 60

9. Resource Book for Drug Abuse Education Catalog No. Fs 2.22:D 84/12 Price $1.25

NOTE:It is recommended that Item No. 9 be used in conjunction with these curricula.

[PLEASE DO NOT DETACH] __Enclosed To be mailed __later Please sendme the publications I have checked. __Subscription Name Refund Please charge this order Coupon refund Street address to my Deposit Account Postage No. City and State ZIP Code. FOR PROMPT SHIPMENT, PLEASE PRINT OR TYPE ADDRESS ON LABEL BELOW, INCLUDING YOUR ZIP CODE

U.S. GOVERNMENT PRINTING OFFICE POSTAGE AND FEES PAID DIVISION OF PUBLIC DOCUMENTS U.S. GOVERNMENT PRINTING OFFICE WASHINGTON, D.C. 20402 UT FICIAL BUSINESS Name

RETURN AFTER 5 DAYS Streetaddress

City and State ZIP Code PH-s

FOlt DRUGARISE 111FCMITIAT1011'

AtAft Alli f

II . 1 -

U S DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS SEEN REPRODUCED EXACTLY AS RECEIVED FROM TriE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECES SARILY REPRESENT OFFICIAL OFFICE OF EDU CATION POSITION OR POLICY An Interagency Federal Committee was convened in the winter of 1969 under the auspices of the White House to make available to the Nation's schools a variety of State and local curricula for drug education and the prevention of drug abuse. Participating in the Committee chaired by the Office of Education, DHEW, were the Bureau of Narcotics and Dangerous Drugs, Department of Justice; the National Institute of Mental Health, DREW; and the Office of Economic Opportunity.

The curricula selected are not recommended for adoption, but are distributed only as resources to assist schools in initiating or improving programs. All schools are encouraged to submit curricula and materials to the National Clearing- house for Drug Abuse Information. These will be reviewed by the Panel and those selected will be made available to other school systems upon request. Your cooperation will be appreciated.

The problem of drug abuse is not a new phenomenon. Man's use and abuse of drugs dates back thousands of years. In recent years, however, the dimensions of the problem have reached frightening proportions, raising the specter of societal suicide. Contributors to our current concerns have been the easy accessi- bility of a myriad of drugs, a tense, stressful social environment, thrill seeking and escapism, among others.

In addressing itself to so complex a problem the discipline of education must go beyond mere dispensing .0 information and make a stronger effort to effect student attitudinal and behavioral change. The more traditional teaching methods will be inadequate to do the task. This implies the need for broadscale teacher training and retraining in new approaches and techniques. Periodic reinforcement will be needed if the operational style of the classroom is to change. What is required is a long-range view that will aim at the preparation of health educators and other school personnel who can address themselves to this and other serious health problems.

The tasks described above will require significant, long-term financial support and commitment. They will also require wise, perceptive leadership from national and state levels.An effective program of bread-based education should produce significant results by the end of the decade.

Iiterdisciplinary Panel

For sale by the Superintendent of Documents, U.S. Government Printing (Mee Washington, D.C. 20402- Price 60 cents Reprinted With Permission From:

Tacoma Public Schools Tacoma, Washington Developed under contract with the Office of EconomicOpportunity Grant No. CG 8965-A/O TACOMA PUBLIC SCHOOLS P.O. BOX 1357 CURRICULUM AND INSTRUCTION DIVISION 3-1811, Ext. 265 TACOMA, WASHINGTON 98401 Deputy SuperintendentJoseph P. Lassoie Administrator for SecondaryElementary Education Education Bertrum S. E. Mazzei Myhre OFFICE OF ECONOMIC OPPORTUNITY GRANT NO. CG8965-A/0 CURRICULUM GUIDE FOR DRUG EDUCATION WORKINGSIXTF. GRADE COPY 1968 Board of Directors Superintendent of Schools MichaelFrankJ.DavidJohn L. H.J.R.Boze Anderson,GillihanTuellSterbick Jr., President Vice-President Angelo Giaudrone PREFACE educationalThe Tacoma Publicprocess. Schools firmly believe that education for health should be an integral part of the total The school must have a comprehensive, sequential health curriculum, K through 12, which onwillforteachersfuture the providehealth Washington roles who, a livelyas frameworkprovided parentsState area Health adequatefor andtuned helpingcitizens. Education in time on meet criticalfor guide theinstruction health withissues. adaptation needs and authoritativeof youth,and revision as wellcurrent by as Tacoma helpingmaterials, teachers, prepare can makewillthem educationbefor their Such a curriculum should serve as a guide for interested, qualified This fall our district health curriculum guide, based program,toDuringcompleted participate thefunded and past vvailable. byin year, OEOa comprehensive andwhile operated committees communitythrough were the programstill Tacoma working aimed Narcotics aton the Center, preventionguide, providedthe andTacoma reductionfunds Public for ofSchools the drug Tacoma abuse.were Publicinvited This undertaken,abuse.Schoolsanduse areand to nowabuse operateeducational ready units withinfor in a materials their widerits health classrcoms.trial were educationat evaluated the sixth program and grade, purchased, a specialjunior and highprogram selected and withsenior teachers major highIn emphasiscarryinglevels were asked onout drugtothe try usehealth the and drugeducation component of this program, a curriculum development project was The materials were then revised in light of classroom experiences humanproblem.Wethat do being--physical, nothealth subscribe is a unified to mental,the conceptphilosophy emotional and ofmust andinstituting besocial--and approached crash the with programs complexity consideration and ofpiecemeal forces given whicheffortsto all affect aspects to focushuman of onbehavior.the Suchone total healthfragmentation has proved to be largely ineffective in the past. We do subscribe to the philosophy Therefore,opportunityViewedpeersappropriate in and thisthese adults,to timelight,avail units andand themselves drugwill placeto usereachbe into incorporatedand ofeducated the abuse,scientific framework onedecisions into ofinformation, ofourthe an concerningoverallcritical existing to Tacoma issues examinehealthcurriculum. Public facing practicestheir Schools youth,own inattitudes healthmustrelation be curriculum incorporated andto drugthose useguides.of atandtheir the abuse. This approach offers students the best andTacoma-PiercemoralWeleadership appreciatepharmaceutical support and Countyandthe basic guidancefinancialprofessions. Health groundwork andDepartment,assistance the supplied specialized providedthe through Pierce knowledge by theCountyOEO Washingtonthrough sharedJuvenile thewith State CourtTacoma us Health byand Narcoticsthe members EducationTacoma Center;of Police guides;the medical, weDepartment, acknowledgeand we psychological value the the the Angelocaaudrone, Superintendent 4.4e6ferts, % groups,Many people colleagues helped inmake voluntary this project health a organi7ations,reality. and officials in governmental departments all cooperated in InterestedACKNOWLEDGMENTS citizens, community representatives of professional choresHealthThefurnishing Pupil withServices Personnel backgroundus. staff Services andmaterial, school of Tacomascientificcounselors Public informationwho Schools contributed gave and interestideastime and andeffortsuggestions. support. and shared the thinking and writing Particular recognition is due the The major tasks fell to staff members who performed these1. services: bibliographiesDeveloping the original materials--formulating concepts, creating learning experiences and preparing 2.3. EvaluatingUsing these their specific experiences sample curriculumand revising materials the materials in classrooms accordingly ElementaryThe culmination of 4. Interpreting the need for and the use of these materials to others this curriculum project represents their interest, enthusiasm and hard work. Junior High School Senior High School NancyHarryNorbert GuthrieErbele Ellingson -- 6th,4th, - Bryant6th,Whittier Whitman WalterRobertJacqueline CollinsFitzpatrick Arps - Gault Baker Gault MargaretThomasJames McDonaldMedakRiebe - Stadium-Lincoln Mount Tahoma JerryRichardRobertDon Kvamme WoodsRamsey NugentVargo -- -6th,6th,- 5th,5th,6th, LowellStanley ListerEdisonStanley MargaretPamelaPaulaBettySally LizbergJohnsonGranquist McGeeMcGregor -- McllvaighBakerJason- Hunt Lee Mason EthelJohn Stamatakis Vitrollo -- CounselorSchool StadiumNurse - Wilson WinifredThelmaDarylSandra SmithNelsonJohnsonGilmur - - Counselor -School PEP,School Health Nurse Nurse EducationResource Teacher DorothyRupertJoeGloriaHermalMagnuson PetersonRhinettart Scott Pessemier - -McCarver Mcllvaigh-- -GrayMcllvaigh Gray MardellPeggy Kopf Buffington, - Health AssistantEducator,Tacoma-PierceinDepartment Curriculum County - Health Health SylviaRonaldJames CaughlinWilsonLundquist - -School -Counselor Counselor Nurse OrvisNora PageA. Harrelson, Hall - Director M. D., ofDirectorHealthEducation Education of Health Services PREFACE Theeducational Tacoma Public process. Schools firmly believe that education for health should be an integral part of the total The school 17.-_-= have a comprehensive, sequential health curriculum, K through 12, which willonforteachersfuture the providehealth rolesWashington who, a aslively frameworkprovided parents State area adequateforandHealth tuned helpingcitizens. Educationin time on meet criticalfor theguideinstruction health issues.with needsadaptation and authoritativeof youth, and revisionas wellcurrent asby helpingTacomamaterials, teachers,prepare can makethem will educationfor be their Such a curriculum should serve as a guide for interested, qualified This fall our district health curriculum guide, based program,toDuringcompleted participate thefunded and past available. byin year, OEOa comprehensive andwhile operated committees communitythrough were the programstill Tacoma working aimed Narcotics aton the Center, preventionguide, providedthe andTacoma reductionfunds Public for ofSchoolsthe drug Tacoma abuse.were Public invited This andundertaken,abuse.useSchools are and now abuseto readyeducationaloperate units for within ina widermaterialstheir its trialclassrooms. health were at educationtheevaluated sixth programgrade,and purchased, juniora special high and program andselected senior with teachers highmajorIn levels.carrying emphasiswere asked out on tothedrug try health use the and drugeducation component of this program, a curriculum development project was The materials were then revised in light of classroom experiences humanproblem.Wethat do being--physical,nothealth subscribe is a unified to mental,the conceptphilosophy emotional and ofmust andinstituting be social--and approached crash thewith programs complexity consideration and ofpiecemeal forces given whicheffortsto all affect aspectsto focus human of on thebehavior. Suchone total healthfragmentation has proved to be largely ineffective in the past. We do subscribe to the philosophy Therefore,peersopportunityViewedappropriate and in adults,thisthese to time availlight, units andand themselves todrugwillplace reach usebe into incorporatededucated andof the scientificabuse, framework decisions one into information,of of our the concerningan overall criticalexisting to Tacomahealth examineissuescurriculum. Publicpractices facingtheir Schools ownyouth, in attitudesrelation healthmust becurriculum toand incorporated drug those use guides.of and their at abuse. the This approach offers students the best Tacoma-PiercemoralWeandleadership appreciate pharmaceuticalsupport and Countyandthe basic guidancefinancial professions.Health groundwork andDepartment,assistance the supplied specialized providedthe through Pierce knowledge by theCountyOEO Washingtonthrough sharedJuvenile thewith State CourtTacoma us Health byand Narcoticsthe members EducationTacoma Center;of-the Police guides; medical, weDepartment, acknowledge and wepsychological value the the the AngelAiaudrone,al/ Superintendent 4-(404m--- CONSUMER HEALTH The American public spends billions of dollars each year for health care. Overview Yet another isbillion helpful dollars protection is spent from on the fraudulent exploitation products and direandWhat services.results people ofbelieve health and abuse, the typesneglect of anddecisions quackery. and actions they take in the selection and A background in consumer health hisqualityutilization own ofability health of healthto attainment. select information, critically personnel, and to wisely products use productsand services and services.are major determinants in the The individual's protections from fraudulence is primarily through Unit. Material on food fadsContent and quackery on cosmetics is omitted has its here greatest because emphasis it is included under body in thecare Nutrition and grooming and is included Concerntowardin the Anatomy healthat the personnelandelementary Physiology and level services Unit. is also because for safety the youngsters in the use are of nothealth yet products.choosing for themselves. At the elementary level, concern is for developing attitudes Competency Students discriminate critically between reliable and unreliable health COMPETENCIES Competency TT: Studentsinformation avoiduse anddiscriminating the advertising dangers of judgmentof medical health in neglect,products. the selection self - diagnosis and use ofand drugs. self- Competency IV: Studentstreatment select for themselves and make intelligentand others forutilization whom they of have qualified a responsibility. and corn- Competency V: medical,Studentspetentmedical, hospital,use discriminating dental health and andallied judgment accident health in insurance evaluatingpersonnel protection andand services.selecting and understand reliable Competency VI: responsibilitiesStudentsthe costs appreciateof comprehensive in supporting the roles medical andand promoting functionscare. healthof health programs agencies and their (secondary level) COMPETENCY I: ofDiscriminate health products. critically between reliable and unreliable health information and advertising reliableThere are health sourcesCONCEPTS--Sixth infor- of Grade Tapeand record help childrenradio or evaluatetelevison and commercials discuss advertising relating to (avoid children's personal health prejudices SAMPLE LEARNING EXPERIENCES 1.101.1 mation. ofCreate health a posterinformation. from class-developed zriteria for evaluating the reliability 1.191.161.151.12 Studentsindividually list sources and then of tabulatehealth information and use for cooperatively. discussion, Have students rate 4.114.102,21.241.23 theysuchStudent wouldas toothpasteteams buy developand discussand advertisementspresent reasons to class.for for choices, a fictional brand of health product Class members decide which band 1.151.91.161.10 products.reviewingDevelop criteria cost, claims, for selecting who recommends, and pwrchasing manufacturer, personal etc. health of variousproducts common by 2.72.21.181.17 Student visit and interview; PoliceBetter DepartmentBusiness Bureau 6.42.232.92.8 areSome harmful health toproducts our aUse Quack" resource - fad, 2.2 to fallacy.develop individual posters or essays titled "How to Spot 13.1 health HaveCreatethe a quack,skitcut-paper illustratei.e., how a quack might operate in selling a service. testimonials,"Quack Machines" scare and technique, write advertising sure cure, using etc. the gimmicks of CONCEPTS-- Sixth Grade SAMPLE LEARNING EXPERIENCES RESOURCES harmfulSome superstitions to our health. are someEncourage common students superstitions to check about with health. parents and friends and list 6.36.26.1 WritenotebookMakeit aisand notebook realistic collectperform of healthora health play:questionable. information superstitions. and evaluate as to whether "The Medicine Man of the Old West," On other pages of this 6.196.126.106.96.7 asWrite ina quack, classdialogue asthe to forother which two a is identical-appearingqualified the quack. physician--play doctors; guessing one speaks game 12.212.111.2 6.30 II. Use discriminating judgment in the selection and use of drugs. People use drugs for vari- CONCEPTSSixth Grade Develop a definition for the term "Drugs" by using information from a SAMPLE LEARNING EXPERIENCES RESOURCES 1.22 oustheir reasons effects because on theof body. MakeWorldvarietychemical, a Healthchart of sources, andofOrganization, sourcesmineral. i.e., from encyclopedia,newspapers, which drugs parents, dictionary,are obtained: and youngmedical people. dictionary, animal, plant, 1.23 dailyquestionsreplayHave students work,with they listeningand make wishrequirements an to posts.appointment ask the for physician.) licensewith a physicianto practice and medicine. tape the interview; (Plan ahead of time with the students the Ethical standards, training, 7.97.13 Havedepressants, acommittees bulletin hallucinogens boardclassify display drugs--possible end of others. empty, clean,drug classifications containers. are: stimulants, The 2.341.231.22 marijuana,Docounter"display library couldetc.drugs. research: discriminate LSD, narcotics,between prescription barbiturates, drugs amphetamines, and 'over -the- DemonstrateaskSet questions.)up a question some physicalbox. effects that drugs have on the body: --Dilation of pupils of the eye (demonstrate by light and (This also allows shy students an opportunity to --Continuous--Blurred--Increase vision pulse daily (demonstraterate application (by physical byof projectoriodine activity). on outgreen of leaffocus).celldarkness (showsdestruction). in the room). --Dissolve--Show relaL.Ition two crushed - obtain aspirin a hermit in about crab 4 orounces a sea ofputof anenome,sea cloves waterinto anenoma water,andto water--crab will add stay one open, aspirinwill evencome or thoughoutseveral of touched.his drops shell of andoil Share an incident where a drug has been prescribed. their.then water reaction. seedling plants with this solution - watch -5- 2.31 CONCEPTS--Sixth Grade Drugs have helpful and harm- Bring newspaper advertisements and articles for bulletin beard SAMPLE LEARNING EXPERIENCES Try tc distinguish between facts and opinion andhr RESOURCES 2.18 ful effects. Readrelatedindividual labels to crdrugscrapbooks. medicine use. bottles to learn about "side effects" uuderLatadin8 of Lei-ai "side effects" as related to drug use. as 3.7 regulationsFederal, State govern and the local Visitthe asale pharmacisthospital of drugs; to or see drugsinvite helpful that one aspectsareto speakavailable of abcat drags. across the regulations the counter for and 2.247.12 use of drugs. Askandthethose replaythe meaning schoolprescribed with of nurselistening colored by toa doctorcome bottles;posts.) and and talktraining why; about what for whydrugs pharmacy, she he can't sells etc. give the (Tape drugsmost; Writeist,to legalized.(Allow students.letters First andto Madison,the Foodthree Roomand weeks Drug501, for Administration,Seattle, reply.) to see Consumerhow medicine Special- is 2.342.7 discussContactDepartmentHave a committeethe tolawsPolice discuss governingmake Department lawsan appointment drugs.about and drugs.have to someone see someone come tofrom your the class Police to (Interview could be taped.) 7.6 bilitiesThe individual in the hasuse responsi-of drugs (Note toDo teacher:research on State and Federal laws relating to drugs. Respectdrugs.) individual's religious belief concerning 11.7 WNCEPTS--Sixth Grade J SAMPLE LEARNING EXPERIENCES RESOURCES ofsponsibilitiesThe drugs individual (continued) inhas the re- use DramatizeExplore ideas a situation such as: where you are dared to take an unknown substance. hippie movement, nonconformity, generation gap. HaveConstructa lista physician of questionsa medicine visit prior thecabinet classyto visit.of oompaper )and or discuss wood - drugstress abuse. locks. (Prepare 7.87.7 demonstrateExhibitHavelocks. student-parent an adequatelyits storage campaign equipped and use. to first-aid "clean-out" kit thefor medicinethe family cabinet car and - stress CONCEPTS--Sixth Grade SAMPLE LEARNING EXPERIENCES RESOURCES useThesponaibilities ofindividual drugs (continued has in re- the CrampsDramatizeWnat is comeswrong? a studentto visit attempting and has a tcbig sell bottle pills of tcaspirin a yconger in his student. suitcase. 2,72.9 FatherMother wakesgives inlittle the nightbaby brotherwith a soreaspirin shoulder. and tells gees chim Indy.feelsto itthe isfor sweet, the bottle like and shakes two pills out r_t it and swalicws them. cabinet, 2.242.18 Big sisterbrother offers hashas thea someheadache flu ofand her everypours medicine day.her medicine to her friendinto athata headache.whoglass it seems isand two tojust teaspoons.be guessescoming He takes twc aspirins every time he has MixingDiscuss pills the in rangers one bottle of: (possible chemical reaction).doc,..m with a cold. KeepingFailt.reSharing left-overto prescribed use prescribed pills medicines for dosage. long with periods others. of time. 2.25 Contrastpoints.Identify terminology advertising on slogansprescription concerning and non-prescription drugs. drugs. Distinguish between facts and op1nions. Discuss good and bad 2.312.25 drugsSome people abuse ReadHave casestudents histories discuss from the selected reasons sources.why some people misuse drugs. 6.33I.L31.229.7 WriteMake(i.e., aan chart essayantihistamines, showing on the dangerousdanger depressants, of drugstaking and stimulants,certain their drugseffects etc.) before on the operating body systems. machinery 2.3?-2.20 -8- CONCEPTS--SixthCOMPETENCY III: Grade I Avoid the danger of medical neglect, self-diagnosis and self-treatment. SAMPLE LEARNING EXPERIENCES RESOURCES helphealthfollowingWhen weus practices areget certain ill,well will Discuss the things we can do when we are ill to help us get well faster. 4.3 specialcateCertain that healthsymptoms we need care. indi- AskMakeshould the posters school stay on home"nurse the symptomsandto presentsymptoms of toa of cold.class common rules illnesses and regulations of elementary about pupils. "When we Makecase.self-treatment. up cases - some requiring professional medical care and some requiring only Discuss best choice - -- professional help or self-help for each Haverepair; students control give of reasons growth; why diagnosis, some children treatment may beand on prevention medication; of (aiddiseases). in body 11.5 2.342.9 COMPETENCY IV: Intelligently select and utilize qualified and competent medical, dental, and allied health personnel and services. SAMPLE LEARNING EXPERIENCES ourPhysicians health.CONCEPTS--Sixth help protect Grade From cardboard make various instruments that a doctor uses in his office to check and protect our health; make a mobile of them. 1.41.2 RESOURCES 9.17.6 Many individuals have Maken historical mural of health and medical discoveries. 1.81.5 11.411.2 9.2 goodcontributedtoday, health towe thecan have Conduct committee research on individuals who have contributed to medical research. (Pasteur, Lister, Reed, Salk) 3.43.33.12.10 InterviewhealthSurvey(i.e. services and physicianshow then often available develop shouldand dentists toa we bulletinstudents. be examined,with board questions forhow thecan developed nurse'sstudents byoffice assist the class.on the the 6.76.66.55.155.7 surgeon,inquireIntervit.7physician/dentist aboutgeneral dentist/physician education practitioneer, when theyfor specialist;seeto etc.establishthem, etc.) pediatrician, educational requirements.obstetrician, Also 6.8 COMPETENCY VI: Appreciatesupporting the and roles promoting and functions health programs. of health agencies and the responsibilities of citizens in Many healthCONCEPTS--Sixth agencies Grade Write, visit, and read to collect material for oral reports on various SAMPLE LEARNING EXPERIENCES RESOURCES usinformserve,and well. organizations usprotect, to help and keep controlhospitals,community centers). agenciesclinics, thatfire protectdepartments, our health law enforcement (public health agencies, departments, poison 2.292.122.81.141.10 ArrangeinformationHavethat relatestudentsfor class isin developobtained.some to visitway a to healthsupermarket. health. folder that describes ways in which health Look for displays of the things Havekeptabout studentsstudent safe. sanitary committeesbring inspections various visit empty thata grocery foodare conductedcontainers store for and tothe otherclass. purpose ways of that inquiring food is Talk about foodHavefrozenproper insidestudents goods,packaging of collectstoragecontainer. and storingdifferentmethods, to etc. foodkeep labels.food safe. Discuss labels and tell aboutDiscuss refrigeration, safeguarded.InterviewforInterview the apreparation, butchera restaurant or storage,meat owner. handler and servingto find ofout food. how meat and poultry are Write a paper as an outcome. Check requirements for servingcaeomargine and Laws and regulations rejectingInterview advertising.newspaperman regarding: newspaper standards for accepting or i.rotectthe health our healthof others. and protectionOutlineaSelect program a provisions for healthto thework problemconsumer. toward of the ina Food solution.school; and Drugas a Administrationclass project developas related and tocarry out CONSUMER HEALTH RESOURCES hopefullyreadingThe resource level he can listof modifythe is elementaryfor the both information the students. elementary to relate and secondaryto the level levels of understandingbecause very littleof his isstudents. available on the The resources, therefore, are fcr the elementary teacher and 1.0 BOOKS unless(All otherwisebooks found noted.) at the public library are found in the Children's Department, 1.31.21.1 MODERNDudley,Packard, DRUG NancyVance ENCYCLOPEDIA 0, AND THERAPEUTIC INDEX. LINDA GOES TO THE HOSPITAL. THE HIDDEN PERSUADERS. McKay, 1957Coward McCann, 1953 Sloan and Pearce. (Pocket Books) Public Library (adult) Public Library. (adult) 1.91.81.51.4 Atkinson,Lerner,Thompson,Elting, DonaldMargueriteMary Frances T. B.R. THE FIRST BOOK OF NURSES. MAGIC,ABOUT DOCTORMYTH, ANDJOHN. MEDICINE.DOCTOR'S TOOLS. Lerner, 1960.Children'sWatts. Press, 1959. Fawcett, 1956 (paperback) Curriculum Library Public Library (adult) 1.131.121.10 Dubos,Deutsch,Cook,(Adult) James,Rene Ronald J. M. REMEDIES AND RACKETS.THE MIRAGE OF HEALTH. THE NUTS AMONG THE BERRIES. Norton, 1958. Doubleday, 1959 Public Library Ballantine Books, 1961Public (paperback) Library (adult)Public Library (Adult) 1.161.151.14 '(Adult)Haggard,Gardiner,Editors Howard. of Martin. Consumer Reports. DEVILS, DRUGS,FADS ANDAND DOCTORS.FALLACIES IN THE NAME OF SCIENCE. THE MEDICINE SHOW. Affiliated Publisher, Simon and Schuster, 1961. Dover, 1957 (paperback) Public Library 1959 (paperback) Public Library Public Library (Adult) 1.181.17 Hemphill,Library.Pinckney,Public(Adult) LibraryJosephine. Edward R. For grade six HOW TO MAKEFRUITCAKE THE MOST AND OF ARSENIC. YOUR DOCTOR AND MEDICINE. Little, 1962 (history and stories of the FDA) Follett, 1964. Public 1.211.201.19 Ottenberg,Young,Smith,(Adult) James Ralph Miriam, H. Lee. THE TOADSTOOLHEALTH THEHUCKSTERS. MILLIONAIRES.FEDERAL INVESTIGATORS. Crowell Company, 1960. Public Library (Adult) PrenticePrinceton Hall, University 1962, ChapterPress, 196110. Public Library 1.231.22 Kitzinger,Washington,NationalSmith(Adult) KlineEducation Angela D.C. and andFrench Association, Hill, Laboratories, Patricia. Publication Sales Department, 1201 Sixteenth Street, N.M., 20035 ($2.00) DRUG ABUSE:DRUG ABUSE: ESCAPE TOA NOWHERE.SOURCE BOOK AND GUIDE FOR TEACHERS. A GUIDE FOR EDUCATOR. 1967 California State Department of Education, 1967, Sacramento, California (40o) -12 1.23b Schramn, Wilbur and others. TELEVISION IN THE LIVES OF OUR CHILDREN. Stanford, 1961, Curr. Lib. 1.291.261.251.24 Berger,Campbell,Trump,Kiev, Ari,Fred. Knite Hannah. (Ed.) and others. A VISIT TO THE DOCTOR. BUYER BEWARE. MAGIC, FAITH,WHY ANDDID HEALING.THEY NAME IT. Abington, 1965 Fleet Publishing, FreePublic Press. Library 1964 Grosset & Dunlap, 1964 (Adult) 1960 2.0 FEDERALANDPUBLIC WELFARE, AGENCIES INQUIRIES WASHINGTON, BRANCH, D.C.PUBLIC 20201 HEALTH SERVICE, UNITED STATES DEPARTMENT OF HEALTH, EDUCATION 2.22.1 THEThePersonal CancerFEDERAL Health Quacks FOOD Expenses AND DRUG ADMINISTRATION, SEATTLE DISTRICT, FEDERAL OFFICE BUILDING, 909 FIRST 2.82.7 Self-Medication--FDACosmetic--FDAProtectAVENUE, YourSEATTLE, FamilyFact WASHINGTON Sheet AgainstFact Sheet Poisoning.98104 2.152142.122.10 Quackery--FDARequirementsEnforcingHow FDA works the Fact ofFfor D the SheetAyou U.S. Food, Drug and Cosmetic Act (non-technical) Revised 1968. Act, 1968 2.232.192.182.16 DennisRunningawaynessHabit-FormingDrugRainbow Side the Pills--FDA Effects--FDAMenace Drugs, Takes Fact Fact FactaSheet PokeSheet DCR2, at PoisonOctober, 1966 2.272,262.252.24 Medicines:ThalidomideHallucinogenicSome Questions Story &Drugs Answers About. Medicine, Fact Sheet Prescription and Over-the-Counter, Fact Sheet 2.312.302.292.28 TheProtectRegulationsEnforcing RX Legend, Your the of FamilyFood, AnFederal FDA DrugAgainst Manual Hazardous and PoisoningCosmeticfor Pharmacists,Substances Act. Labeling F D A Act Publication #12, Revised January, 1968 No. 35. March, 1968 15C 2.34 Bureau of Narcctics & Danr,erous Drugs, Department of Justice, Washington, D.C. 20537 Factno. Sheets 1. 2.3. The DrugIllegal AbuserAbuse Traffic Control in DangerousAmendments Drugs of 1965 6.4.7.5. ControlledStimulantsHallucinogensDepressants Drugs 2.35 The Watch For Household Hazards,10. FDA Papers,8.9. March, 1968 StimulantsBibliographyHallucinogens and of -Depressants SelectedA Select PopularBibliography - A Bibliography References 1964-67of Hallucinogenic Drugs 2.53 U.S.HowCHIEF theDEPARTMENT POSTAL Postal INSPECTOR, InspectionOF HEALTH, UNITED ServiceEDUCATION STATES Protects & POSTWELFARE, YouOFFICE Against330 DEPARTMENT, INDEPENDENCE Mail Fraud, WASHINGTON, AVENUE U.S. Post D.C., Office 20260 S.W.. WASHINGTON, D.C. 20204 2.543.0 FILMSTRIPSTeaching Poison & TRANSPARENCIES Prevention in Kindergarten & Primary Grades, Public Health Service Pub. Nc. 1381, $1.50 3.33.23.1 TheDollarsHealth Little Helpers,for Pink Health Bottle,EBF ILI NF 3.73.63.53.4 Transparencies:RaytheonCommunityChecking Your FilmstripsHelpers Health, for -- EBFHealth, Drugs; EGHIntroduction, TPS Drugs & Your Body, Brady., TPS 4.44.34.24.0 YourHowAFILMS New toFriendDoctor; WorldCatch the ForAMcG Cold,Doctor,Peter, TPS HannaCoronet 4.104.94.74.64.5 Myth,HelpingMedicineChoosing Superstition Hands Man, a Doctor,ForAMA Julie.Science, McG WSH TPS -14- 4.11 Science and Superstition TPS 4.214.134.124.224.14 QuacksFolks,AreDrugsFraud You &Facts, Positive,&FrightensNastrums, The andNervous TPS Pharmacy,WTAMcG System, LL TPS 5.04.244.23 PROFESSIONALNarcoticsBeyond LSD--(Adult the ORGANIZATIONS Inside Group Story Only) 5.35,25.1 MechanicalAMERICANDidBeware You MEDICAL of KnowQuackery "Health That? ASSOCIATION Quacks" 1962 6.05.4 MAGAZINESMedicinesTODAY'S tgHEALTH How To Use Them (50 6.46.36.26.1 Wolters,Smith,Rosen,Dunlop, Larry,Ralph.Harold, Richard, "The T'J Doctors." "Are You Wasting"Hypnosis: Your Money on"Granny Had A Cute For Everything." The Fad and the Facts." October, 1962 Health Cosmetics"? October, 1963 May, 1963 April, 1961 6.86.76.6 Dunlop, Richard. "The"Doctors Paleface: Who Helped Win the West." "How"Quacktitioners to Spot a Quack." in the Old West." Medicine Man of the Frontier." November,September, 19641964 March, 1964 6.126.116.106.9 Gamble,Earle,"PrimitiveKurah, HowardFrederic Harry. Medicine: R. "Mail"Iron OrderCurtain Quack's of Superstition." Harvest: "The ImportanceMagic, Miracle,of Honesty and in Myth."Advertising." Dollars and Death."February,April, 1962 1961 July, 1961 March 1961 6.166.156.146.13 Cooley,Cooley,Balk, Donald.Alfred. Donald. Pert II, December, 1963 "Your Headache--Facts"How "Medicines"Aand SomeDrug Fallacies." DrugsIs ofBorn." GetTomorrow." Their Names." September, 1963 Part I, November, 1963 April, 1961 March, 1960 6.206.186.176.19 Conley,Smith,Ratcliffe,Kaplan, RalphVeronicaJack. I.D. L. L. "The Health Machine Menace:"The"America's Strange Laxative World of Addicts." Mechanical Quackery.""R.N.--Thosa Magic Initials." lerapy by Witchcraft." November, 1962 December, 1960 November, 1964 February, 1961 6.21 Donahue, Stephan. "What Is A Dermatologist?" -15- September, 1962 6.246.236.22 "HowEarle,Donahue, to Howard. SpotStephan. A Quack." "The Remarkable World Of Dentistry.""What Is An Internist?" April, 1963 April, 1963 6.286.276.266.25 Terry,Orphan,Earle,"What Luther Dennis. IsHoward. A Doctor?"L. "How To Save"A Doctor Money InOn"What TheYour IsMaking." Health A Public Insurance." Health Physician?"April, 1960 October, 1961 May, 1963 February, 1961 6.326.316.306.29 Ward.Allman,Kaplan,Smith, David RalphJack. B. Lee. "Four Horsemen of Quackery." January, 1965 "Doctor Abrams--Dean of Medical"Are Quacks." Medical"The CostsFace Burners."Too High?" June, 1966 September, 1964 April 1966 6.33 Nolte,AMERICAN Anne, RED Ph.D.,CROSS JOURNAL"To Strive, (local To chapter)Seek, To 306Find.", South December, 7th STREET, 1967, TACOMA, Vol. 44,WASHINGTON No. 3, pp.BR 2-31015-7 6.346.35 TheFalseCONSUMER Medicine Advertising REPORTS--CONSUMER Show, and1963 Products UNION, for MT.the VERNON,Overweight. NEW YORK ($1.50) November, i959 6.36 Editors,SCHOOL MANAGEMENT "Straight MAGAZINE, Talk About INC. the , Drug22 WEST Problem" PUTNAM AVENUE, GREENWICH, CONN. pp.52,53 7.0 MISCELLANEOUS"A"Answers Schoolman's to give Guide to Illicit Drugs, pp. Vol. 12, $1.00 Basic questions" pp. 57-60 7.57.4 FactsServiceBETTER You BUSINESSBulletin Should BUREAU,Know(Recent About INC.,court Health RUSTactions QuackeryBUILDING, -- health TACOMA, products WASHINGTON and devices) 98402 7.6 TacomaRESOURCE Police SPEAKER Dept., ( ALL 930 SPEAKERS Tacoma Avenue,MUST BE Tacoma,CLEARED Washington,THROUGH NORA FU HALL'S 3-3311 OFFICE, EXT 265 7.7 Tacoma,Pierce County Washington, Pharmacy SK Association,9-2222 Mr. Odell Wallace, Bz.y View Drug, 3401NarcoticsYouth North Guidance Division Proctor, Division 7.97.8 TacomaPierce PublicCounty Schools,Juvenile PostCourt, Office 930 TacomaBox 1357, Avenue, Tacoma, Tacoma, Washington, Washington, FU 3-1811 FU 3-3311 7.10 Washington,Tacoma Pierce FU 3-3311,County HealthExt. 349 Dept., Miss Peggy Kopf, Health Educator, 930Health Tacoma EducationServices Avenue, - -Tacoma, ExtExt. 288 265 7.11 Tacoma - Pierce County Narcotics Center, 1138 Commerce Street, Tacoma, Washington, MA 7-4147 -17- 7.12 BRMary 2-1281 Bridge Children's Hospital, Director of Nurses, 311 South L Street, Tacom,l, Washington, 8.07.13 WASHINGTONPierce County STATE Medical AGENCIES Society Speakers Bureau, 734 Broadway, Tacoma, Washington, MA 7-7121 8.1 A ConsumerATTORNEY ProtectionGENE' L'S OFFICE Handbook TEMPLE OF JUSTICE OLYMPIA WASHINGTON 98501 9.19.0 PUBLICScience AFFAIRS Versus PAMPHLETS, Chiropractic 331 PARK AVENUE SOUTH NEW YORK NEW YORK 10016 9.79.69.59.2 WhatYourTheBuyer, ArthritisWeFamily's Can Be DoWary HealthHoaxAbout Drug Abuse, No. 390 10.010.1 FactsSCIENTIFIC About Narcotic RESEARCH & ASSOCIATESOther Dangerous Drugs, Record No. 5-843, 50c 259 EAST ERIE STREET. CHICAGO. ILLINOIS 11.0 VOLUNTARY1900ARTHRITIS FIFTH ORGANIZATIONS ANDAVENUE, RHEUMATISM SEATTLE, FOUNDATION WASHINGTON WESTERN 98101 WASHINGTON CHAPTER, ORPHEUM BUILDING, 11.1 WASHINGTONAMERICANWalrad, Ruth. CANCER 98119 ASSOCIATION, WASHINGTON DIVISION, 123 WEST HARRISON AVENUE, SEATTLE The Misrepresentation of Arthritic Druga and Devices in the United States 11.2 WASHINGTONI Have A STATESecret HEART Cure ASSOCIATION,for Cancer 3121 ARCADE BUILDING SEATTLE, WASHINGTON 98101 11.3 How The Doctor Examines Your Heart. -18- AMERICAN SOCIAL HEALTH ASSOCIATION 1740 BROADWAY, NEW YORK, NEW YORK 10019 11.4 THECANADASelected NARCOTIC Public.s.i.ions ADDICTION FOUNDATION on Drug DependenceOF BRITISH And COLUMBIA Abuse, packet, $2 300-640 WEST BROADWAY VANCOUVER B.C. 11.611.5 SEATTLEMarijuana,Psychedelic KING November COUNTY Drugs 1966YOUTH COMMISSION, 611 MUNICIPAL BUILDING, SEATTLE, WASHINGTON, 98104 12.011.7 Syllabus on Drug Education - Apri1,1968 12.1 GlueTEXASMISCELLANEOUSCOMMERCIAL Sniffing: ALCOHOL NARCOTIC EDUCATION, INC. Big Trouble In a Tube, 60c TANE PRESS, 2814 OAK LAWN AVENUE, DALLAS, TEXAS, 75219 12.212.412.3 SMITHTheLet'sLSD: Problem Trip KLINETalk or AboutAlcoholic-Narcotics-A &Trap, FRENCH Goofballs 65c LABORATORIES, & Pep Pills,Handbook 1500 SPRING65c for Teachers,GARDEN STREET, $1 PHILADELPHIA, PA., 19101 13.012.5 METROPOLITANINSURANCEDrug Abuse: AGENCIESLIFE INSURANCE COMPANY, HEALTH AND WELFARE DIV., 600 STOCKTON ST., SAN FRANCISCO, The Empty Free Life 13.213.1 ProfilePoisonCALIFORNIA andof aYou, Practicing 1965 Physician 94120 TACOMA PUBLIC SCHOOLS P. O. Box 1357 CURRICULUM AND INSTRUCTION DIVISION FU 3-1811, Ext. 265 Tacoma, Washington 98401 Deputy SuperintendentJoseph P. Lassoie Administrator, ElementarySecondary EducationEducation Bertrum O. Myhre S. E. Mazzei OFFICE OF ECONOMIC OPPORTUNITY GRANT NO. CG8965-A/0 CURRICULUM GUIDE FOR DRUG EDUCATIO..: JUNIOR HIGH SCHOOL WORKING COPY 1968 Board of Directors Superintendent of Schools MichaelFrankJ.John DavidL. H.BozeJ. R.J.Anderson,Gillihan Tuell,Sterbick Vice-PresidentPresident Angelo Giaudrone PREFACE educationalThe Tacoma Publicprocess. Schools firmly believe that education for health should be an integral part of the total The school must have a comprehensive, sequential health curriculum, K t' ugh 12, which onwillforteachersfuture the providehealth Washington roles who, a livelyas frameworkprovided parentsState area Health adequatefor andtuned helpingcitizens. Education in time on meet criticalfor guide theinstruction health withissues. adaptation needs and authoritativeof youth,and revision as wellcurrent by as Tacoma helpingmaterials, teachers, prepare can makewillthem educationbefor their Such a curriculum should serve as a guide for interested, qualified This fall our district health curriculum guide, based program,toDuringcompleted participate thefunded and past available. byin year, OEOa comprehensive andwhile operated committees communitythrough were the programstill Tacoma working aimed Narcotics aton the Center, preventionguide, providedthe andTacoma reductionfunds Public for ofSchoolsthe drug Tacoma abuse.were Public invited This anduseundertaken,abuse.Schools andare abusenowto operatereadyeducational units for withinin atheir widermaterials its classrooms. trialhealth were at education theevaluated sixth program grade,and purchased, ajunior special high and program andselected senior with teachers majorhighIn carrying levels.emphasis were askedout on the drugto healthtry use the and education drug component of this program, a curriculum development project was The materials were then revised in light of classroom experiences Wehumanthatproblem. do not healthbeing subscribe --is physical,a unified to the mental,conceptphilosophy emotionaland ofmust instituting andbe approachedsocial--and crash with programsthe considerationcomplexity and piecemeal of givenforces effortsto which all affectaspectsto focus human of on the onebehavior.Such total health fragmentation has proved to be largely ineffective in the past. We do subscribe to the philosophy Therefore,peersopportunityappropriateViewed and in adults,thisthese totime availlight, units andand themselvesplace todrugwill reach intousebe incorporatededucated andofthe scientific abuse,framework decisions oneinto information,of our. antheconcerning existing overallcritical to Tacomahealth curriculum.examineissues Publicpractices facingtheir Schools ownyouth, in attitudesrelation healthmust becurriculum toand incorporated drug those use guides.of and their at abuse. the This approach offers students the best Tacoma-PiercemoralWeand appreciateleadership pharmaceuticalsupport Countyandtheand guidancefinancialbasic professions.Health groundwork andDepartment,assistance the specializedsupplied providedthe Piercethrough knowledge by CountyOEO the through Washington sharedJuvenile thewith CourtTacomaState us by andHealth Narcoticsthe members Tacoma Education Center;of Police the guides; medical, weDepartment, acknowledge and psychological we thevalue the the Angelo Giaudrone, Superintendent (<1 ACKNOWLEDGMENTS Manyfurnishinggroups, people colleagues helpedbackground make in material,voluntarythis project scientifichealth a reality. organizations, information andand officialsideas and suggestions. Interested citizens, community representatives of professional in governmental departments all cooperated in Particular recognition is due the HealthThechores majorPupil Services with tasksPersonnel us. staff fell Servicesandto staffschool ofmembers counselorsTacoma who Public performedwho Schoolscontributed these gave services; timeinterest and effortand support. and shared the thinking and writing 2.1. bibliographiesUsingDeveloping these thespecific original sample materials--formulating curriculum materials concepts, in classrooms creating learning experiences and preparing 4.3. InterpretingEvaluating their the needexperiences for and andthe revisinguse of these the materialsmaterials accordinglyto others ElementaryThe culmination of this curriculum project represents their interest, enthusiasm and hard work. Junior High School Senior High School NancyNorbertDonHarry KvammeGuthrie ErbeleEllingson - -6th,- 4th,6th, - Lowell 6th, WhittierBryant Whitman WalterSallyRobertJacqueline FitzpatrickGranquist Collins Arps - -Baker -Gault Gault Mason EthelMargaretThomasJames Stamatakis MedakMcDonald Riebe - -Stadium -Lincoln MountSchool Tahoma JerryRichardRobert WoodsRamsey NugentVargo - -6th,- 5th,5th,6th, Stanley ListerEdisonStanley MargaretPamelaPaulaBetty LizbergJohnsonMcGeeMcGregor - -Mcllvaigh BakerJason- Hunt Lee PeggyJohn Kopf Vitrollo - Health - Counselor Educator, -NurseStadium - Wilson ThelmaDarylWinifredSandra Smith JohnsonGilmur Nelson - Counselor - -- PEP, SchoolSchool Health NurseNurse EducationResource Teacher RupertHermanDorothyJoeGloria Peterson MagnusonRhinehart PessemierScott --- Mcllvaigh-GrayMcCarver -Mcllvaigh Gray Mardell Buffington, Assistant inDepartmentTacoma-Pierce Curriculum -County Health Health SylviaRonaldJames CaughlinWilsonLundquist - -School -Counselor Counselor Nurse NoraOrvis Page A. HallHarrelson, - Director M. D., ofEducationDirectorHealth Education of Health Services COMPETENCIES Competency I: Studentsinformation discriminate and advertising critically of healthbetween products. reliable and unreliable health CompetencyCompetency III: II: Students avoiduse discriminating the dangers of judgment medical inneglect, the selection self-diagnosis and use andof drugs.self- Competency IV: petentStudentstreatment medical, select for themselvesdental and make and intelligentandallied others health forutilization personnelwhom they of andhave qualified services. a responsibility. and com- Competency V: medical,theStudents costs hospital, useof comprehensivediscriminating health and medical judgmentaccident care. ininsurance evaluating protection and selecting and understand reliable Competency VI: responsibilitiesStudents appreciate in supportingthe roles andand functionspromoting ofhealth health programs. agencies and their (secondary level) CONCEPTS (Junior High) MAJOR CONCEPT: The potential value and danger in drugs exist whenever drugs are used. SAMPLE LEARNING EXPERIENCES RESOURCES EstablishsetsPretest climate (establishes a questionthat student boxwhat for stillstudents communication has know,much hewhat andcan they checklearn). need contents to know of andbox 1.81.71.3 manyDrugs sources, are obtained from Haveregularly.into students FDA definition check home of amedicine drug. cabinet and see if contents fit Teacher may answer questions or assign for study, Bring list. (Teacher may have 2.102.41.2 usePreparedefinitions of slides,reports on board.)pictures,on medicines Evaluate. student of former photography days, fromand overheadnature, etc.projection Make 2.155.1 Maketreestudentfor a presentations.classificationto project).use as work treesheets.) for the overhead projector (see references, (Flip chart could be constructed or dittos of the 2.5 viewsstudents.Form with a First authorities, Aid in Drug write Abuse brochure Committee; to (Emphasis on poison and poison control.)afterbe passedresearch out and to inter-other HaveMakeeconomic a pharmacistworld impact map showingofas drugsspeaker origin, over on thedifferent sources, world. classifications of drugs. distribution, refining, 1.71.5 7.2 paredSend aby representative the class. to interview pharmacists with questions pre- Report and discuss. Or 7.2 CONCEPTS.(Continued) (Junior High) Make a collage on household poisons, "over-the-counter" drugs, or SAMPLE LEARNING EXPERIENCES RESOURCES fromDrugs differentare obtained sources sincePrepareprescription 1840. charts drugs. and graphs onhistorical chronology of drug abuse 1.7 ideal.)andInvitetape You". arecording Physician, of asdiscussion a guest speaker,for use insuggested other classes--video-tape subject--"Drugs (Time limitations of professional people necessitate 7.77.4 tionDrugs in cause the body.interac- Investigate dangers in self-medication a. WhatUse keeps of medicine us healthy? for prevention and cure of sickness. What makes us sick? 2.132.122.6' 12.111.3 6.5 b. onContinue general discussion health. and reading to include effects of drugs . 2.152.14 12.312.2 Show and discuss transparencies explaining. the effects of drugs 3.72.16. 3.7 12.512.4 outbodyHaveon variousthe bya committeebody.different systems prepare meansof the and abody. diagramare carried showing by thehow bloodsubstances stream enter-the through- Display on bulletin board for referral. 3.74.4 Drugs affect different DiscussHavedrug student effectshow individuals committee upon tissue. interviewdiffer pathologist at local clinic on 1.17.8 ferentlyandpeopletimes. some differently, atpeople different dif- a. andHaveGiveto perceptions. aeachteacher vocabulary student who lists word,define meaningsi.e., the wordcourage, on onboard. paper, success, then freedom. hand in Compare definitions 2.131.81.71.6 -2- Drugs affectCONCEPTS(Continued) dif- High)(Junior b. theHold color. up piece of colored paper. SAMPLE LEARNINGList allEXPERIENCES differences on board. Let students write down Note differences RESOURCES 2.162.14 ferentlysomedifferently,ferent people people at dif- and c. brownreactions.Dyein vision.(anytwo batchescolors willof potatoes do). that are mashed--one blue, DiscussWhy? Have students taste. Write one 6.56.45.22.17 ferent times. e.d. variousBlindfoldNoteGive differencesafoods, sample student i.e.,of insubstance,and rawtaste. have apples him i.e., vs.hold salt,raw his potatoes; bread nose--tastesugar, flour. test vs. 12.511.3 6.8 SeescheduledField audio-visual trip each to thespring catalog University on fornew scheduling.)researchof Washington School cake. on drugs and tissue, 9th gradeonly. of Pharmacy. (One is futureHave student reference.) reports on following topics and discuss. a. Effectsinsulin, of drugstranquilizers, on personal barbiturates, health and behaviorhallucinogens, (Tape reports for (aspirin, 1.22.31.5 6.15.13.1 12.212.111.1 b,c. Waysreports,Chromosomenarcotics). people birth,are split--possible introduced etc. to causes,the abuse dangers, drugs. research, reading 2.122.102.5 6.76.56.46.3 12.512.412.3 sons.varietydrugsIndividuals for of a rea-use organ).researchConstruct a into or news factual,areas bulletin of journalistic,use, board such with as diet,sensational.various thrill, current clippings. escape, new medical May 1.81.41.1 2.82.72.2 9.1 Acknowledgeto,""generationPlay etc.act situations.the gap," differences "adults betweenuse alcohol adults but Sample sheet included (see situation sheet). young peopleand ore young not people,suppose example: prosecution.Develop Possible topics: a court case: MarijuanaBlack market penalties trade Students select topic and set up defense and -3- CONCEPTS (Junior High) SAMPLE LEARNING EXPERIENCES RESOURCES Individualsfor(Continued) a variety use drugsof rea- Examine the decision-making process as to a.how it applies to: Human needs and how they are met. 5.11.7 sons. d.c.b. Non-involvementRelianceFormation upon of habits.drugs. in drug abuse. 12.110.1 9.15.2 ProvideabuseDiscussDiscuss - timethenatural with experiencesequence students history in of howofdrug how drugthey addiction).to abusecouldmake the(i.e.,get decisioninvolved steps (role-playleadingin drug toabuse. anddrug 12.312.2 juvenileInterviewdiscussion) judge,or tohave stay physician, student uninvolved. panel school with nurse, guest professional panelist, i.e., personnel counselor, 7.27.1 7.57.4 7.97.8 wheneverCompilelems.from Cascadia listpossible. of orcommunity Remann Hall.agencies concerned with drug abuse prob- What are their roles? Responsibilities? Arrange field trip 7.3 7.6

-4- 1.0 BOOKS 1.11.31.2 Today'sHandbookSoloman, HealthDavid.on Non-Prescription Guide. Drugs. Marijuana Papers. AMA $4.95 Signet, A.Ph.A., 95C $4.00 (paperback) 1.51.41.71.6 SmithPoisons.Kreig,Time LifeKline Margaret. Series and French (Drugs) Laboratories. Pyramid, Black Market Medicine. 60c (paperback)1964 Drug Abuse: Bantam, Escape95c to Nowhere. (paperback) A Guide for Educators 1.$ CaliforniaKitzinger,N.W.,1967. Washington, AngelaState DepartmentandD.C. Hill, Patricia.of Education, National Education Association, 20036 $2.00 Drug Abuse:Publication Sales Department,1967, Sacramento, California,A Source Book and Guide for Teachers. 1201 Sixteenth Street, 40c 2.0 OneFEDERAL copy AGENCIESavailable from the agency or your congressman. Quantity orders should be sent to: WASHINGTON.FEDERALSuperintendent FOOD D.C. AND ofDRUG Documents, ADMINISTRATION, 20204 U.S. Government Printing Office, DISTRIBUTION AND MAILING UNIT, Washington, D.C., 20402 200 C STREET S.W., 2.32.42.2 TheHowRunningawayness. SafeRx Legend, Are Our An Drugs. FDA Manual for Pharmacists. FDA #38, Publication #44, 20c FDA Life Protection Series, FDA Publication, #12, Revised January 1968, 15c 15C 2.82.62.52.7 YoungTheLSD:Drugs Use Scientists ofand Abuse. Misuse Look of atDrugs. Drugs. The False Illusion, FDA Papers, Part I. July-AugustLife Protection 1967, Series. FDA Life Protection Series. FDA Papers, July-August, 20c1967, Publication #46, Publication #45, 10c 15c 15c 2.122.112.102.9 Quackery,Medicines:LSD:Some Questions and Answers About Medicines. The False Illusion, FDA Fact SheetPrescreiption and Over the Counter Drugs. Part II. FDA Papers, September, 1967, FDA Fact Sheet, November 1966 FDA Fact Sheet, November 1966 15C 2.162.152.142.13 Thalidomide.SelfDrugRainbow Medication.Side Pills. Effects. FDA Fact Sheet FDA Fact Sheet FDA Fact Sheet FDA Fact Sheet, DCR2, October 1966 2.17 No.Bureau 1. of Narcotics & Dangerous Drugs, Department2. of Justice, Washington, D.C. 20537,The IllegalDrug Fact Abuse SheetsTraffic Control in DangerousAmendments Drugs of 1965 5.4.3.6. HallucinogensDepressantsTheStimulants Drug Abuser 10. 7.9.8. HallucinogensControlledStimulantsBibliography Drugs and- ofA DepressantsSelectSelected Bibliography Popular - A Bibliography References 1964-67of Hallucinogenic Drugs 2.18 U. BarbituratesNarcoticS. DEPARTMENT Drug As Addition,OF Addicting HEALTH, Mental EDUCATIONDrugs, Health Public & WELFAREMonograph Health - Service,3302, PublicIndependence Publication Health AvenueService #545, S.W. Publication Washington, #1021 D.C.20201 5c 3.02.19 FILMSTRIPSFILMSTRIPS & TRANSPARENCIES& RECORDS 3.23.1 BarbituratesIntroductionRaytheon andto DrugsAmphetamines (Parts 2 and 3), (suggest using DuKane Projector) (Part 1),(Grade 6) TPS (Grade 7, 9 and Senior High review) TPS 3.43.33.63.5 TeenagersNarcoticsMarijuanaLSD and andLSD DrugsType Drugs (Parts(Part 4 8),and (Grade5), (Grade 7, 9 7,and 9 Seniorand Senior High Highreview) review) (Parts 9 and 10 (Parts 6 and 7), (Grade 7,9 and Senior(Grade High review)7, 9 and Senior High review) TPS TPS TPS TPS 4.03.7 FILMSDrugsTRANSPARENCIES and Your Body, Robert Brady Company, (7th Grade) TPS 4.34.24.1 BeyondLSD: LSD 25.Insight (Grades or Insanity. 7 and 8) (Grade 9 and Senior High) TPS(Grades 9 and Senior High) TPS TPS 4.4 Drugs and the Nervous System. (Grades 6-7) TPS 4.74.64.5 Narcotics:in relation to time) PitThe ofDecision.Inside Despair. Story. TPS (Grade 9 and Senior High)(Grade 9 and Senior High)(Grades 6-7) TPS (At Grades 7-8 needTPS to discuss this with students 4.104.94.8 Olympia,FilmMarijuana.LSD Catalogue- Navy Washington Reserve, - Film Library, (Grades 7-9 and Senior High) 98501FU 3-3577 Washington(Senior High) TPS State Department of Health, Public Health Building 5.0 AMERICANPROFESSIONAL MEDICAL ORGANIZATIONS ASSOCIATION 535 N. DEARBORN CPICAGO ILLINOIS 60610 5.25.1 MedicinesonThe MentalCrutch & Health,HowThat to Cripples Use Them, - -Drug Dependence. OP163, 25C OP63, 10c Committee on Alcoholism & Drug Dependence Council 5.3 MedicinalPHARMACEUTICALNATIONAL Narcotics EDUCATION MANUFACTURER'S Facts ASSOCIATION, on Benefits ASSOCIATION, & Control 1201 - 16TH STREET, 155 FIFTEENTH STREET, N.W., WASHINGTON D.C. (free) N.W., WASHINGTON D.C. 20036 20005 6.05.4 JOURNALMAGAZINESDrug Abuse: OF SCHOOL HEALTH, A Primer for Parents, 515 EAST MAIN STREET,KENT, OHIO Stock #051-02102, 5c 44240 6.16.2 Vol.Harmon,Toohey, 36, Sharon,J.V., Ed. "LSD: D. No. 6, June 1968, "Marijuana-TheA Meaningful Evidence Approach Begins Toto DrugGrow," Education," pp. 386-390 Vol. 36, No. 5, May 1968 pp. 302-304 6.3 JOURNALDependence,"Dependence OF THE onAMERICAN Cannabis" MEDICAL ASSOCIATION. August 7, 1967, (Marihuana), Council on Mental Health &Vol. Committee 201, No. on 6, Alcoholism & Drug 535 NORTH DEARBORNpp. 103-111. CHICAGO, ILLINOIS 60610 6.4 Cron,AMERICAN Theodore, RED CROSS O.M.A.T., JOURNAL "The Uppies & Downies 6 LSD," Vol. 44, No. 3, December 1967, pp. 13-17 MAYS HEALTH 6.66.5 Davis,pp.Carner, Dorothy Charles, Crone. 56-59 - 72-73 "Surprise Inside, Strange Effects of Drugs," "Predicving Tomorrow's Children," January 1968, Vol. 56, April 1967, Vol. 45, No. 4, No. 1, pp. 32-37 6.7 Editors,GOOD HOUSEKEEPING "A Medical Guide to Drugs & Family Health," 22 W. PUTMAN AVENUE January, 1968,GREENWICH, Vol. 166, CONNECTICUT pp. 06830 161-172 6.8 pp.Editors,SCHOOL MANAGEMENT "Straight MAGAZINE, Talk About INC. the Drug Problem," 57-60, February 1968, Vol. 12, No. 2 $1.00 pp. 52-53. "Answers to Give Basic Questions," 7.06.9 MISCELLANEOUSEditors,LIFE "Scandal of the Diet Pills," January 26, 1968, Vol. 64, No. 4, pp. 22 7.1 YouthTacomaHealthRESOURCE GuidancePoliceEducation, SPEAKERS Department, Division Extension 265) (Requests for outside resource people will be coordinated through 930 Tacoma Avenue, Tacoma, Washington 7.2 Tacoma,PierceNarcotics CountyWashington Division Pharmaceutical Association, 98407, SK 9-2222 % Mr. Odell Wallace, Bayview Drug, 3401 North Proctor, 7.47.3 TacomaPierce PublicCounty Schools,Juvenile Court, P. O. Box 1357, FU 3-3311 Tacoma, Washington, FU 3-1811 7.5 Tacoma-Pierce County Health Department, Health EducationServices ---- ExtensionExtension 288266 Peggy Kopf, Health Educator, 930 Tacoma Avenue, 7.6 Tacoma-PierceTacoma, Washington County Narcotic Center, 98401, FU 3-3311 1 138 Commerce Street, Tacoma, Washington 98402, MA 7-4147 7.7 Pierce County Medical Society Speaker Bureau, 734 Broadway, Tacoma, Washington 98403, MA 7-7121 7.97.8 D.Tacoma CascadiaAlan GeneralEagelson, Diagnostic Hospital, Ph. D.,Center, 315Toxicologist, SouthDr. James K Street, DepartmentZylstra, Tacoma, FU of 3-4771, Pathology,Washington Extension 98405 324 MA 7-1181, Extension 306 9.19.0 WhatPUBLIC We Can AFFAIRS Do About PAMPHLET Drug Abuse, 381 PARK AVENUE SOUTH, NEW YORK, NEW YORK No. 390 10016 11.010.110.0 VOLUNTARYFactsSCIENCE About RESEARCHORGANIZATIONS Narcotics ASSOCIATION, & Other Dangerous Drugs, 259 EAST ERIE STREET, CHICAGO Reorder No. 5443,501ILLINOIS 60611 11.3 AMERICANSelected SOCIAL Publications HEALTH, On Drugs Dependence & Abuse, 1740 BROADWAY, NEW YORK, NEW YORK 10019 12.0 TEXASMISCELLANEOUS--COMMERCIAL ALCOHOL NARCOTIC EDUCATION, INC., TANE PRESS, 2814 OAK LAWN AVENUE, DALLAS, TEXAS $2.00 (packet) 75219 12.412.312.21%.1 TlleLettsLSD:Glue Problem Sniffing:Talk About Alcoholic-Narcotics-A Big Goofballs Trouble &In Pep A Tube, Pills,,Handbook For Teachers, Trip Or Trap, 65 60 65v $1.00 12.5 ThePhiladelphia,SMITH Empty KLINE Life, & PennsylvaniaFRENCH LABORATORIES, (free) 19101 Public Relations Department, 1500 Spring Garden Street NARCOTICS opium heroin morphine TRANQUILIZERS codeine librium percodan (synthet thorazine demerol (syntheti compazine cough syrup stelazine characol hycodan L----- SEDATIVES alcohol barbiturates nembutal seconal phenobarbital chloral hydrate CANNABIS miltown marijuana STIMULANTS (marihuana)Craffeincocaine amphetamines benzedrine methedrine (methampheta dexedrine MISCELLANEOUS glue gasoline lighter fluid it of cloves_ HALLUCINGENS oil of cinna on LSD DMT peyote mescaline psilocybin

Develop Colors

LAW in Overlays

Use and Abuse 1- Mr. D. is a rapid eater, he has many business pressures. When he developed chronic indigestion he wasn't surprisdd- pressure of business etc. he dashed out to a discount drug store and purchased a good supply of antiacids. Now he feels he is prepared and will not run short or lose time from this annoying discomfort because in his desk are such aids as Maas, Rollaids, Milk of Magnesia tablets - end many !ere none of which can ever be harmful.

2- Grandma does not like having so many little pill bottles around. She has heard of hypochondriacs and does not want anyoneto think she is one. She has emptied these many small bottles into one attractive old glass cannister which she sets on the breakfast table, it is handy, pretty and she will not forget to take her pills. Good idea? If not why not?

3- Mary is concerned about her children accidentally taking poison. For her family she set up Via medicine cabinets. One is under lock and key - all 'dangerous drugs° are kept here and no one but mom or dad ever open this cabinet. Tice other has simple home remedies such as aspirin, antiseptics etc. which the children can get when needed. Is Mary's plan sound. - explain your answer.

4- Family W. uses many aspirin. They have a chance to get them on sale - 3 bottles each containing 1,000 tablets at a very low price. The bottles are too large to go in the family medicine cabinet so mother stores two in the medicine cabinet - the one that is in use had to go on the kitchen shelf. What is good and what is poor or bad about this situation.

Sue learned in health class that aspirin is aspirin whether it's an name label such as Bayer or made and packaged by her local pharmacist at a discount counter. She feels she must help the family save money and purchases then at the 19 cent counter rather than the 590 for the brand name - however whenever she takes one she is so nervous and upset about its purity she does not know whether the upset stomach and increased headache are due to 'impurities' in the drug - her imagination - or just undue etress over the situation. Can you solve Mary's problem for her.

6-Grandpa has been having such backaches they keep him awake, Grandma is sure it is kidney trouble just like her brother had. Fortunately they saw an 'ad' in Sundays paper for a natural remedy - natures herbs - no drugs - for such an ailment. She is sure this must be what helped her brother so they send their dollar for a months supply. What is wrong in this story? 7- Sarah has a very red itching skin - almost a rash. Aunt Jane has an excellent ointment she uses "for justeverything".As long as it is only rubbed on the skin no harm can be done so Sarah better quit stalling and take,. Aunt Janes advice and try it. Is this proper procedure?

3- My friend says; she purchased 'over the counter' the very same drug 1 am taking from a prescription for less than half the price. If I need more When this bottle is gone - I am just going to go to her drugstore and get them over the counter.Are there any pitfalls in this situation?

9- Several boys feel the only way they can really find out about marijauna is to try it once. One time never hurt anyone. They are going to do it at a 'very private party' then they will know and their family will never know and won't have to get 'all shook up about it'. Tom is invited and isn't certain what to do - the pressure is on for 'just this once' - nearly 'all' their friends plan to attend Dick said.

10- Jerry's dad is going to be ableto get LSD from a 'chemist' he knows 'well'. The 'stuff' is pure'. Under. adult supervision surely no harm can result - this is reallyan opportunity to. see what 'this' is all about no danger involved.Anything wrong with this logic or situation.

11- John goes to mail a letter at the corner drop chute. A nice looking young man is also mailing a letter. This man hesitates and asks John if he'd be interested in trying a few marijauna cigarettes he iestuck'with - can give them to him very cheap. Suggests he even split the price with a couple of friends. What should John do? discuss this with the man, run, report the follow etc?

12- Your little sister (you are 12 yrs. old) has a very severe headache - at least she cries and says her head hurts. You are baby 'sitting and give her one baby aspirin after.a half hour things are no better. Should she be given more aspirin until she is quiet and goes to sleep - as long as they are only baby aspirin - or - parents called - Dr. called - spank her and put her to bed. TACOMA PUBLIC SCHOOLS CURRICULUM AND INSTRUCTION DIVISION FU 3-1811, Ext. 265 Tacoma, Washington P. O. Box 1357 98401 Deputy SuperintendentJoseph P. Lassoie Administrator, ElementarySecondary EducationEducation Bertrum O. Myhre S. E. Mazzei OFFICE OF ECONOMIC OPPORTUNITY GRANT NO. CG8965-A/0 CURRICULUM GUIDE FOR DRUG EDUCATION SENIOR HIGH SCHOOLWORKING COPY 1968 Board of Directors Superintendent of Schools MichaelFrankJ.DavidJohn L. H.J.BozeR. Anderson,GillihanTuell,Sterbick Jr., President Vice-President Angelo Giaudrone PREFACE educationalThe Tacoma Publicprocess. Schools firmly believe that education for health should be an integral part of the total The school must have a comprehensive, sequential health curriculum, K through 12, which onwillforteachersfuture the providehealth Washington roles who, a aslively frameworkprovided parentsState area Health adequateforand tuned helpingcitizens. Education in time on meet criticalfor guide theinstruction health withissues. adaptation needs and authoritativeof youth,and revision as wellcurrent by as Tacoma helpingmaterials, teachers, prepare can makewillthem educationbefor their Such a curriculum should serve as a guide for interested, qualified This fall our district health curriculum guide, based program,toDuringcompleted participate thefunded and past available. byin year, OEOa comprehensive andwhile operated committees communitythrough were the programstill Tacoma working aimed Narcotics aton the Center, preventionguide, providedthe andTacoma reductionfunds Public for ofSchoolsthe drug Tacoma abuse.were Public invited This useabuse.andundertaken,Schools and are abuse nowto operateunitsreadyeducational infor within their a widermaterials itsclassrooms. trialhealth were at education theevaluated sixth program grade,and purchased, ajunior special high and program andselected senior with teachers majorhighIn carrying levels.emphasis were askedout on the drugto healthtry use the and education drug component of this program, a curriculum development project was The materials were then revised in light of classroom experiences humanproblem.Wethat do being--physical,nothealth subscribe is a unified to mental,the conceptphilosophy emotional and ofmust andinstituting be social--and approached crash thewith programs complexity consideration and ofpiecemeal forces given whicheffortsto all affect aspectsto focus human of on thebehavior. Suchone total healthfragmentation has proved to be largely ineffective in the past. We do subscribe to the philosophy Therefore,peersViewedopportunityappropriate and in adults,thisthese totime light, unitsavail andand todrugwillthemselvesplace reach usebe into incorporatededucatedand ofthe abuse, scientific framework decisions one into of information,of our the concerningan overall criticalexisting Tacomatohealth issues curriculum.examine Publicpractices facing their Schools youth, ownin relationattitudes healthmust becurriculum to incorporatedand drug those use guides. ofand attheir abuse. the This approach offers students the best andTacoma-PiercemoralWeleadership appreciatepharmaceutical support and Countyandthe basic guidancefinancialprofessions. Health groundwork andDepartment,assistance the supplied specialized providedthe through Pierce knowledge by theCountyOEO Washingtonthrough sharedJuvenile thewith State CourtTacoma us Health byand Narcoticsthe members EducationTacoma Center;of Police theguides; medical, weDepartment, acknowledge and wepsychological value the the the Angelo 'iaudrone, Superintendent CV-- ACKNOWLEDGMENTS Manyfurnishinggroups, people colleagues helpedbackground make in material,voluntarythis project scientifichealth a reality. organizations, information andand officialsideas and insuggestions. governmental departments all cooperated in Interested citizens, community representatives of professional ThechoresHealth majorPupil withServices tasksPersonnel us. fellstaff Servicesto and staff school ofmembers Tacomacounselors who Public performed who Schools contributed these gave services: interesttime and andeffort support. and shared the thinking and writing Particular recognition is due the 2.1. UsingbibliographiesDeveloping these thespecific original sample materials--formulating curriculum materials concepts, in classrooms creating learning experiences and preparing The culmination of 4.3. InterpretingEvaluating their the needexperiences for and andthe revisinguse of these the materialsmaterials accordinglyto others this curriculum project represents their interest, enthusiasm and hard work. Elementary NancyNorbertHarry Guthrie ErbeleEllingson -- 4th,6th, - 6th, WhittierBryant Whitman Junior High School WalterkobertJacqueline FitzpatrickCollins Arps - Baker- -Gault Gault Senior High School MargaretThomasJames McDonaldMedakRiebe - Stadium-Lincoln Mount Tahoma JerryRichardJerryRobertDon KvammeWoods Ramsey NugentVargo -- 6th,6th, -- 5th,5th,6th, StanleyLowell ListerEdisonStanley MargaretPamelaPaulaBettySally JohnsonGranquistLizbergMcGeeMcGregor - -Mcllvaigh Jason-Baker- MasonHunt Lee EthelJohn StamatakisVitrollo - -Counselor School -NurseStadium - Wilson ThelmaWinifredDarylSandra Gilmur SmithNelsonJohnson - -Counselor PEP, -School School Health Nurse Nurse EducationResource Teacher DorothyRupertJoeGloriaHermaaMagnuson Peterson RhinehartScott Pessemier - -McCarver Mcllvaigh- -GrayMcllvaigh Gray MardellPeggy Kopf Buffington, - Health Educator,Assistant inDepartmentTacoma-Pierce Curriculum -County Health Health SylviaRonaldJames CaughlinWilsonLundquist - -School -Counselor Counselor Nurse OrvisNora PageA. Harrelson, Hall - Director M. D., ofDirectorHealthEducation Education of Health Services COMPETNNCIES Competency I: Studentsinformation discriminate and advertising critically of healthbetween products. reliable and unreliable health Competency III: II: Students avoiduse discriminating the dangers of judgment medical inneglect, the selection self-diagnosis and use andof drugs.self- Competency IV: Studentstreatment select for themselvesand make intelligent and others utilizationfor whom they of havequalified a responsibility. and com- Competency V: medical,Studentspetent medical, hospital,use discriminating dental health and and alliedjudgment accident health in insurance evaluating personnel protection andanJ selectingservices. and understand reliable Competency VI: responsibilitiesStudentsthe costs appreciateof comprehensive in supporting the roles medical andand promoting functionscare. healthof health programs. agencies and their (secondary level) MAJOR CONCEPT: The Power of Drugs expectancyDrugs have ofincreased man. the life CONCEPTS: (Senior High) Investigate how various drugs affect the body physically. SAMPLE LEARNING EXPERIENCES 2.182.17 RESOURCES 6.72.19 11.310.1 Background information:ofCertain pain drugsperception, raise thealter level cocaine,Investigate morphine how these and novacain.drugs affect the body: Also, include synthetic Codeine, 1.81.7 11.310.1 fearsAnestheticsproduce ofthe surgery, emotions:. havecalmness removedallowing reactionsand somesleep. and stimulantsChartmixture).drugs thedemerol, influenceand hynoticpercodan, of drugssulfas, nalline on antibiotics,man's and hycodanlife span. sedatives, (cough 5.3 procedures.intricatesurgeons toand perform difficult more andReport hallucinogens on uses of inanesthetics, medicine and tranquilizers, dentistry. barbiturates 2.132.92.8 2.182.172.16 11.3 6.45.32.19 Throughresults reference of overdosing reading and and mixing interviewing, drugs. find out 2.152.14 5.25.1 11.310.1 6.7 approvaltestingDrugs mustfor specifications publicmeet rigid consumption. research for FDA and Gatherforstimulants acceptanceinformation and ofhypnotic onthese sulfas, anddrugs otherantibiotics, by tracingnew drugs. sedatives,FDA regulations 1.61.31.2 2.72.62.5 4.42.152.14 Invite pharmacist to speak on prescriptions. 7.22.42.3 2.122.10 4.511.3 drugs.Invite drug representative to discuss problems of illicit -1- 7.2 CONCEPTS:MAJOR CONCEPT: (Senior Nigh) The Power of Drugs SAMPLE LEARNING EXPERIENCES RESOURCES reasons.People take drugs for a variety of findConducttheir the use. individualdrugs most surveyscommonly among used familyand the and reasons friends for to MonitorDebate:and quality. mass media drug ads to find quantity, frequency All drugs are dangerous. 2.52.3 2.172.12 10.1 5.1 Background )Information: StudentsInterview list or inviteand discuss a toxicologist risks involved to speak in Drugto the Abuse. class. All7.8 reference AllAddictionsome drugs are mayor addicting. habituation.be habit-forming and materials TheMalnutrition.cometo neglect drugs poorly causesof nourishedfood the in addict preference and lowersto be- handling,DrugshisInfection. resistance. contaminated skin punctured by unsanitary under un- andsourcesanhygienic titis unsterilizedabcesses of arecircumstances infection. commonof theneedle among skin areand addicts.and commonuse hepa- of Ulceration -2- MAJOR CONCEPT:CONCEPTS: (Senior High) The Power of Drugs SAMPLE LEARNING EXPERIENCES RESOURCES CardiacBackground(continued) and information: respiratory changes or processes.depressDrugsfailure. may (lower) stimulate vital (speed physiological up) or Overdoses can result in ception,DrugsSensorydeath. disrupt distortion. dull normaland distort sensory judgment per- dangerousExperimentationCriminaland alter involvement. normaldrugs maywithinhibition. lead narcotics to a life and hibitivematebeof resortscrime.obtained sources. that to only crimethe through addictto support usuallyillegiti- his Unprescribed drugs may The coat is so pro- addictsFollow-upUnlikelyhabit. are recovery. studies rarely showcured. that drug Mental-Emotional1. andreasonsThrough emotional whyreference a personfactors, reading starts. environmental and interviewing and cultural find some Include personality 2.182.172.2 6.85.24.6 factors, and psychological factors, - 3- 11.3 MAJOR CONCEPT: The Power of Dru s (continued) CONCEPTS: (Senior High) 2. Through role-playing, panel presentation or group SAMPLE LEARNING EXPERIENCES RESOURCES discussion,individual evaluate decisions how on thethe a. fallowingdrug issue. items influence Social pressure (peer group) e.b.d.c. EmotionalUseImmaturity"Kicks" of drugs instabilityand in adventure sickness 3. PublicWomanDebate andLibrary)the Alcohol," following by questions Patricia fromKent. "An American (Tacoma 4.1 4.2 4.8 b.a. "you'llDoaid you and defy dependencouragement?show your them,"on parentsyour but family areby telling unconsciouslyfor strength. yourself c. Woulddefyglad you yourthey smoke, parents?are there use drugsto discipline or alcohol you? to e.d. AresociallyDo you you afraid isolate to avoidto yourselftake being your hurt?physically place in society?or f. Wouldto youryou expectmisfortunes drugs to be the answer 4.3 4.8 -4- CONCEPTS:MAJOR CONCEPT: (Senior High) The Power of Drugs SAMPLE LEARNING EXPERIENCES RESOURCES (continued) . narcotics.psychiatristInterview aon guest mental speaker; problems psychologist associated orwith a 7.9 . disadvantages.What are the values of any drug abuse; compare with the 4.9 Social1. physicalRead biographies effects. of narcotic addicts describing The following is an example of one "Our Drug-oriented Culture" - what happened.person's actions in obtaining and using drugs. 4.10 b.a. WokeSleeping up with pill cold - -taken took atnose bedtime. drops. d.c. friend'sByStarted noon coughingstillmulti-purpose felt - tookunder flu throat the remedy. weather, lozenges. tried f.e. AfterBefore dinnerdinner ulcerdiet pillpill h.g. EarlyWentantihistamine).sickness to morning party pill -fishing had(dramamine a fewtrip drinks (brand-- took name) motion which is -5- MAJOR CONCEPT: The Power of Drugs (continued) CONCEPTS: (Senior High) i. By mid-day felt tired--drink a few beers. SAMPLE LEARNING EXPERIENCES RESOURCES k.j. Autopsysupervision,SUMMATION--TakenDriving showed home--fell theseoverdose independently drugsasleep. of maydrugs. be underuseful. medical John had a crash. 2. resultsThrougn ofreference overdosing reading and mixingand interviewing, drugs. find out Taken in combinations these drugs may be lethal. For example, materialsAll reference 3. Haveantihistamines,andalcohol class and define barbiturates, these gasoline terms: glue and andamphetamines. beer, glue and protestintegritysecurityconformity revoltgenerationhippie movement gap Control of drug abuse is difficult. History, law and enforcement Discuss these in relation to thedrug drug abuse scene. 2.1. handlingInvestigateInterview of narcoticsor and invite chart problema extentpolice in ofofficer community. drug activityto describe in 7.1 3. drugConductTacoma. use. school or class survey to discover extent of 7.1 -6- MAJORCONCEPTS CONCEPT: (Senior High) The Power of Drugs SAMPLE LEARNING EXPERIENCES RESOURCES (continued) 4. Discussand rehabilitation how the community of addicts. might help in the treatment Get professional 7.37.1 7.77.6 5. reactioncontrollingDebate toUnited your the Statessuggestions. use of versus narcotics. England's method for 1.81.7 11.3 6.7. ReportDiscuss on theparental research responsibilities underway on Marijuana. in the prevention of 6.1 8. Developdrugtheir abuse.abusesuggestionsparents among and young onother how people. adultsyoung peopleto the maydangers alert of

-7- 1.0 BOOKS 1.41.31.21.1 TimeToday'sHandbookSoloman, Life Health David. onSeries Non-Prescription Guide. (Drugs) Drugs. Marijuana Papers. AMA 1964 $4.95 Signet, A.Ph.A., 95c $4.00 (paperback) 1.51.6 . Poisons.Kreig, Margaret. 'Black Market Medicine. Pyramid, 60c (paperback) Bantam, 95c (paperback) 1.81.7 Kitzinger,N.W.,1967.Smith Washington,Kline Angela and French andD.C. Hill, Laboratories. Patricia. National Education Association, 20036 $.2.00 Drug Abuse:Drug Abuse:Publication Sales Department, Escape to Nowhrre.A Source Book and Guide for Teachers. A 1201Guide Sixteenth for Educators Street, 2.0 FEDERALCalifornia AGENCIES State Department of Education, 1967, Sacramento, California, 40c FEDERALSuperintendentOne copy FOOD available AND of DRUG Documents, from ADMINISTRATION, the agency or your congressman. U.S. Government Printing Office, DISTRIBUTION AND MAILING UNIT, Quantity orders should be sent to: Washington, D.C., 20402 200 C STREET S.W., 2.32.2 HowRunningawayness.WASHINGTON, Safe Are D.C.,Our Drugs. FDA #38,20204 Publication #44, 20c FDA Life Protection Series, 15c 2.72.62.52.4 DrugsYoungThe UseRx ofScientists Legend, andAbuse. Misuse An Look FDAof atDrugs.Manual Drugs. for Pharmacists. FDA Papers, July-AugustLife Protection 1967, Series. FDA Life Protection Series. FDA Publication, #12, Revised January20c 1968, Publication i46, Publication #45, 15c 15c 15c 2.112.102.9.2.8 Quackery,Medicines:LSD: The False Illusion, FDA Fact SheetPrescreiption and Over the Counter Drugs. Part II.I. FDA Papers,FDA Papers, September, 1967, July-August, 1967, FDA Fact Sheet, November 1966 15C 10c 2.162.152.142.132.12 Thalidomide.SelfDrugRainbowSome Medication.Side QuestionsPills. Effects. and Answers About Medicines. FDA Fact Sheet FDA Fact Sheet FDA Fact Sheet FDA Fact Sheet, DCR2, October 1966FDA Fact Sheet, November 1966 2.17 BureauNo. 1. of Narcotics & Dangerous Drugs, Department2. of Justice, Washington, D.C. 20537,The Fact IllegalDrug Sheets Abuse Traffic Control in DangerousAmendments Drugs of 1965 4.6.5.3. TheStimulantsHallucinogensDepressants Drug Abuser 10. 9.8.7. StimulantsBibliographyHallucinogensControlled Drugsand of -Depressants SelectedA Select PopularBibliography - A Bibliography References 1964-67of Hallucinogenic Drugs 2.18 NarcoticU.Barbiturates S. DEPARTMENT Drug Addition,As OFAddicting HEALTH, Mental Drugs,EDUCATION Health Public Monograph& NELFARE Health. 2,- Service, 330Public Independence HealthPublication Service Avenue #545, Publication S.W. Washington, #1021 D.C.20201 5c 3.02.19 FILMSTRIPSFILMSTRIPS & &TRANSPARENCIES RECORDS 3.23.1 BarbituratesIntroductionRaytheon andto DrugsAmphetamines (Parts 2 and 3), (suggest using DuKane Projector) (Part 1),(Grade 6) TPS (Grade 7, 9 and Senior High review) TPS 3.63.53.43.3 TeenagersNarcoticsMarijuanaLSD and andLSD DrugsType Drugs (Part(Parts 8),4 and (Grade 5), 7, 9 and Senior High review) (Parts 9 and 10), (Parts 6 and 7), (Grade 7, 9 and Senior High review) (Grade 7,9 and Senior(Grade High 7, review) 9 and Senior High review) TPS TPS TPS TPS 3.7 DrugsTRANSPARENCIES and Your Body, Robert Brady Company, (7th Grade) TPS 4.34.14.24.0 FILMSBeyondLSD: LSD 25.Insight (Grades or Insanity. 7 and 8) (Grade 9 and Senior High) TPS(Grades 9 and Senior High) TPS TPS 4.4 Drugs and the Nervous System. (Grades 6-7) TPS 4.74.64.5 Narcotics:in relation to time) PitTheThe ofInside Decision. Despair. Story. TPS (Grade 9 and Senior High)(Grade 9 and Senior High)(Grades 6-7) TPS (At Grades 7-8 needTPS to discuss this with students 4.104.94.8 Olympia,FilmLSDMarijuana. - CatalogueNavy Washington Reserve, - Film Library, (Grades 7-9 and Senior High) 98501FU 3-3577 Washington(Senior. High) TPS State Department of Health, Public Health Building 5.0 AMERICANPROFESSIONAL MEDICAL ORGANIZATIONS ASSOCIATION, 535 N. DEARBORN, CHICAGO, ILLINOIS 60610 5.25.1 onTheMedicines Mental Crutch Health,& ThatHow toCripples--Drug Use Them, Dependence. OP163, 25C OP63, 10c Committee on Alcoholism & Drug Dependence Council 5.3 NATIONALMedicinalPHARMACEUTICAL EDUCATION Narcotics MANUFACTURER'S ASSOCIATION, Facts on Benefits ASSOCIATION, & Control 1201 - 16TH STREET, 155 FIFTEENTH STREET, N.W., WASHINGTON D.C. (free) N.W., WASHINGTON D.C. 20036 20005 6.05.4 JOURNALMAGAZINESDrug Abuse: OF SCHOOL HEALTH, A Primer for Parents, 515 EAST MAIN STREET,KENT, OHIO Stock #051-02102, 5 44240 6.26.1 Vol.Harmon,Toohey, 36, Sharon,J.V., Ed. "LSD: D. No. 6, June 1968, "Marijuana-TheA Meaningful Evidence Approach Begins Toto DrugGrow," Education," pp. 386-390 Vol. 36, No. 5, May 1968 pp. 302-304 6.3 Dependence,"DependenceJOURNAL OF THEon Cannabis"AMERICAN MEDICAL ASSOCIATION, August 7, 1967, (Marihuana), Council on Mental Health Vol.& Committee 201, No. on 6, Alcoholism & Drug 535 NORTH DEARBORN,pp. 103-111. CHICAGO, ILLINOIS 60610 6.4 AMERICANCron, Theodore, RED CROSS O.M.A.T., JOURNAL "The Uppies & Downies & LSD," Vol. 44, No. 3, December 1967, pp. 13-17 TODAYS HEALTH 6.66.5 Davis,pp.Carner, Dorothy Charles, Crone. 56-59 - 72-73 "Surprise Inside, Strange Effects of Drugs," "Predicting Tomorrow's Children," January 1968, Vol. 56, April 1967, Vol. 45, No. 4, No. 1, pp. 32-37 6.7 Editors,GOODSCHOOL HOUSEKEEPING MANAGEMENT"A Medical MAGAZINE,Guide to DrugsINC. & Family Health," 22 W. PUTMAN AVENUE, GREENWICH, CONNECTICUT January, 1968, Vol. 166, pp. 06830 161-172 6.8 LIFEpp.Editors, "Straight Talk About the Drug Problem," 57-60, February 1968, Vol. 12, No. 2 $1.00 pp. 52-53. "Answers to Give Basic Questions," 7.06.9 MISCELLANEOUSEditors, "Scandal of the Diet Pills," January 26, 1968, Vol. 64, No. 4, pp. 22 7.1 TacomaHealthRESOURCE PoliceEducation, SPEAKERS Department, Extension 265) (Requests for outside resource people will be coordinated through 930 Tacoma Avenue, Tacoma, Washington 7.2 Tacoma,PierceNarcoticsYouth GuidanceCounty Washington Division Pharmaceutical Division Association, 98407, SK 9-2222 % Mr. Odell Wallace, Bayview Drug, 3401 North Proctor, 7.47.3 TacomaPierce PublicCounty Schools,Juvenile Court, HealthHealth Education Services ---- ExtensionExtension 266288 P. 0. Box 1357, FU 3-3311 Tacoma, Washington, FU 3-1811 7.67.5 Tacoma-PierceTacoma, Washington County NarcoticHealth Department, Center, Peggy Kopf, 98401, FU 3-3311 1138 Commerce Street, Tacoma, Washington Health Educator, 930 Tacoma Avenue, 98402, MA 7-4147 7.7 Pierce County Medical Society Speaker Bureau, 734 Broadway, Tacoma, Washington 98403, MA 7-7121 7.97.8 CascadiaD.Tacoma Alan GeneralEagelson, Diagnostic Hospital, Ph. Center, D., 315Toxicologist, Dr. South James K Street,Zylstra, Department Tacoma, FU of3-4771, Pathology,Washington Extension 98405 324 MA 7-1181, Extension 306 9.09.1 WhatPUBLIC We AFFAIRSCan Do AboutPAMPHLET, Drug Abuse, 381 PARK AVENUE SOUTH, NEW YORK, NEW YORK No. 390 10016 10.110.0 FactsSCIENCE About RESEARCH Narcotics ASSOCIATION, & Other Dangerous Drugs, 259 EAST ERIE STREET, CHICAGO, ILLINOIS Reorder No. 5-843,501 60611 11.0 AMERICANVOLUNTARY SOCIAL ORGANIZATIONS HEALTH, 1740 BROADWAY, NEW YORK, NEW YORK 10019 12.011.3 TEXASMISCELLANEOUSSelected ALCOHOL Publications --NARCOTIC COMMERCIAL EDUCATION,On Drugs Dependence INC., TANE & PRESS,Abuse, 2814 OAK LAWN AVENUE, DALLAS, TEXAS $2.00 (packet) 75219 12.112.412.312.2 GlueTheLet'sLSD: Sniffing: Problem Talk About Alcoholic-Narcotics-ABig TroubleGoofballs In &A PepTube, Pills,Handbook For Teachers, Trip Or Trap, 65c 60c 65C $1.00 12.5 ThePhiladelphia,SMITH Empty KLINE Life, & FRENCHPennsylvania LABORATORIES, (free) 19101 Public Relations Department, 1500 Spring Garden Street U. S. GOVERNMENT PRINTING OFFICE : 1970 0 - 389-981 MAIL ORDER FORMTo: Superintendent of Documents, Government Printing Office, Washington, D.C. 20402

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NATIONAL CLEARINGHOUSE FOR DRUG ABUSE INFORMATION SELECTED DRUG EDUCATION CURRICULA SERIES

1. Baltimore County Board of Education Grades 6, 9, 12 Catalog No. Prex 13.8:Ed 8 Price $1.00 2. Flagstaff Public, Schools Grades K-12 Catalog No. Prex 13.8:Ed 8/2 Price 65¢ 3. Great Falls School District No. 1 Grade 6 Catalog No. Prex 13.8:Ed 8/8 Price $1.25 4. New York State Education Department Grades 4, 5, 6 Catalog No. Prex 13.8:Ed 8/3 Prim. 65¢ 5. Rhode Island Department of Education Grades K-12 Catalog No. Prex 13.8:Ed 8/5 Price $1.25 6. San Francisco Unified School District Grades K-12 Catalog No. Prex 13.8:Ed 8/7 Price $1.75

7. South Bay Union School District Grades K-12 Catalog No. Prex 13.8:Ed 8/4 Price $1.25 Tacoma Public Schools Grades 6-12 Catalog No. Prex 13.8:Ed 8/6 Price 600

9. Resource Book for Drug Abuse Education Catalog No. Fs 2.22:D 84/12 Price $1.25

NOTE: It is recommended that Item No. 9 be used in conjunction with these curricula.

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U S DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECES SARILY REPRESENT OFFICIAL OFFICE OF EDU CATION POSITION OR POLICY

0 An Interagency Federal Committee was convened in the winter of 1969 under the auspices of the White House to make available to the Nation's schools a variety of State and local curricula for drug education and the prevention of drug abuse. Participating in the Committee chaired by the Office of Education, DHEW, were the Bureau of Narcotics and Dangerous Drugs, Department of Justice; the National Institute of Mental Health, DHEW; and the Office of Economic Opportunity.

As an initial step, the Committee established an Interdisciplinary Panel of non - Government professionals to review some of the drug abuse curricula developed by State and local school systems. Time did not permit a review of all curricula in use throughout the country.

The problem of drug abuse is not a new phenomenon. Man's use and abuse of drugs dates back thousands of years. In.recent years, however, the dimensions of the problem have reached frightening proportions, raising the specter of societal suicide. Contributors to our current concerns have been the easy accessi- bility of a myriad of drugs, a tense, stressful social environment, thrill seeking and escapism, among others.

In addressing itself to so complex a problem the discipline of education must go beyond mere dispensing of information and make a stronger effort to effect student attitudinal and behavioral change. The more traditional teaching methods will be inadequate to do the task. This implies the need for broadscale teacher training and retraining in new approaches and techniques. Periodic reinforcement will be needed if the operational style of the classroom is to change.What is required is a long-range view that will aim at the preparation of health educators and other school personnel who can address themselves to this and other serious health problem.

There must also be cooperation and involvement of all other segments of the community in'a joint effort with the school if the mounting trend of drug abuse is to be reversed.The closeness of the effort needed is a condition that both the school and the community organizations will find unfamiliar, but melding of community effort is essential if the common objectives are to be met.

The tasks described above will require signiicant, long-term financial support and commitment.They will also require wise, perceptive leadership from national and state levels.An effective program of broad-based education should produce significant results by the end of the decade.

Interdisciplinary Panel

For sale by the Superintendent of Documents, U.S. Government Printing Office Washington, D.C. 20t02 - Price $1.25 Reprinted With Permission From:

South Bay Union School District Imperial Beach, California

Grateful appreciation is given to Mrs. Betty G. McCormick, General Supervisor, South Bay Union School District; Dr. Peter Frank, Cur- riculum Coordinator, San Diego County Department of Education; Dr. Angela Ritzinger, Professor of Health Education, Consultant in School Health Education, California State Department of Education; Clifford L. Hatch, Director of Guidance, South Bay Union School District; and to the teachers and parents who so willingly participated in the pilot project.

SOUTH BAY UNION SCHOOL DISTRICT DRUG ABUSE EDUCATION A Drug Abuse Education Unit for Kindergarten, Grades One, Two and Three Board of Trustees Dr. Earl S. Foate, Member Wallace L. Wolfe, President Lorenzo. Provencio, Member Joseph E. White Member DR. ROBERT N. BURRESS Superintendent George Nicoloff, Member The South Bay Union School District Published by Imperial Beach, California 601 Elm AvenueJanuary 1969 92032 FOREVORD attitudesIn the South that Bay will District enable wethem are to vitally handle concernedthe drug problemwith helping when theyour childrenare confronted develop with knowledge it. and We thisexperienceconducted publication aand pilot our to program continuinghelp our at teachers threeconcern grade workin thelevels with area children.during of health the 1967-68and social school awareness year. we have prepared As a result of that oneselfWe are committedthat will togive a positiveour children approach some ofbackground teaching toan meetattitude the decisionstoward care they of willthe bodyhave andto makepride as in Boardthatthey ofgrowwill Trustees older.help re-inforce and has met these with positive good general attitudes. acceptance in our community. We also plan to teach ther basic facts about drugs and other injurious substances This program has the wholehearted support of our DistrictDr. Robert Superintendent N. Burress SouthImperial601 ElmBay AvenueUnion Beach, School California District 92032 ACKNOWLEDMENTS forgaveThe their Souththeir partidipation Bayapproval Union toSchool proceedin pilotingDistrict with thisawishes pilot study. tostudy acknowledge in Drug Abuseand thank Education; members and of the parentsBoard of and Trustees teachers who We wish also to give special credit to Peter R. Frank, poratedpilotgaveHealthCurriculum study manyinto Education, dedicated inthisCoordinator, Drug guide. ConsultantAbuse hours,as SanEducation Diegoconsultantsin School Countywere Healthallowed andDepartment provided Education, to be of creative,encouragement. Education, California and and aState numberDr. DepartmentAngela of their Kitzinger, ofideas Education, areProfessor incor- who of Teachers who participated in the Pilot Study Participating Teachers - DRUG ABUSE EDUCATION McCauley,Hatcher,Hammons,Beaky, Antoinette Barbara ElizabethSusan Vogt,Strawhun,Schramm,Schattenstein, Susan MaxwellFrances Richard Pasco, Polly Advisors to the Study were: Frank, Peter R. Wolf, Alan This Unit was developed by: McHatch, Kitzinger,Corthick, Clifford BettyAngela L. G. SantaRedwoodPermission Clara School, toCounty reproduce Saratoga, Public and Schools.California, incorporate and "About Haskell Drugs" Bowen, was former given Directorby authors of LesDrug Landin, Abuse EducationVice Principal, Pagard, Mona Acknowledgment INTRODUCTION consensus,Asin parents our society. evenand teachersamong the we experts, are caught for ina solution.the confusion surrounding the tremendous increase in the use of drugs We become anxious because we do not clearly comprehend how this has come about nor can we find hysteriaOne thing and seems bigotry clear, than however, from knowledge we must notand lethonesty our anxietiesabout drugs, drive ourselves, us to try and solutions our society. which stem more from co theiris Inlittle face dangers, useof thisin and our engulfing their attempts benefits confusion, to control must childrenbecome then throughcommon need toknowledgeour have own thebiasis not best only or knowledge platitudes.for youth we butcan forobtain those about of usdrugs. who attempt Information about drugs, There incommunicationto workthis withrespect then. with we cannotour children ask for which their seen trust causal, in other at leastareas. in part, to the present dilemma. Only through a realistic understanding of our world can we hope to open up the barriers to If we fail them Weany live and in all a societytopics andwhich we providesmust never limitless underestimate opportunity the potency for children of the topeer discover group asand a becometeacher. informed about As adults, both fulparents social(which and decisions.may teachers, differ fromwe must ours) learn with to candor respond and to acceptance youths' discovery of their ofdesires the world and abilitiesand their toperception participate of itin meaning- issuesIt seems which unhelpful affect tous perpetuateall and their our futurerefusal most to takedirectly. them seriously in the consideration of this flood of social Perhapscontrolsthemselves our on deepest andtheir positive behaviorconcern feelings atwhich this weabout time can ourshouldneither society be justify to rather help or our thanenforce. young devising people more develop elaborate effective and repressive concepts aboutoutside DirectorClifford ofL. GuidanceHatch Services INTRODUCTION We livetime inthey a drugare firstoriented able society, to see televisionwhere children commercials are saturated on aspirin with and the geritol. wonders of 'hags from the Children accept drugs andas athe necessary illegal. part of society. How are we to explain the difference between the drugs the doctors prescribe for The problem arises when they have to differentiate between the legal parentsizingthem and pupils,and the the drugs makingdrugs that theythem are learnaware used aboutand for to inillegal build school? apurposes? base in human How dovalues. we explain the drugs accepted by their The teacher's role is one of prevention, familiar- cm attitudestactics. are not changed by these methods. Research indicates that police tactics and negative attitudes are not effective. Neither must we dwell on hard narcotics, but especially We cannot and must not use fear Children's atsecret the iselementary school level, we must approach drug abuse problems from a positive viewpoint. THE HOW, THE WHY, AND WITH WHAT ATTITUDES do you present Drug Abuse Education. The yourappreciationThe problems,key is one ofwhat ofthe buildingdo human I have body. proper with whichattitudes, to meet teaching life? decision making, working from the concept and Basic to developing attitudes and appreciation is how do you solve aspecttionshipCitizenship on ofwhich drugsneeds we andtomust bebeing work.stressed. a good citizen. As citizens we need to learn respect for theAnother law. of the teacher's responsibilities is to point out the rela- The basic concept of the laws being challenged is another butThe oneproblem of teaching with our values, age level and childrenone of producing is not so mentally much one healthy of marijuana, and socially heroin, adjusted and hard children. narcotics, Weofdrug are the abusealready program as teaching inis allone curriculum ofthe responsibility, effects areas, of alcohol we responsibility must and avoid tobacco, lecturing to asourselves required and moralizing. and by toState others. Law. The underlying concept We must stress In teaching about producestressed,reason behavioralisticand but awareness not dwelled as change. opposed upon. to punishment, fear and morality. GuidanceThese concepts of the are child's not only emotional about drugs,and social but aboutdevelopment people.. is most important. Positive and negative aspects must be We want to useabilityThe of strongest his and own determination resources.deterrent to to drug face abuse life inand the enjoy child's it through future thelies wholesome in his strength understanding of character and constructive in his General(Mrs.) SupervisorBetty G. McCormick OBJECTIVES Drugfollowing Abuse Educationgoals: as part of the total curriculum in the South Bay Union School District has the 2)1) ToTo give build instruction the self concept;in decision good maki4g attitudes to children towards toself. enable them to make decisions. 4)3) To develop responsibilityappreciation for to self and to others. the human body. 6)5) To promotebuild good parent citizenship involvement - respect for the law. b.a. byeliminate creatingbringing misinformation.anenlightenment environment andin thecorrect home informationwhere there intothere the is homea positive ... in valueorder orientation.to help STRANDS - TIME SCHEDULES There are four strands1) included in the program: Volatile Chemicals 3)2) AdvertisingHealth and PropagandaAppreciation of the Human Body Time Schedules are as 4)follows: The Law GradeKindergarten One Two weeks - 15 - 30 minutes daily GradeGrade Three Two SixTwo weeks -- 3015 - 4530 minutes perdaily day - inree times per week Grade FiveFour Six weeks - 30 - 45 minutes per day - - Three times per week Length of time, daily, is dependent upon pupil interest. Grade Six Six weeks - 6060 minutes minutes or or more more per per day day - ThreeThree times times per per week week DRUG ABUSE PreliminaryEDUCATION Guide Table of ContentsGrades: K - 3 Page AcknowledgementsForeword Dr. Robert N. Burress, District Superintendent 12 I Introduction BettyClifford G. McCormick,L. Hatch, DirectorGeneral Supervisorof Guidance 53 IIIII StrandsObjectives Time Schedules 87 IV Preliminary Guide b)c)a) Sickness;StayGood Health;Healthy Good Attitudes (Kindergarten,What To Do?, Grades One, Two, Three) Who Helps Me? 341910 d)g)f)e) HarmfulHowProtectingCorrect Is MedicineSubstances Use Family of Used?Medicine and Friends 48464240 VIV Appendix III - Films Filmstrips 5249 VIIIVII Appendix IV Appendix III About DrugsBibliography 6960 BOLD OBJECTIVE: LearninRs Children appreciate good health and good attitudes. Grades: K - 3 preciatebodiesChildren can them.learn oo so what they their will healthyap- whenChildrenpicturesPupil they Experiences mightfeel of thingswellmake andscrapbooks boys are and healthy, girlsshowing cani. e.,do ThingsReferencesJoyce That Grow, Eggleston, Pupilsskipping,("Droopyjumping, might swimming,etc.Bear" enjoy and Puppet running, "Peppy Presentations Frog"picnicking, were used FSHelenDo You2626 Hove We Growas I Do, Borton, Animaloutcouldin various one becharacters Kindergartenused experiences. throughout or astronautsclass). the unit made to ofact These puppets Healthpp. 71-75 I2 moves.bradsconstruction could be paper used andto showput togetherhow the bodywith Lauber,YourCh. 6Body Patricia and How it Works, functions.Discussing.Observe whatyoung our guppies body. ordoes other - the animals different grow- TrueYou, Book Hinshaw, of Your Alice Body and Exercise:Discussthe loss what of wouldeach ofpossibly the senses. be different with HealthDayMP 2043 3 Growing Up Day by drenDrawingvarious cut orways,out paintings pictures "Simon ofsaysof self.sport Olderstars chil-in Stretching and moving in many ." Works,pp.Your 38-51 Lauber, Body and Patricia How it aChildren"Theaction. turn little showing stand (boy whatin ora hecirclegirl) can whodo;and could."(game)alsoeach canone betakes done best.Childrenoutside in draw play pictures area. of what they like to do BROADTOTHE THE FOLLOWING OBJECTIVE: SPECIFIC ARE OBJECTIVE STORIES, OUTLINED POEMS, ORIN PICTURESTHIS CURRICULUM FROM THE GUIDE. 1969 ADOPTED READING TEXTS AS THEY APPLY Children appreciate good health and good attitudes. Grades: K - 3 Harper"Something and Row Mark Can Make," pp. 45-50 (OUTDOORS & IN Preprimer 2) (The"The storyEnd," ofpp. growth 11-21 from(SOUNDS 1 - AROUND6 years THE old) CLOCK (SOUNDS AROUND THE CLOCK 1) Bill Martin, Jr. 1) Bill Martin, Jr. What Our Bodies Can Do (The"Joey"Big story Frogs,Kangaroo," of Little a kangaroofrog's pp. Frogs" 104-121 life and from how(SOUNDS heegg grows) toOF frog)LAUGHTER 2) Bill. Martin, Jr. "CanMartin,"Growing Your Jr. Up,Brother Growing Talk Older," Yet?" pp. 13-19146-167 (ROUND (SOUNDS THE OFCORNER LAUGHTER 3 2 ) Macmillan 2) Bill howsister)theirachievements(Best children pride friends incanof beingNina babiesprotect andallowed in Betsyothers their to compare intakefamilies. their care notes family. Jf ontheir the newdevelopmental brother and *Note: This story could also be used when talking about The two girls express 717//iritttk 1 Appreciation of the Human Body Bulletin Board (1) Discussion:_Questions move?Which ways can our bodies for (2) (3) What jobsgames can can we we do play? with play(these or dramatize) would be helpful to role ments.hemakesthinkour bodies, of the i.e.-kinds etc. sailor of move- - 0 (One suggestion for construction paper character to showbody movements.)

14 BROAD OBJECTIVE: Children appreciate good health and good attitudes. Grades: K - 3 Children learn how they can Learnin a LetPu ilthe Ex children look in the mirror and says riences MPReferences 1188 Be Happy, Be have happy feelings. theythemIfto"Hi, themselvesthey discussFriend"can see do somethingabout theseanduntil practice themAnd andthey theytry really sayingchangetodon't decide mean likenicethem. them.what letthings UpsetMPHealthy 1558 Feelings What to do About FavoriteListen toThings." the song, "These AreDrawfeelTake a Few good.picturesturns of Mynaming of our things favorite that things.make them MPthat 1109 Could Little Engine feelingsLet(teacher,Tell studenthumorous weretoo) discuss hurt.stories ways about in oneself,which their Let them discuss ways Dramatizeorchosento beingovercome to acompared dogood thesesomething, loser withfeelings. and another being a poor laughedperson. loser. at, Examples: not Let(Use themchildren either tell makeaboutrole paper playthemselves: masksor Puppets) ofHow themselves. do you look? anotherDramatic makes play him- one feel child better. is feelingHowWhat do do you unhappy;you feel like about to do? yourself? (games, work, etc.) APPLYTHE FOLLOWING TO THE SPECIFIC ARE STORIES,-PORMS, OBJECTIVE OUTLINED OR- PICTURES IN THIS FROM CURRICULUM THE 1969 GUIDE, ADOPTED READING TEXTS AS THEY Grades: K- 3 BROAD OBJECTIVE: Children appreciate"Temperamental" good health and good attitudes. Poem p. 78 (FROM FARAWAY PLACES 31), Harper and Row ALL ONE STORY ("As("This("No("A Happy BadOneWill Morning"LikeAs Show a Me"Lark" Them" pp. 95-99 pp.(REAL 11-104 AND MAKE BELIEVE pp. 112-1159p. 105-111 11), Harper and Row ALL ONE STORY ("The("I("Tomorrow -WantAm Big Counting toQuestion" Bea SomedayBest"on You" Soon" pp. 21-26pp. 9-13 (ALL THROUGH THE YEARpp. 21), 17-20 Harper and Row pp. 14-16 HisJonathan"Little("The mother Three Jonathan"madewas Reds" tiredhim clothes of being of toobuckskin. little to do the things he wanted to do. pp. 27-3127-37 (SHINING BRIDGES 22), Macmillan He fell in a stream and they shrunk, while cmo-A "Thewasn'the clotheswas Boy sowishing Who badhad Couldn't being shrunk;he were little Swim" hebig. thought: Jonathan he Brown. had grown big. Hepp. fell 94-108 asleep (SHINING and when BRIDGE he awoke S he Aldn't realize Through this he learned that it 22), Macmillan the Overcoming"Louisdifficulty.The story Braile" physicalof a boy difficultywho was afraid to learn to swim and how he overcame his pp. 59-68 (MORE THAN WORDS 32), Macmillan °C FQ-e. BoardsSuggestions (of for Happy Peeling worksheets) Bulletin Grades: K - 3 BROAD OBJECTIVE: Learnings Children recognize ways to stay healthy. Pupil Experiences References habits:healthyChildrencise, by andlearn using cleanliness. how good to healthstay rest, eating, exer- LetMakeofbefore the suregood children lunch. thegrooming children make practices. a washclass their scrapbook hands Discuss reasons why. FSMP 181218111453 KeepingCare of Cleanthe Skin CLEANLINESS healthy.whyLet the children make a list of reasons cleanliness is important to staying Use role play to illustrate Kid(CowboyMP 1648Careless) CarefulRunning winsfor Sheriffover washingDiscussfamilysome ofkittens,and of these findkittens. reasons.orpictures demonstrate of mother with cats healtheffectMakeLet thehabits.up of achildren germsflannel on make boardour picturesbodies story (seeto of show good REST whenHaveDiscussreverse theythe how childrenwereside) rest overtired isgive important examples and what to of thehappened. times body. MPFS 18362274 SleepRest andfor SleepHealth DiscussPOppetsandthese vigorous howcouldhealth animals be activities.habits. used rest to afterdramatize hard allplay of What happens inside us when we rest.1. useandMuscles again.makes relax them -strong blood andsoothes ready them to 2.3. beginsWhencuts,Bloodlates yourbruises, hasto the growbodya chancefood etc.is yourelaxed to haverepair iteaten assimi-tissue and - BROAD OBJECTIVE: Children recognize ways to stay healthy. Grades: K - 3 healthyChildren by learn using how good to healthstay Learnings LotPupil;.11:-gy Experiences get in one day. children report all the exercise ChildrenMPReferences 1893 Fitness - Move SkillsBetter for habits:cise, and cleanliness. EXERCISE rest, eating, exer- LetsneHave tothe them a childrenhealthy discuss body.act why out exercise (role playis import- or ChildrenMP 1894 Fitness - rlay SkillsBetter for andHaveproperpuppet) other them exercise. Wnat gamesdiscuss happens at whyGame ifthey Time.they have don't jogging get ChildrenMP 1895 Fitness - Walk SkillsBetter for. tinAsk :unk try theirthe torotation. children bodies.touch elbows to strct.z.h behind everyback. muscle Stretch fingersBegin by with ro- head. Then Then properlykeeptatinglegtoes. yourfor hands to 10circulation allowseconds,and flexing your etc. uporgans fingers.and holdto work. you up Make small circle with arms. Raise Muscles in tone Touch BROAD OBJECTIVE: Children recognize ways to stay healthy. Grades: K - 3 healthy:byChildren using good health Learnings learn how. to stay understandHavePupil children Experiences what watch they TVare commercials for. and Focus on GoodMPReferences 1876Health Alexander (Cartoon Learns used habits:cise and cleanliness. EATING rest; eating, exer- haveLetcommercials childrenseen (role related dramatize play toor food.apuppet). commercial they MPrest,habits:to 1338stress and Eatdiet, exercise.general Well cleanliness, Grow health Well which1)CutMake Milk and area listProductspasteadvertised of the products basic on TV. fourrelated food to types health FSMP 15211145 1964 FoodsFood I Feel forfor Great GoodHealth Health Have4)3)2) MeatVegetableCerealthe studentsProducts and and Wheat drawFruit Products a Productspicture of a WeFS-OurChild All Trip LikeFeeding iNsMilk a(posters, (photos)Dairy Farm Missing?"wouldPlaygood like thebreakfast, toflannel have. lunch,board game,or dinner "What's they GoodCalif.Power, Food Dairy American Gives Council) You Red Grow Cross hapsofLet Childrengood theusing healthchildren couldanimals habits. writemake instead picturesa class of children)storyor posters (per- WheatessentialcolorShield Flour wall of four GoodInstitutechart foodHealth of groups)the (a packages,Store.(perhapsto illustrate cans using of good contrastingfood. and bad characters).health habits Ask the children to bring in empty Then have them WhatCerealA (colorfulBasic Will Institute, Breakfast I wallBe..From chart), Inc.Pattern A to Z balancedcome to themeal. store to buy the makings for a Councilstudent1-2-3-4list)(Booklet Everyof folder),WayandCalifornia Day..Eat (Posterstudent Dairy andthecheck- THEYTHE FOLLOWINGAPPLY TO THEARE SPECIFICSTORIES, OBJECTIVE POEMS, OR PICTURES FROM THE 1969 ADOPTED READING TEXTS AS Gradee: K - 3 BROAD OBJECTIVE: Children recognize ways to stay healthy. CLEANLINESSOUTLINES IN THIS CURRICULUM GUIDE. "Mrs. Goose's Bath" climbedFun into the tub--something was wrong. 1 Mrs. Goose decided to take a bath. pp. 127-134 (STAR BRIGHT 2), D. C. Heath & Co. She heated Shethe hadwater, forgotten to "Some Mother" everythingHelen,put the Ben'swater is sister,clean--tooin the tub.takes clean. care of him for pp. 68-73 (MY CITY 21), Macmillan (Silly Fun) a time. She makes sure "The Critic" Poem p. 38 REST (SOUNDS OF LAUGHTER 2) Bill Martin, Jr. "Up"Good and Night" Down" Poem EXERCISEp. 39 (SOUNDS OF LAUGHTER 2) Bill Martin, Jr. "One,"Jump Two,In" Three" pp. 29-32 pp, 17-20 tL'NET AND MARK, PP), Harperpp. and 33-36 Row (JANET ANDEATING MARK, PP), Harper and Row (JANET AND MARK, PP), Harper and Row Picture"Good Hamburger" for Storytelling, pp.Little 146-147 boy (SOUNDSgathering eggs pp. 33-38 (OUTDOORS AND IN PP2;, Harper and Row -- Mother packing and weighing eggs. OF THE STORYTEUER 3), Bill Martin, Jr. "Social"The Big StudiesCheese" - Norway" p. 139About (FROM a farmer BICYCLES who made a btg cheese and pp. 178-201 (SOUNDS OF THE STORYTELLER 3), Bill Martin, wanted to present it to the king. TO BOOiiERANGS 32), Harper and Row Jr. "Linda's Lunch" everyoneAboutWhat thea fieldsharedchildren trip theirs into Norway theshe Cityhad Eat theMuseum. for biggest breakfast. of all. pp. 163-169 (UPTOWN, DOWNTOWN), Macmillan Linda forgot her lunch but when THEYTHE FOLLOWINGAPPLY TO THEARE SPECIFICSTORIES, OBJECTIVEPOEMS, OR OUTLINEDPICTURES INFROM THIS THE CURRICULUM 1969 ADOPTED GUIDE. READING TEXTS AS Grades: K - 3 BROAD OBJECTIVE: Children recognize"Smarty Artyways Findsto stay Out" healthy. EATING (continued) pp. 104-109 (MY CITY 21), Macmillan aArty everything.trees,visit is toaand boythe eggs whocountry fromlived chickens.he in learns the city, that whomilk thought is from he cows, knew appleseverything. from And he learns that he doesn't know On "What Came Next?" visit.Petedoctorbean is sandwich. hungryand how and he makeshelps himselfus. a gigantic cheese-chicken-egg-tomato- *Note: ThisAfterpp. 153 story he -154 had could (GREENeaten also it,LIGHT, be the'doctor used GO 22),when mustMacmillantalking make about an emergency the "The"The Chili Nine Surprise" Thousand Egg Lunch"Mrs.Because March of cooks a supermarket for schools mixup all aover family the withcity. a favorite Sunday dinner pp. 17-23 (CITY SIDEWALKS 31), Macmillan pp.166-169.(GREENI.LIGHT,G0:22),Macmillan "The First Bread" Thesupplyconsisting history of ofMexican of bread typical food.making. American staples finds itself with an unexpected pp. 222-227 (CITY SIDEWALKS 31), Macmillan

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Tomato Grades: K - 3 BROAD OBJECTIVE: Learnines Children know what to do and who will help them when they are sick. Pupil Experiences .References parentsChildren help learn them how when their they perienceLet the childrenwhen they draw were a sickpicture and-their of an ex- Include. FS 29321372 TheDoctor Doctor are sick. Discussparents these.helped them. 3)2)1) what medicinethehappened parents (ifto didthemany) to was help used partmentFS 2104 Our Health De- themdoctorChildren when and learnthey others aretnw help sick.their andwrongDramatizedid nurse towith help;act.a themdoctor's also and howwhatthevisit: did thedoctor doctor what was HealthyMP 1102 A Community Keeps InvitetoWrite the annursea parentexperience or doctor.or friend story whoabout is aa visitdoctor helpersLethelpsto the visitpeople. whoChildren the protect class make healthto a discusslist and of.community thehow contribu-he officevolunteerdoctors,schooltions (when theydentists,nurse, workers nursemake and tolikecityisn't evenguard thehealth available).the ourRed secretaries dept.health,Cross, employees, thesuch in as:the beinGood clopediasgiventhe readers past orally. whoor could-make biographieshave helped reports ofus. famous from doctorsency- These could tonursesInvite theask kindquestions.do.the schoolof work nurse. she does and what other Children should be encouraged She can tell them APPLYTHE FOLLOWING TO THE SPECIFIC ARE STORIES, OBJECTIVE POEMS, OUTLINED OR PICTURES IN THIS FROM CURRICULUM THE 1969 GUIDE.ADOPTED READING TEXTS AS THEY Grades: K - 3 BROAD OBJECTIVE: "GiveChildren to theknow Red what Cross" to do and who will help them when they are sick. pp. 147-157 (AROUND TRE CORNER p1), Harper and Row Excellent Picture for StorytellingAraiseChildren humorous money. wish picture to give showing to the a doctorRed Cross examining so they a plancow's a mouth.Red Cross Show to pp. 44-45 (SOUNDS OF THE STORYTELLER 3), Bill Martin, Jr. (("The Goat Story" Billy is a little goat on a farm. pp. 113-120 (WORLDS OF WONDER He wouldn't eat, run, jump or play. P) Macmillan ONE STORY (("The Doctor" ran,The doctorjumped, gave and Billy,played. the goat, a shot. p. 121 (WORLDS OF WONDER P) Macmillan Billy got well. Then he ate, ( the((*Note: Story classroom. could also be related to the centralMedicines character Help being a child in This could also be read when talking about the objective - \k1o \--firVT

1 37 38 39 .BROAD-OBJECTIVE: Children recognize what medicine is for and how it is to be used. GRADES: 4.3 makeChildren them learnwell ifhow taken medicine correctly. will Learninzs medicines.MakePupil a Experiencesdisplay of common household Let children choose one FSReferences Catches2756 Little Cold Elephant Discuss:whatthey it haveis used taken for. or seen taken and1) Whotell should take medicine GoodbyeAwayFS 1814 GermsKeeping (poster), Sickness Younger children would enjoy being3)2) HowWho the muchshould medicine decide shouldwhen medicine be istaken necessary FSAmericanBug 2158 Pesky, Red Cross the Cold actingOldergetparents better. childrenout and a helpingplay might or their puppetenjoy "children" writingshow about and HaveNationalPolio.(posters),Bendich, a }22yt4easie, Foundation Jeanne The :'here does medicine the proper use of medicines. MP Invasion5029 Defense Against come from? poisonous.plantsmadeDiscuss and we thesome see fact isgrowing grown.that aroundsome medicine us are is Some are good for us. Some of the

BROAD OBJECTIVE: takenChildren correctly. recognize what medicine is for and that it should be Grades: K 3 willChildren make themlearn well that if medicine taken Learninsk___ tellingPupilsPupil Experiences willa time enjoy when relating they were personal sick and experiences what was Referencespp."Be 73-110.a Reader Includes: in Science," correctly. PicturesDiscussdone to vaccinations; canhelp be them. drawn ofwhat these they experiences. are for, etc. arediscovered.ScientistStudy usefulharmful. of medicineMicrobes. andMicrobes Microbes what (peni- Earlytheythat that Go tummyback (ato lagerm TV) living in periences.Storiessubject could from bethemselves written aboutto an theseanimal. ex- They might enjoy changing the ANGSFROMcillin) BICYCLES3, Harper TO andBOOMER- Row. $ him (germ) die, medicine makes animalsickstoryOr (perhapsperhaps and aboutwell. what theymedicineone the ofwould famill their was like given)andpets to doctor thatwrite to make wasdida the WhattoChildren (Collectsequence is wronghappening enjoy these). and with tellinglanguage inBilly? the Picture firstdevelopment, picture?Stories i. e., Attention should be given What is Mother ItHowpicture?doing? is do important you think to Billy bring feels? out through discussion: What is happening in Howthe issecond Mother helping Billy? youmedicine dizzy hurtsetc. stomach - Stomach is no germ - makes 3) 2)1)Where HowWho medicinemuchshould should give should bethe takenbemedicine kept andbeing when how used notoften discussMakebePuppets good a displaytouseor use. roleand ofstorage.play various for dramatizationhousehold medicines: would also BROAD OB.YECTIVE: correctly.Children recognize what medicine is for and that it should be taken Grades: K - 3 Children learn that medicine Learnin s DiscussPu.il Ex the eriences use of medicine. Medicine is e ence correctly.can be harmful if not taken Rolewrongmedicinenot candy. play amount is would given. of bemedicine useful ishere. given. What can happen if the wrong What can happen if the Pose situations and discuss with 2)1)children. ThePinkie, kitty the ate dog, too wasmany walking pillsateschool tothem and he found some pills and hurt.stomach to make it Punching MR. DIRT GERM (infection) brings in his friends)Decides to live here - and - 45 BROAD OBJECTIVE: harmfulChildren to recognize their bodies. other household substances which can be Grades: K - 3 bodiesChildrensubstances and learn where are what harmfulthese household sub- to their Learnings LetwhichMakePupil thea areExperiencesdiiiplay children or could of_common suggest be harmful others.household to ths:hody. substances References stances should be kept. shouldtheuseDiscuss house.and be these.why stored. they are kept in the house or around Discuss where these various things Talk about their importance and wherebetterHaveLet some thethem places childrenof discuss these of storage. goarewith home stored their and inparentsask their, their good homes.parents or Lettheirplaces the hones. forchildren these sharesubstancesdraw picturessome ofwhich theseof theygood with foundstorage the in medicinestandingUserest aof picture cabinet.the on class.a chairshowing and a gettinglittle boyinto or the girl -` BROAD OBJECTIVE: friendsChildren by realize using safetythey can measures. help protect others in their family or Grades: K - 3 helpChildren-learn protect:others how andthey what can Learoinss PupilotherHave Eineriencesthe: children children in theirdiscuss family how theyknow canhow helpto FSReferences. 1140 Home Safety to do in an emergency. Roleusedramstizetheseother medicineplay harmful and properlypuppets substances. suggestions. couldand stay be usedaway tofrom MPFSAccident 19111664 HowHome in to Safetythe:Home Have an youngermeasuresDiscutsswallows sibling withthey something theshould takes. children dangerous.know pills aboutemergency or if a MPhappenstrates 1233(Donald in Let's theways Duck home) beaccidents demon-Safe 2)1) CallKnow Motherhow to ordial Father the Doctor,otherDept., (UseFire adults or telephones Police are notif toparentspresent. act out or these atFSsafetyat Home2299 Home (DramatizesSaferules and to Soundobserve 4)3) RoleLearn play, how tousing put theon adoctor's band-aidroom.and kit, use procedures)the first-aid kit in the GOpp."Chickenaround 22),52 -56 Macmillanhome)Pox (GREEN & Mumps" LIGHT, Discussthey can communicable prevent others diseases frod andgetting how pillsa situation accidentally. where a child has taken prevails.hasWhileinchicken mumps. the Charlie next pox,.theTheyCuriosity. apartment hasmeet girl in friendspicturesOldertheir germs.children against showing coulddiseases how tomake protectwe posters may have.our or MaryCharlielater,the has hall. ofchickenhas course,Two mumps.; weekspox. Motion Pictures Catalog Umber (Available from San Diego County Department of Education)Title, Grade Level, and Description MP 1102 A COMMUNITY KEEPS HEALTHYcitycommunityDiscusses workers healthwhat who is cleandepartment necessary streets, inspectorsin orderand water to who make department visit a community dairies workers andhealthy. whomarkets, keep waterthe pure. (Primary and Intermediate) Shows the MP 1876AL ALEXANDER LEARNS GOODAlexanderAnA generalHEALTHinteresting andhealth his cartoon habitdream. andfilm cut stressing paper technique-is diet, cleanliness, used to resttell andthe exercise.story (Primary) MP 1188 BE HAPPY, BE HEALTHYbetweenhealthDevelops childrenhabits--Dowdy an awareness and a Duck, groupof correct Pickyof cartoon Puss,health charactersNasty habits Mole, by who creatingNoddy personify Owl, an andidentification poor Sneezy Weesel. (Primary) MP 1453 CARE OF THE SKINAnimatedisDemonstrates necessary drawings forthe describecleanliness.good habits the ofstructure skin hygiene of the which skin everyand explain child shouldwhy soap form. (Primary) MP 1338 EAT WELL, GROW WELLAtPresentstired a circus quickly the performer's four and foodcatches magicgroups cold show and easily onemphasizes good because health, eating he hasAlan the poor learns right eating thatfoods. habits. he gets (Primary) MP 1893 FITNESS SKILLS FOR CHILDRENclearlyofDemonstrates the body, shown- MOVE pullbasicby BETTER use of skills ofthe a arms slowin running, inmotion opposition camera.leaping, to theand feethigh andjumping. the like are (Primary and. Intermediate) Lean MP 1893 FITNESS SKILLS FOR CHILDRENplayingandIn arunning playgroundwith a areball shown.situation are detailed. skills of throwing and catching a ball, walking, Footwork and the use of the arms and handsPLAY in BETTER (Primary and Intermediate) Motion Pictures Catalog NUmber (Available from San Diego County Department of Education) Title, Grade Level, and Description Continued MP 1895 FITNESS SKILLS FOR CHILDRENshoesCorrect and and- exerciseWALK incorrect BETTER in walkingwalking arehabits also are shown. shown and analyzed. (Primary and Intermediate) Useful in motivating a fit- Use of proper MP 2043 GROWING UP DAY BY DAYnessGrowth program. and development and normal variations among young children, and (Primary and Intermediate) MP 1911 HOWTO HAVE AN ACCIDENTFeaturesfactors IN THE necessary HCDonald ME Duck for asgood he health..demonstrates many ways accidents happen in the (Primary) I FEEL GREAT home.care should prevent 5,000,000 annual he accidents. Useful to start discussion. (Primary) Emphasizes that average intelligence and MP 1964 great.teachDepicts Whaffor a cartoon that ofmilk young is marvelousfarm animals and thatmakes conspire animals withand littleMrs. Cow boys to feel MP 1223 LET'S BE SAFE AT HOMEdiscussesPresentsconsideration fivethese situations forsituations others, showing inand terms refraining how of to alertness, avoid from cammxl "showing carefulness, accidents off." courtesy,at home and (Primary) MP 1109 LITTLE ENGINE THAT COULDteachestrainloadBased on us theof that toyschildren's there to the are classicchildren many things which on the wetells othercan ofdo side theif weLittleof onlythe Enginemountain.say, "I that think pulled I can." a (Primary) The film Motion Pictures (Available from San Diego County Department of Education) Continued Catalog NUMber MP 1648 RUNNINGTitle, GradeFOR SHERIFF Level, and Description (Primary) breakfast,CarefulDepictsless is winsthe sloppy and footover besides and raceKid selfish. Carelessforhe issheriff always because in helpful a hestorybook has and a considerate,good cowboy night's town whilesleepin which Kidand CowboyCare-a good MP 1836 SLEEP FOR HEALTH Contrasts good and bad sleeping habits of David and George. (Primary and Intermediate) Special emphasis MP 1558 WHAT TO DO ABOUT UPSETeralis FEELINGS placed feeling on offorming well-being. good habits and their importance to our health and gen- (Primary) whatresponsibilities.withPresents you're their three angryupset situations atfeelings. and why, in dowhich something children to learn.tohelp yourself, cope in and different accept yourways They learn to be aware of three factors: know Filmstrips Catalog Number FS 1372 (Available from San Diego County Department of Education) DOCTORTitle, Grade Level, and Description (Primary) FS 1145 FOOD FOR GOOD HEALTHofficersDavid gets assist. an exam before starting school. (Primary and Intermediate) Shows how druggists and health FS 1521 FOODS FOR HEALTHShowsthe (five?)why food food is important,groups we need.how plants and animals get their food, and (Primary) FS 1140 HOME SAFETY Jimand and what Jane, they visiting do. their grandparents' farm, describe food they eat (Primary) FS 1664 HOME SAFETY Safety rules for children in their' homes. (Primary) FS 1811 KEEPING CLEAN ShowsSafety Jim practicesand Jane washingin kitchen, hands bathroom, and face, and brushing others, teeth, and accident taking baths,care. (Primary) FS 1812 KEEPING CLEAN Stressesand brushing washing hair. before meals, cleaning fingernails, and taking a (Primary) FS 1814 KEEPING SICKNESS AWAYDiscussesnightly bath. cleanliness, proper rest, vaccination, and proper food. (Primary) Filmstrips (Available from San Diego County Department of Education) Catalog Number FS 2756 LITTLETitle, ELEPHANTGrade Level, CATCHES and COLDDescription (Primary) FS 2104 OUR HEALTH DEPARDEMITbyLittle H. Washburn. elephant has same treatment for his cold as a child. (Little Elephant) (Primary) From book FS 2158 PESKY, THE COLD BUGwhenShows they how are Health sick. Department keeps people healthy and what it does (Primary) FS 2274 REST AND SLEEP areIndicates given andways the of coldspreading "bug" ais cold. killed. (Primary) Rules for taking care of a cold FS 2299 SAFE AND SOUNDAT HOMEDramatizesShows why growingsafety ruleschildren to observeneed plenty around of home.rest and sleep. (Primary) Asks students to tell FS 2932 THE DOCTOR Terry'ssafety stories. class discusses ways to help the doctor keep them well. (Primary) FS 2626 WE GROW Johnnyto eat, learns and walk.that he was once very little but gradually grew, learned (Primary) (Growing Things) PRELIMINARY AKSF GUIDE FOR GRADES L4-6 South Bay Union School District Imperial Beach California SOUTH BAY UNION SCHOOL DISTRICT DRUG ABUSE EDUCATION A Drug Abuse Education Unit for Grades Four, Five and Six Dr. Earl S. Foate, Member Wallace L. Wolfe, President Board of Trustees Lorenzo Provencio, Member Joseph E. White, Member DR. ROBERT N. BURRESS Superintendent George Nicoloff, Member The South Bay Union School District Published by Imperial Beach, California 601 Elm AvenueJanuary 1969 92032 In the South Bay District we are vitally concerned with helping our children develop knowledge and FOREWORD attitudesexperienceconducted that aand pilot willour program continuingenable atthem threeconcern to handlegrade in thelevelsthe areadrug during ofproblem health the when 1967-68and theysocial school are awareness confronted year. we withhave it.prepared As a result of that We Wethis are publicationcommitted to to a helppositive our teachersapproach workof teaching with children. an attitude toward care of the body and pride in thattheyoneself growwill that older.help will reinforce give our these children positive some attitudes. background to meet the decisions they will have to make as We also plan to teach then basic facts about drugs and other injurious substances This program has the wholehearted support of our Board of Trustees and has met with good general acceptance in our community. DistrictDr. Robert Superintendent N. Burress SouthImperial601 ElmBay AvenueUnionBeach, School California District 92032 The South Bay Union School District wishes to acknowledge and thank members of the Board of Trustees who ACKNOWLEDGMENTS gaveHealthCurriculumfor manytheirtheir Education, dedicated Coordinator,approvalpartiOipation Consultant hoursto proceedSan inas Diegopilotingconsultantsin withSchool County a this pilotHealth andDepartment study. studyprovided Education, in of Drugencouragement. Education, California Abuse Education; and State Dr. DepartmentAngela and the Kitzinger, parents of Education, andProfessor teachers who of We wish also to give special credit to Peter R. Frank, Teachers who participated in the poratedpilot study into inthis Drug guide. Abuse Education were allowed to be creative, and a number of their ideas are incor- Pilot Study - DRUG ABUSE EDUCATION Hammons,Beaky, Antoinette Susan Participating Teachers Schramm,Schattenstein, Maxwell Richard McCauley,Pasco,Hatcher, Polly ElizabethBarbara Advisors to the Study were: Wolf,Vogt,Strawhun, SusanAlan Frances McHatch,Kitzinger,Frank, Corthick, Clifford Peter BettyAngela R. L. GY Permission to reproduce and incorporate "About Drugs" was given by authors Les Landing Vice Principal, This Unit was developed 127: Pagard, Mona SantaRedwood Clara School, County Saratoga, Public AcknowledgmentSchools.California, and Haskell Bowen, former Director of Drug Abuse Education. issuesIt seems which unhelpful affect tous perpetuateall and their our futurerefusal moat to takedirectly. then seriously in the consideration of this flood of social controlsthemselvesPerhaps ouron andtheirdeepest positive behavior concern feelings which at this weabout cantime ourneither should society justifybe ratherto help or thanenforce.our devisingyoung people more developelaborate effective and repressive concepts outside about DirectorClifford ofL. GuidanceHatch Services INTRODUCTION Wetimeas live a necessarythey in aare drug firstpart oriented ofable society. tosociety, see television where children commercials are saturated on aspirin with and the geritol. wonders of drugs from the The problem arises when they have to differentiate between the legal Children accept drugs parentsthemand the and and illegal. the the drugs drugs that they arelearn used about for inillegal school? purposes? How do we explain the drugs accepted by their How are we to explain the difference between the drugs the doctors prescribe for The teacher's role is one of prevention, familiar- vi tactics.izing pupils, making them aware and to build a base in human values. Research indicates that police tactics and negative attitudes are not effective. We cannot and must not use fear Children's secretatattitudes the iselementary are not schoolchanged level, by these we mustmethods. approach drug abuse problems from a positive viewpoint. THE HOW, THE WHY, AND WITH WHAT ATTITUDES Neither must we dwell on hard narcotics, but especially do you present Drug Abuse Education. The yourTheappreciation keyproblems, is one ofwhatof thebuilding do human I have properbody. with attitudes,which to meet teaching life? decision making, working from the concept and Basic to developing attitudes and appreciation is how do you solve Citizenshipaspecttionship on of whichneeds drugs weto and mustbe beingstressed. work. a good citizen. As citizens we need to learn respect forAnother the law. of the teacher's responsibilities is to point out the rela- The basic concept of the laws being challenged is another The problem with our age level children is not so much one of marijuana, heroin, and hard narcotics, Webut are one already of teaching teaching values, the effectsand one of alcoholproducing and mentally tobacco, healthy as required and socially by State adjusted Law. children. In teaching about reasonofdrug the abuse andprogram awarenessas inis allone as curriculumof opposed responsibility, toareas, punishment, we responsibility must fearavoid and lecturing morality.to ourselves and moralizing. and to others. Positive and negative aspects must be The underlying concept We must stress producestressed, behavioralistic but not dwelled change. upon. GuidanceThese concepts of the arechild's not onlyemotional about anddrugs, social but developmentabout people is most important. We want to useTheability ofstrongest his and own determinationdeterrentresources. to drugto faceabuse life in theand child's,n4v it futurethrough lies the inwholesome his st:ength understanding of character and Constructivein his General(Mrs.) Supervisor Betty G. McCormick OBJECTIVES followingDrug Abuse goals: Education as part of the total curriculum in the South Bay Union School District has the 2)1) To buildgive instructionthe self concept; in decision good attitudesmaking to towardschildren self. to enable them to make decisions. 4)3) To develop Tesponsibilityappreciation for to self and to others. the human body. 6)5) To promotebuild good parent citizenship involvement - respect for the law. b.a. byeliminate bringingcreating misinformation.enlightenmentan environment and in correctthe home information where there into there the is home a positive ... in ordervalue toorientation. help There are four strands included in the program: STRANDS - TIME SCHEDULES 2)1) HealthVolatile and Chemicals Appreciation of the Human Body 4)3) AdvertisingThe Law Propaganda co Time Schedules are as follows: Kindergarten Two weeks 15 - 30 minutes daily GradeGrade Two One Two weeks - 15 - 30 minutes daily Grade FourThree SixSix weeks weeks - 30 - 45 minutes per day Three times per week Length of time, daily, is dependent upon pupil interest. Grade FiveSix SixSix weeks weeks 60 minutes or more per day - Three times per week DRUG ABUSE TablePreliminaryEDUCATION of Contents Guide Foreword Dr. Robert N. Burress, District. Superintendent Grades: Four, Five, Six Page 1 AcknowledgementsI Introduction 2 II Objectives BettyClifford G. McCormick,L. Hatch, DirectorGeneral Supervisorof Guidance 375 IVIII StrandsPreliminary Guide a) Self Concept;- Respect for a Healthy Body and MindTime Schedules (Grades 4, 5, & 6) 10 8 d)b)e)c) DrugsSubstancesGoodThe Body, HealthWhen aProperlyand Precious Effects Used Resource Upon are theBeneficial Body - Self and Society - 13. 152112 h)g)f)i) GoodDecisionImproperNon-Food Citizenship; MakingDrugSubstances Usage Respect Are Potentially for the Law Damaging 31413926 V Appendix I j) Parent Involvement - Films 4442 VI Appendix II - - Filmstrips 5250 VIIVIII AppendixIX Appendix III IV Appendix V - About DrugsBibliographySupplementary 6069 BROAD OBJECTIVE: bodytakeChildren andpride mind. respectin their the self worth concept; and dignity and respect of themselves. for a healthy They Art,CorrelatedGrades: Language Areas: Arts 4, 5,.6 Health, Children learn to accept Learning HavePigil childrenExperiences think about their strengths TReferences 1348 Grouch Hunter wantaboutasself-concept)and well torespect themselveschange as to themselves(develop somedecidethe waythings they they may are howAskor aboutassets. howthey they howplancan theygot developto theseuse themthesethem strengths. in furtherstrengths later orlife. and Ask them to think especially Ask MPT 1349 5254 Hold that HowTemper Honest are You? growEncouragedevelopare up,now, new, and childrenwhat desirablewhat they they to want discussstrengths.can to do be nowwhat when to they they YourMP Emotions5328 FeelingsUnderstandingOther Fellow's Havetheirhelplisting thethemgoals. childrengoalsachieve they make(and have(immediate apossibly report orexceed) chartand MPLaugh 1591 and cry, Beim, Jerrold Don't Be Afraid forfuture)andinIllustrate our which own howweacts. with canthey aassume pictureplan toresponsibility sequenceachieve them.ways MPDisappointments 15871473 LearningDon't Get From Angry whyList it reasons is not whynecessarily criticism negative. is needed and pp.Health 4 6-21 - Laidlaw UseList Role ways play of tomaking illustrate and keeping these. friends. 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MPNutrition 5245 and Metabolism HumanDigestion Body: in Our Bodies MPFS 1098 16131612 Food in the Body (B)(A) BROAD OBJECTIVE: byChildren any means understand enters the that Circulatory every substance System. taken into the body Art,CorrelatedGrades: Language Areas: Arts 4, 5, 6 Health, Learning PupilLet Experiencesthe children discuss how the blood References inandoftheChildren the howimportance body. Circulatoryit become sustains and aware Systemfunctionall of life wersMakeisit traced go,needa list how notthrough ofits be the usedaccurate. theanswers, bybody, the thesewherebody, ans-doesetc. HealthDiegoNat'l.RespiratoryDrawings County&Assoc. Amer.of System. HeartDept. Tuberculosis,Heart & of (Available:CirculationAssoc. Public San HaveitslikeLet functions the theto childrenfindpupils in out thedecide decideabout body. whatthewhat bloodthey specific wouldand "Your(American Heart'HowPamphlets:Slides: Heart It Works"Assoc.) 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From these brainTheysomedesign may andof andwishthesethe makenervousto important makebulletin system.diagrams rules. boards of illustratingthe human BPOAD OBJECTIVE: - andChildren to Mankind recognize when thatused. drugs properly. are beneficial to themselves Grades:StudiesLanguageCorrelated Arts, Areas: Social 4, 5, 6 Health, medicinesChildren arelearn and what from Learning concerningfromLetPupil thearticles Experiences children drugs, in newspapersbeginie, New making Drugs and a toperiodicalsscrapbook help man- ppHealthReferences 176-177 4 - Laidlaw whatwhere forms. they come and in Makementskind a mightandlist also ofbe commonincluded)Drug Abuse. household medicines (Drug Advertise- ppHealthT1599 153-161 Prison of the6 Dead - Laic-Paw Make a classasDiscuss chart reports (seeuses are below)for given. the Add drugs information NationalVitamins(Discovery Vitaminand Your (booklet)of Foundation Vitamins)Health QuinineDigitalisAspirinTinctureDrug of Tablet Form Where It Came From ModernReinfeld,NewMiracle Age'of Medical Drugs FredMedicine, andDisc., the workSelectMentholatumIodine on asuch committee specifics of pupilsas the tofollowing: do reference SalveLiquid MenK.B.Eberle, of (teacherMedicine, Irmengarde reference) Shippen, b)a) Man'sDrugsfor substancesearly derived search directly to inrelieve the from world his natural illsof nature sources c) importanceTheand developmentstill inin usemedicine of today synthetic today drugs and their e)d) whatTheSpecial formgrowth drugsthey of taketheand drugtheirand whereindustry importance it camein recentto from man, years BROAD OBJECTIVE: andChildren to Mankind recognize when thatused drugsproperly. are beneficial to themselves GRADES:StudiesLanguageCorrelated Arts, Areas: Social 4, 5, 6 Health Children learn what Learning PupilBring Experiences labels from some common antiseptics for References whatwheremedicines forms. they arecome and and from in prescriptionvariousDisplayclass tokinds anddiscuss bottles. labelof pills, drawing use ora trayphotographs with a fewof BROAD OBJECTIVE: whenChildren properly recognize used. that drugs are beneficial to Mankind Grades:LanguageCorrelated Arts Areas: 4, 5, 6 Health canChildren be helpful. learn that drugs Learnin beShow Phelpful. film to learn how drugs can E eriences ManMPInfectiousReferences 2123Made Defenses Diseases and TapetoInvite visit(drugs) an interviewathe parentand class their orwith to friend uses. discussa doctor who medicine isdiscussing a doctor Or MPCoy,Doctors 5237 Harold Antibiotics and What They Do, combatingimportantexperienceLet children commondrugs of givean whichdiseases illness impromptu are usedor injurytalks for onand an t*N Cnildren learn the difference between prescription and non- Makescriptionthe aeffect list drugsofof non-prescriptiona drug.you might have andin thepre- med- prescripion drugs. inchildrenList icinecategories responses chest. divide unnecessary). onthese the intochalkboard. groups (accuracy Let the Ask: 4)3)2)1) taken?DoesWhyWhat areitis matterprescriptionsthe difference howwho muchtakes necessary? inof the these?the drugs? drug is Why? Why? theInvite use ofa pharmacistprescription to andvisit non-prescription the class and explaindrugs. 5) theUnder wrong what medicine? conditions might a person take MAD OBJECTIVE: themselvesChildren recognize when properly that drugsused. are beneficial to Mankind and CorrelatedGrades:Language Areas:Arts, Art 4, 5,6 Health, medicinesscribedChildren shouldlearn thatbe pre- some Learnings prescription.DiscussindicatingPupil Experienceswhy certain how drugs drugs can need harm a adoctor's person if Continue the discussion by References notLet properly children used. discussinSelect and which role two a play:personpupils withto dramatize a bottle aof situation pills authorizeddangersrefusescomplainingoffers oneofto individual.acceptingtake ofof them ait minor andto pills athenailment. friend from describes whoany isun- the The friend is* drugs.properChildren storage become ofaware household of the theirmedicinesgestionsLet homes.the aspupilsand to medications the draw proper up some whichhandling tentative are ofkept sug- in A list might include: 2)1) placeparticularlyofkeep very aall label young medical inon children; aeach placesupplies container that in is a thatoutsafe of tellslocation, reach the 3) humidity,satisfactorystoragedeterminedegree of andcleanliness, whetherpotential safekeepingfrom the danger andthestandpointplace of family ofchosen like;the of medicines medicine; forandtemperature, the is When the pupils have4) done this, have them review posingdecidelost theironof thepills effectiveness. best and ways other of medicationsdiscarding orthat dis- have reporttheirportrayLet children liststhe the results of proper makesuggestions to postersstorage the class. with asof class drugs.their projects parents toand BROAD OBJECTIVE: Children recognize that drugs are beneficial to them and Grades: 4, 5, 6 Learnin s to Mankind when properly used. Pupil Experiences References LanguageCorrelated Arts Areas: Health, prescriptionbetweenChildren prescription learn drugs. the difference and non- toHave Incorporatetake children a prescribed thewrite following storiesdrug. ideas:about having b)a)c) What didwas yourthe illnessdoctorparents dc? ordo? injury? d)f)e) howHowWhatWhat often? muchdrug were waswas the toprescribed? results?be taken and Ncn whopersonHave is children physicallythey feel write ishealthy. mentallya description healthy; of aone BROAD OBJECTIVE: damagingChildren torecognize the body that and nonfoodshould besubstances used only are under potentially special Grades: 4, 5, 6 Learnin s circumstances and with extreme care. Pusil seriences References LanguageCorrelated Arts, Areas: Art Health, intothatChildren andthe are aroundbody potentiallydescribe which their aresubstances homes. damagingfound harmfulholdLet substances children to the human makewhich abody. arelist potentially and discuss house- TMP 1358 1900 Make Your Home Safe Safety House poisons,humanhomesaHave list body, the whichvolatilewith pupilssuch arethem aschemicals,potentially ask ofdetergents, substancestheir parentslye, harmful insect inand theirto to make the own FS in1106 the Home? Hidden Enemies theirdangerousLetsnarol. usethe inhouseholdchildren class. makesubstances a display and exhibitdescribe of as thatgeroustalkInvite shouldto household the a chemistrybeclass observed chemicals about or inthebiology theirand nature the teacheruse. precautionsof dan- to MacDonald-A.T StateGlue SniffingDept. Kitzingerof -Ed. California whatHaveLetit dangerous.the eachthe pupils childrensubstance read design containsthe labels labels which and which mightdetermine might make suggestions:erenceLetbe placedthe work children on on containers poisonous choose committeesasplans. warnings. to do ref- Here are some 1) nationalEditionConsultPlants," oftheDictionary. Webster's oppositecolor plate, pageunabridged "Poisonous1768 in New the Inter- Third Make drawings of otherweed,locateforn;a,plants sources,and picturesthatJimsonsuch aretoo.as weed inthefound books,orcastor-oil growingDatura. magazines, inplant, Cali- or loco Try to BROAD OBJECTIVE: Children recognize that nonfood substances are potentially CorrelatedGrades: Areas: 4, 5, 6 Learnings circumstancesdamaging to the and body with and extreme should care. be used only under special Pupil Experiences References Science health, Childrenintothat andthe are aroundbodydescribe potentially which their substances are homes. damagingfound 2) themfindinplantsHave encyclopedias askthepupils that theirdesired growmake parents ininformationanda listCalifornia. other and of otherbookspoisonous and mem-haveto Look Accidental"Harmless"FranciscoAssoc.,Health Tips 693 Poisoning94102. Medication-Sutter Calif. 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Aid Tele- 11:1A1) 0BACTIVE: circumstancesdamagingChildren torecognize theand bodywith that andextreme nonfoodshould care. besubstances used only are under potentially special ArtsHealth,CorrelatedGrades: Art, Areas: Language 4, 5, 6 commonChildren household learn to substances recognize Learnings Toluene,VOLATILEPupil Experiences SUBSTANCESNaptha, Acetone, contain: Xylene or WinstonReferencesin Buildings)- Charts (Available Winston homes.thatfoundto theare in bodypotentially and andaround might damagingtheir be fluids,paintTheyrelated include: thinners, hydrocarbons.and other gasoline, chemical ignitingsolvents plastic cements, glues, Products, San Diego VOLATILE SUBSTANCES Inhalation commonly results in: slurredpossibleintoxication speech loss of consciousness dizziness LungsF.S. 3317 - Your Heart and The "glue-sniffer" commonly: hasactionsrash,staggering inflamed foolish eyes and even dangerous irritability MacDonaldT 6210 Glue Sniffing - Abuse results in: hasliverfeelsloses irritated damageconstantlyappetite nose and sickand weight lung tissue kidney damage Drug Abuse Source Book, Use Winston Chart #30Any - ofDiscuss the above may result in death) brain damage marrowdestruction of bone pp.Sacramento,State 19-23 Dept. Calif.of Educe, usinginhaling,substances.Display these an touching, canexhibit cause of orbodily dangerousswallowing. damage household - by Discuss with the pupils how possibleplacedHavesubstances. pupils on dangers containers make involvedappropriate to warn in usingpeoplelabels the ofto thebe OBJECIIVE: circumstancesdamagingChildren to recognize the and body with thatand extreme shouldnonfood care. be substances used only areunder potentially special ArtsHealth,CorrelatedGrades: Art, Areas: Language 4, 5, 6 VOLATILE SUBSTANCES Learnings PupilsPupil Experiences may wish to choose a committee to References makestoresasthinkcertain hobbyout thatmight a difficultiesshops,list managers encounter of supermarkets, questions of or inlocal problems selling pertaining stores,or noveltywhichsubstances such tothey waysHaveothercontaining inthedangerous which pupils volatile these substances.ask chemicalsmanagerstheir parents mightas well tohandle suggestas CAI aftersuch problems. the committee has obtained the desired O besuggestpupilsfindingsinformation, helpful. in additionalto the the letclass class. the methods discuss pupils they thereport believefindings their would and Let the rest of the BROAD OBJECTIVE: andChildren mankind recognize when used that improperly, drugs can especiallybe harmful narcotics.to themselves ArtHealth,CorrelatedGrades: Language Areas: Arts, 4, 5, 6 commonChildren drugs learn they to arerecognize most Learnings brieflyUsePupil Winston Experiencesthrough Chart discussion iii, review the valueagain pp.HealthReferences 206-209 6 AMPHETAMINEStheywithlikely canand to produce. thecome ANDdangers in BARBITURATEScontact which tributeChildrenof impromptuNarcotics greatly may talksandwish to Drugs. ontosociety. Drugsgive 30that second con- SanDrugs,Narcoticsevery Diego Winston building) (Availableand DangerousPro.for Excellent in Ed. Hallucinogenicalreadyfications.Use Winston know Chartabout: Drugs. IA to review Drug Classi- Discuss information the pupils Stimulants, Depressants,Perhaps some of them andDept.TheCharts. a-UWelfare of and Health, Down(54-$3.25 Drugs,Education, per U.S. 100) CA, totheseposes.have make usedwhich Havea chartsome theythe ofshowing: childrenknow these about. forcompile medicinal a list pur- of They may wish ofDrug,Abuse,Calif,Amphetamines Ed. Teachers a Barbiturates-Available State Dept, Amphetamine Drug tablet or stimulant Effect NeyeneschNo inSecret buildings) Printers,(pamphlet) Inc. AAmphetamine notebook(above) may which be startedtheyDrug would including: continually add to, tablet Form I Dieting Use Pep PillsAbuse chart WinstonDangerousCurriculumSan Diego Products Drugs CityServices Schools I.D.for Div.Ed.Kit - etc.tionstheirreports describinguses by andindividuals abuses form andand on effectseffects,the different of illustra- the drugsdrug, - MpNervous 6758(Available - SystemDrugs andin buildings)the NervousAMPHETAMINEtheChildren drug Systemismay used(Winston wish properly to Chartrole and play#12) improperly. situationsStimulates where FS 2037 Nervous System BROAD OBJECTIVE: Children recognize that drugs can be harmful to themselves Grades: 4, 5, 6 yearnings and Mankind when used improperly, especially narcotics. Pupil E eriences References HealthCorrelated Area,: Art Medical Uses 3.2.1. WeightNarcolepsyDepression Control (attacks of sleep) ----excitabilityAbuse sleeplessnessrestlessnesstalkativeness heavytremor perspirationof handsenlarged pupils Abuse can AbnormalHeartHigh blood attacksHeart pressure rhythms cause: CND Use Winston Charts Suicidal attempts No. 12,13,14 4 15 MethamphetamineDextroampetamineAmphetamineDexamylDiscuss these Sulfate thoroughly.Hydrochloride Sulfate Tablet Tablet Tablet These include: AlsoMethamphetaminegoodPosters the and Effects orbad charts effects Powderof Stimulantsmay of be these drawn drugs. showing BROAD OBJECTIVE: andChildren Mankind recognize when used that improperly, drugs can especiallybe harmful narcotics.,to themselves Health,CorrelatedGrades: Language4, Areas:5,6 Arts Art - tocommonChildren come drugsin learn contact they to arerecognizewith most and likelythe Learnin s MedicalBARBITURATESPu.il Uses -- Sedatives, Sleeping Pills eriences Film:References "The Teens" dangers which they can produce. 5.4..3. 2.1. RelaxInsomniaDiagnoses EpilepsyHigh patients blood 8 Treatmentpressure before andof Mentalafter surgeryIllness Abuse quickstaggeringslurredloss temper ofspeech balance and falling Abuse can comaa quarrelsome (danger of disposition pneumonia 8 death) cause; exhaustionconvulsionsnauseainsomnia barbituratehallucinationsdeliriummental confusion poisoning -death ly DiscussUse Winston these Charts thoroughly. SodiumSecobarbital21B is Pentobarbitala Combination Sodium CApsuleCapsuleof Drugs no. 15a - 21a These include: toContinue the Chart Notebook and include including illustrations. reports by Amobarbitalpupils, add Sodium andCapsule Secobarbital Sodium Capsules woulddrugLetRole bechildren byplay very posters, showing good illustrate here.charts, medical good cartoon uses and and bad.or humanbulletin effects abuses boards.of this BROAD OBJECTIVE: andChildren Mankind recognize when used that improperly, drugs can especiallybe harmful narcotics.to themselves Health,CorrelatedGrades: Science Areas: 4, 5, 6 Art, commonChildren drugs learn they to arerecognize most likely Learnings MARIJUANAPupil Experiences - mild "hallucinogen" andMarijuana,References Answers Some(pamphlet) Questions dangersto come whichin contact they canwith produce. and theMARIJU A country.MedicalLegally Uses restricted 2.in 1. Usednearly Relieve in everyIndia pain civilizedas durring a Medicine surgery (Mostly Asia & Africa) People,"WelfareU.S."Marijuana Dept. ( from5(t of Use -$3.75DrugHealth, by Addiction Youngper Ed. 1--) & Abuse 3. Used in religiousataxia loweringceremonies amounts or as ofanative glucose medicine in blood (inability to coordinate movements) MPAmerican Socialin Youth,Health Winick, Assoc. 5165 Drug Addiction Abuse can cause: inflammationincreasedlowering ofappetite over-allof mucous and body membranesdesire temperature for sweets MP 5065 Marijuana carelessnesshilarityirritabilityimpairmentdistortion of and judgementsensation confusion andand memoryperception theDiscussUseChildren Winstonmarijuana thoroughly. mayCharts plantwish No. to- leaf2draw - llc. structurepictures showingand size Usetoof plant.see Marijuanathe it Marijuana and smellCigarette Awareness it. Kit (partWafer of(part Winston of Winston Kit) Kit) maytoServicesA Field familiarizebe decided Tripat San to upon.terminology Ysidrothe U.S. (Tijuana Customs and help Border & Immigrationin identification,Station) BROAD OBJECTIVE: andChildren Mankind recognize when used that improperly, drugs can especiallybe harmful narcotics..to themselves CorrelatedGrades:Art, Language 4, Areas:S, 6Arts Health, Children learn to recognize Learnin s LetPupil the Experiences pupils continue their reports. MPReferences 1218 You and Your andlikelycommon the todrugsdangers come that inwhich contactthey they are withcanmost This one might include:1)2) How(leaf,Identification it is packaged, used (illustrate of and the unpackaged) plant difference RelianceMPFriends 1565 Developing Self MARIJUANAproduce. 3) Whatcigarette)between (phyticalare marijuanathe effectsand psychological)cigarette of marijuana? and commercial 6)4)7)S) WhatWhyHowDoes isdoes it scienceused?obtained?cause a knowdependence about'it? on it? Use role play to show:9)8) narcotics?DoesWhat itdoes lead the to law use state of other concerning drugs orit? Add to the chart which was begun on Drugs HowWhatWhy it it physicalis is obtained used effects are produced gleanedBulletinifSome Marijuana childrenby board the students.shouldcould may wish bebe made legalizedto haveusing a orinformationdebate not. to discuss BROAD OBJECTIVES; andChildren Mankind recognize when used that improperly, drugs can especiallybe harmful narcotics.to themsleves CorrelatedGrades:Language 4,Arts Areas:5, 6 Health, Children learn to recognize Learnings NARCOTICSPupil Experiences - Opiates, Analgesics Narcotics,References Some Questions produce.andlikelycommon the todrugsdangers come that inwhich contactthey they are withcanmost AbusesMedical Use Synthetic(morphine, Narcotics: heroin, anddemoral c^ium, and cocaine) Methadone - mostly as 2 pain killer MPHealth, and6735(pamphlet-54, Answers, Educ. E U.S.Welfare $3.25 Dept. per of 100) Hooked comastuporeuphoriaa blunting (a ofsense the ofsenses well-being) Abuse can cause: malnutritionaddictionwithdrawallife span symptoms shortened 18 15-20 hours years after discontinuance mayChildrenUse includeWinston will theCahrts want following: toNo. continue 22-27 Discuss reports. thoroughly. They 4)3)2)1) WhoWhat takes isare thenarcotic Narcoticnarcotics? effect addiction? Drugs?of the drug? 8)7)6)5) WhatDoes isareaddiction the the medical lifelegal lead of penalties?viewtoan crime?addict of addiction? like? ChildrenthisRolein the playage willbeginning. child,can add be to reasonsused the in chart forvarious usethey andways. started the effects For Thereuponfromemphasize theirare one ex-addicts bodiesof rather them and wouldthan in society thebe worthmethodsSan would Diego class ofbe Area. use.besttime. to A visit The In Betweep Synanon or BROAD OBJECTIVE: Children recognize that drugs can be harmful to themselves and Grades: 4, 5, 6 Learnings Mankind when used improperly, especially narcotics Pupil Experiences ReferencesCorrelatedLanguage ArtsAreas: Health, andcommonChildrenlikely the drugs dangerstolearn come that to whichin theyrecognize contact they are canmostwith Medicald-lysergic'acidLSD - (a Use hal1.cl - Tested diethylamide b icas drug)a possible tarrate 'St, $3.25Ed.,Answers,LSD perand 100WelfareU.S. Dept. (pamphlet), of Health, - Some Questions and produce. LSD Hallucinations:Abuseandtreatment 'for alcoholism. for mentalpanic and emotional illness, MP 6795 Insight or Insanity psychosisimpulsespersonalityanddistortion sound towards perception andchanges intensification suicidal acts of color loss of sanity Abusechills,andincreasedilated canblood cause: pupilsflushed,in sugar blood andpressure, irregular heart breathing rate, nausea MP 6794 LSD: Twenty-five ChildrenUsetrembling Winston will Chart want No.to continue28 reports. sweating of the hands They may include the following:2)1)3) WhatWhy doareis people LSD?its physical take LSD? effects? 6)5)4)7) HowWhatDoes does are theLSD theits druginsaase frcuspsychological affect act? creativity? thinking? effects? 10)11) 9)8) AreDoesIs there LSDLSD dangeTf.:us? causespecial birthmental hazards defects? illness? for young users? BROAD O&M:TIM Children recognize that drugs can be harmful to themselves and Mankind when used improperly, especially narcotics. Social.CorrelatedGrades:Language Studies, ArtsAreas: 4, 5, 6 Art Learnings Pupil Experiences 12) How does the law view LSD? References wishinChildren Interestedthe to beginning. form will anda addpanel well-informed to discussionthe chart students theyto answer started may posiumdiscuss.classtheirand discuss couldwrittencould follow injectsome reports of wherequestions the are otherabove finished. for membersOestions the panel of after the to A sym- 00 Bulletinor Invitepolicemen, guestboards etc. narcotic could be agents, made and social designed workers, whatbyDesignlearnings. students they awould "Question illustrating like toBox" know.. somefor childrenof their to add to BROAD OBJECTIVE: Children gain experience in the whole realm of decision Grades: 4, 5, 6 Learning games,making TVthrough Commercials group discussion, student involvement, Pupil Experience ReferencesLanguageCorrelated Arts Areas: Health, making.somealwaysChildren principles making learn decisions thitfor decisionthey and are learn discusspastdecisionsLet twenty-four the some thatchildren of theythese. hours. makehave amade list during of the the Have them decideThen have the class FS 14342748 EnjoyingThinking Todayfor Yourself principlesandwhichLet WHY? werethe pupilswhichwise decisions helpdiscuss them and andin compiledecisionwhich were a making.list not of FS 4531848- Leaders and Followers Free Time is Decisions mightSix be:basic steps in the1) decision making process Identify the problem Health 4 - Laidlaw 5)4)3)2) REachingCollectingEstablishingTaking aaction tentativeand plans interpreting for conclusion study information and action downmayUsing wishhow the theyto principles add dicide others) onthey6) the have following: begun with (they Evaluating action (living with your decisions) have them discuss or write 4)3)2)1) HowtheyWhatHow theyshowsbooks spendtheirspend to seeread their (Movie moneyfree 4 timeTV) Quigley,Conflicts, Ginn Politics, 4 co. and Freedom 7)6)5) WhatabusechoosingWhat healthgames homeworkdrugs theytoprinciples abuse willwill drugs playbe they done andor will choosingandwith practicethe whom qualitynot -to 10) 9)8) WhichWhatPoseof friendsadvertizingTV situations or radio they are commercialswilland factual encouragechoose or (or not)group other discussion forms e.g.to arrive at a decision individually and collectivelyb)a) howunhappy do Ihome get problempeople to- olderlisten or to younger me siblings BROAD OBJECTIVE: TVmakingChildren Commercials through gain experiencegroup discussion, in the wholestudent realm involvement, of decision games LanguageCorrelatedGrades: Arts Areas: 4, 5, 6 Health Children learn that they are Learnings Pupil Experiences c) a group of boys or girls may References makinglearnalways some making principles decisions for and decision responsibleThe pupils mayfor wishinforming to organize the class committees about doingcall yousomething "chicken" wrong. for not mightcarriedsome do of the onthe following:in drug-promotional the modern1) world. efforts that are advertisementsmake a bulletin-board display of drug The committees 3)2) thatdiscusstheonmake TV classroomare aand tape theused radio meaningrecording in andadvertising ofplay ofvarious thedrug drugsrecording advertisementsslogans and tellin sideThe pupilsof drug may advertisements. wish to4) write limericks on the comical listwronghow some suggestiveideas. of this types slogan of informationadvertising gives OthercommercialsSome pupilspupils and maymay offer wishwish tofactualto rewriteclip information.advertisements some TV or radio from thatThroughtheirmagazine theown class importantandformat newspapersdiscussion using decisions factual onhelp drugs of theinformation. life andpupils arethen theto develop realizeones mentionedToday".Theythey may are writedecisions making an essayright and now.whaton "My bearing Decisions their Are decisions Important today In the essay have them include wome of the afore Makebeandhave planned. then aon vocabulary tomorrow.discussed. list of words used in advertising. Some of these may beA contestread to forthe theclass BEST essays could BROAD OBJECTIVE: games,makingChildren TVthrough gainCommercials experiencegroup discussions, in the whole student realm involvement, of decision Grades:LanguageCorrelated Arts Areas: 4, 5, 6 Health, Learning MakePupil a vocabulary Experiences list of words used in References andheardClassifyadvertising periodicals on TV"good and versusradio, Bad"and readadvertisements in newspapers BROAD OBJECTIVE: Children are aware of the importance of good citizenship Grades: 4, 5, 6 Learnings and respect for the law, especially in the area of drug abuse. Pupil Experiences Studies,Correlated Language Areas: Arts, ArtReferences Social - responsibilitywhylawsPupils theyare learn concerningwere what made,as citizensthe drugs,and their for reasonsficList schoolthe for rules rulesthem. for and several then discussgames or the speci- HealthMPity: 2167 Beginning Responsibili- Rules at School 4 - Laidlaw upholding them. AandDiscuss toCustoms drugsthe borderclass. broughtAgent regulationscould into beCalifornia. invited regarding to speak foods pp.Health 6-2169-193 5 - Laidlaw dangerousandLet federal the drugs.class laws discussconduct relating theseresearch to theand onusedecide state of if Make a list of these. MPSanJuvenileLaws 5386 Diegofor TheYouth ProtectionCounty Toymaker (booklet), Committee theselaws.Let arethe goodclass laws write and papers why. on these different Include in their papers: MP 14871518 Are You a Good Citizen Other Person's 3)2)1) HowinWhat keepingthe isthe lawmy Law theresponsibilityprotects States law the citizen as a citizen onTheProperty Law President's Enforcement Commission and Admin. importanceBulletin boardof upholding could4) be the made laws, showing or on the I Ifdo Iabout disagrtle it (proper with theprocedures, law - what etc.) can andTaskNarcoticscf$1.00 Justice,Drug Force Abuse, andReport: Task Drug Wash, Force Abuse, D.C. on Narcotics thegoodPostersbeing laws citizensa goodcouldof the citizen. atbe city schoolmade and illustrating asstate. well as inbeing upholding BROAD OBJECTIVE: Parent involvement - creating positive attitudes at home and Grades: 4, 5,.6 Learnings nessbringing to the correct drug probleminformation into the home, creating an aware- Pupil Experiences References parentsthesoChildren thatissues in together learnDrug and Abuseresolveto they involve problems canthem. facetheir ofexplainsbeginningPupils the content,might the of purposesthetake and Drug a someletter ofAbuse briefthe home Coursecourse, suggestions at whichthe some SanPeterDrugs, Diego R. Your County Child Dept.F, You, of Frank,Ed. , Curriculum Coordinator youmagazineAsabout theuse childrenhowand and theabuse newspaper parentsmake they their shouldarticlescan Scraphelp bo ontheirencouragedBooks Drugs child.of SampleDiego,San Diego letterCalifornia Police home Dept., (see. Sanappendix) howtheirandto theydiscliss childmake parents resolved noteshad these helped- ofanytheir articleswhat disagreementsthem differences,reactions understandwith their bothfelt how the parents parentsand ofParentsbearticles thediscussed films couldand usedinany be class. otherinvitedin the outcomes. Drugto school Education to view Program. some These should byThealwaysonTeacher parents sameDrug suggesting procedureAbuseshould and childrenand be canthatmakeaware be withtherecommendations ofused parentsTVthe herePrograms articles as.waswatch toplanned for too. usedthe the class DrugsScrapPoliceParents Book.- reactionsDept. and childrenand shouldview couldtogether be broughtgo totheir the back displaySan to Diego class of andThroughouttoand draw discussdiscussed. from the issuestheir course knowledge.with children parents should and ask be theirencouraged opinions BROAD OBJECTIVE: nessbringingParent to theinvolvementcorrect drug probleminformation - creating into positive the home, attitudes creating at anhome aware- and Grades: 4, 5, 6 o ofIfPupil learning there Experiences are experiences any especially in the good class, outcomes parents MPReferences 5111 Family Teamwork evenshould participate, be invited i.e.,to2)1) the class to observe or andDebateDisplay Non-food on oflegality Household- let childrenof MarijuanaSubstances explain - Food TogetherMP 1950 Our Family Works 4)3) Adrags, Paneltheirplay -or uses Discussionhow skit andthey which abuses. protect on may thelaws developus, etc.concerning from 5) a.Specialrole(parents play guests experiences. would invited benefit to thefrom class this -too)Doctors b.e.d.c. CountyPolicemen.CustomsPharmacists HealthOfficers Officer h.i.g.f. School Counselor MinisterSchoolChemistry Psychologist Teachers m.k.1.j.. SchoolNarcoticsProbationParent Nurse of Officer child who has used drugs homeAt the thanking end of theirthe course parents6) a letterfor their could help be andtaken interest. someDisplay of theseof written explained reports or givenor essays orally. - have GRADES: APPENDIX I - REFERENCES FOUR, FIE, AND SIX MP Motion Pictures Catalog Number MP 6245 (Available from San Diego County Department of Education) ABOUTTitle, THE GradeHUMAN Level,BODY (Intermediate and Description and Jr. High) A digestive,ofboy bones, visits ligaments,circulatorya doctor's muscles. office.systems. Shows working of nervous,AnimationEmphasizes respiratory, is goodused healthto explore routines. functions Cor- MP 1102 A COMMUNITY KEEPS HEALTHYDiscussesrelated (Primary towhat state isand necessaryhealthIntermediate) texts. in order to make a community healthy. Shows ANTIBIOTICS waterthe pure.communitycity workers health who departmentclean streets, inspectors and water who departmentvisit dairies workers and markets,who keep (Junior High) MP 5237 pneumonia.drawingsDescribes portrayan important how antibiotics weapon in man'sfight fightagainst against specific disease. diseases such as Animated MP 1518 ARE YOU A GOOD CITIZENsociety,Presents asthe exemplified rights and byduties the manof achosen good citizento preside in overa democratic .a (Intermediate) MP 1474 ARTIFICIAL RESPIRATIONDemonstrates"Citizenship the Day" back celebration. pressure arm lift method of artificial respiration. (Intermediate and Junior High) MP 2167 BEGINNING RESPONSIBILITY:Explainsandthe playgroundreasons how afor class safety. following makes rulesschool and rules why aboutthey arepromptness, important. good conduct, RULES AT SCHOOL (Primary and Intermediate) Considers Motion Pictures Catalog limber (Available from San Diego County Department of Education) Title, Grade Level, and Description Continued MP 2034 CIRCULATION WHY AND andHowHOW capillaries.the heart circulates the blood, and'roles of.the arteries, veins, (Junior High) MP 1565 DEVELOPING SELF RELIANCEbeAnalyzes informed, the knowsteps where in developing you're going, self-reliance and make your-- assume own decisions. responsibility, (Junior High) MP 1098 DIGESTION IN OUR BODIESbodyorgansThe stepscan explained. use in it.the digestive process are traced and functions of main Shads had and why food must be digested before(Intermediate) the MP 1591 DON'T BE AFRAID dangernature'sHelps childrenfears way canof to gettingbe understand overcome them bytothat variousavoid fear danger, issimple normal butmeans andwhen suchoften there as is talkingis no real them (Intermediate) MP 1587 DON'T GET ANGRY Explainsover with thatan understanding anger is a natural adult. emotion and demonstrates how it can (Intermediate) MP 6758 DRUGS AND THE NERVOUS tionbeSYSTEM liberated than in keepingin various it bottleddesirable up waysinside. resulting in a healthier situa- (Junior High) without.knowledge.depressants,disastrousDemonstrates effects andthe hallucinogensmedical of the valuesame ondrugsof thedrugs onbody. theproperly human usedbody andwhen the used Traces the effects of airplane glue, stimulants, Motion Pictures Catalog Number (Available from San Diego County Department of Education) Title, Grade Level, and Description Continued MP 5111 FAMILY TEAMWORK familyStresses solidarity. good attitudes and habits on the part of the children and real (Intermediate) A film story of a family working and playing together MP 6006 HEALTH IN OUR COMMUNITYShowsas a howteam the at Healthhome and Department in outside helps activities. all of us keep well. (Intermediate) MP 6735 HOOKED groupDescribes of young, the experience former drug of addicts.drug addiction told in the words of( aJunior High) Should be previewed by the cm MP 5254 HOW HONEST ARE YOU? Triesteacher to before help younguse. people think through values and techniques of (Intermediate and Junior High) MP 5246 HUMAN BODY: Discusseshonesty in thethe threemore complicatedtypes of muscle situations. and explains the structure and MUSCULAR SYSTEM (Intermediate and Junior High) MP 5245 HUMAN BODY, NUTRITIONmuscular impulsefunctionAND METABOLISM movement. inof muscularvoluntary (Intermediate contraction muscle tissue.and andJunior describes High) the role of ATP in Shows the role of the nerve withDistinguishesfoodscusses energy and five explainsand betweenclasses essential basic basalof chemical chemicals.chemistry metabolism substances by andwhich active whichthey metabolism. supplycomprise our all bodies natural Dis- v41 55:14 HUMAN MACHINE Overviewbalancednervous, of whole.and many circulatory of the body's systems. functional systems, such as the skeletal, (Junior High) Useful for giving students an appreciation of the bodies. Shows their relationship to the N,..etion Pictures (Available from San Diego County Department of Education) Continued Catalog NumberMP 1571 IMMUNIZATIONTitle, Grade Level, Explainsand Description what immunization is and how it is attained by immunity through (Junior High) MP 2124 INFECTIOUS DISEASES ofactualAND preparing MANMADE illness, andDEFENSES andusing through vaccine the for use smallpox, of vaccine. diphtheria, and pneumonia. (Junior High) Shows modern techniques MP 1809 LEARNING ABOUT OUR BODIESbiotics,defensesShows causes andto protectsyntheticof infectious ourselves. drugs diseases are produced and explains and used how to wedevelop use man-made immunity. (Intermediate and Junior High) We see how antitoxins, vaccines, anti- ,16 Animationofgeneral,Emphasis studying andandis ourselves givencinefluorographyto the to heart bonesare suggested.and and answerdiaphragm various thu types inquestion, particular. of joints, "What's muscles inside in me?" Several ways MP 1473 LEARNIIC FROM DISAPPOINDEVISpageantTells how overcome three childrendisappointment who are in not various chosen ways--through for roles in gnodthe schoolsports- (Intermediate) MP 6795 LSD: way.manship, by choosing another goal, and by tryingINSIGHT again OR INSANITYin a different (Junior High) TellsconsequencesactionsExplains some of whatof LSD. theof medical LSD.facts sciencesthat are knowunknown of theabout physiologic the actions and and psychologic possible Describes the dangers in the unsupervised use of LSD, MP 6794 LSD: dangersDiscusses of usehow ofLSD the is drug.manufactured and distributed.TWENTY-FIVE (Junior High) Emphasizes the Motion Pictures Catalog Number (Available from San Diego County Department of Educaticm) Title, Grade Level, and Description Continued MP 1900 MAKE YOUR HQ ME SAFEandspotsEmphasizes fires. in the an home attitude as electric toward outlets,safety. medicine cabinets, sharp objects, (Intermediate) Speaks specifically of such danger MP 1005 MECHANISMS OF BREAMINGanismsbronchiole.Animated that drawings correlate show the the rate work of of breathing pharynx, withlarynx, the trachea,rate of bodybronchi, activity. and Shows the exchange of oxygen and carbon dioxide and the mech- (Junior High) MP 1572 OTHER FELLOW'S FEELINGSulatedwhereDeals it withto really arrive the problemhurts. at their of ownteasing solutions or ridicule to the whichproblem. is prolonged to point (IntermediateNo conclusions and Junior) aro drawn, but students are stim- co MP 1487 OTHER PERSON'S PROPERTYdoingdamage.Tells room,the story loss ofof threetime, boysillness whose of prankclassmates. results in serious property Stresses the effects they hadn't counted on; necessity of re- (Intermediate) MP 1282 THE COMMON COLD howtoExplains colds cure mayahow common becomecold. cold. symptoms.serious, howappear to inguard early against stages them, of many and diseases, what to do (Intermediate) MP 5328 UNDERSTANDING YOUR EMOTIONSIntroduces the basic emotions of fear, rage, and love. (*Tunica. High) MP 1372 U. S. DEFENSE AGAINSTemotionalditioning, FOREIGN responses. PLAGUEeffects of emotion on bodily functions, and measuring of (Intermediate and Junior High) Discusses con- TheyPresentsrats.through see thatthe inspecting workno ships of crewthe or sanitaryandanimals bringinspectors disease at intoforty-seven the cargo, fumigating infested quarters, and testing United States ports of entry. Motion Pictures (Available from San Diego County Department of Education) Continued) Catalog NumberMP 5299 WORLDTitle, OF Grade LITTLE Level, THINGS and Description (Junior High) 1218 wateranimalsShows fleas, in living a protozoa,drop in of the water amoeba,salt under water. and the paramecium. microscope the life and activities of Also shows plants and - MP YOU AM YOUR FRIENDScouragedShowsand teen-agecourtesy. to select party. qualities needed in a friene loyalty, dependability, (Junior High) Audience evaluates types of behavior, and is en- tirCD Film Strips (Available from San Diego County Department of Education) GRADES:APPENDIX II - REFERENCES FOUR, FIVE, AND SIX Catalog Number FS 1107 BACTERIATitle, Grade - GOOD Level, ANDGood BADand and Description bad bacteria, how a community can prevent.spread of.harmful bacteria. (Intermediate) FS FS1298 2143 COMMUNICABLECIRCULATORY DISEASES SYSTEMExplains structure, function, and proper care of circulatory system (Junior) (Intermediate) FS 1434 Diseasesanitation, transmission and.immunization.. and its prevention by water purification, (Intermediate) 0cn FS 1612 FOODMOVING IN THE TODAY BODY AEncourages group participation while discouraging daydreaming (Junior) FS 1613 FOOD IN THE BODY BShows how to test foods for the starch, simple sugars, fats, and proteins (Junior) FS 453 FREE TIME IS DECISIONSThroughShows what discussion, takes place stimulates in digesting children nutrients to express in the ideas human and body develop (Primary and Intermediate) FSR 112 I'LL CHOOSE THE HIGHDesignedunderstandings ROAD to inform about the use pre-teens of free oftime risks of cigarette smoking before (Intermediate and JUnicir High) FS 1848 LEADERS AND FOLLOWERSStressesthey start importance to smoke. of good followers, as well as good leaders (Intermediate) Film Strips Catalog Number (Available from San Diego County Department of Education). Continued Title,\Grade Level, and Description FS 20341943 NERVOUSMAINTAINING SYSTEM COMMUNITYWork HEALTH of health departments in disease prevention and control (Intermediate and Junior) (Intermediate) FS 2273 RESPIRATORY ,SYSTEMbreathingBrain areas through and functions, nerves how brain sends messages, controls heartbeat; (Junior) FS 2748 THINKING, Mg:YOURSELFExplains structure, function, and proper care of respiratory system (Intermediate) NAen FSR 113 TO SMOKE OR NOT TO SMOKEforImportance one's decision of thinking for oneself; accepting responsibility (Junior High) FS 3315 YOUR FOOD AND DIGESTIONisPresents a strong information factor in regardingcausing cancer. evidence that shows cigarette smoking (Intermediate) FS 3317 YOUR HEART AND LUNGSExplainsDiscusses how how the foods heart help and you, lungs how work, the bodywhat usesblood food, is like, and healthand care rules. of (Intermediate) FS.2717 YOUR RESPONSIBILITIESOutlinesheart IN FIRSTand ninelungs. AID principles of first-aid (Junior High) Pupil Textbooks Text (State Basic and Supplementary Reading Books to Correlate with Story Title GRADE FOUR Publisher Guide) Date Sounds of Mystery "My FavoriteFace," Poem Things," p. 40 p.(Mental 184Health) (Mental Health) Winston,Holt, Rinehart Inc. 4 1967 Trade Winds "Little Leaguer's First Uniform,"JohnnyplayLittlepp. 25-39inCook, Leaguethe (Handicapped youngestWorld team, Series hadmember by awhen chancesize) of his to Harper and Row 1966 gg was"All-Pantsannouncerhandicappeilbyolder his brotherbaseball laug John." became hinglyhistrademark. Latersmall ill.called thatsize. him name He was An Open Highways(Designed for chil- "Shoeshine Boy," pp. 8-17 (ProblemhimselfStorySolving) concerns in need Teddy,of funds who his found Scott,4 Company Foresman 1 966 difficulties)dren with reading himmotherasolved success.special could his approach problemnot afford. thatby hitting brought on Teddy "Swimming Hole," pp. 52-56 (OvercomingDiscouragement)swimmers.hostileSteve becomes in a group discouraged of seasoned and He had a lesson to hole.hisandlearn learnednew about friends hisit with ownat thebehavior,the swimminghelp of Pupil Textbooks (Stateasic.and Supplementary Reading Book'to Correlate with Guide) GRADE FOUR Continued Open Highways Text "The Wright Brothers," pp. 103 -108(Persevering Through Discouragement)Story Title Publisher Date (Continued) cess.beforeyearsBoth Langley inpatienttasing andeven experimentationthe a modicumWrights ofspent sue-. But although they knew dis- "S. O. S. Adventure," pp. 184-195-forcouragement(First boys) Aid theyProcedure) persevered, (Good 4Scott, Company Foreman 1966 stormyanxietyparentsPaulin and,Dona day trapper'swerewhen and awa)'.theystayed found cabin came withBig whilehome JerryBig onetheirJerry Joy turned to "Dr. Dan," pp. 324-329 (MedicalTheNewseriously Heroes-Medicine)drama injured.of the operating room and andWilliamsheightenstorythe in vulnerabilitythe ofbrokethe areaexperimental suspense groundof human of inthe surgery.relationships.newthis human medicine true heartDr. Dan "Shantyboat Boy," pp. 330-339AUnw!lcome (Acceptingchild'scome decision Decisionsproblem made in made acceptingby adults.by an Adult)an The unwel- working "A, Lantern for Liberty," pp. 354outthisout -369Problems) ofstory. (Workingsuch a problem forms the plot of Storystressthatof ting: aof maypersonal boyish'troubleof characterizedisappointment problem--the anyoneand and themixed-up anxiety.under working the behavior (Set-out Battle of Lexington) Pupil Textbooks Text (State Basic and Supplementary Reading Books to Correlate Story Title GRADE FOUR Publisher with Guide) Continued Date Open Highways (Continued) "The Story of Annie Oakley," pp.whoStory(Appreciating 390-404was of anAnnie exceptional Mosesthe Human (Annie marksman Body) Oakley) before Scott, Foresman & Co. 1966 crisis.portrayedalone.she was tall in theenough context to load of a familyrifle Her precocious skills are The Magic Word "Set Free," pp. 27-32 (OvercomingcameThePhysical storyher inability Problems)of Helen toKeller, hear orwho speak. over- Macmillan 1966 "Zoo Doctor," pp. 143-147 (DrugsproblemStoryAnimals)8,000 for of poundof how administering aelephant, doctor resolved Sudana. drugs tothe an Mach Majesty "Three Strong Women," p. 3 (PhysicalA Strength)tallthree tale strong from womenJapan andconcerning a wrestler WorldHarcourt, Bruce & 1968 "Scarey Sarey" (Mental and PhysicalHealth),ordinarywho are strongimagination.p. 138 beyond the limits of mentalanceRealisticofTells a childwith aboutand storysoundphysicalwith one presentedcerebralprinciplesincident health. palsy.inin of theaccord- sound life Pupil Textbooks Text (State Basic and Supplementary Reading Books to Correlate with Guide) Contia Story Title GRADE FOUR Publisher Date Trade Winds "The Biggest Nobody," pp. 293-306feelsKatie(Mental John,like theAttitudethe biggestnew girlabout nobody in Self) school, in Harper and Row 1966 contesther"Goodiscover class. no theOldlongerher pupilsKatie."basic a Nobody, goodin her intentions; butclass is dis-called, she Through a ticket selling tg Open Highways "The Farmer Astronomer," pp. 152-169(Overcoming Disappointments) GRADE FIVE Scott,& Company Foresman 1966 (Designed for childrenwithculties) reading diffi- workDisappointmentsdreamsthroughFrom doesn't the of a first becomingtelescope,stop momenthim.spur an him Clyde astronomer.he on.sees Tambaugh a star And he proves Hard Crossroads Babethat(Physical dreamsDedrickson canAppreciation) comebecame true. known in the Athlete," pp. 39-47 Harper and Row 1966 ship.the"onesports National girl world team" Trackin from1932 & FieldTexas,when, Champion- asshe the won This accomplishment made it "Helen Keller," pp. 195-200 apossible chance(Doing toforthe compete herbest to with inrealize thewhat Olympics. heryou goal:have-- Harper and Row 1966 biography.relatestheThis world is heran Sheof Overcoming excerptearly theprovides blind-deaf.attempts from Problems) insights her to auto- learn. into And she Pupil Textbooks Text (State Basic and Supplementary Reading Books to Correlate with Guide) Story Title GRADE FIVE Publisher Continued Date Crossroads (Continued) "Pioneers in Medicine," pp. 288-297brothersinThis (Medical1883 biographical concentrates when Pioneers-Mayo both weresketch on younga Bros.)singleof themen. dayMayo Harper and Row 1966 "Artificial Respiration," pp. methodsThis335-337(First picture ofAid) artificial story covers respiration sane of menthe "Alchemists: Whatpp.have 399-407 usedis alchemy? through (Medical Whythe Pioneers)isages. it called the Fathers of Chemistry," e*cm answersprecursorchemistsinsights these of ofinto chemistry?questionsold ways thought. the and European provides al- This essay DrumSounds of a Distant "Food, Glorious Food," pp. 88-94(Digestion-Eating) GRADE SIX Winston,Holt, RinehartInc. & 1967 "Three"A Cock-eyed Friday," Optimist," pp. 162-171 p. 95 (Mental(Song - MentalHealth) Health)' (Decisions) "The Princess and the Vagabond,"pp.solvingThe 240-258Hodja's problems. (Changingamusing ways a Bad of learnTheofBasedPersonality) the story the onShrew" Shakespeare'shardof a wayhaughty selflessness "Tamingprincess andwho lovehad toof others. Pupil Textbooks (State Basic and Supplementary Reading Books to Correlate Story Title GRADE SIX Publisher with Guide) Continued Date Sounds of a Distant Drum(Continued) Text "Proud Peacock," pp. 288-298 and(Same the Vagabond)plot as "The Princess WinstonHolt, Rinehart & 1967 "Our Country, Tis of Thee," pp.theThis 260-277(Citizenship) history is a historical of our country. cantata (Bccellent telling Seven Seas "The 'Peppi' Teichner Story," pp.Thisfor(Overcoming 28-37Choral is the Reading) biography Handicaps) of Peppi and Harper and Row 1966 track.edfoothaw in heand mountain overcame asthma--to climbing, handicaps--deformed become skiing, accomplish- and "Alvin's Secret Code," pp. 170-181stereoAlvinHow (Advertisingthrough learnedhi-fi carefulset that -was Makingan detectivea expensivefour-year Choices) work old First Splendor "Queenie," p. 20 Themodel;it storyat parentsa greatof a girlthusdiscount. tryingwere able to workto buy (Decisions) WorldHarcourt, Brace & 1968 "The Men's Side," p. 276 out(Overcomingon herher senseown. Physicalof values Problems) very much handicap.afterDrem,RomansTakes severalaplacecame, boy within years Britain one overcomes crippled before hisarm,the who The story revolves around Textbooks (State Basic and Supplementary Reading Books to Correlate with Glide) Continued Text Story Title GRADE SIX Publisher Date First Splendor(Continued) "Sixty Fathers for Tien Pao," p.theTale 319(Nutrition) reactions of a Chinese of a boychild which so ex-tells WorldHarcourt, Brace 4 1968 understandingfearshisandhausted needsome of andthetokind findhungrynew andof and hissecuritypoliteness that strange.fanily sleep, outweigh andand food,his His "An Unexpected Contestant," p. 391fooddisappeareven ishis thwarted. affetionwhen his forbasic his need pet forpig super-strong,cunningasOdysSeus(Physical a devisor deceptorhas Strength) many ofquick-thinking a gentleaan, heroicdaring qualities:plan, asman a Open Highways victor.father.among enemies, as a proud and loving He is, also, the vengeful Scott, Foresman & 1966 (Designedwithculties) forreading children diffi- "The Ernie Davis Story," p. 34-41'tiredStorytraits,(Appreciation-Physical aboutby everyone.abilities, an athletic and herotalents Ability) ad- Personality Co. "The Adventures of Suzy Sherlock,"pp.all-Americanenabled 105-112 Ernie (Decision football Davis Making)to star. become an Movingidentifiedtion12-yearto a storyclimaxswiftly old andprovides Suzy,that and solutions makesquitea problemsheroine, theunpredictably to narrator,be tothis noted. be ac- Pupil Textbooks (State Basic and Supplementary Reading Books to Correlate with Guide) GRADE SIX Continued Open Highways Text "Louis Pasteur," pp. 125 -129 (Medical Heroes) Story Title Co.Scott,Publisher Foresman 4 1966Date (Continued) mostagainstarticleHighlightingincident. important dramatizesrabies twodiscoveries, by of relatinghis Louis battle Pasteur'sthisa true "Terry's Troubles," pp. 226-241Assessingofdiscover problems(Problem Terry'sthat andSolving-Decision others feelingssituation, have they the pupils Making)have.same willkinds cn intohaviorThroughin theirhow they ato discussionown copemay lives. gainwith deeperofthe Terry's perplexities insights be- Drug Abuse: An StateInexpensiveannotated Department Bibliography Materials of Education) (Rectftended of Selected by Free California and American Medical Association, Committee on AlcoholismStreet,AvailableThe and Crutch Drug Chicago, fromthat Dependence, the Cripples:Illinois Department Council 60610. of on Mental Mental Health, Health. American Medical Association, 535 North Dearborn Drug Dependence. Single copy: Chicago. 25 cents. The Association, 1967. 25 p. juana).A concisethe nature nontechnical and effects review of narcotics, of the basic sedatives, facts aboutstimulants, drug dependence and hallucinogens and drug (includingabuse. Typical mari- subtitles, such as "Riding the Merry-Go-Round (narcotics), "Fervor with a False Covers Bloomquist, Edward R,,1Marijuana: pp.whichFace" 346-352. makes(stimulants), this authentic and "It material Can Be ainteresting One-Way Trip" to and(hallucinogens) readable by parents,indicate teachers, the popular or students.approach Available free from the Narcotic Educational Foundation of America, 5055 Sunset Social Benefit or Social Detriment?" California Medicine, May 1967, attentionphysicalBoulevard,In response andto Los thepsychological toAngeles, entrancethose whoCalifornia of effectsadvocate "intellectuals" 90027.and the analyzes legalization into the the motivations ofcommunity marijuana, ofof drug itsDr. users,users.Bloomquist paying details special its He takes up and G withwhichauthorcloseseffectively marijuanaequate andwith marijuanafinisher. Presidentdisposesuse and with theofLincoln's various tendencytobacco warning:arguments andof marijuanaalcohol. favoring users the to legalizationbecome involved of thewith drug, other notably drugs. those As a nation of free men, we must live through all time, or die by suicide." "If destruction be our lot, we ourselves must be its He affirms the association of crimes of violence He Bowen, Haskell L., compiler, Drug Abuse Information:CaliforniaAvailable from95110. the Santa Clara County Office of Education, 70 West Heading Street, San Jose, $2.50. Teacher Resource Material, 1968. 282 p. Administration,A compilationwell-knownContains material authorities,designed Bureau from ofto theDrugsupplyincluding American Abuse teachers almostControl, Medical with a dozen and Association,ready articles articles reference on factby various materialDrs. sheets Ungerleider aspects fromon drugs The of andFoodtheand Fisher fielddrugand Drug abuse. byof Bowen, Haskell L., compiler, Drug Facts, 1967. weekthe UCLAteaching Center sequence, for the aHealth bibliography Sciences. and film list. Includes also24 ap. glossary of terms, a proposed three- Available from the Santa Clara County Office A condensedthatcontrolof studentsEducation, their presentation, consideruse 70 West them forHedding beforestudent Street, making use, San ofa decisionJose,basic Californiafacts to abuseabout 95110. drugs.drugs and the laws designed to A dozen possible consequences of drug abuse are listed, with the suggestion Single copy: 22 cents. Drug Abuse: An StateInexpensiveannotated Department Bibliography Materials of Education) (Recommended of Selected byFree California and California Medical Association, "Where We Stand on DrugAvailable Abuse," free August from 27,the 1967.Association, 693 Sutter Street, San Francisco, California 94102. (Continued) Fair mimeo sheets. theapresent statementIn use this oflegal shortmarijuana by restrictionsDana paper Farnsworth,and the LSD. Associationdesigned M. D., to sketchesofcontrol Harvard drugthe University, problemabuse, andof stressing indiscriminateadopts as the its dangers officialuse of inherentdrugs, position upholds in The Association calls for further scientific evidence concerning California School Health, Special issues on Drug SanSpringtheUse Francisco,effectsand 1968. Society, of Californiaspecific Part I, drugs Winter94102. and 1968, for continuingand Part II, scientific study of drug abuse as a whole. Available from the California School Health Association, 693 Sutter Street, $1.50 each. social,pertseducation.A symposiumfields, explode and such legalof various theas factors government,views--many myths underlying which medicine,of clingthen drug controversial--of topsychology, use the and field abuse. sociology,and explorean unusual religion, philosophical, variety law, of public expertspsychological, health, in many and Although diverse in content, approach, and conclusions, the articles by these ex- Bibliographies accompany several of 1.4 California's Health, "Drug Abuse," Special issue, February,Singleofthe Public articles copies 1968. Health, andfree. anBureau annotated of Health bibliography Education, is 2151featured Berkeley in the Way, Spring Berkeley, issue California 94704. Available from the State Department A timelycurrentCalifornianewhealth drugs," well-illustrated experts.films agencies and on "Drugsdrug that abuse. and issueare the concerned of Law," this and monthlywith proposes drug publication, abuse. a single preparedagency to by coordinate medical and the public various Contains articles on "Drugs and their effects," Includes a critical review of several "The new generation and the Drug Abuse: ASalesLaboratories, valuable Department, compendium 1967. 1201 of Sixteenth standard Street,material N. on W., drugs Washington, and the drugD. C. abuser. Escape to Nowhere. A Guide for Educators, Philadelphia, Smith Kline and French 104 p. Available from the National Education Association, Publication- 20036. Contains an$2.00. interest- material,parents,trollingschooling historical policiesincluding physicians,drug abuse and perspectivea reference amongprocedures,and police students; onchart man'sinincluding behalf onstresses use drugs ofofan drugscamnonlystudenttheeducational desirability from welfare.abused. the program, stone of cooperation agefor topreventing the present.among and school, con- Contains helpful appendix Proposes Drug Abuse: StateInexpensiveAn annotated Department Materials Bibliography of Education) (Recommended of Selected by CaliforniaFree and Bureau of Narcotics and Dangerous Drugs, Fact Sheets.Documents, U.S. Government Printing Office, Washington, (Continued) Available from Superintendent of D.C. 20204, 50ct graphySelectedTopics6)2) Stimulants,The 1964-67.covered PopularIllegal in References 7)TrafficFact Controlled Sheets in onDangerous 1Hallucinogenic Drugs,- 10 are: 8)Drugs, Hallucinogens--A Drugs,3) The 10)Drug Stimulants Abuser;Select Bibliography,4)and Depressants, Depressants 9) 5)-Bibliography -AHallucinogens, Biblio- of 1).The Drug Abuse Control Amendments of 1964, Food and Drug Administration, "LSD: mentPart II,Printing September Office, 1967. Washington, D. C. 20204. Available in reprint form from Superintendent of Documents, Govern-The False Illusion," Part I: FDA Papers, Part I, July- August,15 1967,cents; Part II: 10 cents. definitivePartthetracesand I demand thedeals the developmentreview formushroomingwith the ofthe drug.the ofnatureand statusabuselaws controlling of ofeffects LSDthe anddrug of theits Both articles are andwellconcurrentuseLSD, its illustratedthe use claims developmentat the andand time expectationstogether ofof awriting, black they of marketpresent its advocates,to a supply Part II describes other hallucinogens and The President's Commission on Law Enforcement andPrinting Administration20402.and Drug Office, Abuse, of1967. Task Justice, Force TaskReport: Force on Narcotics $1,00. 158 p. Available from Superintendent of Documents,Narcotics Washington, and Drug D. C.Abuse, Washington, D. C., Government Ph.remainderandTaskThe D,,penalties; firstForce, Stanford of20 presentingthepages on University)document treatment of thisdefinitive consists document andand civilcovering materialof constitute appendicescommitment; with on drugstextbookthe written and reportand on thoroughness theirbymedical and experts effects;recommendations practice (notablythe on field andenforcement, by addiction.ofof Richard thedrugs President's crimeandH, Blum,drug The ministrationCrimetionsoutabuse and andin(pp. Dr. asocial, Free1-20) Blue'sof-Justice Society: arelegal, material included, (Washington, and'A Reportismedical withsupported by illustrationsfactorsD. the C., byPresident's Governmentextensiverelated but thereto. Commissionwithoutbibliographies.Printing documentation, Office, on Law 1967Enforcement in The andChallenge Ad- of The report is documented through- The report and recommenda- pp. 211-231) Drug Abuse: An annotated Bibliography of Selected Free and StateInexpensive Department Materials of Education) (Recommended by California (Continued) San Diego City Schools, Curriculum Services Division, No Secret: A Cc 'ilation of Information on . 1, p. e rem ANeyeneschNarcotics condenseda section Printers,and presentation,designed Dangerous Inc., to Drugs,alert for2750 student studentsKettnerSan Diego, use, Boulevard,to California,theof basiclegal San factsconsequences Diego, about California. drugs of drug commonly abuse abused.and another Avai Single copy Contains10 cents.which "Straight Talk About the Drug Problem," School Management,Availableabuse:invites-.students throughFebruary school 1968,to consider, administratorspp. 52-60, prior 96-100. to or making district/county a decision, offices.a dozen possible. consequences of drug June,A secondandthat 1966,school time attack but asadministrators "sensational."was,by School according Management are Within tocrying this onthe forarticle, the shorthelp problem withspan"a dismal oftheof drug 19drug flop,"months abuse. abuse ignored the problem. situation by schoolmen has changed at The first appeared in This series presentsexample,placedrevisedon the incidentsinnature form thethe article"Ahandsand Sehoolman's ofscope ofyouthful deals all of teachersthewith Guidedrug problem the abuseto androle Illicit and administrators.in of thevarious district Drugs," school's parts attorney,urging role of thethatin police,solvingcountry; copies community, it; ofanswers this materialquestions and school be Using Ithaca, New York, as an and presents in Winick, Charles, "Marijuana Use by Young People," fromPergamonin solvingDrug Press,Addiction the problem. New inYork, Youth, 1965. Ernest Harms, ed., 18 p. Available in reprint form from. Americal Social Health Association,ofDealsCovers its atuseworldwide length 1740 Broadway, withuse ofthe marijuana,. effectsNew York, of itsNewthe historyYorkdrug 10019.and and the current psychological status inand the social United ramifications States. A thorough study by a recognized expert.. World Health: ThroughService,38 p. its136 usualSouth eloquentBroadway, writing Irvington-on-Hudson, and superb illustration New York, this10533. publicationAvailable surveys in many the libraries world's or fromThe MagazineColumbia of University the World Press,Health InternationalOrganization, DocumentsSpecial issue on drugs, July 1967: Single copy: 50 cents. gerssolutionsiderscussesdrug ofscene, means the drugseems ways discussesofabuse, to preventingin be which andto what tryto we thebuild drugstoattempt limitspread ado society tothe of dealus, damage,drug from andwith abuse. explores which tothe inform peoplepeople our the alreadyreasonsno public longer dependentfor accurately want abusing desperately on of them,drugs the real andto con-clan- In conclusion it states, "The only feasible It dis- escape," DRUG ABUSE EDUCATIONGRADES: BIBLIOGRAPHY 4, 5, 6 DrugDon't Abuse, Be a Dope,A Source San BookDiego and County Guide Probation for Teachers, Department, California 220 W.State Broadway, Department San Diego,of Education California LSD:Drugs, Your Child, and You Sane QuestionsPriceSuperintendent 5$and ($3.25 Answers, ofper Documents, U.100) S. Department U. S. Government of Health, Printing Education, Office, and WelfareWashingIon,.D. C. 20402 Frank, Peter R., Curriculum Coordinator, San Diego County Dept. of Education NarcotictMarijuana: and Dangerous Drug Abuse, Instructor's Guide; McGrath, RichardSuperintendent F., Winston Products of Documents, for U. S. Government PrintingSame.Questions Office, Washington,and Answers, D. U. C. S. 20402 Department of Health, Education, and Welfare SZ Narcotics: Price:SuperintendentEducation, San of Diego,Documents, California U. S. Government PrintingSome Office, Questions Washington, and Answers, D. C. U. 20402 S.5$ Department($3.25 per 100)of Health, Education and Welfare The Up and Down DrUgs, Amphetamines and Barbiturates, U. S. DepartmentPrice:Welfare,- of Health, Superintendent Education and of Documents, U. S. Government Printing Office, Wathington,5$ D. ($3.25 C. per 100) TEACHER SUPPLEMENTARY MATERIALS ADDRESSES FOR FREE OR INEXPENSIVE MATERIALS DRUG ABUSE EDUCATION Grades: 4, 5, 6 theirinOrganizations the products. guides forlisted grades without one throughasterisk eight. have specifically identified materials that are available and are listed These may be obtained upon request. The remaining organizations make available materials related to School stationery should be used in requesting materials. AETNANorthPublicABBOTT CASUALTYChicago,RelationsLABORATORIES ANDIll. Dept. SURETY 60064 COMPANY ASSOCIATIONNew1740AMERICAN York, Broadway SOCIALN. OF Y. CASUALTY 10019HEALTH SURETY COMPANIES AMERICANHartford,Public151 FarmingtonCANCEREducation Conn. SOCIETY 06100 Dept.Avenue BALLNew60 York, BROTHERSJohn N.Street Y.COMPANY, 10038 INC. rn AMERICANSan1405 Diego, HEART Calif. ASSOCIATION 92101 5th Avenue *CHARLESMuncie,Consumer Ind.ServiceA. BENNETT 47302 Dept. COMPANY CT NewSan354544 York, EastDiego, N.Y.23rd Calif. 10001Street 92103 4th Avenue Or Greenfield,CHANNINGPeoria,237 North Ill. L. Md. Monroe 61602BETE 01301 StreetMANY ConsumerChicago,400*AMERICAN East Service Ill.Ontario INSTITUTE 60611Dept. Street OF BAKING Chicago,425*BLUE North CROSS Ill. Michigan CO4MISSION 60611 Avenue AMERICANChicago,Health535 NorthMEDICALEducation Ill. Dearborn 60610ASSOCIATION Bureau Street New350Consumer*BORDEN MadisonYork, COMPANYServices N.Y. Avenue 10017 AMERICANSan3650Washington,National Diego, Fifth NATIONAL Headquarters Calif.Street D. C.RED 9210320406 CROSS or Washington,DepartmentBUREAU OF NARCOTICS ofD.C. Justice & DANGEROUS DRUGS 20537 TEACHER SUPPUNEN1A.RY MATERIALS DRUG ABUSE-EDUCATION CALIFORNIA3628 University DAIRY INDUSTRY ADVISORYAvenue BOARD (Continued) HealthJCHNHANCOCKMUTUAL200 BerkeleyEducation Street Services LIFE INS. CO. Chicago,CEREALSan135 Diego, SouthINSTITUTE, Ill. Calif. LaSalle 60603 INC.92104 Street Pittsburg,P.H.Boston, J.O. HEINZBox Mass. 57 Pa.CO. 0211715230 Rye,P.HanceCONTINENTAL 0. N.EconomicsBox Y. 731 10580 BAKING Dept. COMPANY Hershey,EducationHERSHEY19 East CHOCOLATE Pa. Dept.Chocolate 17033 CORP. Avenue EPILEPSYELIIndianapolis,740 LILLY South SOCIETY & AlabamaCOMPANY Ind.OF St. SAN46206 DIEGO COUNTY Nutley,FineTechnicalHOFFMAN-LA Chemicals N. ServiceJ.ROCHE, 07110 Division Dept.INC. BureauSanTHE1612 Diego, EQUITABLEof PublicCalif. LIFE Health92102 ASSURANCE SOCIETY 30th Street KELLOGGSanJUVENILE2801 Diego, MeadowlarkCOMPANY PROTECTION Calif. 92123Drive COMETTEE EVAPORATEDNewBox228 York,572, N. GPOLaSalleN. MILK Y. 10001ASSOCIATION Street P.*KRAFTBattleDept. O. Box ofFOODSCreek, Home1163 Economics Services Mich. 49016 Durham,BoxFAMILYChicago, 6725 LIFE N. Ill. C.PUBLICATION, 2770860601 INC. PearlLENDERLELABORATOPJESChicago, River, Ill. N. 60690 Y. 10965 Minneapolis,9200PublicGENERAL Waysata Relations MILLS Minn.Boulevard Dept. 55426 New390PublicConsumer*LEVERBROIHERSCMANY York,Park Relations Education AvenueN. Y. 10022 Division Dept. TEACHER SUPPLEQC= MATERIALS MARCH OF DIMES DRUG ABUSE EDUCATION (Continued) NATIONAL LIBRARY OF MEDICINE 3603NewThe800 York,NationalFourth Second N. Avenue Y.FoundationAvenue 10017 Or NATIONALBethesda,36Consumer South LIVESTOCK Md. WabashCommunications 20014 AvenueAND MEAT Dept. BOARD Evansville,PublicMEADSan Diego,JOHNSON Relations Calif. Ind.tr CO. Dept.47721 92101 School425*NATIONALChicago, Northand College Ill.MichiganSAFETY 60603 COUNCILDivision Avenue Buffalo,Dept.*THE1360 NENIHOLADE0 Niagara N. Y. 14213Street COMPANY SanNATIONALChicago,3861 Diego, Front TUBERCULOSISIll. Calif. Street60611 92103 ASSN. cm NATIONALSan600METROPOLITAN Francisco,Stockton ASSN. LIFEStreet FORCalif. INSURANCE MENTAL 94120 HEALTH CO. NewNATIONAL250 York, West VITAMINN. 57th Y. 10019 StreetFOUNDATION New*NATIONAL.10 York, Columbus N. CANNERSY. Circle 10019 ASSOCIATION NewNW 466Office YORKYork, Lexington CENTRAL ofN. DirectorY. 10017 AvenueSYSTEM of Safety NATIONALWashington,1133Consumer EDUCATION ServiceD. C. 20006 ASSOCIATIONDivision 20th Street, N. W. WinstonSanP. (PAN) 0.Diego, ProductsBox Marijuana 12219Calif. 92112Awareness Packet NATIONALAmerican1201Physical COMMISSIONAssociation Education ON forand SAFETY HealthRecreation EDUCATION 16th Street, N. W. Or Washington,CHAS.1155PHARMACEUTICAIMMFACTURERS PFIZER D. C. 20005 ASSN. 15th Street, N.W. CO., INC. HeartWashington,Bethesda,NATIONAL Information HEARTD.Md. C. 20014 INSTITUTECenter20006 New235Educational York, East N. 42nd Y.Service 10017Street Dept. TEACHER SUPPLEMENTAff MATERIALS DRUG ABUSE EDUCATION 381PUBLIC Park AFFAIRS Avenue CCHNITTEE, INC. (Continued) 1350STATE Front DEPT. Street OF PUBLIC HEALTH AdministrationSANNew DIEGOYork, CITYN. Y. RECREATIONBuilding 10016 DEPT. PublicTRAVELERSSan Diego, Information INSURANCE Calif. 92101 &CO. Advertising Dept. 4100SANSanCommunity Diego,DIEGONormal CITYConcourse Calif.Street SCHOOLS 92101 Hartford,1655*UNDERWRITERS700 MainScott Conn. Street Boulevard LABORATORIES,06115 INC. San3427SAN Diego, DIEGOFourth COUNTYCalif. Avenue MEDICAL 9210392103 SOCIETY Washington,OfficeU.Santa S. DEPT.Clara, of D.Information OFC.Calif. AGRICULTURE20025 95050 SanRoan220SAN Diego, 6002, DIEGOWest Calif. CountyBroadwayCOUNTY 92101 CourthousePROBATION DEPT. Washington,U.Supt. *U.S. GovernmentofS. DocumentsDEPT. D. C.OF Printing 20402HEALTH, OfficeEDUCATIONAND WELFARE SANSan1600 DIEGO Diego, Pacific MENTALCOUNTY Calif. Highway HEALTHDEPT. 92101 OFASSN. PUBLIC HEALTH Kalamazoo,Trade*THE and UPJOHN GuestMich. CONNANY Relations49003 Dept. SCIENCE259San350 E.Diego,Cedar RESEARCH Erie Street Calif.Street ASSOCIATES, 92101 INC. WHEATAccident407*EMPLOYES FLOURGrant Prevention INSTITUTESt.,MUTUAL Wausau, OFDept. WAUSAU Wisc. 54401 PublicSMITH,Chicago,1500 RelationsKLINESpring Ill. 4 60611GardenFRENCH Dept. StreetLAB. Mr.Chicago,309*THE WestRoy JOHN E.Ill.Jackson Peasley C. 60606 WINSTON Boulevard COMPANY Elmsford,ProfessionalSONOTONEPhiladelphia, CORPORATIONN. Y.Relations Pa. 10523 19101 Dept. Philadelphia,1010 Arch Street Pa. 19107 MAIL ORDER FORM To: Superintendent of Documents, Government Printing Office, Washington, D.C. 20402

Enclosed find $ (check, money order, or sop. of Documents coupons).

ORDER FORM

NATIONAL CLEARINGHOUSE FOR DRUG ABUSE INFORMATION

SELECTED DRUG EDUCATION CURRICULA SERIES

1. Baltimore County Board of Education Grades 6, 9, 12 Catalog No. Prex 13.8:Ed 8 Price $1.00

2. Flagstaff Public Schools Grades K-12 Catalog No. Prex 13.8:Ed 8/2 Price 65¢

3. Great Falls School District No. 1 Grade 6 Catalog No. Prex 13.8:Ed 8/8 Price $1.25 4. New York State Education Department Grades 4, 5, 6 Catalog No. Prex 13.8:Ed 8/3 Price 65¢

5. Rhode Island Department of Education Grades K-12 Catalog No. Prex 13.8:Ed 8/5 Price $1.25 6. San Francisco Unified School District Grades K-12 Catalog No. Prex 13.8:Ed 8/7 Price $1.75

7. South Bay Union School District Grades K-12 Catalog No. Prex 13.8:Ed 8/4 Price $1.25

S. Tacoma Public Schools Grades 6-12 Catalog No. Prex 13.8:Ed 8/6 Price 60¢

9. Resource Book for Drug Abuse Education Catalog No. Ps 2.22:D 84/12 Price $1.25

NOTE:It is recommended that Item No. 9 be used in conjunction with these curricula.

(PLEASE DO NOT DETACH! ____Enclosed To be waded --later Please send me the publications I have checked. ----Subscription Name Refund Please charge this order Coupon refund Street address to my Deposit Account Postage No. City andState ZIP Code. FOR PROMPT SHIPMENT, PLEASE PRINT OR TYPE ADDRESS ON LABEL BELOW, INCLUDING YOUR ZIP CODE

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U S DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS SEEN REPRODUCED EXACTLY AS RECEIVED FRO M THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECES SARILY REPRESENT OFFICIAL OFFICE OF ECU CATION POSITION OR POLICY An Interagency Federal Committee was convened in the winter of 1969 under the auspices of the White House to make available to the Nation's schools a variety of State and local curricula for drug education and the prevention ol drug abuse. Participating in the Committee chairLd by the Office of Education, DREW, were the Bureau of Narcotics and Dangerous Drugs, Department of Justice; the National Institute of Mental Health, DHEW; and the Office of Economic Opportunity.

The curricula selected are not recd mended for adoption, but are distributed only as rcrourles to assist schools in initiating or improving programs. Alt schools are encouraged to submit curricula and materials to the National Clearing- house for Drug Abuse Information. These will be reviewed by the Panel and those selected will be made available to other school systems upon request. Your cooperation will be appreciated.

The problem of drug abuse is not a new phenomenon. Man's use and abuse of drugs dates back thousands of years. In recent years, however, the dimensions of the problem have reached frightening proportions, raising the specter of societal suicide. Contributors to our current concerns have been the easy accessi- bility of a myriad of drugs, a tense, stressful social environment, thrill seeking and escapism, among others.

The tasks described above will require significant, long-term financial support and commitment.They will also require wise, perceptive leadership from national and state levels. An effective program of bread-based education should produce significant results by the end of the decade.

Interdisciplinary Panel

For sale by the Superintendent of Documents, U.S. Government Printing Office Washington, D.C. 20902 - Price $1.75 Reprinted With Permission From:

San Francisco Unified School District THE INSTRUCTIONAL PROGRAM ON DRUGS AND HAZARDOUS SUBSTANCES IN THE SAN FRANCISCO UNIFIED SCHOOL DISTRICT, 1969-70

Overview

The top priority in health instruction this year is a preventive program on drugs and hazardous substances. Within the context of What is happeningin the lives of children and youth in our societyinstruction includes a critical study of a broad spectrum of non-food substances which may be helpful or harmful, and of the human factors which may unleash the potential of drugs for the preservation or the destruction of human life. Among the substances studied are alcohol, tobacco, caffeine, legal unrestricted and restricted drugs, illegal drugs, and non-drugs such as volatile chemicals, solvents, and others. Laws governing drugs, the potential consequences of legal infractions, and sociological aspects are also discussed. The sequential instructional continuum in each of grades K through 12, is based upon the philosophy that human behavior and decision-making influence drug abuse far more than does chemistry. The target group is youth who are still in the mainstream of society. We believe that we may reach those in this group who are uninformed or mis- informed, and those who will accept guidance. We doubt if classroom instruction can reach the extreme deviants who need therapy. The major objectives are: 1. To guide pupils to understand the value systems and motivations which underlie the use, misuse and abuse of drugs and hazardous substances. 2. To provide opportunities for pupils to examine critically a wIde range of factual information and expert opinion, and to distinguish between and evaluate them. 3. To discourage the experimental and recreational use of drugs. Funding is derived from the budget allotment for the total health and family life education program.Financial support is inadequate. Volunteer services and occasional donations are needed from individuals, service clubs and business firms to stretch the budget. Staff consists of two persons: The Supervisor of Health and Family Life Edu- cation and a teacher-specialist. Both are veteran teachers and counselors who have studied the drug scene in depth for the last 15 years as classroom teach6: "s, counselors, doctoral and post-doctoral students. Their duties include not only the drug program, but the total broad program of health and family life education in 137 schools and liaison between parents, teachers, pupils an3 community. The Instructional Program

The chart below summarizes the program which is being developed and evaluated by teachers and administrators with the help of volunteer experts and with the cooperation of the PTA. Not included in this chart are three supportive services: Counseling, parent group education, and school nursing services. These are the responsibilities of the Pupil Personnel Services, Adult Education, and Public Health, respectively. An outline of the scope and sequence of the instructional program is appended.

Superintendent and Central Office Administrators Drug Abuse Advisory Committee Supervisor and teacher specialistHealth & Family Life Education

Elementary School Tunior High School Senior High School Principal Principal Prin. Principal & !Asst. Principal Drug resource teacher,*Drug resou ce teacher,**Drug resource teacher,* * drug information centerdrug information center drug information center ClaJsrocimteachers: Subjecttelhers: fSubject tea hers: Gr. K-2: 3 lessons Gr. 7, Health -PE: Gr. 10, Family Life 5 lessons Education, 10 lessons Gr. 3, 4, 5, 6: Gr. 8, Science: Gr. 11, Health-PE: 5 lessons 5 lessons 5 lessons Gr. 9, Social studies: Gr. 12, Senior Civics 2: 5 lessons 5 lessons * No time or pay allowance. ** Subject to availability of funds, this teacher will be givenone period per day for this assignment in each secondary school starting in February, 1970.

Determination of Needs No citywide surveys have been made. Data are gathered from research reported in the professional literature, some surveys done in individual schools, andem- pirical observations and expert opinions of persons closely allied with youth and the drug scene. From these sources we have concluded: -2 1. Many teenagers and some pre-teenagers use potentially harmful substances for experimental and recreational purposes, sometimes without apparent harm and sometimes with serious outcomes. The consensus of the studies reviewed and the experts interviewed indicates that 40 per cent of secondary school pupils probably use drugs of some kind and to some extent for non- therapeutic purposes. For a much smaller per cent of pupils, drug use may be characterized as neurotic or psychotic. 2.Drug misuse in San Francisco is influenced by subcultures in the Mission, Haight-Ashbury, the Tenderloin and the Fillmore- Western Addition districts within the city, and others in adjacent counties. 3.Drug-related arrests, school drop-outs, (physical or mental), suspensions and expulsions, have increased. 4.Many incidents of violence, vandalism, social and racial tensions in and near schools, suicide, accidental injuries and death, appear to be drug-related. 5.Drug misuse occurs in all neighborhoods and among all subcultures in the city.

Dr..ms Pupils Use Research studies indicate that marihuana is a remote third in popularity among teenagers to tobacco and alcohol, both of which appear to be used by approximately 84% of pupils by the twelfth grade and by two or three per cent as early as the third grade. Other drugs, such as the amphetamines and barbiturates, are less widelyused for recreational purposes, but their use appears to be increasing. Youth also experiments with non-drug substances, such as airplane glue, gasoline, spot removers, hair spray, coolants, rat poison, morning glory seeds, catnip, oregano, nutmeg, lemon extract, paint thinner and many others. The drug of choice is selected because of its availability, cost, peer and subcultural acceptability and past experience. Some of our youth use drugs secretly and discreetly and only at week-end parties, while others use them daily in classrooms, hallways, restrooms, in their own homes and in public.

Reasons for Drug. Abuse Because of the complexity of adolescents and the social milieu in which they live, no single, definitive reason can be given. Some contributing factors appear to be: 1. The influence of a drug-oriented society: Parent models who use unnecessarily, or misuse, alcohol, tobacco and escape drugs; parents who are unable or do not desire to control their children's illegal use of alcohol and tobacco or indiscriminate use of over-the-counter remedies for minor everyday discomforts. -3 2.Pressures to use drugs: Advertising, peer fads, and pattern of seeking immediate relief from normal tensions and stresses. 3.Youth's perception of adult hypocrisy: The use and even the abuse of alcohol and tobacco are socially and legally sanctioned by adults who are horrified at the remote possibility of sanctions of drugs of youth's choice and of comparable risks. 4.The isolation and segregation of youth from adults: Youth grows up in a setting where hired supervisors, babysitters, teachers, agency leaders care for their needs. They are left to develop their own philosophies and behavior patterns within the only group they know well, their peer culture. 5.Other influences:Poverty of some, among the affluence of most, atomic threats, wars, discrimination, instant need gratification expected by many people, lack of roles and responsibilities for youth, youth's suspicions and resentments of adult motives and practices to preserve the status quo of a way of life they see as far from satisfactory or healthful.

Limitations of the Effectiveness of School Instruction Alone, the school cannot affect the societal changes which must take place before the drug scene can be replaced by something less life-threatening. At best, drug education can be a band-aid measure which may prevent the spread of drug abuse.It may be an antidote for the chemical cop-out of a whole generation.

Philosophy Traditional instruction characterized by exhortation, moralizing, and fear inducing techniques lack credibility and only widen the generationgap. In- struction must focus more on what is happening each day in adolescents' and children's lives than on the pharmacological properties of a variety of drugs that range in their effects from mild to lethal.Instructional plans must reflect the fact that drug abuse occurs on different levels: one time trial, occasional use for pleasure, anxiety relief and masking problems, andcom- pulsion, and that drug effects vary with set, setting, the kind and amount of the drug used and other factors. Adults must recognize thatmany responsible youth view social use of mild drugs, legal and illegal, differently than does the establishment. Teachers (and parents) who teach that all drugs, legal and illegal, have the same potential for threatening health enhance the credibility and generation gaps and are teaching dishonesty or ignorance bypoor example. Within this framework, then, we consider facts and expert opinions important; but equally.importaat is the teaching of skills which enable pupils to examine evidence and evaluate it.Most important is helping young people from kindergarten throughout the school years to understand human motivations and relationships, and to develop decision making skills which will enable them to resist the temptation to experiment with drugs or use them for recreational purposes.

4 Pilot Projects

The projects, methods and plans listed below are trial balloons .aimed to prevent young people from injuring themselves by misusing and abusing drugs. Direct and indirect instruction should be in the context of the very real problems and concerns our students have about drugs as one of many problems youth face as they grow up. 1. K-12 sequential instructional program and grade level lesson plans. These have been prepared by a committee of selected teachers representative of each educational level. There is a package program of 5 lesson plans for each grade, except for grades K, 1 and 2 (3 lessons) and grade 10 (10 lessons). The lessons suggest objectives, major concepts, learning opportunities, evaluative procedures, and pupil and teacher instructional aids and references. Within time and budget limits, these lessons plans will be used in each school, evaluated, revised and augmented. 2.Teacher preparation.: As an outcome of several District in-service courses held during the past eighteen months, about 700 teachers have completed at least one in-service course on the drug scene. Courses are offered throughout the school year and during the summer. Some courses are of the survey type, while others are seminar groups which visit community agencies and have conferences with therapists and addicts and users under therapy. Some courses will focus on training key teachers in each school to prepare them to conduct teacher preparation sessions on each school site. 3.School site Drug Information Center and resource teacher. Each school has been asked to organize a Drug Information Center for teachers, parents and pupils. A resource teacher from the regular school staff is in charge of the Center, which serves as a depository for instructional materials and references, a counseling and referral center, a teacher education center, and a channel through which parent-school-community efforts may be coordinated and evaluated. 4.Student visitations to rehabilitation agencies. In each of two senior high schools approximately 100 pupils selected by their peers visited, in groups of about 10, a variety of rehabilitation and treatment agencies and drop-in centers. They shared their observations, learning, and impressions with their classmates in and out of classes. Evaluation was highly favorable. 5.Teachers' field trio to Mendocino State Hospital, "The Family" Drug Therapy Unit. About 100 teachers, representative of all secondary and some elementary schools, spent one Saturday at this agency exchanging ideas with patients and therapists in small group seminars. Evaluation was highly favorable.

--5- 6.Former druaddicts as resource ersons in the school. Following a careful orientation of administrators, teachers and parent representatives, screened former users and addicts are utilized as resource persons for formal classes and informal discussions. Evaluation is highly favorable.If funds become available, the District will hire orient and supervise a corps of former addicts for assignment to secondary schools upon the request of the principal. 7.Professional resource persons. The Medical Society, the Barristers Club and the University of California Medical Center provide volunteer resource persons for teacher training, parent meetings and classroom programs. Other resource persons are occasionally available, such as neighborhood pharmacists, probation officers and agency counselors. Evaluation is highly favorable. 8.Trial use of Lockheed "Drug Decision" program. This three week multimedia program was tried in six schools with about 300 pupils in the junior and senior high levels. Evaluation was mixed. Pupil learning as measured by pre-and post-testing was significantly high as was pupil evaluation. Teacher evaluation was guarded. Parent evaluation was negative. The cost of this program precludes further use in this District. 9.Volunteer service by pupils and teachers in drug therapy agencies. During the summer and on Saturdays and in the evening, some teachers and high school pupils do volunteer service. Evaluation is highly favorable. 10. Drug Abuse Advisory Committee. A committee composed of representatives from the Medical Society, Public Health, city, state and federal law enforcement, probation, PTA, elementary and secondary teachers, and high school pupils, meet monthly to exchange ideas, share reports, evaluate the instructional program for pupils and teachers, and recommend action items to the administration.

11. Youth to Youth Project YTY In at least one senior high a group of interested pupils meet twice weekly after school with a volunteer teacher to plan and carry out projects to utilize peer pressure to discourage drug experimentation by younger pupils in nearby junior high schools and elementary schools. The students are studying the drug scene in depth, including visitations to agencies and are preparing panels and other presentations which they will give to younger children upon the request of the principal. Other ideas YTY would like to develop include a mass saturation program in the mass media and youth groups, and pupil-created instructional aids. One Kiwanis Club has offered to give financial and personal support to this group. Exploration is underway for private financial aid to expand this project into each secondary school and on a citywide level.

6 12. Drug identification slides. A set of 24 color slides of contraband drugs and drug paraphanalia has been made with the cooperation of the Bureau of Narcotics and Danger- ous Drugs. One set of these slides is consigned to each school. 13.School site drug committees. Each secondary school is setting up a subcommittee on drug abuse within the existing structure of the School Site Committee of parents, pupils, teachers and community representatives. The purpose of this committee is to study and act upon the drug-related problems unique to its school.

Summary A sequential classroom instruction program is being implemented in each school in each of the grades, K through 12.Responsibility is assigned to the classroom teacher in the elementary schools and to the teachers of certain designated courses in the secondary school: health, science, social studies and family life education. An instructional package of sample lessons plans is available for each grade and/or subject. Teacher education and classroom instruction focus on drugs as one of many problems young people face as they grow up. Teachers are helped to understand that many responsible young people view the drug scene and the world quite differently than do most adults.Facts and expert opinions are compared with myths and folklore, and motivations and value systems are explored. Several innovative teaching methods and projects are under development and in trial operation now. These activities emphasize the direct participation of children and youth as respected members of the teaching-learning team, rather than as passive recipients of solely "over 30" ideas which too often are rejected by the adolescent because of the generation and credibility gaps. We feel there is need for a task force on each level, federal, state, city and neighborhood, through which all efforts can be coordinated and by means of which the drug problem, as ore phase of the youth scene, can be attacked cooperatively. The most important members of such a task force may well be representatives of the majority of our youth, responsible young people who are willing to try tomake the world a better place for all human beings.

Prepared by: Frances Todd, Ed.D. Supervisor, Health & Family Life Education San Francisco Unified School District October 21, 1969 SAN FRANCISCO UNIFIED SCHOOL DISTRICT

DRUGS AND HAZARDOUS SUBSTANCES

Outline of Instruction, 1969-1970

GRADE K Helping parents keep the family well

GRADE 1 Advertising as an unreliable source of health information Personal safety precautions Protecting younger children

GRADE 2 Familiar people who protect health Safe use and storage of medicines Helping parents keep younger children safe and well

Grade 3 Hazardous household chemicals Caffeine in common beverages Over-the-counter drugs Cigarettes and breathing efficiency Alcohol: industrial and ceremonial uses

GRADE 4 Common drugs and hazardous substances Smoking and health Drinking: motivations; alcohol as a depressant drug

GRADES Safe use of household and garden chemicals and common drugs Decision making Stimulant and depressant drugs:use and misuse Pressures to experiment with smoking and drinking Marijuana Laws about drugs

GRADE 6 Motivations for drug misuse and abuse Synergistic action of some drugs Legal controls: local, state, national, international Effects of certain hazardous substances: volatile chemicals, over-the-counter and prescription drugs, nicotine, alcohol, marijuana, and other reality-altering drugs

GRADE 7 Pressures to experiment with drugs Health Legitimate and illegitimate uses of drugs Education Safe use and storage of household drugs Marijuana GRADE 8 Physiologic and psychologic effects of drugs on the human nervous, circulatory and respiratory systems: alcohol, Science nicotine and tars, hallucinogens Motivations for experimenting wish drugs

GRADE 9 Cultural and ethnic patterns of self-medication Narcotic dependency Social Social and economic aspects of drug misuse and abuse studies Community efforts to treat and rehabilitate drug dependents Legal controls: local, state, national, international Personal and social responsibilities

GRADE 10 Immediate and long-range effects of drugs and hazardous substances Family Decision making Life Drug dependency Education Personal, family and community responsibilities Personal and social motivation Prevention, treatment, rehabilitation Community resources Legal controls

GRADE 11 Modern drugs used in treating and preventing illness Health Drug misuse and abuse as a contributing cause of chronic Education and degenerative diseases and disorders

GRADE 12 Drug misuse and abuse as an urban problem Social and economic aspects of drug abuse Civics 2 Community controls: local, state, nationnl, international Personal and swtial responsibilities

-2- SAN FRANCISCO UNIFIED SCHOOL DISTRICT

Sample Lesson Plans

DRUGS AND HAZARDOUS SUBSTANCES

Grades K-3

For optional trial use, Fall term, 1969

Dr. Robert E. Jenkins Superintendent of Schools SAN FRANCISCO UNIFIED SCHOOL DISTRICT

Sample Lesson Plans

DRUGS AND HAZARDOUS SUBSTANCES

Grades K-3

For optional trial use, Fall term, 1969

Prepared by

Gladys Kanary, Raphael Weill School Henrietta Wilson, Marshall School

Edited By

John Freeman, Balboa High School Eugene Huber, Teacher-Specialist, Health Education Dr. Frances Todd, Supervisor, Health Education

Under the direction of

George Canrinus, Coordinator, Health, Physical Education, Recreation Dr. Raymond Pitts, L3sistant Superintendent, Instruction Development Dr. Donald Rhodes, Assistant Superintendent, Elementary Schools GRADES K-3 Contents

Concept and behavioral objectives 1

Outline

Learning Aids for Pupils 1

Kindergarten 2

Grade 1 7

Grade 2 11

Grade 3 22

For the teacher's reference

Vocabulary R-1

Information about alcohol R-2

Information about drug use and misuse R-8

Information about smoking R-14

State of California narcotics penalties R-17

Laws pertaining to narcotics and dangerous drugs R-19 violations, federal and state

Teacher references R-22 DRUGS AND HAZARDOUS SUBSTANCES

GRADES K-3.

CONCEPT

THE USE OFSUBSTANCESWHICH MODIFY BODY FUNCTIONING, FEELINGS AND BEHAVIOR ARISES FROM A VARIETY OF MOTIVATIONS AND MAY BE BENEFICIAL OR HARMFUL.

Behavioral Objectives

The student

1, identifies some commonly used substances that modify body functioning, feelings and behavior

2. notices that there are differences between prescription drugs, over-the-counter drugs, and dangerous and illegal drugs

3a recognizes that there are differences in family practices and feelings about the use of medications, tobacco, and alcoholic beverages

4. uses drugs and hazardous substances only when given permission to do so by parents or responsible adults.

5. identifies commonly used non-drug substances which may be potentially hazardous if misued.

GRADES K-3

Learning Aids for Pupils

Printed materials None A/V Aids Grade 3

1. Filmstrip, Go Seek and Hide, 87 frames American Academy of Medicine, 1967 Each copy to be shared by two schools

2. Transparencies, Body Systems Teaching Kit Cleveland Health Museum Each set to be shared by four schools

Outline

Grade K Helping parents keep the family well

Grade 1 Ail:I/Zit-Using as a poor source of health information Personal safety precautions Protecting younger children

-1- Grade 2 Familiar people who protect health Safe use and storage of medicines Helping parents keep younger children safe and well

Grade 3 Hazardous household chemicals Caffeine in common beverages Over-the-counter drugs Cigarettes and breathing efficiency Alcohol: industrial and ceremonial uses

KINDERGARTEN

Ob ectives

To help pupils r 1. establish the habit of asking parents or other respojisible adults before eating or drinking anything new

2. become aware that some everyday items may be harmful if used improperly.

Lesson I

Concept

Children should ask parents before eating, drinking or using unDamiliar products.

Learning opportunities

1. GAME: "WE ASK FIRST"

Object of Game: To show that some things are safe to put in one's mouth, while others may be harmful. We cannot always know. Therefore, before we eat or drink anything, we ask a grownup whether we may do so.

Procedure: A hat box is set on a low table beside an empty waste basket. On the hat box is pasted a picture of a large mouth, with lips parted, an 8-inch slot cut between the lips. A picture of equal size, of two lips, closed and buttoned (with real or cardboard button) is attached to waste basket. Under the open mouth "Safe to Eat" is printed; under the closed lips, "Not Safe to Eat."

During work period, children are supplied with pages from magazines which contain illustrations of food, drinks, spray, and cleaners.

389-982 0 - 70 - 2 Mimeographed or duplicated drawings of such products may be sub stituted. Supply blunt scissors with which to cut them out. One child, chosen to play the role of "Mother" or "Father" stands'be side the exhibits and chooses another child to begin the game. As each child's turn comes, he stands up and shows the picture he has cut out. He explains his picture and tells why he thinks it is safe to put in his mouth, or why it is not. There may follow some discussion of this. He then turns to the child chosen to play the mother or father and asks, "Mother, may I eat this?"If "Mother" says, "Yes, it is safe,"he slips his picture between the lips on the hat box and sits down.Meanwhile, the remaining children chant the following song to the tune of "Three Blind Mice": "We-ask:first, We ask first What we may taste, What we may taste, Even though goodies look ever so good We have to remember as wise children should Not to put anything into our mouths Till we ask first." If the answer by the "Mother" is "No, it is not safe for you to eat," the child whose turn it is puts his picture in the waste basket. If "Mother." has difficulty in deciding, or makes a mistake, the children in the group will usually speak up and correct her; if not, the teacher will supply the correct answer. After each child deposits hia picture in either the safe or unsafe depository, the group repeats the song, "We ask first." At the end of the game the teacher may take materials from each depository and review them: "This is milk.We decided that we can put this in our mouths because --" Children: "It is safe to drink." "This is an apple. We decided that we can put this in our mouths because --" Children: "It is safe to eat." "This is a cake of soap. We decided that we couldnet put this into our mouths because --" Children: "It is not safe to eat."

Alternatively, the teacher may line all of the foodstuffs the children have approved for safe eating on a ledge and remark,"Neve decided that we may eat all of these things because--" Children: "They are safe." Teacher: "Are they always safe ? --" Discussion may bring out that someone may have put something other than a soft drink in the pap bottle, or other than milk in the milk carton. Teacher: "So, what do we' :do ?" Children chant: "We ask first."

2. DRAMATIC PLAY THE DAY THE BABY GOT SICK

Purpose: To impress children with the fact that only adults should administer medicine.

-3- Proedure: Teacher reads the story to the pupils. Then they act out the parts. Choose different children to play in each episode. Pantomine may be used without props; however, such simple objects as a toy telephone, bottle, or spoon may be used.

A. Dennis has a little sister named Prue. One day Prue got sick.Mother took her temporaburo. Then Mother went to phone the doctor.

B. The doctor came to see Prue. He said Prue must have some medicine. He wrote out a prescription.

C. Dennis went with his father to the drug store to have the prescription filled. His father gave the prescription to the pharmacist. The pharmacist read the prescription. Then he mixed the medicine in a dish and poured it into a bottle.

D. "This medicine is meant for Prue," the druggist said. "It was made just for her to make her well. It is not good for anyone else. It might even make another child sick." "I won't touch it,"Dennis promised. "You must never touch any medicine, even if it was mixed especially for you, unless Mother or Father are with you," the druggist said. Then the druggist put a label on the bottle to tell just how much medicine Prue should take, and when she should take it.

E. When Dennis and his father reached home, Mother looked at the bottle of medicine very carefully before she opened it. "I must be careful to give Prue just the amount it says on the label," Mother said. "Will you get me a clean teaspoon, Dennis?"

F. Dennis gave his mother a clean teaspoon. She measured the medicine and gave it to Prue. Prue made a face but she swallowed it because she knew it would make her well.

G. Mother looked at the clock. "The label says I should give Prue some more medicine in one hour. It is two o'clock now." She held up two fingers. "When will it be time to give Prue her medicine again?"Dennis held up three fingers. "At three o'clock," he said. "I will watch the clock and tell you. May I put the medicine away?" "No," said Mother. "It is good of you to offer but children should never touch medicine. I will put it in the medicine cabinet where it belongs and lock it up until we need it again." And she did.

-4-- H. At three o'clock Dennis called Mother and she took the medicine out of the cabinet and gave Prue another spoon ful. Just then the telephone rang. Mother heard the phone but didn't pay any attention to it. Instead, she put the medicine in the cabinet and locked it up before answering. "It is most important to put the medicine away before answering the phone," she said. "Dennis, would ...nswer the phone for me?" Dennis answered the phone, saying "Mother will come in a minute; she is putting the medicine away." As soon as Prue was well, Mother took her medicine and poured what was left of it into the toilet. Then she flushed the bowl, washed the bottle carefully, and put it in the trash can. "Why did you do that?" asked Dennis. "There was some left. I could have used it if I got sick.'! "Oh, no," said Mother. "You would have your own medicine if you got sick. It is not safe for one person to take another person's medicine." Then she hugged Dennis. "But we hope you'll never be sick," she said. Dennis hoped so, too.

3. INDIVIDUAL SAFETY SCRAPBOOK

Purpose: To impress the small child with the need to ask first before tasting any doubtful substance.

Procedure: Provide each child with four sheets of newsprint about 16" x 20" in. size. Kindergarten teachers will probably wish to fold these sheets in half and staple or sew them together to form a scrapbook before distributing to children. Older children may wish to do this themselves. Captions,may be printed by the teacher before the material is distributed, or printed on duplicating paper for child ren to cut out and paste into scrapbooks under the teacher's supervision.

Sample

Cover page: 's Safety Book. This is First page: When I want something to eat I ask mother. Second page: Some things are safe to eat or drink. Third page: Some things are not safe to eat or drink. Fourth page: 5o I ask first. Fifth page: :dock up unsafe things. Sixth page: Felp keep baby safe. Seventh page: Safe? Not safe? Eighth page: Protect Your Family Against Poisoning.

Appropriate pictures capped from women's and home magazinescanbe used in preparing the scrapbook, or the drawing in the lost section of this Guide

-5- may be duplicated and used. Each child should be supplied with a picture of "mother," clipped from a women's magazine: one to three pictures of "safe" foods; one or more pictures of liquids or solids "not safe" to eat or drink, and a picture of a baby or toddler. Children may cut out these pictures and paste in appropriate places. On the page containing the caption "So I ask first," the child is directed to draw a picture of himself asking mother or another adult fdr something to eat. On the front cover, he draws a picture of himself. A paper bag "Medicine cabinet" may be pasted on the page marked, "Lock up Unsafe Things." Discussion should precede this work. Keep in mind that children cannot discriminate when it comes to grades or conditions of safety. While words, nurab not be safe" may be used in discussion, pictures used must be in the "Safe" or "Not Safe" categories.

Evaluation

When booklets are finished (this activity may take several days), direct them to take their scrapbooks home to their parents for comment and evaluation. GRADE 1

Objectives

To help pupils

1. become aware that TV and radio commercials are intended to sell products rather than give reliable advice about healthful practices 2. recognize some ways in which advertising may be misleading

3. understand that guidance from parents, teachers and other responsible adults about foods and drugs is superior to that disseminated by advertising

4. refuse to take gifts of any kind from strangers

5. protect younger children from harm caused by putting objects in their mouths.

Lesson 1

Concepts

1. Some highly advertised food and drug products are good for children, some are not especially good, but are not harmful to children, and some may be harmful.

2. Children should eat or drink only products which are approved by their parents.

Learning opportunities

1. Teacher may begin this unit with a statement such as, "Most of you watch television at home - perhaps regularly."Follow this with the question, "How many watch commercials?"Attempt to lead the children into a discussion of commercials through such questions as: "Why do you watch commercials?" "Do you ever buy things advertised in commercials?" "Why do we have commercials?" "What do commercials tell us?" "Are commercials always true?" "Can commercials be really untrue?"

Lesson 2

Concepts

1. Although most people like children, n few grown-ups may harm children.

2. A child should not accept gifts, money, candy, pills or other medicines, or rides from a stranger. -7- 3. Children should tell parents or other responsible adults immediately if approached by a stranger who offers them gifts or favors.

Learning opportunities

1. Discuss with the children severalways they might respond to a stranger who tries to strikeup an acquaintanceship.

A. Discuss what to do if a stranger offersa ride, candy, money or gifts.

B. Discuss rules for behavior when walking to and from school, at school and on the playground.

C. Discuss with children the types of people who will help them to be safe and practice safe habits. Parents, teachers, policemen, firemen, older brothers and sisters are examples of safety helpers.

D. Help the children make a class list to be sent home of the general safety rules regarding strangers, which might.in- elude:

(a) Never talk to a stranger or never accept offers of toys or candy except when parent or teacher is present and approves.

(b) Don't go any place with strangers unless a parent or teacher is present. If someone says he has been sent by mother or father to pick you up, don't go. Tell the teacher, a policeman, or the playground supervisor.

(d) Don't play in dark alleys, deserted buildings, in secluded areas of parks, or around public restrooms.

(e) Never let a stranger touch you or handle your clothing.

(f) If a stranger does touch you or hurt you, try to get the license number of his car. If you have nothing to write 06.4.h, use a stick to scratch the number in the dirt, or a small rock dm scratch it in the side- walk if no pencil is handy.

2. Focus on commercials related to "health" - foods, medicines, etc. ((Teacher should be aware of and know content of some specific commercials to use as illustrations.)

Emphasize that commercials try to attract your attention so you'll remember a particular brand. Ask students to pay particular attention to commercials for a few days. Through "role playing," allow children in pairs or small groups to dramatize a commercial they have seen. -8- 3. Have students help you make a list of products advertised on television which are related to health. (Teacher should have a prepared list to work from.) Copy list on chalk board or butcher paper. Ask students to bring boxes, cans, labels, etc. from these products to school.To help students decide which are good, which are not especially good but not harmful, and which may be harmful, discuss the uses of the products in the proper category and create a display in the classroom.

4. Discuss one or more of the TV commercials aimed at selling candy, cookies, or other foods of high sugar content to children. Attempt to discover if the commercials in any way say these things are good foods for them to eat. Have the students give reasons why they might not be good for them. Place a candy bar or a bag of candy, some sweet cookies, an apple, and an orange on a table before class. Ask the children which they would prefer and why. Ask other children to tell which is best and why. Emphasize the effects on teeth and appe tite. Encourage fruit over candy. Encourage candy after meals rather than before.

5. Of the products in the display, have tha pupils help select those which are medications or remedies for common illnesses. Point out: (a) that children should take medications only when requested to do so by parents or members of the health profession; (b) medicines which are all right for grownups to take may be harmful to children.

6. Try tha "Finger Play" idea: FINGER PLAYS

Object of Play: To teach children to recognize responsibilities for safeguarding the small and helpless child from danger of ingestion of harmful materials, including poison.

Procedure: A. Show picture of crawling baby examining toy or object on floor. B. Discuss how baby crawls around the room playing and exploring, often picking objects and putting them into his mouth. C. Help children recognize that putting objects into their mouths is a normal way for babies to learn, but that we outgrow this habit when we are older and know better. D. Discuss how this normal habit can sometimes be harmful to the baby. E. Lead children to discuss how they can help protect the baby, and keep him from touching or tasting objects which may be harmful. F. Discuss ways children can help make baby's environment safer by keeping harmful things out of baby's reach and sight. 9 Activity: Children may enjoy learning one or both of the following rhymes, making motions with their fingers to illustrate:

A. One, two, three, four, five, six, seven, eight, nine, ten- - These are the sweet little fingers That get into trouble when Baby finds a new plaything on table, shelf, or floor, Then puts it quickly in his mouth And looks around for more.

B. Ten little curious fingers Ten little curious toes Taking our baby to places He can't wait to explore. We must try to tench baby Never to touch or taste Things that he finds around him On table, shelf, or floor.

Evaluation

1. Make an A,B,C Booklet with illustrations of people to whom a child can turn for help in case he is bothered by a stranger.

2. Roleplay a situation in which a child refuses a ride or treat from a stranger.

3. Make up a skit about, how radio and TV commercials exaggerate or give only partial truths about certain products with which the children are familiar.

4. Prepare and present a skit, "When Someone Tells you to Jump off a Bridge, Do You?" (As related to advertising or to behavier when encountering stranger)

5. Prepare and present a skit, "Don't Believe Everything You Hear or See" (as related to advertising claims)

10 GRADE 2

Objectives

To help pupils

1. become aware of adults in the community, other than parents and teachers, who are interested in keeping children well

2. understand that it takes many years of study and experience to become qualified to prescribe and/or administer certain drugs

3. be aware that medicines should be stored safely and used only for the purpose for which they are intended

Lesson 1

Concepts

1. The protection of our foods and drugs is the work of many people.

2. If our foods were not safe, many people would be sick.

3. Some adults are health specialists.

Learning opportunities

1. Begin this unit by attempting to establish just how much children know about the sources of most of our food. The teacher should be able to get a variety of answers to questions like: (a) Where does our milk come form? (b) Why do we receive some of our food in cans? (c) Where do we get our meat?

If it is possible to do so, arrange a field trip to a dairy, a creamery, a bakery, or some other local agency connected with food processing and distribution. Try to choose an experience that will illustrate the idea that the company either receives their raw materials from another locality, or that they in turn send their products to another processor before they are received by the consumer. Emphasize the idea of safety in food production and the necessity of retaining natural food values during processing.

3. If a field trip is not advisable, choose a film that will illustrate some of the same points.Emphasize responsibilities of government, food handlers, and food preparers in homes. 4. Have each student bring some form of food container which illustrates or indicates (by label) a way of keeping food safe or insuring its food value. Encourage students to have their mother or father explain this to them.Labels such as store in a cool dry place, no refrigeration necessary, or artificial pre- servatives added are examples. Make an exhibit of these, encouraging students to explain to one another.

5. Invite a supermarket manager to speak to students, (f,ather of a student, if possible) explaining how stores keep food safe to eat. Ask students to discuss how foods are kept safe at home.

6. Alternatively, use a film emphasizing safe production of a single food, e.g., milk.

7. With the help of students, prepare a list of professional people who work to help us stay healthy, (doctors, nurses, dentists, etc.). Ditto the list and distribute to each student. Ask each student to find out more about the job of each one by talking to his parents, friends, or neighbors.

8. Assign some pupils to read on these professions and report to the class.

9. Ask each student to write or tell a short story abott the profession in which they are interested.

10. Develop a class scrapbook or bulletin board, or mobile, using pictures of these health workers at work (from magazines, newa- papers, etc.).

11. Discuss which of the health professionals may pLascribe medications, and which can only administer them.Why the difference? How does the pharmacist help the doctor?How does the nurse help the doctor?

12. Assist the pupils in dove2oping simple descriptions in children's terms of each of several health professionals, e.g.:

(a) Medical Doctors (mostly men but some women) are people who go to school so they will know about all kinds of sicknesses and what to do to make people well again.

(b) Nurses (mostly women but a few men) are trained to help doctors; they don't know as much about helping sick or hurt people as doctors, but they probably know more than anybody other than doctors.

-12- (d) Dental Hygienists (mostly women) know how to clean your teeth and can show you how to keep them clean your self.

(e) Pharmacists (mostly men) work in drug stores and know how to prepare medicine which doctors precribe for their patients.

13. Consult the health textbook teacher's edition, Unit 1, for additional suggestions.

Lesson 2

Concepts

1. It takes many years of schooling to become a health professional.

2. Some health professionals are allowed to prescribe drugs and others are not.

Learning opportunities

1. Read with the children, or assign reading in children's books which describe some of the health professions.

2. Have the children make posters or other visuals which describe the roles and training of these health professionals.

3. Write a composition which describes the work and training of these health professionals.Some examples:

(a) Medical doctors go through elementary school and high school, then go four years to college and four or five more years to medical school. Then they are doctors, but they still have to take at least one more year of train ing in a hospital; some take four or five more years. This gives them many chances to treat people who are sick with many kinds of diseases and injuries and to learn from older doctors who have more experience. All of this practice helps them to decide what is best to help a sick or hurt person gat well.

(b) Nurses work with doctors in hospitals and in clinics and doctors' offices. In schools a nurse may work by herself, but there is always some doctor she can call if she needs help.

(c) Pharmacists knowa lot about medicines but they are not trained to decide whiah is bast for a sick person. This is where the doctor and pharmacist work together.

13 The doctor decides what medicine to give; he writes it on a piece of paper called a "prescription" and the pharmacist in the drug store reads it and puts the right medicine in a bottle or jar for you, and gives you a copy of how the doctor wants you to take the medicine.

4. Discuss the potential helpful and harmful uses of medications familiar to most of the children and help them relate this to the reasons that only doctors can prescribe certain drugs.

Lesson 3

Concepts

1. Medicines are useful, helpful drugs if taken as directed and with professional or parental supervision.

2. The pharmacist and your doctor work together to provide specifically tailored medicines for each individual. These should not be used by any other individual.

3. At the termination of each illness, all medicine should be disposed of to prevent misuse.

Learning opportunities

1. Arrange a field trip to a drug store in the_neighborhood.

2. Ask the druggist to explain precautions in using and storing drugs, and to show the children how certain drugs are kept under refrigeration, locked up, or restricted to purchasers; also how he safeguards prescriptions.

3. Upon returning to school, write a class thank-you letter to the druggist.

4. Discuss what drugs were displayed in the drugstore which the children recognize as being in their homes.

5. Read Unit 2, p. 30, of the Health text.

6. Compose a check-list to follow regarding safe storage of medicines at home.

7. Send the list home to parents with a letter the children have composed urging parents to discuss the check-list and make suggestions for its improvement.

Evaluation

1. Using empty, labeled drug containers make a display which illustrates safe use and storage of drugs. 14 2. Make a collage or mural illustrating the work of the health specialist you have studied.

3. Develop songs or poems about "health helpers."

4. Adapt the following activities, taken from the FDA publication, Teaching Poison Prevention in the Kindergartens and Primary Grades:

a. Interviews with Community Helpers

b. Excursions

c. Discussion

INTERVIEWS WITH COMMUNITY HELPERS

Neighborhood Mother Pediatrician Nursery School Teacher Pharmacist School or Public Health. Nurse Grocer School Doctor Health Officer Sanitary Inspector

Purpose:

1. When children interview specialists in fields to which they can relate, the interest of the children is stimulated.They are also provided the experience of conversing with adults on topics of mutual concern. Such interviews improve the skill of the child in talking and analyzing. This is also a means to develop understanding and apprCiation of the_proirisions made for their welfare, even though these provisions may impose restrictions.

2. The chief purpose of such interviews, from the child's point of view, is to learn more about how to protect himself and his younger brothers and sisters from accidental poisoning.

3. The child also will want to know about the specialist's work, his training, and how both contribute to the public welfare.

Procedure:

If a school doctor or nurse is available on the school premises, he or she may be invited to talk to the class on problems brought up by the children's study of accidental poisoning. Often a parent in one of these professions will consent to visit the class, or will invite a small group to his office to interview him there.

Interviews with the pharmacist or other local businessmen may be arranged at their places of work. When it is not desirable to trans port a nlnss, arrnngemmt,s mny he mndr4 fnr a smn11 committee to inter- -15 view a community worker and report back to the class. Before the interview, children should prepare questions they would like to ask the expert in order to save time.

The adult to be interviewed will also require briefing which should include: the purpose of the interview; the questions which may be expected; the attention span of the children, and the type of informa tion they can absorb at their level of development. A Single message, such as "Always Ask First," is more effective than information too advanced for children to absorb.

Suggested Activities:

1. Write letters requesting the interviews. Follow up with a letter thanking the interviewer for his time.

2. Plan and list questions to be asked during the interview.

3. Write a report on the interview for the school paper, to take home to the parents, and for the class record.

4. Dramatize the work of the community worker through play activities, dramatic presentations, and flannelboard stories.

5. Prepare "movies," exhibits, murals and picture displays.

6. Give oral reports to other classes.

7. Read about community workers in textbooks or library books and relate what children have learned about accidental poison ing to problems involved in their work.

EXCURSIONS

To the Drug Store,

Purpose and Procedure:

An excursion to the drug store to meet the pharmacist may be profitable. On such a field trip, children often discover that a drug store, al though equipped to sell many things, does specialize in medicine. These are stored in the pharmacy, away from other products. The specially trained pharmacist not only stores medicines, but prepares prescriptions.

The children should be shown that special drugs are kept behind the counter, out of reach so that only an authorized person or pharmacist may touch them. This should graphically illustrate the manner in which medicines should be stored at home --out of reach, and preferably lock ed up.

-16- Understandings to be Developed Through Discussion:

1. A pharmacist has a very responsible job which requires special training. It is his duty to prepare medicines prescribed by doctors. If medicine is individually prepared, the pharmacist must have a prescription from the doctor before he can sell that person such medicine.

2. People don't always need medicine when they are sick.Some- times they need only rest and special food. The doctor is the only one to prescribe certain medicine and the drug store the proper place to take the prescription and purchase the drugs.

3. It is very important to take only as much medicine as the doctor prescribes. If we take more than we need, or someone else's medicine, it may make us sick instead of well.

4.. All medicines have labels attached to them which give directions for their use. These labels should be read carefully. The medicine should be taken only as directed. Be sure that all containers are properly labeled and the labels are legible.

5. Medicines are dangerous if used incorrectly. For this reason many of them bear special labels of warning. Some, such as iodine, carry a picture of skull and crossbones and the word "POISON." This does not mean that other medicines are harmless, because all drugs maybe potentially hazardous if they are not used correctly.

6. Children should never self-administer medicine, nor give any to other children. They should receive medicine only from a responsible adult they know and trust.

7. Medicine is not a food or drink. Pills are not:cnndy. Cough syrups are not like breakfast syrup. Drugs should only be taken as prescribed and only in exact amounts.

Follow -up Activity:

After a visit to a drug store, children may enjoy building a play pharmacy in the schoolroom from blocks or orange crates. The local pharmacist may be able to furnish some empty plastic pill bottles or medicine bottles for the children to use. It is unwise to ask very young children to bring old medicine bottles or boxes from their home since their enthusiasm may impel them to acquire unwashed or partially- filled containers. "Pills" can be made from putty, plasticine, or clay, and liquid medicine from water colored with harmless vegetable dyes. Paper labels, such as "Keep Out of Reach of Children," can usually be purchased at dime or stationery stores. Labels also may be made by the children on file tab paper. Attaching pro-glued labels to bottles will stimulate an immediate lcscon, for the average child will instinctively -17- start to lick the label in order to attach it A quick "Wait! We don't put anything into our mouths until 'we ask first'" should follow. The teacher may demonstrate how a sponge or brush may be used to attach labels without using tongue or finger. Point out, "It is not likely that glue on the back of such a label will seriously hurt anyone, but it is not a sanitary thing to do. It's best to attach a label or stamp by wetting by some means other than the tongue."

"Prescriptions" may be made by the children from ordinary paper.

A play telephone might be a useful prop in this "pharmacy," because the children will have observed the telephone as an important tool for the pharmacist.

DISCUSSION: HELPING PROTECT BABY

Purpose:

To develop in children a sense of responsibility to protect those younger than themselves from accidental poisoning.

Supplies Needed:

1. Doll.

2. Two-shelf bookcase (may be orange crate).

3. Cabinet with door (may be orange crate with dOo drawn On wrapping paper of a large cardboard box).

4. Cut-out pictures of foods, household cleaners, pill bottles, medicine bottles, powders and liquids familiar to children. These may be cut from magazines and mounted, or drawn on mimeograph or duplicating sheets.Note: While real objects may be used, the teacher should remember that there is always the possibility that this will encourage investigations of such objects in the home.

5. Lock and key.

6. Paper grocery bags around 5" x 8".

Sample Procedure:

Teacher: How many of you have little brothers and sisters?

Children: Show of hands.

Teacher: Oh, I see; a good mnny! Who would like to tell us about his? (Selects one child who is allowed to talk momentarily.) Can he walk? Does Mother ever ask you to help take care of him?Is it easy to take care of him? Do you know what -18-

38P-982 0 - 70 n to do? What do you do? (04..sti:ons should be asked of other children as well as the first selected.) (Then, to group):

I can see that you know a great deal about taking care of your brothers and sisters. You love them very much, and want to keep them safe, don't you? When we keep someone safe from harm, we "protect" them.Would you like to learn something new that you can do to protect your brothers and sisters? Something even your mother and father may want to know more about?If you learn something new about how to protect little brothers and sisters, do you think you could tell your parents all about it, so they'll know more about how to protect them, too?

Nods from Children.

Teacher: Very well, we'll learn something important today that will help everyone in your family take better care of each other, especially little brothers and sisters. Then you'll go home and tell your mother and facer about it. That will make you febl like a teacher, won't it? That's what I'd like for you to be today--teachers. Teachers for your little brothers and sisters, and for your mother and father, too. Do think you could do that?

All right, let's see how we can begin. (Teacher takes doll out.) Here's a doll we've never had at school before. We're going to pretend that she's your little sister. She doesn't have a name! What do you think we should call her?

Children make suggestions, and a name is finally chosen.

Teacher: Then " " shall be her name. She is two years old, and she can talk a little. (Squeeze doll so she'll "ma-ma.") And she can walk a lot. (Make doll walk.) She likes to know about everything. She likes to feel things. Show how she feels things.

Children make feeling motion.

Teacher: She likes to open things. (Push doll's hand intosome nearby object - -maybe desk.)She likes to pull thingsdown and knock things. over. (Demonstrate with books or other objects nearby.) Is this the way your little sister or brother does?

Children agree.

Teacher: Of course, it is. That's the way little children behave when they're two years old. Do you remember when you were little and just two years old? You did things like that, didn't you?She likes to taste thinls, too. Show how she tastes things. -19- Children make motions of eating.

Teacher: What kinds of things do you think likes to taste?

Children will probably respond with "candy," "milk," "cake." and "baby food." The teacher may repeat some of these.

Teacher: Yes, these foods taste good.Do you think they're good for her? Why not? (Listen to various answers and comment.) Sometimes puts things into her mouth that are not good for her. What are some of these things?Could any of th,:m harm her? (Listen and comment. Then present mounted pictures or actual products mentioned above. These might. include broaa, milk, cake, baby food, nails, marbles, cleaner, spray, moth balls, etc.)Here are some things sees and wants to put into her mouth. Which ones do you think are safe for her to eat? Which ones are not safe for her to eat? will anyof them make her sick if she eats them? (Listen to comments.) Do you think she knows which of the items she tries to eat are not safe and which make her sick? Why not?

Children will eventually arrive at answer- -She's too young.

Teacher: That's right; she's too young, or little, to understand that some things are not safe to eat and should never go into our mouths. Do you think that if you explained to her, she would understand ana do what you tell her?

Children may disagree, but will eventually arrive at "No" for answer.

Teacher: Suppose she is too young to understand what things are not safe for her to put in hor mouth. Then how can you and mother and father keep her from being harmed by such things. How can you protect her?

Children will arrive at answer: Don't let her have them; don't let her touch them.

Teacher: But she will touch them if you or mother and father leave them where she can reach them, won't she?

Children agree.

Teacher: Then what can you and mother and father do to keep herfrom touching them? How can you protect her?

Children will eventually arrive at answer: Keep them out of her reach.

Teacher: That's right; you can keep unsafe things out of herreach. Where do you think you could keep them so that shewouldn't touch them? 20 Children will eventually arrive at "high shelf," medicine chest," etc.

Teacher: But couldn't climb up there? Look! Here's a high shelf, and here's a medicine cabinet.See how she climbs.She's trying to reach the shelf; now she's trying to open the door of the cabinet. Why can't she get the door open?

Children: Because it's locked.

Teacher: "That's a good idea--we should lock unsafe things away from her.We put these things which might taste but which are not good for her in the cabinet and locked the door.Now, let's unlock the door. I have a key right here." Then the teacher may wish to examine each of the objects one by one, explaining why each was in the cabinet with the unsafe things. "Now let's close the door tightly.Who would like to lock the door in order to keep fromzetting the unsafe things?" (Choose child to pretend to place lock on door if actual cabinet with lock has not been used; if key is available, have him actually lock.) "That was a very good idea. We locked the things which are not safe, and again kept them out of Is reach. Now I'm going to give each of you some pictures of things might like to taste. Here's a little bag for each of you which you may pretend is a cabinet."Distribute pictures or empty containers of potentially unsafe drugs as well as relatively safe items.

Discussion might proceed along these lines, adapted to materials used. Look at the things you have.Put all the ones that shouldn't taste in your "cabinet."You may leave the others out. Mien you've put all of the things shouldn't taste in your "cabinet," hold up your hand. Now let's pretend we're locking the cabinet door." (Show children how to make a "paper lock" at top of bag.) "Does everyone have his cabinet locked?Let's see if we have all of the unsafe things in our cabinets. (Discuss as you go along.)Is soap safe to eat? Safe to put in our mouths?Is glue safe to put in our mouths or to breath and inhale?Of course, none of these things should go into our mouths. Are pills safe?But we should never taste them unless mother or father or doctor or nurse gives them to us Not even if we know they were meant expecially for us.Does anyone know why this is so?"

21 GRADE 3

Objectives

To help pupils

l. recognize, avoid, or use with caution certain hazardous chemicals found in their homes

2. become aware that accidents can result from the misuse of medicines

3. aid parents in protecting younger children in the family from harm

4. recognize some common beverges which can be harmful if misused

5. understand why children should not experiment with cigarettes and alcoholic beverages.

Lesson 1

Concepts

1. Many substances in every home are helpful if used properly but may be harmful if misued.

2. A third. grader can help his parents protect youngerfamily members from harm from the accidental misuse of many items found in most homes.

Learning opportunties

1. Introele show the FS, Go.3.sek_arEide. C.:Insult the illu:Ara%a script which acccf.p.c.ls tLe .Almstrip for sug gestions for follow up activities.

series of 2. Assign individuals or committees to prepare a visuals (rosters, transparencies,displays) which illustrate the products mentioned in the filmstrip.

siblings suggest ways tohelp 3. Have each pupil who has younger parents protect them from accidentalpoisoning.

in the community for 4. Discuss the purpose and activities "Poi on Prevention Week" which isnsmaly the third week in March.

-22-- Lesson 2

Concepts

1. When medications are used, the directions on the label or those given by the doctor, should be carefully followed.

2. Mild to sevious illness, or even death, can result from carelessness in the use of drugs.

Learning opporturities

1. The teacher should procure empty, labelled drug containers for a class display.

2. Use opaque projector, or make a transparency, of typical directions and cautions on the labels.

3. Discuss and make a class list of conditions under which a person might become ill, accidentally, by the misuse: of medications.Some of these are:

a. not reading the label

b. taking medicines in the dark

c. accepting pills and candylike medicines from strangers and older boys and girls who dare younger children to try potentially hazardous substances

d. using another person's medicine

e. taking more than the prescribed dose

f. taking medicine from an unlabelled container

4. Make a class list of "How to take medicine--if you have to."

Lesson 3

Concepts

1. Some substances which are commonly used can be harmful if misued or taken in excessive amounts.

2. Children should use cola drinks, tea and coffee only with parent's permission and only in limited quantities.

3. Children should take medication only if directed to do so by parts or health professionals.

23-- Learning opportunities

1.. Assign reading in the appropriate sections of the health textbook.

2. Assign or ask for volunteers to find out the drug (Caffeine) content in a typical serving of coffee, tea, chocolate beverage, and cola drinks.

3. Differentiate between drugs which temporarily speed up physical and mental functions and those which slow them down. Classify caffeine. 'Discuss:

a. Do children need stimulants?

b. Why overuse of caffeine-containing substances is potentially harmful to children.

4. Ask children to identify drugs and drug-like substances they take occasionally or routinely, such as aspirin and vitamins. Discuss aspirin as the chief cause of accidental poisoning in children.

5. Procure empty containers of children's aspirin and adult- dosage aspirin. Read labels aloud, or project them.Discuss reasons for different strengths of the same drug in relation to body size and amount of fluids available in the body for delution.

6. Discuss alternatives to taking aspirin for headaches.

7. Discuss alternatives to taking vitamins (unless a doctor prescribes them).

8. Discuss alternatives to taking cola and other soft drinks to quench thirst.

Lesson 4

Concepts

1. Cigarette smoking diminishes the intake of oxygen and thus diminishes breathing efficiency.

2. Alcoholic beverages contain a depressant drug, alcohol.

Learning opportunities

1. During the study of the respiratory system, pointout how the oxygen intake is diminished when a person smokes. Dis- cuss with the class the relation between oxygenintake and utilization and proficiency in sports and physical games.

-24- 2. Briefly and simply explain how modern science has uncovered evidence that indicts cigarette smoking as a serious health hazard, a scientific fact that was not known when today's adults were children.

3. Discuss why a few third graders and some older children may be tempted to experiment with smoking. Point out that habits are much more easily formed than broken. Discuss falsity of "values" that smoking is "grown-up."

4. Discuss the use of alcohol in industry (alcohol is the second most commonly used liquid). What properties does alcohol have, in industry, that water does not have?

5. Discuss the ceremonial, religious and ritualuse of alcoholic beverages by grown-ups. As it is used in beverages, what properties does alcohol have that affect the functioning of the body and mind?Why, in families where adults customarily use alcoholic beverages with meals, are children usually for- bidden to drink even small quantities ofwine or beer?

6. Write a class letter to parents asking them to discuss with their child family beliefs about drinking and smoking. Follow up home discussion with class discussion, stressing the need for each student to respect and comply with parental beliefs. Point out that we must respect the rights of all families respresented in the class to have different beliefs.

Evaluation

1. Prepare and put on a program for parents oh one or more of the following themes:

a. "I can Read."Observing caution and warning instructions on the labels of household substances which are potentially hazardous.

b. "Who Needs Vitamin Pills? The unnecessary use of vitamin pills if daily meals contain the Basic Four Foods. Correlate this unit with the study of nutrition.

c. "Is Your Home Medicine Cabinet Safe?"

d. "Children who Smoke Don't Know Any Better."

2. Compile a class list of ways older children can protect younger children from accidental poisoning.

3. Compile a class list or display of common beverages which contain drugs which may be potentially harmful to youngsters if used in large quanHties such as cola drinks, coffee, tea. What are better alternative bovurcgcs? -25- 4. Prepare a skit around the theme of "If I Don't Start Smoking ---."

5. Use the following activities adapted from FITS publication, Teach- ing Poison Prevention in the Kindergartens and Primary Grades.

a. Discussion Game, "Just Suppose" b. "The Containers Speak," a puppet show c. Story telling d. Our Medicine Chest and present to a parent's meeting

6. As a culminating activity for the primary grades, have children read the unfinished stories which follow the above activities and write or tell about appropriate endings.

7. Five additional activities for learning and evaluation appear at the end of plans for this grade.

DISCUSSION GAME - "JUST SUPPOSE"

Object:

To develop sound judgment; how to act if confronted with an unsafe situation.

Procedure:

Teacher presents "just suppose" stories, such as the following, and then calls on individual children to tell what they would do. As experience with the game develops, understanding increases.Some children may substitute for the teacher in ipresenting "just suppose" episodes.

1. Suppose you were playing in your home and you found a box of pills or a bottle or medicine open on the table. What would you do?Tell why.

2. Suppose you found your baby brother or sister playing with a can of cleaning powder.What would you do? Tell why.

3. Suppose someone left a bottle of medicine on the table and forgot it.What would you do?Tell why.

4. Suppose you saw another child accidentally eat or drink something you thcught might harm him or make him sick. What would you do? (Always tell parent or teacher)

5. Suppose a playmate offered you something to eat or drink, but you were not sure what it was. What would you do?

6. Suppose you found baby brother or sister chewing on something but he wouldn't open his mouth to lot you see what it was, and 26 there was an open box of pills beside him.What would you think? What would you do? Why?

7. Suppose you were thirsty and you found a pop bottle in the garage where father usually keeps his tools. What would be the hest thing to do?

8. Suppose you and your baby brother saw father or mother painting and he or she put some paint in a cup and left it there. What would you do?

THE "CONTAINERS SPEAK" AN IDEA FOR A PUPPET SHOW

Purpose:

To provide children with a better understanding of the need for caution in handling household supplies of a potentially poisonous nature.

Procedure:

Primary grade children usually enjoy working with handpuppets or figures mounted on sticks. They are probably familiar with the various television shows fer children. These can easily be adapted in developing ideas about poison prevention.

A large cardboard box, mounted on a draped table and furnished with background scenery made from craft paper may be used for the stage. Handpuppets, made by the children from paper mache or stuffed paper bags with faces drawn on them, may be mounted on sticks.

Planning the dramatizations for their puppet show will give children many opportunities to discuss danger spots in the home and todevelop an understanding of the importance of poison prevention. After practice, the show may be presented for the benefit of a younger grade.

The following is an idea for a puppet show using boxes, cans, and bottles instead of figures to develop a dramatization about poison prevention:

The teacher provides the class with a collection of clean, empty cans, bottles, and boxes.These may be original containers for household products which are potentially poisonous, or they may be unlabeled containers on which the children may affix such labels as they 'wish. (Do not ask children to bring such containers to the classroom; in their eagerness they may be careless in their choice.of containers.) These containers may then be mounted on sticks; old broom handles are good. The children may plan a puppet play in which containers play the parts of characters and speak to the audience.

Discussion should bring out the fact that many household products of a potentially poisonous nntuvo are :intim11y very useful, and make living in the home much easier and more pleasant. It is only when they are not used as intended or directed that they become dangerous.

The theme of the play goes something like this:The containers are trying to find a proper home on a shelf, in a high locked cabinet, or elsewhere, out of reach and out of sight of small children. People just won't put them where they belong and then the containers get blamed for the things that happen when people are careless. They discuss some of their experiences resulting from carelessness. They explain that when used properly, they are really ma good fellows. They talk about the directions and warnings printed on their labels. Then they point out places where they might be placed for safe keeping and where they, as well as the little children in the household, would be so happy!

Another themetamIght be "The Safe 'House and_The Careless_ House."

Follow-up Activity:

When the show using either of these themes is completed, children might distribute a home check list for members of the audience to take home and use in checking placement of potentially poisonous material in their own homes.

STORY TELLING

Purpose:

To stimulate individual thinking and to develop judgment whichwill assist children in avoidance of potentially dangerous situations in relation to poisoning.

Procedure:

Pictures from magazines can be used effectively to stimulate discussion. Those in color and a full page in size are best. Children "tell a story about the picture" to illustrate the following points:

1. Children should always ask an adult first before tasting anything not served at the table because:

a. Some things are not safe to swallow.

b. Materials which are poisonous may have been put into familiar receptacles whicordinarily contain non- poisonous materials, e.g., kerosene in a soft drink bottle.

2. Materials found in tho trash should be left strictly along.

-28- 3. School children, like their parents, have an obligation to protect younger children in the family from possible poisoning. They can do this by --

a. Setting a good example.

b. Helping to keep potentially dangerous materials out of sight and out of reach of younger boys and girls.

c. Reminding grown-ups to return potentially dangerous materials to their rightful places, out of reach, and out of sight of little ones.

d. Being careful never to open bottles or boxes without asking parents first.

e. Never playing with household cleaners or with medicines or sprays of any kind. 6

f. Being careful never to taste anything found in a bottle, dish, cup, or package unless given by parent or teacher.

Progressive story telling is fun, too. Select a story and ask each child to tell one episode.

Other suggested activities to go with this story-telling activity might include:

1. Make scrap books containing pictures, cut-outs, or children's drawings, with captions, on such subjects as:

a. Using our crayons and paints safely

b. Our medicine cabinet

c. Protecting little brothers and sister. (Put these scrapbooks in "Library corner" for all to aee.)

2. Make poster on

a. Where to keep medicine

b. Where to keep cleaning materials.

OUR MEDICINE CHEST

Object of Gamc:

- To impress children with need for caution in relation to the family medicine chest. - To provide informqtien children may sharo with their parents.

-29- Procedure: Discuss -- Do you have a medicine chest in your home? Where is it? What is it for? What kinds of things are kept in it? Who uses the medicine chest? When? Why do you think it is placed up high? Can your baby brother or sister reach the medicine chest? Do you think it would be safe for him to touch anything in the chest?Why, or why not? If he can reach the chest, how could we keep him out of it? Can your medicine chest be locked? Do you think it would be a good idea for mother and father to put a lock on the medicine chest? Why?If you don't have a medicine chest which can be locked, is there a closet in your house where the medicine can be locked up? What are some good rules to make about a medicine chest? Can you remember to tell mother .and father and your brothers and sisters about these rules? Would you like to show mother and father what you have learned about the medicine chest?

Activities:

1. One Way to Make a Medicine Cabinet

a. Sheets torn from magazines which depict medicines and other possible contents of medicine chests or a mimeo graphed or duplicated sheet of illustrations on same subject.

b. Duplicated sheets drawn to represent:

1. medicine chest with shelf space 2. door to medicine chest; door may be stapled on to cabinet before sheets are distributed to children, or after they have finished their assignment. Silver paper or aluminum foil can be provided forchildren to paste on door to represent mirror. 3. lock.

c. Help children cut out pictures and paste on shelves; cirak what they have done as they finish; then let te.em paste lock on the door.

Another Way to Make a Medicine Cabinet

A. Distribute small paper 5" x 10" sacks with picture of medicine cabinet door (with lock) and words, "Safe from Poisoning" drawn on front. (Or children may draw own picture of cabinet from sample shown by teacher.)

-30- B. Distribute sheets of magazine ads or duplicated pictures, showing materials commonly placed in medicine chest.

C. Let children cut out objects which belong in medicine chest and place them in their "chest" (bag).

D. After all children are finished, show them how to "lock" their chest (tear and fold pleat in bag.)

E. Ask children to take "medicine chest" home for mother to see; ask them to talk over what they have learned with their parents.

COMPLETING UNFINISHED STORIES

Purpose:

To develop individual ability to recognize potentially dangerous situations in relation to poisonous substances.

Procedure:

Incomplete short stories, based on poison prevention themes, may be used as the basis for reading, writing, or oral discussions. The children tell the ending, then go to their scats to illustrate the story. The children may be asked to write an ending to the story. Third grade pupils may use the story as a reading lesson if it is duplicated so that each child has his own copy. These children might write an ending, draw illustrations, and combine the three communications forms in a booklet to be kept in the class library for re-reading. The following are sample stories:

1. Barbara's Baby

One day Barbara's mother said, "I must go to the store.Will you mind the baby?" "Oh yes," said Barh:.ra. She enjoyed taking care of her little brother. She loved him. She was proud that Mother .imuld trust her to look after him. It made herTeel very grown up. But her little brother was not really a baby. He could crawl very fast even though he couldn't walk or talk yet. He wag always getting into things. Barbara had to watch him every minute. He was always putting things into his mouth. He was too young to know better. Bar- bara played with her brother. After a while he got tired and lay down on the rug and went to sleep. Barbara turned on the TV.She was so interested in the show that she forgot the baby. When she looked around he was gone. She found him in the kitchen. There was something black smeared all over his face. He had something in his mouth. There was a bottle of shoe polish on the floor.

-31- 2. Mike and Jerry

Mike and Jerry were good friends. They often played together. They liked to build things.Sometimes Mike's father let them work in his workshop in the cellar. He taught them how to use the tools there. He taught them to be careful with the tools. He showed them how to paint and how to clean brushes. Sometimes he let them work in the shop alone. One day after they had worked for a while, Mike said, "I am thirsty. I wish I had a bottle of soda-pop to drink." "Let's go up to the kitchen and ask my mother for some," Jerry said. "I see a bottle on that shelf;' Mike said.He pointed to a shelf full of paint cans. Sure enough, there was a full soda-pop bottle on the shelf. Mike reached for it. Jerry stopped him. "Oh, no" Jerry said. "You mustn't drink that!" "Why not?" asked Mike. "I don't think your father will mind." "That's not the reason," Jerry said. "We don't know if that is soda- pop in the bottle. It's a very queer place for a bottle of soda-pop to be."

3. Grandma Periwinckle

Grandma Peri.winckle has not been feeling too well lately.She went to see her doctor. He prescribed some medicine which she took to the pharmacist at the Drug Store. She went back to the pharmacy a few hours later and pfcked up the pills. She read the label Which said, "Take two every four hours." Also printed on thc label was "CAUTION:KEEP OUT OF REACH OF CHILDREN."Grandma Periwinckle put the pills in her purse, and went home. Just as she arrived at the door, her little grandson, Jeffrey, came around thecorner with his mother. Grandma Periwinckle went into the bedroom where she tookoff her coat and put it, along with herpurse, on the bed. She then returned to the living room to talk to Jeffrey's mother. Usually, Grandma Periwinckle is very careful to keep all her medicinesand household products on high shelves because, even though she hasno small children of her own, Jeffrey and his friends visit her quite often.She always warns the children never to put anything into their mouths without askingfirst. But this time she forgot that purses containing medicinesshould also be put out of children's reach. As she was talking in the living room, little Jeffrey walked into the bedroom and emptiedher purse. Along with her cosmetics, her change, and her handkerchief,he found the bottle of pills. Tell what happened then.

GAAE - CLEANING OUT TR KITCHEN CUPBOARD

Object: To assist children in learning to discriminatein relation to materials used in the average household whichmay or may not be poisonous.

-32- Formation: Circle or informal grouping.

Procedure: Half of the children are designated to represent non- edible substances; the other half represent materials which are usually safe to keep around baby. Tealher "ad libs" a story about mother cleaning out the materials kept in a low kitchen cabinet near the floor, replacing the ones which might be poisonous on higher shelves, or under lock and key where baby brother or sister can't reach them. As she names each object which mother finds in the cupboard, those who represent "safe" or "unsafe" objects, wh :thever they, nay be, get up and turn around, then sit down again.

Objects named might be the following!

Crackers silver polish shoe polish cleaning powder pans carrots floor wax dish towels potatoes soap poider apples detergent soap cans of soft drinks moth balls bottles of soda-pop dish cloths sprays. furniture polish

A WRITING AND SPELLING ACTIVITY- MY OWN SAFETY DICTIONARY

Purpose:

During the course of the poison prevention activities, children will need to know the spelling of a number of words new to them and not necessarily appearing in their graded spelling lists.They can use these in writing stories, plays, letters to parents, and in preparing posters, charts, displays and bulletin boards. Keeping a special "Safety Dictionary" may prove helpful in developing this special writing vocabulary.

Procedure:

Provide enough paper for each child to have 8 half-sheets of newsprint to fold in the form of a booklet.For arithmetic experience, each child picks up and counts out his on sheets. After folding, he numbers them. Also provide a sheet of construction paper for a cover. The teacher writes the caption, "My Own Safety Dictionary" on the board. Each child copies the caption on the cover of his booklet and adds his name. He may also add an illustration During the days the poison prevention unit is in progress, each child may enter in his booklet the new, more difficult words. The teacher may write on the board key words which she wishes the children to remember. A safety dictionary can be a useful all-year tool to assist in

33.- spelling of words needed in various phases of safety education as well as in poison prevention. A typical "dictionary" may contain the following words: bottle Lock protect cabinet low reach cleaner medicine safe cupboard mouth safety doctor nurse shelf drink pharmacist sick eat pills spray food poison taste high poisoning touch hospital polish unsafe kitchen prescription well label prevent

OTHER ACTIVITIES

1. Design signs and slogans to be put up in the home in bedrooms, bathrooms, kitchens or utility rooms. They can also be placed in school corridors, store windows, business offices, banks, cafeterias, and on buses.Short captions are best: "Touch Not Taate Not;.2."PoisonP'-ase-Don't Touch," "Poison Acts Fast -So Can Children," "Always Ask First."

2. Tell stories using a flannel board to illustrate them. If profes sionallybuilt flannel boards are not available, a piece of flan nelette can be fastened over a board or heavy chart to use as a background. Scrape of felt or flannel may be shaped to make the scenery and figures; these will cling to the background without difficulty. Figures may be cut from magazines or from the pages of sinple line drawings in the last section of this guide, or the children may draw their own figures. Sandpaper should be fastened on the backs of paper illustrations so that they will cling to the flannelboard. The flannelboard stories are best utilized by a group of'children. However, small individual boards may be devised if material is available, with the added advantage that they may be taken home for demonstrations. If the children keep their figures and scenery in a drawer or box, they may utilize each others materials and dramatize the same or different stories again and again.

3. Write poison prevention rules together. Put them on a chart.

4. Using such wellknown old tunes as "Farmer in the Dell,""Looby Loo," "Pop Goes the Weasel," or "Mulberry Bush," compose new words explaining some fact about poison prevention.

5. Draw cartoons illustrating such ideas as "Poisoning Hazards in the Home," or "Children at Home," in which children are seen perform ing safe and unsafe acts in relation to poison prevention.

-34-

989-982 0 - 79 -4 VOCABULARY Simple definitions for pupils

1. 21-2..a. Chemicals which may affect body structure or function, or alter behavior and which if used legitmately and wisely, may prevent, treat or cure illness.

2. Dru& misuse or abuse.Mistreatment if the body or mind by the improper or excessive use of drugs.

3. Dependence. A compulsion to take drugs.

4. Tolerance. A tendency to need increased dosage to obtain the Mires of desirable effect.

5. Depressant. A substance which speeds up the normal activities of the body or mind, "down" drugs, or "downers".

6. Stimulant.A substance which speeds up the normal activities of the body or mind, "up" drugs, or "uppers".

7. Tranquilizer. A substance which has a calming effect on the mind.

8. Hallucinogen. A substance which may cause a person to experience unreal sight, sounds of feelings; e.g.., LSD.

9. Narcotic. Medically, a substance which induces sleep or masks pain; legally, a classification of certain of the most hazardous drugs; e.g., morphine, heroin.

10. Amphetamines. A chemical family of stimulant drugs which mask fatigue, or depress appetite; e.g., pep pills, reducing pills, "speed".

11. Barbiturates. A chemical family of depressant drugs which induce relaxation and sleep, 041., sleeping pills.

12. Inhalant. A substance which, if inhaled in large amount, may cause intoxication or unconsciousness; eel)." certain glues.

13. Overthecounter drug.. A drug which may be purchased without a prescription; commonly called OTC drugs; e.g.., aspirin.

14. Prescription drug. A drug which may be purchased only if prescribed by a physician.

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The second is rarely socially R 7 THE DRUG MISUSE PROBLEM INFORMATION ABOUT DRUG USE AND MISUSE increasedArrestsIn San ofFrancisco, 24% California over thejuvenile jivenilesfive arrests for year period 1961-1966. increaseddrug from offenses OPIATES desired effects. average9 enforcementsentingin 1963 age anto of increase anagencies the overwhelming offenders of believe well is167over that 16 in 1500%. arrest statis-years. 1966, repre- The Law 2.le Examples:Medicial use: morphine, codeine and other opium relief of pain. usage.oftics the represent actual incidenceonly an of extremely small percentage illegal juvenile drug 3. Usualfromderivatives, morphine),method ofheroin use:percodan. (produced synthetically intravenous injection. 1.TERMINOLOGY harmfulnon-medicinal,Raw any tonon-food the individualwhich substance, may beor potentially medicinal or 4. nausea,Effects:striction vomiting, of pupils, constipation, slow breathing. itching, con- drowsiness, sleep; side effects: 2. mayDrugto bethemisuse: harmed. extent that the individual self-administration of any drug society. or society 5. Heroia.a. Produces "high" or "kick" micof almostnature, orgasfollowed by "nod" or state of 3. Organization,Dependence;arising from dependencerepeated administration means "a state of a according to the'World Health d.b.c. ToleranceWithdrawal Diminishes develops symptoms sexual quickly. desiresevere. andeuphoria activity. or oblivion. thelongertermsdrug more on "addiction"used ageneral periodic by most term, and orauthorities. "habituation"continual basis". "dependence", requires The use of are no The 6. f.e. RarelyDamage usedto tissues by school is rare.-age youth. delineatingtype.cussing, e.g., the exactdrug dependencedrug which ofone the is opiatedis- b.a.Opiates Many Use cough byin youthcough syrups believedsyrup, containing fairlydifficult opiates common, alsoto assess extent accurately. but 4 theTolerance; dosagesdrug user of isthe forced drug to realizeincrease the steadily a physiological condition whereby R-E3 changecontain of an dependency. emetic which tends to reduce INFORMATION ABOUT DRUG USE AND MISUSE DEPRESSANTS:1. dependenceVarbiturates: Barbiturates and Tranquilizers (commonest drug which produces STIMULANIZ: untreated.cause convulsions which can be fatal if Cocaine and Amphetamines a. highMedicalcontrol blood uses: of pressure, disorders gastrointestinal such as epilepsy, sedative, sleep producer, 1. CocaineA. Derived from leaves of coca tree. b.c. Safely:Examples:seconal,illnesses. amytal,nembutal. usually safe if useddrugs exactly under as trade names of b.c. WidelyNowhereanaesthetic. longer useddependence used in partsmedically is ofcommon. Latin-American, except as local d.e. 112060.1Loigbask:Usualtoprescribed. that form: of alcohol; slurred speech, pills, capsules. intoxication similar d. ness,Effects:pression.strength, euphoria, hallucinations, increased muscular followed by de- reduction of fatigue, talkative- f. Withdrawalifcanerraticstaggering untreated. cause behavior, fromconvulsions gait, a dependent laughssluggish which or individual reactions,cancries be easily.fatal 2. 4.Amphetamines Meclical vsa; treatment of obesity, de- g- drugs.Usingcausesame barbiturates timeof the can synergistic be extremelyand alcohol effects dangerous at theof the be- b. Examples:disorderspression, inq§P.t hypoactivity, children, excessive behavioral sleepi trade names such as dexedrine, i.h. DeathmayPhysiologicalexcessive resultrate fromuse from isandaccidental excessivevery psychological high. use. dependence or intentional c. Effects:ormethedrinemaskscounteracts "speed"), fatigue, or benzedri.ne. depression,metamphetamine increases inhibits alertness: ("crystal" appetite, produces feeling of well-being, 2. Tranquilizersa. Medicalemotional use: disorder. relief of minor mental or d. Effectsmedically;ancephysiological requiring of misuse:restlessness, dependence, dosage many talkativeness, increased toler- psychological but not times that used c.b. WithdrawalmayPsychological result from from anddependent excessive physiological individual use. dependence can R -9 maytion,increasedexcitability,if result.used intravenously, insomnia,urinary frequency, profusepsychotic perspira- tremor; behavior e. Frequently misused by students to stay INFORMATION ABOUT DRUG USE AND MISUSE f. Claims by proponents of improved function- HALLUCZOGENS andawake by todrivers study onfor long final motor examinations, trips. gation;havealfunctioning efficiency not on been the results.and provencontrary, expanded by objectiveimpaired consciousness investi- 1. Medicalpotentiallypsycho-sexualin the use: treatment successful; disorders of alcoholism otherhas been hallucinogAns and reported certain as experimental medical use of LSD h.g. ManyPatternsthehave suicidesinfluence occurred of LSDand ofwhile usage: otherISD. individuals acts of violence were under many adolescents 2. Examples;mescaline,have no medical marihuana. use. YSD, DMT, peyote, psilocybin, Thieveforthisareagainst identity, particularlyis adultthe society, age statusexploration, group interested and through inthe which attemptseeking inrebellion theLSD tcofsearchsince solu- 3. dencepsychologicalEffects:symptoms is believed occur dependence; toon bewithdrawal. produced, no physical no physical depen- distorted sensory perceptions, radio,theseprovidesignificanttions problems. toand thepersonal even role.Dolutinn prominent conflicts, to ono persons ,rplays more have such of a Newspapers, televisicu,They believe ISD may 4. LSOa. Effects:thought,hallucinations, mood, activity,changes in time perception: sense, com- visual, auditory and tactile merelyglorifiedclassifiedtotomers indulge have rather LSD tothein to supply itsthanLSDthe use.userextentpersuade the asdrug thatfollows: or to pusnersinduce cus- them Dr. Sidney Cohen b. cludeLastingdepression.izedprehension; bypsychotic effects:panic, some disorientation,behavior, "trips" areeven character- insevere persons in some users, may in- (2)(1) The Explorer:Social LSD Takers: thesensory drug. awareness characteristic of curious to experience provides a c. Recurrenceemotionalwho previously ofinstability. psychotic exhibited effects no signs may ofoccur (3) Hedonistic Group: thoseforcommon kicks. whoband are for dissatisfied sense of belonging. with Among this group aro takes the drug d.e. mayThereEpilepticweeks occur is or some andseizuresmonths adverselyevidence after may thatbedosage.affect triggered. genetic progeny. damage R-10 (4) Magic Pill Group: curewithdrawalreality. them of and what continuous they really escapism. are: LSD is used as a means of hope LSD will INFORMATION ABOUT DRUG USE AND MISUSE (5) Artisticareemotionally probably Group: immaturepre-psychotic. individuals who attempt to see f. dividual'sHarmconsequences to society social of is thefunctions derived impairment fromand hiseconomicof the in- en- (6) Religioushistory.perception;things differently Seekers: common throughout through altered believe LSD pro- SOLVENTS hancedbehavior. proneness to asocial and antisocial (7) usuallyAccidentaluniversevidessonal answers problems.consists and Takers: solutions to ofquestions children to one's about but per-alsothe this group 1. Examples:chemicals.lighter fluid, coolants and other volatile glue, gasoline, paint thinners, 5. Mescaline, psilocybin, peyote, DMT produce ledge.givenincludes the somedrug adultswithout who their have know- been 2. Effects:acterizedsimilar to by alcoholic blurred vision,intoxication, slurred often speech, char- state of excitation and exhilaration duration.usuallyeffects lesssimilar intense to LSD, and butare theof shortereffects are 3. mayglueUsersliverloss result or ofdamage,sometimes solventbalance, in anemia, and upuse black-outs; death.to mentalplastic their deterioration, face,bags prolonged tothils.risking hold use the 6. b.a.MARIHUANA MedicalUsual methoduse: of use: none. smoked or eaten. 4. Misuselatesuffocation. childhoodis usually or limited early adolescence,to individuals and in is c. distortionLffects:andeuphoria;ticularly sometimes offeelingin sensesusceptible hallucinations; ofof exaltation;time individuals, and panicdistance; dreaming; or psychological dependence, par- SOCIAL ASPECTS OF DRUG MISUSE delinquentmost frequent behavior. among children with a history of d. Physicalaretive,fear unreliable mayor dependence, veryresult; quietand user unpredicitable. abstinenceand may drowsy; be verysyndrome, effects talka- 1. drugdifferentiateSociety user should and betweenthe accept chronic thethe occasionalabuserexistence to whomofor andspree drug e. arrestsInphysical San Francisco,involved damage domarihuana 59%not ofdevelop. the users. juvenile (1966) drug R-11 2. shouldTheabuse chronic isbe atreated way abuser of aslife. is such. a sick individual and 3. lyingDrug misusedisorder; is ait sympton of may:range from teenage a deep, under INFORMATION ABOUT DRUG USE AND MISUSE e. underlying needs and motives. 4. Legalelaracterizedrebillion restriction to severby onloneliness disorders,drugs has beenand is and alienation. part of often dowhichBetime constantlymore createuse lasting of undue mostaware harm drugs.stress that than social attitudesasituations one or two may 5. Thesocietysocial ft.mily sincenecessity. is thethe dawnprime of influence history onand the is prea 3. a.Guide pupils to differentiate Physiologicaltiveness.fluence of drugs effects on psychologicalof drugs and between: effec the in insulatelove,thevention yearscare, theof of anddrugchild late guidance misuse againstchildhood byparticularly the and loneliness and young. adolescence, duringParental d.c.b. TheMedicalresearch.Honest often viewsscientific divergent and moral researchviewpoints views. and of pseudo drugfluencedalienation, misuse. have and no usuallyneed to young peopleescape thus by in means of e. Risksrightsandscientists, inherent the proponents. risks incriminologists, ofthe known use ofor suspected and human any drug, health 1.TIPS FOR TEACHING ABOUT DRUG radical.servativelyAim for an honestalarmist balance and the USE AND MISUSE between the con defiantly f. logical,drugs,Risksdangerous and short psychological, benefits drugs. term andof thelong and term,social. physio use of dangerous 2. Narrowgenerations:liefs, the and communication opinions. Differentiate between facts, be gap between the 4. Exploreagers takewith dangerouspupils some drugs. of the reasons teen a. tigious.asBeteenagers thefamiliar sources withget teachers theirthe information consider sources from which presas well 5. areactivitiesMinimizestitute real orteacherimparteddialogue aroundrealistic situationscentered to the information.instruction. pupils.and concerns Sub that Center c.b. LetatmospheredrugKnow pupils usingthe jargonair ofsubculture. theirmutual of viewsteenagers curiosity freely and and in thea an 6. interestinforthedPretest: to your them. pupils are on a subject of deep you may be amazed at how well d. pupils'Listensharing andwords of look opinion and for actions differencesand experience. and their between Th-12 7. identifystudentsUse examples evaluatehonest from onctroversy, reporting,current mass detectdifferentiate media. bias, Help INFORMATION ABOUT DRUG USE AND MISUSE S. Consider:betWOMfindings. bensatienalis0 And Scientific Have we overstressed happiness and Don'tpeerfew scold, pressureteachers threaten tobut experiment most or exhort.teen-agers with drugs. are under Remember: relatedtoandfun thE: socialin to ourdrug human well-being?society? subculture? productivity and personal To what degree is stress How does this relate 13. drugterial,Ourachievingspiritual youngmisuse intellectual, people self-fulfillment.fulfillment.may damage believe psychological,or inprevent physical, their andma- Explore with them how Help them see 9. helped?Exploreout,in, turnedturn with off, onpupils: and drop back, how.can he be and dropped out wants to tune If a person who tuned 14. Finally,havethatacceptability "copped-out"if theybe aware get as "hung-up" onthata themselves.worthwhile during on thedrugs person teen they isyears willharder 10. lessmoreKnow predictableriskysome ofthan the alcohol;andreasons reliable, (illegal,why marihuana users effects isolate is havior.doYoungerto notcome readily children,by than accept at and any teen-agersadults other pftime alland of agetheirlife. groups, be- Acceptance by teen-agers of members 11. group.Gearofthemselves theyour majority teaching from ofmainstream to people). a realistic social target activities You'll not convert the extremists. blem.of their own age group is even a greater pro- You'llminded.toomostmany strongly likelyofprobably your tocommittedpupils. reinforceinfluence and thethose who beliefs arewho stillare of not' open Your instruction is 12. Bepupilssialquestion, honest. answers, ask admit your give it.opinion all sidesor beliefs, of the statestory. them. If you don't know the answer to a If there are controver- If References: AAHPER-NEA,Abuse,California A Source Drug State _BookAbuse, Department and Escape Guide ofto for Education,Nowhere, Teacher 1967 IIEK 1967 R-13 PREVALENCE1, A survey conducted by the Advisory Committee INFORMATION ABOUT SMOKING smoker as well as. in reinforcing the habit tobegrade,regularlythan the smokers. 5%Surgeon however,of before the General boys 40the to and ageindicates 5% 1% ofhave of12. the beenthat girls foundless smoke to By the 12th 5. primarilyTheand habitualthe number with use ofpsychosocial of cigarettes tobacco isdrivesconsumed. associated which are 2. Estimates36%believed in women. ofto smokingbe approximately incidence 60%by agein men25 areand Smoking prevalence continues 6. Theretralstrengthened nervousi,Q ample system. byevidence the drug to effectssupport the fact on the cen mendeclineto increaseand 4%occurs, of until the until womenage at35 are ageor smokers. 40,65, after20% of which the a calwithdrawalchologicalsomethat dependence heavythe smoking insmokers.symptoms nature. upon habit abstinencewhich becomes characterize fromcompulsive smoking. physi in This dependency is Therepsy are no physical PATTERNS1. OF SMOKING BEHAVIOR behaviorMostteen authorities years in thatare crucialtheand majoritystudies in determining agreewill decidethat smokingthe 7. beginningThesiderable motivation smokers since for itcertain using is well tobaccotoxic known or mustthatpoisonous beamong con 2. Smokingthiswhether period., behavior or not tois developoften strongly the practice influenced during 8. Statisticsaccompanyeffects provesuch the asthatinitial nausea giving usage and up vomitingof the tobacco. smoking often 3. Therefamilyby the does andpermissive not friends. appear or toprohibitive be any definite attitudes of driveshabit,viduals.habit havethoseis extremelybeen which more deal difficultsuccessful. with the for psychogenic many indi Of the methods employed to cure the andsmokers;traits"smoker a moreare suchpersonality". morethan as likelyusualextroversion, amountto be observedof neuroticism psychoso in Certain personality 9. amongyoungwayIt hasto peoplethecutbeen parents,down suggested would on thebesince thattonumber eliminateit the has of most smokersbeen theeffective demon habit among 4 lievedStressfulmatic toproblems. beor factorschallenging influencing experiences the beginning are be R 14 inandcorrelationstrated childrenthat inof sometheirandbetween parentstudies children. parents' habits that smokingthereconstitutes, is behavior a strong The similarity tionbeginningaccording of and smokingto wish some for, isauthorities, initiatedadult status. byevidence that an imita- INFORMATION ABOUT SMOKING 3. Thesmokers,pipe risk and of butcigar developing much smokers less cancer thanis greater theof therisk than lung incurred in for non- SMOKING1. AND MORTALITY Observations of thousands of patients and 4. withTheby cigarette riskthe durationof developingsmokers. of smoking, lung cancer and the increases number tissuedamageinautopsy smokers occurto studiesbody thanmore function, inshowfrequently non-smokerp. that organs, many and kindsseverelycells, of and 5. ishedof cigarettes by discontinuing smoked per smoking. day, and is dimin- 2. isThegeneral, 70%mortality higher the rate thangreater forfor :malenon-smokers.the number cigarette of cigarettes smokers In Theoftheagainst stantially mortality thelung larynx, non-smokersand ratioshigherbronchus. oral forriskcavity,are cigarette 11associated toesophagus 1 for smokers withcancer and canceras of There is also a sub- 3. mortalitygreaterThesmoked mortality thandaily rate for ratetheof smokers cigarette higherfor smokers whothe smokers dodeath whonot. inhalerate.appears is The 6. Thereurinaryship appears.between bladder. gastricto be no cancersignificant and smoking. relation- mortalityesophagus,categories,cigarto be smokers.considerably rate larynx, however, for cancers andhigher have lung ofathan asrelativelythe wellfor mouth, pipeas forhigh and Smokers in the latter two 1.SMOKING AND CARDIOVASCULAR DISEASES Recentsmokers studies are havemore revealedprone to thatdie ofcigarette certain SMOKING AND CANCER denalcirrhosis ulcer. of thh liver and stomach and duo- affectedsmokersfromThecardiovascular studiesthese isby aboutdisorderstheindicate disordersnumber 2 to betweenthat 1.of than cigarettesthe smokers non-smokers.ratio ofconsumed.and death non- This ratio is 1. smokemanyA certainconsiderable speciescan ingredientsproduce of amountanimals cancer. identifiedof has experimental demonstrated in cigarette work that in 2. Althoughthattheposition mouthit littlecontains ofand cigarette entersis noknown less the smoke regarding thanlungs, after nine it the itgasesis leavescom-believed 2. Researchan.dcausally women. has relatedshown that to lungcigarette cancer smoking in both is men R-15 whichinlungs. cigarette are believed smoke to are be retainedirritating in tothe the mouth 80 to 90% of the particles contained INFORMATION ABOUT SMOKING believedtheand respiratoryexact that percentage the tractvast ismajorityand not lungs. known, of particles it is Although 4. Cough,aresmokers consistently sputum than Production, among more non-smokers. frequent or the amongtwo combined, cigarette 3. Chronictract.are deposited brochitis deeply is ainto very the common respiratory condition 5. Cigarettemalestion in cigarette thesmoking efficiency smokersis associated,with of have the alungs. greater a reduc- preva- Among 4. Em?hysema,bronchiolesinbronchitis, which excessive a causes frequentis a seriousrecurrentmucous complication secretion and coughing. often of in fatalchronic the dis- 6. lenceasthma.Cigarette of breathlessness smoking does than not non-smokers.appear to cause SanUnitedthe easeFrancisco lung. characterizedStates. and 10th byCalifornia enlared airand sacsthe in It is the 8th cause of death in 8.7. AlthoughriskCigarette of death some smokers frompeople haveinfluenza claim a moderately there and pneumonia.are increasedgood UnitedofcessChronic great mortalityStates. publicbronchities healthof cigarette and importance emplysema smokers. in are the diseases They are linked with the ex- knownmosteffects"effects authoritieshealth from do hazard. notsmoking, agreecounter thatsuch balance thoseas relaxation, a"good definitely 1.SOUL CONCLUSIONS UnitedtheCigarette causes States. smokingof chronic is thebrochitis most important in the of 3.2. ForA semarelationship the and bulk cigarette of existsthe populationsmoking. between pulmonaryof the United emphy- pollution.muchasStates, a greatercause the of importancethan chronic that respiratoryof atmosphericcigarette disease smoking is R-16 STATE OF CALIFORNIA NARCOTIC PENALTIES i±!_rise 4-.3 0,fen.se 2!....d_C NarcoticsHeroin AdultPossession Conviction Years2-10 .let _Olnivam 2 Year-5-10 Mirlievun 5 YearF15-1Lfe :.' .um 15 MorphineOpium SalesAdult or to furnishing minor 10-life5-life 35 10-life10-like 10 15-life 15 DermerolCodeine SaleMinor to minor 1-105 minimum 10 minimum MarijuanaMethadoneCocaine Marijuana Cultivating 1-10 2-2 : 5-life (Considereda narcotic Possession for sale 2-20 5-15 ; 10-life underlaw) the AdultSale to minor 10-life5-life 53 10-life5-life 105 , 1510-life life 1210 Peyote PossessionCultivate/process 2-101-10 2-205-20 5 15-life 15 Prescri.tions ForeSale 6 mos.-1 -life 2 1010-life 5 : 1015-life 15 Addicts Using/influence of , 3 mos.-1 i registration iI Misdemeanor R-17 I STATE OF CALIFORNIA NARCOTIC PENALTIES 1st Offense i Years2nd Offense LSD, DMT, STP D erous D AdultPossession Conviction Years1-3$1,000 and/or 1 1-52-10 Nembutal,etc. (barbiturates) Seconal, Depressants: ActualSaleTo minor(for) sale 1-51-5 2-10 Miltown,(tranquilizers) Librium Stimulants: MethamphetamineBenzedrine (Amphetamine) (speed) LAWS PERTAINING TO NARCOTICS AND DANGEROUS DRUGS VIOLATIONS

FEDERAL LAWS

1. Harrison Narcotic Act of 1914 basis of all narcoticlaWs

2. Import and Export Act of 1922 this outlaws Heroin

3. Marijuana Tax Act 1937

4. Boggs Act of 1950 mandatory sentences for narcotic tax violations

5, Narcotic Control Act 1956

STATE LAWS

A. L12alt'ndaf2SeDO2r:L-C)'

(1) 11500 H & S Code Possession of Narcotics (Heroin, Morphine, Percodan, Cocaine) (F)

(2) 1100.5 H &S Code Possession of Narcotics with Intent to Sell (Heroin, Morphine, Percodan, Cocaine) (F)

(3) 11501 H & S Code Sale of Narcotics (Heroin, Morphine, Percodan, Cocaine) (F)

(4) 11502 H & S Code Sale of Narcotics to Juvenile (F)

(5) 11503 H & S Code Offer to Sell Narcotics or Delivers Substance in Lieu of Narcotics (F)

(6) 11VO H & S Code Possession of Marijuana/Harvesting or Cultivating (F)

(7) 11530.5 H & S Code Possession of Marijuana with Intent to Sell (F)

(8) 11531 H & S Code Sale of Marijuana (F)

(9) 11532 H & S Code Sale of Marijuana to Juvenile (F)

(10) 1150}__LucSCod.e Possession of Peyote/Harvesting or Cultivating (F)

(11) 11721 H & S Code Illegal Use or Under the Influence of narcotics (M)

R-19 (12) 1-1§55 H & 5 Code - Illegal Possessionof Narcotic Paraphernalia (M)

(13) 11.W6 H & 5 Code - Unlawful Presence orVisit Where Narcotics are Used (M)

(14) 11910 H & 5 Code - Possessionof Dangerous Drugs, Amphetamine, Barbiturates, L.S.D., or D.M.T. (M)(Prior F)

(15) 11911 H & S Code - Possessionof Dangerous Drugs with Intent to Sell, Amphetamine,Barbi- turates, L.S.D., or D.M.T.(F)

(15) 11912 H & S Code - Sale ofDangerous Drugs, Ampheta- mine, Barbiturates, L.S.D., or D.M.T. (F)

(17) 11913 H & 5 Code - Sale orFurnishing Juvenile Drugs, Amphetamine, Barbiturates, L.S.D., or D.M.T. (Use ofMinor) (F)

B. Business and Professions Code

(1) 4237 B & P Code -Forged/Fictitious/Altered Prer. scription (first offense(M) - second offense (F)

C. Penal Code

(1) 4573 P.C. - Bring ing Narcotics IntoCounty Jail (F)

(2) 4573.5 P.C. - BringingDangerous Drugs Into County Jail (F)

(3) 4573.6 P.C. - Possession ofNarcotics or Danger- ous Drugs in County Jail(F)

D.California Vehicle Code

(1) 12805 C.V.C. - The. Departmentof Motor Vehicles shall not issue or renew a license to a person who is addicted to narcotics or habitually uses drugs.

R-206- (3)23101 M.O. - Any person driving under the influence of intoxicating liquor or combined liquor andany drug, and causes bodily injury is guilty of a felony.May be sentenced to the state prison not less than one year or in the county jail not less"than one year.

(4) 23102 C.V.C. - Driving under theinfluence as above and no bodily harm, a misdemeanor.

(5) 23105 C.V.C. Unlawful to drive while addicted to the use, or under the influence of narcotic drugs or amphetamine or any derivative thereof. A felony.

(6) 23106 C.V.C. - Unlawful for any personto drive under the influence of any drug, other than a narcotic or amphwa- mine or any derivative, must r'n.ir.lr him incapable of safely drivirY, u vehicle. A misdemeanor.

(7) 23108 C.V.C. - Driving under theinfluence (f any dnngaous drug otherthe: a narcotic and causesbodi7J injury. May be sent to state prison not less t.'lan one -ear, nor more than fiv, or cony jail not less th..n 0 dts nor more than one year. A p-ony.

E. Welfare and Tnstitutian Code

(1) 3100 W.I.C. - Voluntary commitmentfortreat- ment of narcotic additic.

(2) 3100.6 W.I.C. - Involuntarycommitment o narcotic aCicts Ly health office or peace officer.

F. Harbor-Mac tgation Code

(1) SecticIA 655 - Motorboat, vessel ur orate,- skis while urd,:r tha of a riarrxtic or baebi%utitc4 A. misdemeanor.

R-21 TEACHER REFERENCES

Books, pamphlets and periodicals

1. "A Preliminary Guide to Health and Family Life Education." San Francisco Unified School District, 1968

2. Bloomquist, E. R.: "Marijuana." Beverly Hills:Glencoe Press, 1968

3. Bowen, Haskell L.: "Drug Facts." Santa Clara County Drug Information Center, 1968

4. Bowen, Haskell L. and Landin, Les: "About Drugs." Santa Clara County Office of Education, 1968

)r Bureau of Criminal Statistics. "Drug Arrests and Dispositions in California, 1967. Sacramento: California Department of Justice, 1968

6. Bureau of Criminal Statistics. "Drug Arrests in California 1968 Mid- year Preliminary Survey." Sacramento: California Department of Justice, 1968

7. Kitzinger, Angela and Hill, Patricia J.: "Drug Abuse A Sourcebook and Guide for Teachers." Sacramento: California State Department of Ed- ucation, 1967

8. Landis, James B. and Fletcher, Donald K.: "Drug Abuse A Manual for Law Enforcement Officers."Philadelphia: Smith Klein, and French Labora- tories, 1966

9. McCarthy, Raymond G, (Revised by John J. Pasciutti): "Facts about Al- cohol." Chicago: Science Research Associates, Inc., 1967

10. "Physicians Desk Reference to Pharmaceutical Specialties and Biologicals:" Oradell, New Jersy Medical Economics, Inc., annual

11. Smith David. E.: "Current Marijuana Issues." Joarnal of Psychedelic Drugs; Volume 2, Issue 1, Fall, 1968

12. Todd, Frances: "Narcotics and Dangerous Drugs A Resource Book for Teachers." San Francisco Unified School District, 1957

13. Todd, Frances: "Teaching About Alcohol." New Yerk:McGraw-Hill Book Company, 1964

3.h. Vogel, Victor H. and Vogel, Virginia E.: "Facts ilmt.Wiroot. OtherDongerolm Dr:TR.!!nhienRntSniPncaRPRAarci..Associatcs, Inc. , 1967

R-22 15. U. S. Department of Health Education and Welfare: "A Guide for Teaching Poison Prevention in Kindergartens and Primary Grades." Washinron, D. C: U. S. Government Printing Office, 1966

16. U. S. Department of Justice, Bureau of Narcotics and Dangerous Drugs. "Drugs of Abuse." Washington, D. C.:U. S. Government Printing Office, 1967

R-23 SAN FRANCISCO UNIFIED SCHOOL DISTRICT

Sample Lesson Plans

DRUGS AND HAZARDOUS SUESTANCES

Grades 4-6

For optional trial use, Fall term, 1969

Dr. Robert E. Jenkins Superintendent of Schools SAN FRANCISCO UNIFIED SCHOOL DISTRICT

Sample Lesson Plans

DRUGS AND.HAZARDOUS-SUBSTANCES

Grades k-6

For optional trial use, Fall term, 1969

Prepared ..by

Robert Johnson, Patrick Henry School Vermuta Morris, Lafayette School Ronald Penzel, John McLaren School

Edited by

John Freeman, Balboa High School Eugene Huber, Teacher-Specialist, Health Education Dr. Frances Todd, Supervisor, Health Education

Under the direction of

George CanrinuerCoordinator,.Health, Physical Education,Recreation Dr. Raymond Pitts, Assistant Superintendent, Instructional Development Dr. Donald Rhodes, Assistant Superintendent, Elementary Schools GRADES .4-6

Contents

1 Concept and behavioral objectives

Outline 2 Learning aids for pupils 3 Grade 4 9 Grade 5 16 Grade 6

For the teacher's reference R-1 Vocabulary R-2 Information about alcohol R-8 Information about drug use and misuse R-14 Information about smoking

State of California narcotics penalties R-17

Laws pertaining to narcotics and dangerousdrug violation, R-19 federal and state R-22 References DRUGS AND HAZARDOUS SUBSTANCES

GRADES 4-6

Concept

THE USE OF SUBSTANCES WHICH MODIFY BODY FUNCTIONING, 'FEELINGS AND BEHAVIOR ARISES FROM A VARIETY OF MOTIVATIONS AND MAY BE BENEFICIAL OR HARMFUL.

Behavioral Objectives

The student

1. describes a variety of substances used by man to modify body functioning, feelings and behavior

2. concludes that harm may result from self-diagnosis, self-medica, tions, and the unwise use of drugs, medicines, devices, cosmetics, dietary supplements and potentially hazardous substances

3. recognizes that alcohol is used by some people for-dietary, ceremonial, and social reasons, by other people because of its drug- like effects, and by a few people not at all

4. discusses why some drugs are used rather commonly and others only under special circumstances

5. illustrates how certain drugs may have beneficial effects in some circumstances and harmful effects under other conditions

6. explains the synergistic effects which may occur when two drugs are taken at the same time

7. explains why the use of tobacco is a serious risk to health.

GRADES 4-6

Outline

Grade4. Common drugs and hazardous substances Smoking and health Alcohol as a depressant drug Drinking motivations

Grade 5 Safe use of common drugs, household and garden chemicals Decision making Stimulant and depressant drugs:use and misuse Pressures to experiment with smoking and drinking Marijuana Laws about drugs -1- Grade 6 Effects of certain hazardous substances Volatile chemicals Over-the-counter drugs Prescriptive drugs Nicotine Alcohol Marijuana LSD Synergistic actions of some drugs Motivations for misuse and abuse Legal Controls

Local State National International

GRADES 4-6

Learning Aids for Pupils

Grades 4,5,6 Pamphlet. Bowen and Landin, About Drugs, 1968 A/V Aids

1. Body Systems Teaching Kite(transparencies), 1969 Cleveland Health Museum One copy consigned to each school

2. plauLITITourBIAZ (transparencies), 1968 Popular Science and Federal Food and Drug Administration One copy consigned to each four schools Grade. .4 Texts Byrd, Health Brandwein, Concepts in Science A/V Aids

1. The Huffless, Puffless Dragon (motion picture), 8 min., 1964 Borrow from Cancer Society;Interagency Councilon Smoking and Health

2. Mannequins, Modern Millie and Smoking Sam Interagency Council on Smoking and Health

3. Alcohol and You, (filmstrip), Part 1, 616.86-FS-1, 1953

Grade 5 1. Smoking, Past and Present (motion pictUre), 15 min., 1968 Borrow from Cancer Society, Interagency Council on Smoking and Health -2- 2. Alcohol and You (filmstrip), Part 2. 616.86FS -1, .7.953

Grade 6 Pamphlets 1. Marijuana, 1969 2. The TIp and Down Drugs, 1969 3. LSD, 1969 4. Narcotics, 1969

U. S. Department of Health, Education, and Welfare 50 copies consigned to each school

A/V Aids 1. Drugs and the Nervous System (motion picture) 20 min., 1967 Churchill Q613.8 -MS -2

2. Drugs: Helpful or Harmful; (filmstrips and recording), 16 min. Las Angeles Medical Society and Public Schools One copy consigned to each school

3. Drug Identification (slides), 1969 One set consigned to each school SFUSD

GRADE 4

Objectives

To help pupils

1. become aware of the complex nature of drugs and common substances which sometimes are helpful and sometimes harmful to man

2. know the differences between over-the-counter drugs, prescription drugs, and non-drug substances which may be hazardous

3. understand that families vary in their views and practices about the use of medications, alcoholic beverages and tobacco

4. differentiate between the wise and unwise uses of certain drugs and hazardous substances

5. communicate with their parents about their study of drugs.

Lestoft 1

Concepts

1. An understanding of tLe meaning of certain words associated with drugs is helfful in reading and heading directions and warnings on the labels. 2. Some drugs and hazardous substances are found in eve home and school and need to be identified and used only under proper conditions.

Learning opportunities

1. Children and teacher prepare a display table or bulletin board containing empty, labeled containers of drugs and hazardous substances found in the school, and home.MI- courage pupils to handle and observe the display.

2. Present the vocabulary and use the words to classify the display items, at first by two categories, drugs and hazardous substances, and then by other categories.

3. Individual or small group study of labels, stressing understanding of cautions, warnings, and directions.

4. Show transparencies (commercial, or homemade) of typical labels and instruction sheets in drug container and packages; or, use opaque projector. Ask pupils to explain warnings in their on words.

5. Write a class letter to parents telling them about the unit on drugs. Invite them to visit the class and learn with their children, and to help their children at home to learn parental viewpoints and beliefs on drugs, smoking and drinking.

6. Invite the school nurse, a pharmacist, or a physician to visit the class as a resource person.

7. Ask the children to bring addiUonal items from home for the display, stressing that the containers should be empty but that the labels should be left intact.

8. Consult the health text, teacher's edition, for additional suggestions and reading assignments.

Lesson 2

Concepts

1. The risks inherent in all drugs and substances may be mini- mized if instructions about their correct use are carefully followed.

. Children should take medications only whendirected to do so by parents or physicians . Directions and warnings on labels shouldbe carefully read, understood and followed . Illness can result if drugs are carelessly orimproperly used

-4-

389-982 0 - 7a - protect younger 2. Older children have a responsiblility to children from harm from household and gardenitems which contain dangerous chemicals. the body by the 3. The chemicals in drugs travel throughout blood's circulation.

illness, 4. Among the useful drugs are those which prevent e.g., drugs used in vaccinations andinoculations.

Learning opportunities identify and 1. Add to the display the items children bring; classify each.

them to participate 2. Introduce any parents present and invite in the class work.

health and safety rulesfor 3. Begin developing a class list of the use of drugs and hazardoussubstances.

Using Body Systems Teaching Kit,explain how drugs circulate 4. in- throughout the body once they areingested or otherwise troduced into the body. what Ask children to discuss the"shots" they have taken: 5. precautions was their purpose, whoadministered them, what for cleanliness did the doctor or nursetake, etc.

person to talkabout in- 6. Ask a medically trained resource oculations as examples of drugs whichprevent illness.

Lesson 3

Concepts tabacco extends over many 1. The history of man's use of centuries and through manycountries.

health reasons whyminors should 2. There are legal as well as avoid the use of tobacco. distributed by such Information about cigarettesis reliably 3. the Surgeon-Gen- groups as the AmericanMedical Assocation, often unreliably eral and the Cancer andHeart agencies, and whosepurpse is tosell tobacco distributed by advertisements rather than protecthealth.

-5- 4. Almost all parents and other responsible adults agree that children should never start to smoke.

Learning opportunities

1. Committr_a or individual reports on the history of the use of tobacco by such peoples as the Maya and American Indians, Europeans and North Americans.

2. Arrange to display and demonstrate the mannequins, Modern Millie and Smoking Sam, to help children see the effect of smoking on the lungs. These may be borrowed from Interagency Council on Smoking and Health.

3. Show the film, Huffless, Puffless Dragon, and discuss it.

4. Individual or committee reports on reliable and unreliable sources of information about smoking.

5. Illustrate the tar content of 2 or 3 cigarettes by a tar trap experiment, and discuss.

6. Interview parents or other adults who smoke and discuss such problems as why they continue to smoke despite the health hazards, why they started, and would they start to smoke today in light of the present knowledge.

7. Study how habits are formed and investigate some ways that habits may be broken.

8. Add to the class list of health and safety rules references to smoking.

9. Examine cigarette package labeling, evaluate, discuss, and add empty cigarette pack to .the display table.

10. When studying the respiratory system, use a transparency or drawing to show how inhaled smoke, reaches the lungs, enters the blood and circulates around the body.Explain how smoking may interfere with oxygen intake and how oxygen is essential to endurance and excellence in sports.

11. Make a dual display:Cigarette ads which appeal to emotione and often use false premised, and the scientific facts.Compare and discuss.

Lesson 4 Concept

1. Alcoholic beverages are used by many people for religious, ceremonial, social, dietarY, and other reasons, and by some people not at all.

2. There are legal as well as health reasons why children should should nob. use alcoholic beverages. 3. Alcohol may be classified as a food but is best classified as a drug.

T.nnypint, opportunities

1. Discuss and compare family, ethnic, religious, oertmonial and social customs about drinkihg.

2. Discuss the reasons some people and some religions prohibit the use of alcohol.

3. Using visuals of the circulatory and nervous systems explain how alcohol travels through the body.

4. Have a committee look up the food and caloric value of alcohol. Compare with typical foods of the Basic Four.Explain why the calories in alcohol are "empty calories" which produce heat and energy but give no nutritional value, vitamins, or minerals.

5. Show the filmstrip, Alcohol and You, part 1, and discuss.

6. Discuss with the children that some adults drink excessively and compulsively. These people are sick and need treatment and understanding by their families and friends. Alcoholism is treat able, is preventable if one never starts to drink, and is a major health problem, particularly in San Francisco. (One out of 4 to 6 families have at least one member who is a problem drinker)

7. Explain why alcohol is a depressant drug.Add a picture or visual on alcohol to the display or bulletin board.Explain simply that in some people depressant drugs, including alcohol, "release their brakes" so that such people may act as if they had taken a stimulant.

8. Add to the list of health and safety rules some reference to alcohol and alcoholic beverages, particularly as this pertains to children.

9. Discuss that alcohol is the second most common liquid, and that it has wide uses other than as a beverage.

Lesson

Concepts

1. Some common substances contain volatile chemicals which, if inhaled, can cause illness.

2. Some common plants are poisonous if ingested.

Learning opportunities

1. Identify common household substances which contain dangerous: volatile chemicals. 7 2. Explain the word "volatile" in simple terms, and review how inhaled substances enter the lungs and then the blood and then travel throughout the body.

3. Discuss the correct uses of these hazardous substances, stressing that if used according to directions and with caution, they are useful.

4. Have children read aloud the cautions and warnings on containers of substances such as some glues, spot remover, bleach, lighter fluid, etc. Have children explain the warnings in their own words.

5. Procure visuals of some common plants which may be poisonous if ingested, e.g., seed packets or pictures or samples of plants such as sweet peas, oleander, fox glove, castor beans. Discuss the responsibility of an older child in the family for protecting a younger child (or pet) from harm by ingestion of these plants.

6. Individual and committee reports on poison control centers in San Francisco, and on first aid for suspected poisoning.

7. Add to the list of health and safety rules references to volatile chemicals and poisonous plants.

8. Summarize the unit:

a. Review and edit health and safety rules, send them home for parent suggestions, revise and post a class set on the bulletin board in the hall. b. Review and possibly revise the display of drugs and hazardous substances. Which samples could possibly be classified under more than one heading?Why? c. Have children make posters, drawings, collages or other visuals which summarize what they have learned.

9. Write a class thank-you note to resource persons.

Evaluation

1. Plan a program, for an assembly or parent's meeting.

2. Make a bulletin board display for the hall.

sparked by the 3. Ask for parent comments on home discussions which were unit.

items, and have 4. Dismantle the display on the bulletin board, mix up the committees or individuals reassemble under correct categories.

explaining the cur- 5. Have children prepare a "news release" for parents rent facts atout the hazards of smoking.

6. Ask pupils to evaluate the unit, make suggestionsfor its improvement, and write or state additional questions theywould like to have answered.

-8- GRADE 5

Ob'ectives

To help pupils

1. expand their understanding that drugs and other substances may be helpful and may be harmful

2. identify common' rugs and other substances which are potentially harmful if unwisely or incorrectly used

3. to learn that wise decisions involve a thoughtful consideration of parental wishes, religious beliefs, scientific facts and expert opinions, self-understanding, social responsibility, and selfcontrol

4. become acquainted with some of the laws about drugs

5. develop and maintain respect for these laws

6. communicate with their parents about their study of drugs and hazardous substances.

Lesson 1

Concepts

1. There are a variety of reasons some people abuse or misuse drugs, some of which are emotional in nature and some of which are related to carelessness and ignorance.

2. Some common household and garden substances, if unwisely or carelessly used, can cause illness and even death.

3. There are important differences between over-the-counter and prescription drugs.

Learning opportunities

1. Add to and review the display of hazardous substances.You may include such substances as furniture polish and wax, certain detergents, lighter fluid and butane cartridges, mothballs, insect killers, drain cleaners, paint thinners, gasoline, hair spray or roll-on deodorants. Be sure the containers are empty and the labels are intact.Make similar displays of over-the- counter drugs and prescription drugs, such as aspirin, no-doz, and dramamine, antibiotics, cough sirups.

2. Have children read labels aloud, helping them understand and interpret cautions, warnings, and directions for safe use.

3. Discuss whether the warning and diroatinns are adaqunte and whether they aro printed in large enough type and in a conscious place. -9- 4. List all of the substances in the display which should be kept in a locked cabinet and/or where younger children could not reach them.

5. Discuss alternatives to taking unprescribed drugs for common ailments like headaches, sleeplessness, fatigue.

6. Discuss prescription drugs some of the children may take for condition such as allergies, hay fever, infections, etc., stress ing the importance of following the physicians orders and not sharing presciption drugs with others.

7. Construct a class letter to parents describing the unit and in viting them to visit the class, and to talk with their children at home about their beliefs and wishet concerning their children's use of medications,. tobacco and alcoholic beverages.

S. Start a list of health and safety rules for 5th graders concerning the proper use of drugs and hazardous substances they will study. Have a committee or monitor add to this list each day. Parents may be asked to evaluate the list and help improve it.

9. Consult the health text, teachers' edition, for additional sug gestions and reading assignments.

Lesson 2

Concepts

1. There are desirable and legitimate uses for stimulant and de pressant drugs.

2. If misused or abused, stimulant and depressant drugs are danger ous to health and to society.

3. Certain common ailments and discomforts may be relieved by the wise use of certain drugs.

Learning opportunities

1. Read and discuss pp. 3,6,9, in About Drugs.

2. Use an opaque projector to show examples of stimulants and de pressants in the pamphlet, Drugs of Abuse, or show slides or drawings of these drugs. Point out that the color, shape and form are clues to their contents, but that these clues arefor use by trained professionals.

3. Make a chart of commonly used stimulant and depressantdrugs and their legitimate uses. Include the drugs in coffee, tea, choco late, cola drinks. 10 4. Discuss some common ailments and complaints that the drugs listed on the chart such as allergies, colds, relief of pain, clearing air passages, soothing rashes, killing germs.

5. Read and discuss pp. 2,5,8,11, in About Drugs.

6. Invite a physician, pharmacist, or szbool nurse to talk with the class about wonder drugs and their legitimate uses.

7. Show and discuss the FDS -Popular Science set or transparencies, Drugs_ and Your Body.

Lesson

Concepts

1. Current research shows that smoking cigarettes is a very dangerous practice which can lead to serious illness.

2. Advertisements about cigarettes are not always entirely truthful or accurate and appeal to emotions rather than reason.

3. Alcohol is the most commonly used depressant.

4. Alcoholism is a major health problem of adults and a major social problem or,our city, state, country, and the world.

5. Alcoholism is a disease which can be treated.

Learning opportunities

1. Read and discuss pp. 12,13,14, in About Drugs.

2. Discuss the current status of proposed restrictions on cigarette advertising.

3. Evaluate the cigarette ads in the mass media for their scientific bases and emotional appeals. Which magazines in the library or at home do not have cigarette ads? Which radio or TV stations will not accept this advertising?

4.Examine the warning on cigarette packages and discuss it.

5. Have a committee or panel summarize the current research about the dangers of smoking.

6. Show the film, Smoking, Past and Present, and discuss.

7. Discuss why smoking in bed by adults is dangerous.

8. Invite a junior high school or senior high school athlete or coach to talk to the class about smoking and athletic excellence. 9. Read about alcohol on pp. 18,19,20 in About Drugs.

10. Show the filmstrip, Alcohol and You, Part 2. You may wish to review or reshow part 1, which is suggested for the 4th grade.

11. Distinguish between adults who drink moderately, those who occasionally drink excessively, and those who frequently drink compulsively and/or excessively, i.e., differentiate between drinking, intoxication and alcholism.Stress that alcoholism is a disease which can be treated, and that alcoholics are sick people who need treatment not scorn.

Lesson 4

Concepts

1. Marijuana is an illegal drug which is dangerous to health be cause its effects are unpredictable.

2. Experimentation with marijuana involves breaking the law and risking serious consequences.

Learning opportunities

1. Read about marijuana in About Drugs and other references and discuss:

a. How to identify a marijuana plant, or a reefer or joint b. How marijuana is processed for smoking and why and how it is often adulterated c. How the hemp plant is an example of a plant which is useful (source of raw materials for rope) and also dangerous.

2. Report on the principal sources of supply for marijuana which illegally enters our country and city.

3. Discuss the unpredicatablility of the effects of marijuana.

4. Report on what is meant by psychic dependence, physiologic dependence, and tolerance.

5. Borrow the Winston kit from one of the junior high school drug resource teachers. Have student committees explain the charts and materials for the class.

6. Use an opaque projector or overhead projector to show marijuana plant, leaves, reefers, lids,etc., and warn children to talk with parents or other responsiblP adults if they see any of these objects in the xletelhorhood.

7. Burn a wafer of synthetic or mock marijuana to acquaint pupils with its .o.der. Break wafer into two unequal parts. Place un- -12 ignited smaller portion in an ashtray, pie tin or small dish. Ignite the larger portion and place it on top of the smaller portion. Explain why even the law enforcement agents cannot use real marijuana to demonstrate its odor to teachers, parents or anyone,

8. Invite a policeman to tell the class about his first-hand experiences with elementary school-age children who have been involved in marijuana.

9. Show some of the transparencies in the FDA-Popular Science set, Drugs and Your Body and relate them to how marijuana may affect the body and mind.

10. Explain the laws about marijuana in simple terms.

Lesson 5

Concepts

1. Sooner or later each ehild will have to make his own decision about his use of tobacco, alcohol, and drugs.Making such important decisions involves consideration of scientific facts and expert opinions, understanding of parental and religious beliefs, and awareness of one's own attitudes toward one's self and others, and towards these substances, an understanding that each person must assume responsibility for his own actions, and maintenance of self-respect and respect for one's body and mind.

2. There is often a conflict between conformity and non-conformity, or between what a person knows is right and the pressures of friends and other influences.

3. Laws about drugs protect the individual and society and should be respected and obeyed.

Learning opportunities

1. Discuss why it is sometimes so difficult to do what onebelieves is right, even if he wants to do so.

2. Discuss in small groups, make class reports, summarize:

a. Why do some people hesitate to take a stand on whatthey know is right? b. How do parents and one's religion influence our decisions? c. How do our friends, aud older boys and girls, influence our decisions? d. If there are conflicts between the generations in beliefs,how can the conflict be resolved? 'e. What are my responsibilities as a fifth grader for making decisions about serious matters such as experimentingwith

-13- drugs?If I make the wrong decision what may be the consequences to myself, my family my friends?

3. Discuss the need for making independent decisions when friends or older boys and girls pressure you into doing things your parents disapprove of.

4. Discuss why conformity and non-conformity may be dangerous for some people, but not for others, as this may pertain to smoking, drug use, or drinking experimentation.

5. Discuss what is meant by self-respect and how self-respect en- courages respect from others:

a. Self-respect requires being realistic about one's potential and limitations, and also requires self-confidence. b. Working and playing with others helps one understand himself better. c. Evaluate the Golden Rule as a basis for developing a code of personal conduct.

6. Use an opaque projector to show the chart, "State of California Narcotics Penalties." Stress that a person can be apprehended and arrested for being in the same room or car with a drug user, even though he may not be using drugs himself.

7. Invite a probation officer, social worker, psychologists, lawyer or narcotics agent to talk with the class about their experiences with boys and girls who have been arrested for using drugs unwisely and illegally.

8. Summarize and evaluate the unit.

Evaluation

1. Make a set of rules for the safe use of common household substances which may be potentially hazardous.

2. Do the same for over-the-counter and prescription drugs.

3. Role-play or develop a skit:

a. Ways a 5th grader should behave if offered a reefer, alcoholic beverage,cigarette,by a classmate or older child. b. Different viewpoints of families, religions and other influences about medications, alcoholic beverages, smoking. Stress advisa- bility of compliance with the standards of one's own family if in a conflict situation.

4. Make a collage, mural, posters, or other visuals about one or more of the following: health hazards of smoking, inhalation of volatile

-14- chemicals, Safe storage of hazardous household and garden substances, reading and following directions on labels of drugs.

5. Have a panel discussion on the drug laws and the reasons for respectz, ing them.

6. Make tape recordings of cigarette commercials, evaluate them in light of the scientific facts.

7. Parent and teacher observation of selfresponsibility of children when confronted with a decisionmaking situation.

15-- GRADE 6

Objectives

Zo help pupils

1. recognize the experimentation with any hazardous substance may lead to serious consequences, some of which may not be reversible

2. reinforce their knowledge about the hazards of cigarettes and help them to conclude that not starting to smoke is a wise decision

3. understand the synergistic effects of combining certain drugs

4. recognize that there are risks inherent in taking any drug

5. become more familiar with the legal controls on drugs

6. conclude that the subject "drugs and hazardous substances" is a highly complex one that involves may fields of study such as science, psychology, sociology, law, medicine, history, economics and others.

Ledson 1

Concepts

1. Drugs and hazardous substances can be classified in several ways, and an understanding of a classification scheme by the drug's actions on the body and mind helps one identify and recognize substances which may be harmful if improperly used.

2. Some legitimate purposes of drugs are to prevent certain diseases, to alleviate the discomfort of some ailments, and to cure some diseases.

Learning opportunities

1. Find out what the children already know by written or oral pre- test. Refer to suggestions given in the lesson plans for grades 4 and 5 starting the unit.

2. Assign reading on the action of drugs in the pamphlet, About Drugs, and ask individuals or committees to summarize what they have read in their own words.

3. Make charts showing familiar drugs which have legitimate uses and are relatively safe if used wisely.

4. Show visuals or use chalkboard to review classification and identification of drugs studied previously.

-16- 5. Identify drugs familiar to some of the children which are used to prevent illness, such as vaccines, drugs used to treat or cure illness, such as antibiotics or insulin, and drugs used to alleviate discomfort, such as aspirin.

6. Assign research reports on scientists who discovered certain vaccines, antibiotics, and other drugs the children may be familiar with.

7. Using encyclopedias or other references assign research reports on how antibiotics control infections and how vaccines prevent infections and disease.

8. List several diseases which are preventable by inoculations.

9. Ask a resource person such as the school nurse, science or health resource teachers, or a doctor, to explain the precautions trained medical personnel take to prevent infection when administering inoculations.

10. Show the filmstrip/recording, Drugs: Helpful or Harmful, and discuss.

11. 'Have pupils start a handbook on drugs and hazardous substances in which each day's lesson is summarized.

12. Refer to health text, teacher's edition, for adlitional suggestions and assignments.

Lesson 2

Concepts

1. The chemicals in over-the-counter, prescription and illegaldrugs are circulated to every cell in the body by thecirculatory system and may affect the brain and other vital organs.

2. Cigarette smaking over a period of time can cause lung cancerand circulatory impairment.

3. Excessive, prolonged, and/or compulsive use of alcohol and some volatile chemicals, like those contained in certain commonsub - tances, may temporarily or permanently affect the vital organs.

Learning opportunities Present a 1. Review the central nervous and circulatory systemo. simple explanation of the autonomic nervous system.

2. Show the film, Drugs and the Nervous System,and discusc.

-17- 3. Using the transparencies in the Body Systems Teaching Kit, review how drugs and other chemicals travel through the body by the blood and may damage the brain and nervous system.

4. Have pupils report on articles in the newspapers on drug abuse.

5. Procure from Interagency Council on Smoking and Health several copies of recent pamphlets on cigarette smoking and lung cancer and circulatory impairment. Assign reading, m,,ke reports to class by committees or panels.

6. Interview a doctor. Ask him why so many doctors have stopped or curtailed their cigarette smoking in the past few years. Does he have a "No Smoking" sign in his office?Ask him why or why not?

7. Interview an adult who smokes and who also knows the facts about the dangers of smoking. Ask him why he continues to smoke.

8. Using transparencies or other visuals, explain how prolonged, excessive or compulsive use of alcohol or volatile chemicals such as found in substances like glue, gasoline, hair spray, can temporarily or even permanently damage the brain, liver, heart, kidneys and other vital organs.

9. Assign a committee report on Alcoholics Anonymous and allied organizations.

Lesson

Concepts

1. Some drugs alter the functions of the mind and may even cause genetic damage by damaging chromosomes.

2. People who abuse or misuse drugs give a variety of reasons for doing so.

Learning opportunities

1. Assign reading in the pamphlets, the Lip and Down Drugs, Narcotics, and About Drum.

2. Have a committee report on the history of LSD.

3. When studying genetics in science, summarize the research evidence that indicates that there may be o link between the use of some drugs and genetic damage linked to damaged chromosomes.

4. Refer to the 5th grade lesson plan, number 5, on decision making, and reinforce this instruction by discussions, rolepllying, 18 or other means designed to help children make wise decisions based on wholesome influences rather than impulse, or a desire to avoid being called "chicken."

5. Develop a class set of reasons that might be given:tyolder bpys and girls in support of experimenting with cigarettes, alcohol orqdrms. Make another and parallel list which cites the scientific evidence which refutes the reasons given.Make a third and parallel chart citing socially acceptable modes of behavior when children are urged to experiment_ with hazardous and illegal substances by older youth.

6. Assign reading of the pamphlet, Mari uana.In the follow-up discussion emphasize that marijuana's unpredictability, the risk of psychologic dependence, the illegality and the association with law-breakers are important reasons for avoiding it.

Lesson it

Concepts

1. Careless or deliberate misuse of substances which contain certain volatile chemicals way result in serious and even permanent ill- effects.

2. Taking two or more of certain drugs at the same time may more than double their effects and is very dangerous.

3. Many over-the-counter drugs are misused and can produce dependency or serious illness.

Learning opportunities

1. List some common substances which contain hazardous volatile chemicals, e.g., hair spray, roll-on and spray deodorants, gasoline, glue and others. Help the children define the word volatile.

.2. Explain how the accidental, careless or deliberate misuse of volatile c.hemic.alscan trigger flash-outs, nervous system and brain malfunction, and, in rare instances, blood abnormalities such as aplastic anemia, and damage to the liver, kidneys, spleen and other organs.

3. Role play a situation in which a child is dared to experiment with volatile chemicals or dangerous drugs.Discuss the slang term "chicken."Help children understand that non-conforming to peer pressures is a sign of strength rather than weakness, if the actions are contrary to parental wishes and their own good judgment.

4. Explain the synergistic action of certain drugs and chemicals in simple terms; e.g., a pain killer such as codeine which a dentist -19- might give a patient, if ingested with wine or beer, will have faster and more severe effects than either taken alone; the effect may be that of a geometric progression rather than a simple doubling.

5. Invite a pharmacist to talk about synergistic. effects of drugs; or a dentist to talk about the drugs he uses routinely and why he cautions patients about taking them with alcoholic beverages.

6. Ask a neighborhood pharmacist if he would permit a committee to visit his drggitore and ask questions about over-the-counter and prescription drugs.

7.Make a display of empty, labeled containers of over-the-counter and prescription drugs. Include such products as aspirin, Alka- Seltzer, No-Doz, Sominex and other advertised propriet-ry medicines. Discuss that although aspirin is one of the safest drugs, there are risks involved in using it, especially for children.

B. Have a pupil look up the poisons which most commonly affect children and report to the class. Discuss some antidotes for poisoning by aspirin and other common drugs.Stress necessity for prompt medical attention.

9. Discuss why masking symptons such as fatigue and pain with unprescribed drugs may lead to serious consequences. Explore alternative behaviors or actions, stressing prevention by observance of sound health practices.

10. Tape record commercials on drugs and evaluate their appeal.Com- pare their claims with the scientific facts.

Lesson

Concepts

1. There are many lawsr state and federal, and international agree- ments between nations, about the control of the manufacture, distribution, and sale of drugs.

2. Drugs which are illegally distributed are often adulterated.

3. The profit motive is a prime cause of illegal drug traffic.

4. Summary and evaluation of the unit.

Learning opportunities

drugs, and 1. Have committees report on state and federal laws about about WHO, UNESCO, and other internationalagencies which are trying to control the illegal drug traffic.Differentiate between FDA and Bureau of Narcotics and Dangerous Drugs jurisdictions.

-20- 2, Invite a lawyer or probation officer to discuss with the class what happens to a youngster who is apprehended for using drugs illegally or unwisely.

3. Discuss or dramatize what a child should do if he is approached to accept a gift of drugs or asked to buy them.

4. Report on the main sources and motivations of the illegal drug traffic.

5. Discuss drug adulteration by pushers and peddlers:Relate this to the controls FDA has on legitimate drugs.

6. Discuss the "missionary zeal" of some people who believe that the use of illegal drugs is desirable. Weigh their convictions with the scientific facts and compare the professional qualifi- cations of opponents and proponents.

7. Show the filmstrip/recording, Drugs: Helpful or Harmful as a culminating activity to which parents might be invited. Have the children lead the follow-up discussion.

8. Complete the handbooks started at the beginning of the unit, send them home for parent comment and evaluation; revise if necessary.

9. Ask the pupils to evaluate the unit, suggest improvements, and write or state questions they still would like answered.

Evaluation

1. Plan and put on an assembly program for 4th or 5th graders and parents.

2. Make a mural, collage or bulletin board which summarize what was learned.

3. Form a "Speakers Bureau," teams of 2 or 3 pupils who are able talk with younger pupils about drugs and hazardous substances.

4. Construct a class code of conduct which is intended to discourage experimentation with drugs.

5. Analyze reasons frequently given by children for experimenting with cigarettes, alcoholic beverages, and drugs and hazardous substances. Compare these with the scientific facts, evaluate, and explore alternative behaviors.

6. Invite parent evaluation based on home discussion that may have been triggered by the unit.

7. Parent and teacher evaluation of pupil compliance with the laws and with parental wishes when confronted with temptations to experiment.

-21- ADDITIONAL CLASSROOM ACTIVITTES, GRADE 6

This list of suggested activities is designed to provide additional opportunities for pupils to gain wholesome knowledge about the drug abuse problem.

1. Study about the contributions which drugs have made to the well being of man.

2. Learn the natural sources from which drugs are derived and how the benefits of these drugs were discovered.

3. Make drawings of plants from which life saving drugs are derived.

4. Write stories concerning the benefits of drugs.

5. Report on the livcs of famous health scientists who discovered life saving drugs.

6. Draw a marijuana plant, and compare its characteristics with those of similar plants.Note the difference in structure of the leaf. Identify other poisonous or dangerous plants which may be found in the community.

7. Prepare a booklet on drug information and safety to be submitted to the school library or shared with pupils in other rooms.

8. Role play situations in which one person attempts to coerce others into experimenting with a substance. (i.e. - user, pusher, highs, or freak-outs)

9. Prepare charts and draWingswhich suggest reasons why people experiment with narcotic drugs and other harmful substances.

10. Draw a diagram of the circulatory system and illustrate how drugs are carried to all parts of the body.

11. Establish a question box. Write a question, and place it in the box. Select a panel of pupils to discuss the questions and their answers. Invite the school nurse to serve as a resource person.

12. Demonstrate the effects of alcohol on a small animal (mouse, frog) by injecting a very small amount of alcohol and observing coordination, movement and behavior.

13. Make a "Question Man" out of cardboard with pockets for pupils questions. 22- VOCABULARY ... Simple definitions for pupils

1. Drug. Chemicals which may affect body structure or function, or alter behavior and which if used legitmately and wisely, may prevent, treat or cure illness.

2. Drug misuse or abuse. Mistreatment if the body or mind by the improper or excessive use of drugs.

3. Dependence. A compulsion to take drugs.

4. Tolerance. A tendency to need increased dosage to obtain the deesires of desirable effect.

5. Depressant. A substance which speeds up the normal activities of the body or mind, "down" drugs, or "downers".

6. Stimulant.A substance which speeds up the normal activities of the body or mind, "up" drugs, or "uppers".

7. Tranquilizer. A substance which has a calming effect on the mind.

8. Hallucino en. A substance which may cause a person to experience unreal sight, sounds of feelings; e.g., LSD.

9. Narcotic. Medically, a substance which induces sleep or masks pain; legally, a classification of certain of the most hazardous drugs; e.g., morphine, heroin.

10. Amphetamines. A chemical family of stimulant drugs which mask fatigue, or depress appetite; e.g., pep pills, reducing pills, "speed".

11. Barbiturates. A chemical family of depressant drugs which induce relaxation and sleep, e.g.., sleeping pills.

12. Inhalant. A substance which, if inhaled in large amount, may cause intoxication or unconsciousness; e.g.., certain glues.

13. Over-the-counter drug. A drug which may be purchased without a prescription; commonly called OTC drugs; e.g.., aspirin.

14. Prescription drug. A drug which may be purchased only if prescribed by a physician.

R-1 INFORMATION ABOUT ALCOHOL 1.GENERAL INFORMATION The chief alcoholic beverage consumed in Americansliquors,countryfood dollars is withspend beer, thefor about followed winesalcoholic one outby beverages. theof distilled a distant third. every eight this 2. Thethanmore intenseadults.quickly emotional and more responseseverely toby situationsalcohol 2. StatesAbouttent. two-thirdsover 15 years of theof agepeople drink in tothe United In San Francisco, it is estimated some ex- onelogicalthischaracteristic drink group intoxication may to resultbe of more adolescents into susceptible erraticthe extent predisposes behavior. tothat psycho- even 3. Manyoccasionally.that nationwide 9 out of 10surveys people show over that 16 drinkabout at677 least 3. problemsvelopmentofThe coping use ofof ofwith alcoholdaily skills conflicts life. byneeded adolescents prevents to solve theas the ade- meansmany authorities(4B)someof the experienceof high the believeschoolgrade drinking school studentsthat inasstudents. Sandidsampled Franciscoalmost have half Local had the lescentsonThe initial body aretends contact more to likely rejectwith thetoforeign becomeresult substances illthat after ado- 4. Mostwhetherpercentage students is have higher already than madethe nationalthe decision norms. not to drink by the time they 5. Recentlydrinkingaccustomed learnedthan to are alcohol. skills adults are who adversely have been affected 5. graduateRegional,patterns from subculturalare high clearly school. andreflected ethnic indrinking the dangerousbyexperiencedcombination even small situation. drinkersofamounts inexperienced ofconstitute alcohol drivers soa potentiallythat and the in- 6. abedrinkingfuture family drinkinghabits is a ofdominant patterns adults. forCe of their children. in determining 6. whenoffoodsThe good rapiduse of nutritional of adequategrowth alcohol necessitates dietary maypractices. reduce value, thethe at maintenancedesire a time for 1.UNIQUE RISKS OF TEEN-AGE DRINKING Sincequently they weigh are generallyless, adolescents smaller andare conse-affected R -2 1.NATURE OF ALCOHOLIC BEVERAGES Ethylagent alcohol of most is alcoholic the principal beverages. intoxicating INFORMATION ABOUT ALCOHOL 2. Thethroughwine, non-distilled beer, a process ale, alcoholic port,called and fermentation. beveragesstout are suchcreated as undergoesconvertedenergy. changes to heat in and During this process the alcohol the liver beforeenergy. it is Each individ- 3. withagesFermentationcalled overalcoholic distillation 15%. will content not must produceover be 15%, employedalcoholic a process or bever- more In order to produce beverages LargeualalcoholThis burns individualsrate thanalcohol is smallerin partat his affected can usually consume more persons without undue own unique rate. by body size 4. Distilledmakingalcohol fortified mustbeverages be addedwines such as suchas is whiskey, asthe port case brandy,or in sherry. SONS EFFECTS OF ALCOHOL theireffects bodies because in theywhich have the alcoholmore fluids is dilut-Jd. in substance.steamrum end which vodka is are a productmade by ofcollecting boiling athe starchy 1. thepressantacoholaction higher is ofand not brainalcohol even centers. small affects concentrations affect a stimulant but rather a de- The intoxicating 5. AlcoholpointAlthtughit is becausedoes a alcoholpoor release itfood lacksmay heatfrom be vitamins and&ossifieda nutritional energy. and as minerals. a stand-food, It dosesorgansturnimpairment Itresults contrnlledhas of in its abnormal bynormal the brain° activitipofunctioningthe of oa brainthe causino In small ch in i MTABOLISM.OF ALCOHOL andliberates less than more fats. calories than carbohydrates throughIfdosesand the inan dose theevenanalgesic paralysisis larger great enough,dosesof the a braindeathhypnotic centersmay effen.result a sedative effect, in larger or pain killing effect., 1. foodThetheAbscrption.is inratestomach the of stomach, absorptionprogresses the process speed mayto of thewherebybe drinkingt affectedbloodstream. food from by 2. mainsThewhich exact obscure.control action breathing of alcohol and onheart the action.brain re- whetherthefactorschoice presence or ofsuch notbeverage; of asalcohol drugs, the conditionand ismalnutriton, manytaken other ofwith the andvariablefood. liver, 3. Alcoholchangesof the affects body,may accompany not the the function structure.chronic of alcoholismvarious parts be- Organic deficiencies. 2. oxygenOxidationsolved resulting alcohol is the ininprocess thethe bloodrelease by which is ofmixed theheat dis-with and k. expressionsity,Personalitycause superiority of long oftraits feelingsstanding or suchinadequacy notasnutritional aggression,normally and other observed timid- inare specific not created individuals by the exceptaction whenof alcohol drinking, butt INFORMAT:ON ABOUT ALCOHOL nausea is increased. sipip'ly.partsofpersonality.acteristics the of depressantreleased the of brain the as effect individual'sformerlywhich ofnormally suppressedalcohol existent control on charthe in This condition ariees, because 11. Inresultthetite small digestive and inamounts, aid overacidity digestionenzymes, alcohol andbutdue may discomfort.largeto increasean amountsincrease appe may in 5. Evenone'shibitions. small ability amounts to concentrate.of alcohol may reduce 12. Thetion,surfacecause actuallywarmth however,of of theattributed thefalls dilation skin.since after tothe ofthis alcoholbodycapillaries short temperature occurs lived near be the This is a false sensa 6. Deteriorationwithlarsight accompanyingdecline. and touchof judgment impairmentis evident and ofselfcontrolbefore hearing, any muscu 13. levelThereaction.desire lowered which for followinhibitionssexual drinkingactivity. and maydecreased increase anxiety the Excessive drink 7. Researchwillingnessleadsalcohol to studiescreates overconfidence, to take substantiate4 sense a chance. of inflated well the beingfact ego that whiehand a 14. Assumingtoing, consummate however, that suchdecidedlyconditions an act. impairs which affectthe ability absorp 8. Thea.or detrimentalmotor skill effectsincreases of inalcohol proportion on manual tocomplexity the: of the skill: the more theadversemoretion body thanare effectsby equal,smaller which sincelarge toindividuals dilute theyindividuals havethe before alcohol,more can fluidshowing drink in b. learningfamiliarityfirst.complicated is adversely ofskills the skill:are affected adversely first. affected newest logicalresult.thethereby onset factors lowering of adverse also its significantly concentration.behavior patterns influence which Psycho 9. Alcohold.c. increases the length of reaction drinkingtime.individual experience capacity of forthe selfcontrol.individual. 15. pointalcoholCasual out observations affectsthe fact people that of thedifferently.drinking same amountbehavior of In many 10. beverages,norThe diminishedrisk of but intoxication theby combininglikelihood is differentneither of developing enhanced alcoholic R -4 logicalthebyinstances differences answer factars'-iehich theis mostphenomenonin body likely aresize. cannot providedof significant be by In these cases explained psycho INFORMATION ABOUT ALCOHOL logicalinfluence. influences involve the individual's The three most powerful psycho- 2. Wellerages over 90%do soof inthose limited who useamounts alcoholic on appropriate bev- Ashisorsusceptibility a expectations decreasedresult, "nervousness" by toatalcohol. suggestion,the time may of behisdrinking. increased mood, and 3. Research17occasions drinkers studies and become with indicate noproblem adverse that drinkers, oneeffects. in 14and to of 16. NauseaThisplained isor bythevomiting a abnormalpeculiarity after functioning drinking called pylorospasm. mayof thebe ex-valve 4. Problem17this becomes group drinking anof alcoholic.problem and successfuldrinkers one family in about member- moveperistalsis,tines,leading the causing fromfood orthefrom amuscular reversestomach the stomach contractionsinto the to normalsmall the smallwhichintes- 5. drinkingCriminologistsship often rarely are generally isincompatible. the prime agree cause that ofexcessive criminal 17. Theplicctedintestines. sedativegreatest nature effectof ofall driving ofhuman alcohol trafficare andincompatible. hazardsthe com is- ALCOHOLISM drinkingbehavior problems.although many prison inmates have highway.drinkeasilyis an or inexperienced upsettwo before and who venturing drivertakes anwho out unaccustomed is on ordinarily the Almost all teen-agers and some 1. Drinkersthattrolcribed theyof aswhotheir arethose become intoxicateddrinking individuals alcoholics habits.to frequently who can have thebe des-orextentlost for con- PROBLEM DRINKING drinking.ofadults serious fall accidentsinto this arecategory. associated with At least 50% drinking,theirinappropriateseveral activities health hoursand times, throughthoseother or days gulpwho thanpreoccupation drinkat drinks,drinking, a time,not lost by drinkwithendanger choice,interest at in- 1. Problemconditions:of alcohol drinking under may any be or defined all of asthe the following misuse 2. Alcoholismthatbut by affects compulsion. is a4 majorto 5 million people in the public health problem b.c.a. thewithinon excessiveinappropriateindividual resultant amounts andbehavior occasions his associates detrimental to R-5 holicsUnitedadult hasStates,population. nct increasedor approximately over the 4% past of the The proportion of alco- decade. 3. Alcoholismhealth problem, is the supercededfourth biggest only publicby heart INFORMATION ABOUT ALCOHOL thoughfairly not well his met nutritional by alcohol. needs, have been 4. adaptedAlcoholism,disease,the American bycancer the by Medical Worldtheand definitionaccidents. Health.Organization Association, officially is a and HANG-OVERS1. Thedrinking discomfort results which from follows a disturbance excessive in the 5. Theperscn,disease. rate notof alcoholisma criminal innor San moral Francisco reprobate. is An alcoholic, therefore, is a sick 2. thisTime,equilibrium condition. sleep, of and fluids rest inare and the around only curesthe cells. for 6. Cirrhosisparablethe highest size. of inthe the liver, nation often for buta city not ofalways com- 3. Popularhastencold showers, folklorerecovery black thatfrom coffeeexercise,excessive and freshdrinkingsuch willair, has statistic3,isoflongassociated 6th;death period in in the with SanofSan United time, Francisco;excessiveFrancisco isStates, the drinking in Department4th 9th.California leading ovor of causeit (1967 INFORMATION RELEVANT TO PREVENTING INTOXICATION therationno scientificlevel may of result intoxication foundation. from such remains "treatment" the same. but A temporary exhila. 7. biological,ItThePublic is causes aHealth.) complex ofpsychological, alcoholism illness which are and still undoubtedlysociological unknown. has 2.1. DrinkdilutedThe onlysparingly, drinkssure preventative insteadslowly, ofand more ischoose abstinence. concentrated well- 8. trictsallMostcomponents. of alcoholics andthem are live employed. arein typicalnot on Skidresidential Row. dis- Almost 3. Eatwithones. effectsbefore drinks andof "insulate" alcohol.during drinking. against the rapid Proteins are more effec- Foods eaten 9. tilleddeficiencyAlcoholics liquor diseases.are provides susceptible a 150 to pound nutritional man Eight ounces of dis- with 4. Carbonatedtivespeed for the this dilutants,action purpose of suchthanalcohol; asfits soda wateror water,starches. used as a terestedday.two-thirds in offood his because caloric his requirement caloric Typically, the heavy drinker is needs, disin-for one 5. Themix atslowseffects high down altitudesof alcohol'salcohol than are action. atfelt sea more level. quickly INFORMATION ABOUT ALCOHOL 6. Smalldoholfeel hErd moreindividuals the physical quickly effects wholabor.than of do thelarge sedentary same individuals amount work ofwill whoalco- 3, isacceptable a disease and or isdisorder. always risky. The latter 7. takingleastIf ycu onethemust hourwheel. drive after after the drinking,last drink wait before at This time lapse permits SinceOlderprsentalcoholismsubject young teen-agers than ofpeople the"drinking"as a future, willarcsocial morebe rather concentrateproblemmore interested interestedthan than alcoholism.on inas the theain 8. Takingandthe thusbody's drugs utilize oxidation or medicinethe alcohol.mechanism of any to kind catch with up an 4. Bethreatalcohol-related sure to students themselves knowproblems. in where later to life. get help for Among the resources itnotForofalcoholic mcy thebeexample, bejustsynergistic atbeverage twiceleasta highball asfoureffectsis potent extremely timesplus ofas aas many either sedative riskypotent. drugs. clone;because may blem),agesproblems),Anonymousare mudicUwho and have (forAlateenAlanonand a adultsreligiousloved-one (for(for with familyteen-agers advisers,with alcohol-related membersan alcohol withAlcoholics of an allpro- SUGGESTIONS1. FOR TEACHING ABOUT ALCOHOL Since today's youth will probably follow the 5. Emphasizealcoholalcohol problem). arethat impaired the most judgment immediate and effects diminisfied of aspectslives.drinkexample to and someof mentaltheir extent elders,health at some advantagesmost time of inthem oftheir willabsti- Along with pointing out the legal 6. Helpdatinginhibitions. the behavior. student realize that drinking never Tie this in with discusSion of understandalcohol'snenceication during when variedhow adolescence, andto effects minimizeif they so teachorthe students their risks enough associates ofwill aboutintox- 7. Impressandsolves more any theserious problemstudents problems. and with frequently the fact createsthat an new 2. customness,Distinguishever and drink.acceptable alcoholism. clearly to betweenmost adults drinking, or appropridrunken- The first is a social censure.ofalcoholic treatment is aand person understanding who is ill rather and in than need Reference: F. Todd, Teaching About Alcoholate occasions. The second is rarely socially R -7 INFORMATION ABOUT DRUG USE AND MISUSE ArrestsTHE DRUG of MISUSE California PROBLEM juveniles for drug offenses desired effects. 9Inincreased sentingin San 1963 Francisco, anto24% increasean over overwhelming juvenile the of five well arrests year 167over inperiod 1500%. increased1966, 1961-1966. from The repre 1.OPIATES Medicial use: relief of pain. usage.ofticsaverageenforcement the represent actualage of incidenceagenciesonlythe offendersan extremely believeof illegal is that 16small years.juvenile arrest percentage statisdrug Law 2. Examples:derivatives,from morphine), heroin percodan. (produced synthetically morphine, codeine and other opium 1.TERMINOLOGY plug: any nonfood substance, medicinal or 4.3- Effects:nausea,Usual method vomiting, of use: constipation, drowsinass, sleep; side cg-..,atn; intravenous injection. itcnii,g, con 2. Drugharmfulnonmedicinal,to themisuse: toextent the whichindividual that maythe be individualor potentially society. or society selfadministration of any drug 5. Heroin.striction of pupils, slow breathing. 3- Organization,Dependence:may be harmed. dependence means "a state according to the World Health b.c.a. Withdrawal DiminishesProduces symptoms"high" sexual or severe.desire "kick" euphoriamicof nature,alm3st or orgasoblivion,followed by "nod" or state of and activity. thelongertermsdrugarising more on "addiction"used a generalfromperiodic by mostrepeated term, and orauthorities. "habituation"continual "dependence",administration basis". arerequires of no a The use of The d.f.e. Tolerance DamageRarely to useddevelops tissues by schoolage quickly.is rare. youth. type.cussing,delineating e.g., the drug f;xact dependence drug which of theone opiateis dis 6. Opiatesa. Use inby coughyouth syrupbelieved difficult to assess extent accurately. fairly common, but also 4. theTolerance:the dosages drug user of theis forceddrug to to realize increase the steadily a physiological condition whereby R-8 b. Many cough syrups containingchangecontain opiates of an dependency. emetic which tends to reduce INFORMATION ABOUT DRUG USE AND MISUSE 1.DEPRESSANTS: Barbiturates:dependence Barbiturates and Tranquilizers (commonest drug which produces STIMULANTS: untreated.cause convulsions which can be fatal if Cocaine and Amphetamines a. Medicalhighcontrol blood uses: of disorderspressure, suchgastrointestinal as epilepsy, sedative, sleep producer, 1. d.Cocaine Derived from leaves of coca tree. b.c. aafetz:seconal,illnesses. amytal, nembutal. usually safe if useddrugs exactly under trade names of as b.c. WidelyNoanaesthetic. longer used used in medicallyparts of LatinAmerican,except as local d.e. toSymptomsUsualprescribed. that form: of of alcohol; abuse: slurred speech, pills, capsules. intoxication similar d. Effects:pression.strength,ness,where dependenceeuphoria, hallucinations, increasedis common. muscularfollowed by de reduction of fatigue, talkative f. Withdrawalifcanerraticstaggering untreated. cause behavior, fromconvulsions gait, a dependent laughssluggish which or individual reactions,criescan be easily. fatal 2. 4.Amphetamines Wical we: treatment of obesity, de g. drugs.causesameUsing timeofbarbiturates the can synergistic be extremely and alcohol effects dangerous of the be at the b. Examples:disorderspression,ess. in hypoactivity, children, excessive behavioral sleepi. trade names such as dexedrine, i.h. mayPhysiologicalDeathexcessive result rate fromfromuse and isexcessiveaccidental psychologicalvery high. use. or intentional dependence c. maskscounteractsEffects:ormethedrine "speed"),henzedrine. fatigue, ordepression, metamphetamineincreases inhibits alertness ("crystal" appetite, produces feeling of wellbeing, 2. a.Tranquilizers Medical use: relief of minor mental or d. Effectsmedically;ancephysiological requiring of misuse:restlessness, dependence,dosage many talkativeness, increasedtimes that toler psychological but not used c.b. WithdrawalmayPsychologicalemotional result from fromdisorder. anddependent excessive physiological individual use. dependence can R-9 maytion,increasedifexcitability, result.used intravenously, urinary insomnia, frequency, psychotic profuse tremor;behaviorperspira e. Frequently misused by students to stay INFORMATION ABOUT DRUG USE AND MISUSE HALLUCINOGENS andawake by todrivers study onfor long final motor examinations, trips. gation;haveClaimsfunctioningal efficiencynot byon been proponentsthe results. proven contrary,and expanded byof objectiveimprovedimpaired consciousness function-investi- 1. Medicalpsycho-sexualin the use: treatment disorders of alcoholism has been and reported experimental medical use of certain LSDas thehaveMany influence occurredsuicides ofwhileand LSD. other individuals Lets of wereviolence under 2. Examples:havepotentially no medical successful; use. other hallucinogens 1,55, DMT, peyote, psilocybin, thisPatternsare isparticularly theof LSDage usage:group interested in which in the LSD search since many adolescents 3. psychologicalEffects:mescaline, marihuana. dependence; no physical depen- distorted sensory perceptions, significanttionsagainstunhievefor identity, to society,adultpersonal role. statusexploration, andconflicts, thethrough seeking attempt playsrebellion of such tosolu- a They believe LSD may 4. Laidencesymptoms is believed occur on to withdrawal. be produced, no physical glorifiedradio,theseprovide problems. and the LSD even solution to prominentthe extentto one persons thator more pushers have of Newspapers, television, prehension;thought,Effects:hallucinations, mood, some activity, "trips"changes aretimein perception,character- sense, com- visual, auditory and tactile classifiedtotomersmerely indulge hairerather thein to itsthan LSDsupply use. userpersuade the as drugfollows: or induceto cus- them Dr. Sidney Cohen b. Lastingdepression.cludeized bypsychoticeffects: panic, disorientation,behavior, even insevere persons in some users, may in- (2)(1) The Explorer: Thethesensory drug.Social awareness LSD Takers: characteristic of curious to experience provides a c. Recurrenceweekswhoemotional previously or monthsof instability.psychotic exhibitedafter dosage.effects no signs may ofoccur (3) thoseforHedonisticcommon kicks.who bond are Group: fordissatisfied sense of belonging.with Among this group are takes the drug d.e. mayEpilepticThere occur is and seizuressome adversely evidence may beaffect that triggered. geneticprogeny. damage R-10 (4) Magicwithdrawalreality.cure Pillthem Group:andof whatcontinuous they really escapism. are: LSD is used as a means of hope LSD will emotionally immature individuals who INFORMATION ABOUT DRUG USE AND MISUSE f. (5) perception;thingsArtisticare probably differently Group: common prepsychotic. throughoutthrough altered attempt to see behavior.hanceddividual'sconsequencesHarm to proneness society social of istheto functions derived asocialimpairment from andand ofantisocialeconomichis the en in (6) universevidesReligioushistory. answers andSeekers: solutionsto questions to one'sabout theper believe LSD pro SOLVENTS1. Examples: glue, gasoline, paint thinners, (7) usuallyAccidentalincludessonal problems.consists someTakers: adults of children who have but been also this group 2. chemicals.lighter fluid, coolants and otl-r 5. effectsMescaline, similar psilocybin, to LSD, peyote,but tho DMTeffects produce are givenledge. the drug without their know maylosssimilarEffects:acterized result of balance,to inalcoholicby anemia,blurred blackouts; intoxication, mentalvision, prolongeddeterioration, slurred often speech,use char state of excitation and exhilaration 6. MARIHUANAduration.usually less intense and are of shorter 3. glueUsersliversuffocation. ordamage,sometimes solvent and upuse death. to plastic their face,bags tothUs.risking hold the c.b.a. distortiontiTidgiyLffects:UsualMedical method use: in of susceptible ofsense use of time individuals, and distance; psychological dependence, par - none. :smoked or eaten. 4. delinquentmostlateMisuse frequentchildhood is usuallybehavior. among or earlylimited children adolescence, to withindividuals a history and isin of aretive,fearandeuphoria; unreliable sometimesor may very result;feeling quiet andhallucinations; unpredicitable.userofand exaltation; drowsy;moy be verypaniceffects dreaming; talkaor 1.SOCIAL ASPECTS OF DRUG MISUSE Societydifferentiate should acceptbetween the the existence occasional of orand spree e.d. PhysicalarrestsInphysical San Francisco,dependence,involved damage domarihuana 59% notabstinence of develop. the users. juvenile syndrome, (1966) drug 2. shouldTheabusedrug chronic user isbe atreated andway abuser theof aslife. chronicis such. a sick abuser individual to whom and drug INFORMATION ABOUT DRUG USE AND MISUSE 3. Drugrebillionlyingcharacterized misuse disorde..; tois severa symptonby it lonelinessdisorders, may:range of a deep,andfrom is teenageunder often and alienation. e. doBeunderlyingtimewhich moreconstantly use createlasting ofneeds most awareundue harmand drugs. thatmotives.stressthan sociala situationsone orattitudes two may 4. societyLegalsocial restriction sincenecessity. the dawnon drugs of history has been and part is aof 3. Guidea. pupils to differentiate between: Physiologicalfluence of drugs effects on psychologicalof drugs and theeffec in 5. thelove,ventionThe yearsfamily- care, of of drug andislate themisuseguidance childhood prime by particularlyinfluencethe and young. adolescence, on duringthe pre Parental c.b. Medicalresearch.Honesttiveness. scientificviews and moralresearch views. and pseudo drugfluencedalienation,insulate misuse. havethe and childno usuallyneed against to youngescape loneliness peopleby means andthus of in d.e. RisksTherightsscientists, often inherent proponents. divergent criminologists,in the viewpoints use of any and of drug, humanhealth 1.TIPS FOR TEACHING ABOUT DRUG USE AND MISUSE f. drugs,Risksdangerousand theand short risksbenefits drugs. term of andknownof thelong or use term,suspected of dangerousphysio liefs,radical.Aimservatively for and an opinions.honest alarmist balance and betweenthe defiantly the con Differentiate between facts, be 4. Exploreagers takewith dangerouspupils some drugs. of the reasons teen logical, psychological, and social. 2. Narrowa.generations: the communication gap between the asteenagersBe familiarthe sources get with their teachers the informationsources consider from as preswhich well- 5. Minimizeareactivitiesstitute real teacherimparted dialoguecenteredor aroundrealistic situations to theinformation.instruction. pupils.and concerns Sub that Center b.c. LetdrugusingKnowtigious. pupils the jargon subculture.air their of teenagers views freely and thein an 6. Pretest:interestinformed toyour them. pupils are on a subject of deep you may be amazed at how well d. pupils'Listensharingatmosphere andwords of look opinionof and mutualfor actions differencesand curiosity experience. and their betweenand a R-12 7. Useidentifystudents examples evaluatehonest from currentonctroversy, reporting, mass detectmedia.differentiate bias, Help INFORMATION ABOUT DRUG USE AND MISUSE botW411findings. tensatienalisrd And -Scientific Don'tpeerfew teachersscold,pressure threaten butto experimentmost or teen-agersexhort. with drugs.are under Remember: 8. toConsider:andrelatedfun the insocial drug our to subculture?society?well-being?'human productivity How does and this personal relate Have we overstressed happiness and To what degree is stress 13. Ourdrugspiritualterial, young misuse peopleintellectual, fulfillment. may believe damage psychological,inor physical,prevent their mau. and Explore with them how 9. Exploreout,in, turnedturn with off,pupils:on, and dropdropped back, out how wants can tohe tunebe If a person who tuned Finally,havethatachieving "copped-out"if theybe self-fulfillment.aware get "hung-up"onthat themselves. during on thedrugs teen they years will Help them see 10. Knowhelped?lessmore some predictablerisky of thanthe reasons alcohol;and reliable, why (illegal, marihuana users effects isolateis 14, Youngerdotoacceptability comenot children, readilyby than as acceptat anda anyworthwhile adults teen-agersother of time personall andofage life.is theirgroups, harder be- 11. Gearthemselvesgroup.,of theyour majorityYou'llteaching from mainstreamnot of to convertpeople). a realistic social the extremists. targetactivities blem.ofhavior. their own age group is even a greater pro- Acceptance by teen-agers of members mostmanyYou'llminded.too oflikelystrongly probablyyour topupils. committedinfluence reinforce andthose the who beliefswho are are still ofnot' open Your instruction is 12. pupilsquestion,Besial honest. answers,ask admit your it.giveopinion all orsides beliefs, of the state story. them. If you don't know the answer to a If there are controver- If References: Abuse,AAHPER-NEA,California A Source StateDrug _Book Abuse,Department and EscapeGuide of for toEducation, Nowhere,Teacher, Drug1967 R-13 . .... - - INFORMATION ABOUT SMOKING lePREVALENCE A survey conducted by the Advisory Committee smoker as well as in reinforcing the habit tograde,regularlythan the 5%Surgeon however, of before the General boys40 the to and ageindicates55g, 1%of have of12. the thatbeen girls lessfound smoke to By the 12th 5. Theandprimarily thehabitual number with use of psycho-social ofcigarettes tobacco isconsumed. drivesassociated which are 2. believedEstimatesbe smokers. to of be smoking approximately incidence 60% by in age men 25 and are Smoking prevalence continues 6. Theretralstrengthened nervous if ample system. byevidence the drug to effectssupport onthe the fact cen- mendeclineto36% increaseinand women. 4%occurs, of until the until womenage at35 are ageor sinkers. 40,65, after20% of which the a calwithdrawalchologicalsomethat dependenceheavythe smoking insmokers.symptoms nature. upon habit abstinencewhich becomes characterize fromcompulsive smoking. physi- in This dependency is Therepsy- are no physical 1.PATTERNS OF SMOKING BEHAVIOR behaviorteenMost yearsauthorities in arethat crucial theand majoritystudies in determining agreewill decidethat smoking the 7. beginningTheeffectssiderable motivation suchsmokers since asfor nauseaitcertain using is well and tobaccotoxic vomitingknown or must thatpoisonous oftenbe among con- 2. Smokingthiswhether period. behavior or not tois developoften strongly the practice influenced during 8. Statisticshabitaccompany is extremelyprovethe initial that difficult giving usage upof for thetobacco. many smoking indi- 3. Therebyfamily the does permissive and not friends. appear or prohibitiveto be any definite attitudes of driveshabit,viduals. have those been which more dealsuccessful. with the psychogenic Of the methods employed to cure the andsmokers;traits"smoker a more arepersonality". such thanmore-likely as usual extroversion, amount to be ofobserved neuroticismpsychoso- in Certain personality 9. youngamongwayIt hastopeople the cutbeen parents, down wouldsuggested on be sincethe to thatnumbereliminate it thehas of mostbeen smokersthe effective habit among demon- 4 Stressfulmaticlieved problems. to or be challenging factors influencing experiences the are beginning be- R-14 inandcorrelationstrated children that inof someandtheirbetween parentstudies children. parents' habits that smokingthereconstitutes, is behavior a strong The similarity INFORMATION ABOUT SMOKING SMOKING AND MORTALITY tionbeginningaccording of and tosmoking wish some for, authorities,is initiatedadult status. evidenceby an imita that 3. Thebypipe smokers, riskcigarette and of cigar developingbut smokers. muchsmokers less cancer is than greater of the the risk thanlung incurred infor non 1. damagetissueautopsyObservations to occur studiesbody moreoffunction, showthousands frequently that organs, manyof andpatients kindscells, severely of and 4. ishedwithTheof risk thecigarettesby discontinuingdurationof developing smoked of smoking, smoking.lungper day,cancer and and the increases isnumber dimin 2. general,isThein 70%smokersmortality higher the than greater ratethan in forfornonsmokers. the :male nonsmokers. number cigarette of cigarettes smokers In 5. theagainstTheofstantially lungmortalitythe nonsmokerslarynx,and higherbronchus. ratios oral arerisk forcavity; 11 associatedcigarette to 1esophagus for smokerscancerwith and cancer ofas There is also a sub 3. mortalitygreaterThesmoked mortality than dailyrate for rateofthe smokerscigarette forhigher smokers who the smokera do dead whonot. inhaleimte.appears is The 6. urinaryshipThere between bladder.appears gastric to be nocancer significant and smoking. relation esophrgus,mortalitycategories,cigarto be smokers.considerably ratelarynx, however, for andcancershigher have lung athan ofasrelatively thewellfor mouth, pipeas forhigh and Smoers in the latter two SMOKING1. AND CARDIOVASCULAR DISEASES Recentcardiovascularsmokers studies are havemore disorders revealedprone to thatthandie ofcigarettenonsmokers. certain SMOKING AND CANCER denalcirrhosis ulcer. of the liver and stomach and duo Theaffectedsmokersfrom studies these is by indicate about disordersthe number2 tothat between1. of the cigarettes ratio smokers of consumed.deathand non This ratio is 1. smokecertainmanyA considerable speciescan ingredients produce of amountanimals cancer. identified of has experimental demonstrated in cigarette work that in 2. Althoughthattheposition mouthit little containsof and cigarette entersis noknown less thesmoke regarding thanlungs, after nine it itthe gasesis leaves combelieved 2. andResearchcausally women. has related shown tothat lung cigarette cancer insmoking both menis R-15 lungs.whichin cigarette are believed smoke to are be retainedirritating in tothe 80 to 90% of the particles contained mouththe INFORMATION ABOUT SMOKING believedtheandare respiratoryexact deposited that percentage the tractdeeply vast isand intomajority not lungs. theknown, respiratoryof particlesit is Although 4. Cough,smokersare consistently sputum than production,among more non-smokers. frequent or the amongtwo combined, cigarette 3. bronchiolesinChronictract. which brochitisexcessive causes ist'ecurrentmucous a very secretion common coughing. conditionin the 5. lencemalestionCigarette inofcigarette thebreathlessness smoking efficiency smokers is associated of thanhave the non-smokers. alungs. greater with a preva-reduc- Among 40 bronchitis,Em)hysema, a isfrequent a serious complication and often offatal chronic dis- 6. Cigaretteasthma. smoking does not appear to cause SantheUnitedease lung.Francisco characterized States. and 10th by Californiaenlared air and sacs the in It is the ath cause of death in 8.7. AlthoughriskCigarette of somedeath smokers people from have influenzaclaim a moderatelythere and are pneumonia. goodincreased 5. cessUnitedofChrGnic mortality States. bronchities of cigarette and emplysema smokers. are diseases eat public health importance in the They are linked with the ex- knownmosteCtecteeffects" authorities health from do hazard. smoking,not agree counter tueh4-hat balance na those relaxation, a"good definitely 1.SOME CONCLUSIONS UnitedtheCigarette causes States. smokingof chronic is thebrochitis most important in the of 3.2. ForA semarelationship the and bulk cigarette of existsthe populationsmoking. between pulmonaryof the United emphy- States,pollution.Muchas a greatercause the importanceof than chronic that of respiratoryof cigarette atmospheric smoking disease is R-16 STATE OF CALIFORNIA NARCOTIC PENALTIES NarcoticsHeroin AdultPossession Conviction Years2-10 lit OMnse ginimum 2 Years5-10 2nd Offense Minimum 5 Years15-life rd Offense MiniMUm 15 MorphineOpium MinorAdultSales toor minorfurnishing 10-life55-life minimum 35 1010-life lifeminimum 10 15-life 1515 Codeine . Sale 1-10 CocaineDermerolMethadone Mari uana . Marijuana Cultivating 1-10 2-20 ! 5-life (Consideredundera narcotic the SalePossession for sale 5-life2-20 3 E 5-life5-15 ; 10-life10-life 10 law) Adult to minor 10-life 5 10-life 105 ...: 15-life 15 Peyote PossessionCultivate/process 2-101-10 2-205-20 5 15-life 15 Prescriptions Sale 5-life 2 10-life 5 15-life 1, 5L Addicts Using/influenceForgery of Misdemeanor3 mos.-16 mos.-1 10 10 registration R-17 I STATE OF CALIFORNIA NARCOTIC PENALTIES 1st Offense 2nd Offense LSD, DMT, STP Dangerous Drugs AdultSalePossession Conviction(for) Years$1,000 and/or 1 Years1-52-10 Nembutal,etc. (barbiturates) Seconal, Rezessants: ToActual minor sale 1-51-3 2-10 Miltown,(tranquilizers) Librium Stimulants: MethamphetamineBenzedrine (Amphetamine) (speed) LAWS PERTAINING TO NARCOTICS AND DANGEROUS DRUGS VIOLATIONS

FEDERAL LAWS

1. Harrison Narcotic Act of 1914 - basis of all narcotic.1Uws

2. Import and Export Act of 1922 - this outlaws Heroin

3. Marijuana Tax Act - 193?

4. Boggs Act of 1950 -.mandatory sentences for narcotic tax violations

5. Narcotic Control Act - 1956

STATE LAWS

A. Health and Safetzale(lialg)

(1) 11500 H & S Code - Possession ofNarcotics (Heroin, Morphine, Percodan, Cocaine)(F)

(2) 11p0.5 H & SCode - Possession ofNarcotics with Intent to Sell (Heroin, Morphine, Percodan, Cocaine) (F)

(3) 11501 H & S Code - Sale of Narcotics(Heroin, Morphine, Percodan, Cocaine)(F)

(4) 11502 H & S Code - Sale of Narcotics toJuvenile (F)

(5) 11503 H & S Code Offer to Sell Narcotics or Delivers Substance in Lieu of Narcotics (F)

(6)_11530 H & S Code - Possessionof Marijuana/Harvesting or Cultivating (F)

(7) 1130.5 H & S Code - Possessionof Marijuana with Intent to Sell (F)

(8) 11.531 H & S Code - Sale of Marijuana(F)

(9) U532 H & S Code - Sale of Marijuana toJuvenile (F)

(10) 11540 H & S Code - Possession ofPeyote/Harvesting or Cultivating (F)

(11) 4721 H & S Code - Illegal Use orUnder the Influence of narcotics (M) R-19 (12) 11555 H & S Code - Illegal Possession ofNarcotic Paraphernalia 04)

(13) 1.1556 H & S Code - Unlawful Presence orVisit Where Narcotics are Used (k!)

(14) 1110 H & S Code - Possession of DangerousDrugs, Amphetamine, Barbiturates, L.S.D., or D.M.T. (M) (Prior F)

(15) 11911 H & S Code - Possession ofDangerous Drugs with Intent to Sell, Amphetamine, Barbi- turates, L.S.D., or D.M.T.(F)

(16) 11912 H & S Code - Sale ofDangerous Drugs, Ampheta- mine, Barbiturates, LeS.D., or (F)

(17) 11913 H & S Code - Sale. orFurnishing Juvenile Drugs, Amphetamine, Barbiturates, L.S.D., or D.M.T. (Use ofMinor, (F)

B. Business and Professions Code

(1) 4237 B & P Code -Forged/Fictitious/Altered Pre- scription (first offense (M) - second offense (F)

C. Penal Code

(1) 4573 P.C. - BringingNarcotics Into County Jail (F)

(2) 4573.5 P.C. - Bringing DangerousDrugs Into County Jail (F)

(3) 4573.6 P.C. - Possession ofNarcotics or Danger- ous Drugs in County Jail(F)

D. California Vehicle Code

(1) 12805 C.V.C. - The Department ofMotor Vehicles shall not issue or renew a license to a person who is addicted to narcotics or habitually uses drugs.

(2) 13202 C.V.C. - A Court may revoke adriver's license upon conviction of any narcotic offense defined in Division 10 of the Health and Safety Code, starting at Section 11000, when the use of a motor vehicle is involved in the commission of the offense. (3) 23101 C.V.C. Any person driving under the influence of intoxicating liquor or combined liquor and-any drug, and causes bodily injury is guilty of a felony. May be sentenced to the state prison not less than one year or in the county jail not less than one year.

(4) 23102 C.V.C. Driving under the influence as above and no bodily harm, a misdemeanor.

(5) 23105 C.V.C. Unlawful to drive while addicted to the uses or under the influence of narcotic drugs or amphetamine or any derivative thereof.A felony.

(6) 23106 C.V.C. Unlawful for any person to drive under the influence of anydrug, other than a narcotic or ariphcl;a mine or any derivative, mot vuni. him incapable of safely drivirg vehicle. A misdemeanor.

(7) 23108 C.V.C. Driving under the influence07 any dnnge:rous drug otherthe: a narcotic and causesbodi:j injury. May be sent to si:Lui prison not less than one =er, nor more than fivp., orcaltY jail not less tin 0 dzs nor more than one year. A fcony.

E. Welfare and Institution Code

(1) 3100 W.I.C. Voluntary commitment fortreat ment of narcotic additic.

(2) 3100.6 W.I.C. Involuntary commitment o narcotic addicts by health office or peace officer.

F. HarborNavi.Ration Code

(1) Sectimt.655 - Motorboat, vessel or cr.lte?.- skis while vird'Ir the 21-1f.mm7c of a narcotic or bayJoitinto, A. misdemeanor.

R21 TEACHER REFERENCES

Books, pamphlets and periodicals

1. "A Preliminary Guide to Health and Family Life Education." San Francisco Unified School District, 1968

2. Bloomquist, E. R.: "Marijuana."Beverly Hills: Glencoe Press, 1968

3. Bowen, Haskell L.: "Drug Facts." Santa Clara County Drug Information Center, 1968

4. Bowen, Haskell L. and Landin, Les: "About Drugs."' Santa Clara County Office of Education, 1968

5. Bureau of Criminal Statistics. "Drug Arrests and Dispositions in California, 1967. Sacramento: California Department of Justice,.1968

6. Bureau of Criminal Statistics. "Drug Arrests in California 1968 Mid year Preliminary Survey."Sacramento: California Department of Justice, 1968

7. Kitzinger, Angela a Hill, Patricia J.: "Drv... L P,ourcebooP '.Lnd Guide for Teachers."Sacramento: California S'.-... Department of Ed ucation, 1967

8. Landis, James B. and Fletcher,. Donald K.: "Drug ibuse A Manual for Law Enforcement Officers." Philadelphia:Smith. Klein, and French Labora tories, 1966

9. McCarthy, Raymond G, (Revised by John J. Pascintti): "Facts about Al cohol."Chicago: Science Research Associates, 77%., 1967

10. "Physicians Desk Reference to Pharmaceutical SpeAalties and Biologicals:" Oradell, New Jersy Medical Economics, Inc., annuli.

11. Smith David. E.: "Current Marijuana Issues." Journal of Psychedelic Drugs; Volume 2, Issue 1, Fall, 1968

12. Todd, Frances: "Narcotics and Dangerous Drugs A Resource Book for Teachers." San Francisco Unified School District, 1957

13. Todd, Frances: "Teaching About Alcohol." New Yerk: McGrawHill Book Company, 1964

14. Vogel, Victor H. and Vogel, Virginia E.: "Facts lbout Narcotics Zcid Other Dangerous Drugs." Chicago; Science ResearcUteweiatest'Inc., 1967

R-22 c.

15. U. S. Department of Health Education and Welfare: "A Guide for Teaching Poison Prevention in Kindergartens and Primary Grades." Washinr4on, D. C: U. S. Government Printing Office, 1966

16. U. S. Department of Justice, Bureau of Narcotics and Dangerous Drugs. "Drugs of Abuse."Washington, D. C.: U. S. Government Printing Office, 1967

R-23 SAN FRANCISCO UNIFIED SCHOOL DISTRICT

Sample Lesson Plans

DRUM AND HAZARDOUS SUBSTANCES

Grades 7-9

For optional trial use, Fall term, 1969

Dr. Robert E. Jenkins SUperintondeht of Schools.. SAN FRANCISCO UNIFIED SCHOOL DISTRICT

Sample lesson Plans

DRUGS AND HAZARDOUS SUBSTANCES

Grades 7-9

For optional trial use, Fall term, 1969

Prepared by

Nathan Littlejohn, James Lick Junior High School Robert Parina Aptos Junior High School Mary Frazier Patterson, Felton Junior High School

Edited by

John Freeman, Balboa High School Eugene Huber, Teacher-Specialist, Health Education Dr. Frances Todd, Supervisor, Health Education

Under the direction of

George Canrinus, Coordinator, Health, Physical Education, Recreation Ralph Kauer, Assistant Superintendent, Secondary Schools Dr. Raymond Pitts, Assistant Superintendent, Instructional Development GRADES7-9

Contents

Concept and behavioral objectives 1

Outline

Learning Aids for pupils 2

Grade 7: Health Education 3

Grade 8: Science 9

Grade 9: Social studies 14

For the teacher's reference R-1 Vocabulary

Information about alcohol R-2

Information about drug use and misuse R-8

Information about smoking R-14

State of California narcotics penalties R-17

Laws pertaining to narcotic and dangerous drug violations, federal and state Ft-19

References R -22 DRUGS AND HAZARDOUS SUBSTANCES

GRADES 7-9

THE USE OF SUBSTANCES WHICH MODIFY BODY FUNCTIONING, FEELINGS AND BE- HAVIOR ARISES FROM A VARIETY OF MOTIVATIONS AND MAY BE BENEFICIAL OR HARMFUL

Behavioral Objectives

The student

1. describes how certain common and legal drugs modify body functions

2. cites precautions about using and storing medicines

3. differentiates between necessary and unnecessary use of drugs and medicines

4. investigates and evaluates the nature and extent of our cultural pattern of self-medication

5. concludes that substances which modify body functions range from mild to strong, have multiple uses, and produce many varied and often unpredictable effects,

6. formulates situations which illustrate the interplay of personal, social, family, and environmental influences on the use, non-use and misuse of substances which modify body functions

7. compares the psychological and social values of smoking which are claimed by its proponents with the potential detrimental effects

8. identifies reasons why some individuals experiment or may possibly become regular users of harmful drugs

9. discusses the synergistic effects of taking more than one drug at a time

10. examines the relationship between the pressures of the peer culture and the use, misuse and abuse of alcohol, tobacco, and certain harmful drugs

11. discusses the laws which control the use and sale of alcohol, tobacco, and certain drugs to minors

12. refrains from experimenting with or using harmful or illegalsub- stances

-1- 13. predicts that loss of inhibitions resulting from the use of alcoholic beverages may lead to behavior problems, some of which are irreversible

14. identifies community resources for aiding youth seeking help on drug-related problems.

GRADES 7-9

Outline

Grade 7 Health Education

Pressures to experiment with drugs Legitimate and illegitimate uses o drugs Safe use and storage of drugs Marijuana

Grade 8 Science

Physiologic and psychologic effects of drugs on the human nervous, circulatory and respiratory systems: alcohol, nicatine and tars, hallucinogens Motivations for drug abuse

Grade 9 Social Studies

Cultural patterns of self-medication Narcotic dependency Social and economic aspects of drug misuse and abuse Community efforts to treat and rehabilitate drugde- pendents Legal controls: local, state, national, international Personal and social responsibilities

GRADES 7-9

Learning Aids for Pupils

Grades 7, 8, 9

Pamphlets 1. Marijuana, 1969 2. The Up and Down Drugs., 1969 3. LSD, 1969 4. Narcotics, 1969 U. S. Department of Health, Educationand Welfare 50 copies consigned to each school (Prop inform/Ain:1 rind routeat 5. Marcties and Dangerous Drugs --T131711ar01 1969- Winston. One copy consigned to eachschool 6. Drugs, 1969 Scott, Foresman, may beordered through schoollibrarian -2- A/V Aid

1. Drug Identification (Slides), 1969. SFUSD. One set consigned to each school

Grade 7 Health Education

A/V Aids 1. Rx:Not for Kicks, 9 min., 1968 2. Mari uana:A Foolish Fad, 10 min., 1968 3. Tobacco: The Habit and the Hazards, 13 min., 1968 The above are filmstrips and recordings QED.One copy consigned to each school

Grade .8 Science

A/V Aids 1. Alcohol:Decisions About Drinking, 15 min., 1968 2. LSD: Worth the Risk?, 10 min., 1968 The above are filmstrips and recordings QED. One copy consigned to each school 3. Drugs and the Nervous System (motion picture), 20 min., 1967' Churchill.Q613.8-MS-2

Grade 9 Social Studies

A/V Aids 1. Narcotics: Uses and Abuses, 10 min., 1968 Filmstrip and recording. QED One copy consigned to each school 2. I Never Looked at It That Way Before, 31 min., 1967 Filmstips and recordings. Guidance Associates One copy consigned to each school

GRADE 7

HEALTH EDUCATION O121SOZIE

To help pupils

1. examine the relationship between the pressure of the peerculture and the use, misuse and abuse of tobacco, and certain harmful drugs

2. observe precautions about using and storing drugs when they use them legitimately 3 differentiate between necessary and unnecessary use of drugs and medicines

4. conclude that substances_that modify body functions range from mild to strong, have multiple uses, and produce many varied and often unpredictable effects.

380-983 0 - 70 - 0 Lesson 1

Concepts

1. Drugs play an important part in the alleviation of pain and discomfort, the prevention and treatment of qi.seases and..disorders and the extension of the life span.

2. Drugs have many effects, including side effects, on people.

3. The illegal, unnecessary or excessive use of drugs is called drug abuse or drug misuse.

4. Drugs and hazardous substances which are kept at home should be safely stored.

Learning opportunities

1. Give an oral or written pre-test to determine student's knowledge about drugs.

2. With parent's permission, inventory the medications and potentially hazardous substances found in the home, noting safe and unsafe storage practices. Discuss with parents the uses of the drugs and other substances, whether they are prescription drugs, over-the-counter drugs, or, non-drug substances which may be hazardous if improperly used. Ask pupils to bring to class empty containers with their labels intact. Construct a display.

3. By committee work or class discussion, compile a class list of the substances found in various homes. Categorize them under headings such as Prescription Drugs, Over-the-Counter Drugs, Potentially Hazardous Substances. Further categorize them by their action on the body, such as Depressants, Stimulants, Narcotics, Reality-Altering drugs. Select from the empty labeled containers a few examples of medications used for the relief of headaches, pain, rashes, sleeplessness, appetite suppression, laxatives, pep pills etc. Have pupils read labels aloud, noting directions for taking, warnings and cautions, and any reference to potential side-effects.

4. Discuss methods other than taking self-prescribed drugs for preventing or alleviating the disorders mentioned in (3).

5. List any of the substances which might be drugs or substances of abuse if used improperly or excessively.

6. Discuss safe storage of drugs and hazardous substances.

4 Lesson 2

Concepts

1. Using drugs unnecessarily, excessively, or for purposes for which they were-not intended, is drug abuse.

2. Drug advertising is often misleading.

Learning opportunities

1. Show the FS/RI RX:Not for Kicks. Select from the accompanying teacher's guide the most appropriate suggestions for follow- up discussion.

2. Some suggested subjects for. individual or group disscussion and reports:

a. Evaluation of advertising claims about the various brands of aspirin and/Or the efficacy of widely, publicized pro- prietory medications. b. Evaluation of-adequacy and clarity of directions and warnings on labels. c. Visit a neighborhood pharmacy.Ask the pharmacist what precautions he takes regarding restricted and narcotic drugs, filling and recording prescriptions, etc. d. Legal restrictions on prescription drugs. e. Uses, and misuses. of "wonder" drugs such as antibiotics, sulfa drugs, diuretics, tranquilizers, antihistamines, reality modifiers. f. Responsibilities of teenagers for preventing the misuse or careless use of drugs and hazardous substances by younger childrenin the family.

Lesson 3

Concepts

1. Marijuana is an illegal drug which has no medical uses.

2. The effects of marijuana are not always predictable.

effects 3. Experimenting with marijuana may have many adverse on a teenager, his family, his friends,and on society.

Learning opportunities

1. Show the FS/R, Marijuana:A Foolish Fad.Select from the accompanying teacher's guide the must appropriatesuggestions for follow-up discussion.

2. Some suggested subjects for individual and groupdiscussion and reports: -5- a. Why do some teenagers experiment with marijuana? b. How would experimenting with marijuana hinder a teenager in achieving his goals in life? c. What are the differences between psychic and physiologic drug dependence?Which is apt to be more harmful over the short term?The long term? d. Why do some people use "crutches" such as marijuana rather than face their problems and try to solve them- e. How can the use of marijuana among teenagers be prevented?

Lesson 4

Concepts

1. Behavior deperis upon meeting emotional needs.

2. Teenagers should understand how peer pressures may adversely influcence their behavior.

3. Meeting frustrations by undesirable behaviors such as experimenting with smoking and drinking may block optimal, personality development and may lead to serious short and long range problems.

Learning opportunities

1. Discuss the basic emotional needs such as love, acceptance, belonging, security, success, intellectual stimulation, in-, dependence, sense of worth. Consider some realistic and wholesome ways young teenagers can meet these needs through participation in appropriate activities in the hcme, church, school and neighborhood.

2. What are some typical frustrations of 7th graders? What are some of the undesirable ways to meet these frustrations?(e.g., showing off, over-aggressiveness, bragging, lying, avoiding others, rebellion) Role-play or discuss a situation of undesirable behavior that is not related to drugs, smoking or drinking, e.g., responding to the frustration of not having any close friends in a new school by avoiding others or ignoring classmates who are trying to be friendly. Ask the class to suggest other 6z-ins of coping with this frustration, then re-enact the situation incorporating the suggested changes. Conclude this activity by making a class list of ways to build self-confidence and self esteem.

3. Repeat the role-playing or discussion activity described in (2), using a situation xelated to smoking, drinking or experimenting with drugs, e.g., a boy or girl who is tempted by his friends to smoke or drink because, the friends say, "All the other kids do," or "It'll make you feel good," or "You can't belong to our club unless you do."In the ensuing discussion, suggest that the pupils consider:

-6- . Parental andreligious beliefs on smoking and drinking . Laws about smoking and drinking by minors . What they already know about the health risks of smoking and drinking (note: this phase of, the discussion will give the teacher clues as to the knowledge level of the pupils on these subjects) . Will conforming to peer pressures rather than conforming to parental expectancies help build selfesteem, self confidence, or contribute to a parent's desire to trust his children?

Many other relevant discussion questions will come from the class if the teacher will encourage the pupils to express themselves.

List the reasons pupils give for teenagers starting to smoke or drink. Discuss the rel'ation of the reasons expressed to meeting the basic emotional needs.

5. Roleplay or discuss ways pupils can resist peer pressures to smoke or drink without unnecessarily offending others or being continuously taunted by accusations such as "chicken", "baby", and "poor sport".

6. Have pupils summarize from previous instruction at home, church or school the main reasons young teenagers should avoid smoking and drinking.

Lesson 5

Concepts

1. Advertising is a prime factor in the widespread use of tobacco today.

2. The decision to smoke or not to smoke is an individual deci sion that should be based on scientific facts rather than the pressures of advertising or peers.

Learning opportunities

1. Show the FS /R, Tobacco: The Habit and the Hazards. Select from the accompanying teacher's guide the most appropriate suggestions for followup discussion.

2. Analyze tobacco advertisements as to types of appeal such as social status, achievements of smokers, health, athletic ability. Pupils may be asked to bring to class a variety of tobacco ads, or tape recordings of radio and TV ads, for group study of the accuracy of their appeal.

3. Analyze the antismoking appeals that are broadcast by health

-7- agencies. Compare these with the pro-smoking ads as to accuracy and nature of appeal.

4. Construct.a display of pro-smoking ads, and questions and scientific answers which negate the validity of the advertised claims.

5. Evaluate the entire unit; suggest revisions and improvements.

Evaluation

Develop a role-playing situation in which pupils make decisions concerning experimenting with smoking, drinking and marijuana in terms of what they have learned in this unit.

2. Have students prepare a series of articles for the schoolnews- paper, or prepare bulletin boards on subjects such as:

"To Smoke or Not to Smoke"

"Pot's a Put-On"

"Are We a Drug-Taking Society?"

"Is Your Home Safe" (proper storage of drugs and hazardous substances)

"Watch out for 'Con Men'"(older teenagers who tempt younger teenager to smoke, drink, try drugs)

"How to Say No--and Still have Friends"

"How Emotionally Mature Are You?"

"Athletics and Smoking Don't Mix"

3. Write a skit and perform it for your class, other classes, ora parent's meeting on some subject related to this unit. GRADE 8

SCIENCE (integrated with the study of the human nervous, circulatory and respiratory system and genetics)

Objectives

To help pupils

1. understand how certain common and legal drugs modify body functions

2. evaluate the psychological and social values of smoking which are claimed by it proponents with the potential detrimental effects

3. become aware of the synergistic effects of taking more than one drug at a time

4. decide to avoid any experimentation with or use of harmful or illegal substances.

Lesson 1

Concepts

1. Drugs of use and abuse can be placed in several categories.

2. The functions of the nervous system are altered by the action Of drugs.

Learning opportunities

1. Give an oral or written pretestto determine the knowledge level of the pupils.

2. Introduce the rlm auzs and theNervous System (also suggested for showing inrade 6).

3. If the film isInot available, introduce the unit by means of transparencies made from Drugs of Abuse, or project the illus4 trations in this reference with an opague projector, or show set of slides which illustrates the major drugs.

Categorize the drugs mentioned in the film by their action on the central nervous system (stimulant, depressant, reality altering or hallucinogens, other). Identify which drugs are legal and which are illegal, and which are legally and medically classified as narcotics or dangerous drugs.

-9- 5. Discuss the drugs studied in terms of their dependency effects, distinguishing between physiological and psychological dependence.

6. Discuss the relation between the effects of psychological dependence on the individual and his present and future goals in life.

7. Discuss the synergistic effects of taking more thanone drug at a time. Draw out from the pupils some examples,e.g., drinking an alcoholic beverage shortly after a session with the dentist when a pain killer such as novacaine was taken.

Lesson 2

Concepts

1. Alcohol is the number one drug of abuse.

2. The use of alcohol has predictable effectson the human body.

3. The decision to drink or not to drink is an individual choice. This choice should be an informed choice basedupon understanding of a broad range of scientific knowledge about the effects of alcohol, the risks of alcoholism, religious and family beliefs, the attainment of emotional and legal maturity, and personal preferences.

4. Excessive, cconpulsive and inappropriate drinking adversely affects the individual, his family and society.

Learning opportunities

1. Introduce and show the FS/R, l oho .4 Select from the accompanying teacher's guide the most appropriate suggestions for follow-up discussion.

2. Discuss why some teenagers startto drink, e.g., influences of peer and older friends, curiosity, example of adults, lack of knowledge of its' effects and risks. It may be well to point out that the legal age restrictionson drinking apply to publics possession, sale or consumption, not to tastingor drinking alcoholic beverages at home with the knowledge and onsentof parents.

3. Evaluate reasons that people who drinkor do not drink give for their decision.

I. Evaluate the food value of alcohol.

5. Assign pupils or committees to reporton studies of how alcohol affects the brain with accompanying effectson judgment, perception and other functions of the brain.

6. Discuss point of view of religious, culturalgroups, and families about the use or non-use of alcoholic beverages. -10- 7. Review the unique risks of alcohol for teenagers.

8. Discuss the early warning signs of impending alcoholism and relate this to the impairment of the nervous system.

Lesson 3

Concepts

1. Breathing efficiency is decreased by smoking.

2. Smoking also impairs the functioning of the circulatory, digestive, excretory and nervous systems.

3. The only way to avoid the severe risks to health from smoking is not to smoke.

Learning opportunities

The following suggestions are taken from the Journal of SchoolHealth, Vol. XXXIX, No. 5a, May, 1969, Page 63:.

1. Experiment to find out how lung capacity is measured.Set up an apparatus consisting of a halfgallon bottle filled twothirds full of water and closed with a twoholed rubber stopper. In the stopper is a short inlet tube into which a person blows, and a long exit tube extending from the bottom of the water in the bottle to a graduate cylinder adjacent to the bottle. As the person blows through the tube, the pressure of his breath forces water out of the bottle into the graduate cylinder. The volume of water displaced each time the person exhales is a measure of the amount of air displaced from his lungs. By use of a long rubber tube connected to the inlet tube, the volume of water displaced when the person is exercising, such as run ning in place may be measured.

2. Have a committee of volunteers interview coaches from the school staff and from neighboring high schools to find out what the coaches advise their athletes about smoking.Summarize the in formation and report to the class.

. Ask for volunteers to contact the local offices of the American Cancer Society, the Heart Association, and the Tuberculosis and Health Association for information about the effects of smoking on health.

Invite a resource person from one of those agencies or from the local health department or from the nearest Interagency Council on Smoking and Health to demonstrate and discuss effectsof smoking on health.

5. Set up a "smoking machine" and watch the accumulation of tars. 11 6. Pass the smoke through filter paper and note the tar residue on the paper. Compare the relative amounts of residue from filtertip and regular cigarettes.Are filtertip cijorettes "safe"?

7. Place a small amount of the tar with cotton or a paint brush on the stem of a growing plant, also on the tongue of a frog. How much longer does it take for changes to be observed with the plant?

'8. Bubble smoke into a flask containing water in which a gold fish is swimming.What happens?

9. Discuss effects of smoking on the body including influences on the circulatory, respiratory, digestive, excretory, and nervous systems.

10. Invite the school nurse or physician or dentist to discuss pupils' questions about smoking.

11. Culminate the study with a panel discussion on "To Smoke or Not to Smoke".

Lesson 4

Concepts

1. Drugs which alter the individual's preception of reality may impair or destroy the mind and will adversely affect one's total personality.

2. Hallucinogenic drugs may damage chromosomes and thus impair future generations.

Learning opportunities

1. Introduce and show the FS/R, LSD.From the accompanying teacher's guide select the most appropriate suggestions for follow-up discussion,

2. Add examples of other hallucinogenic or reality-altering drugs with which the pupils may be familiar because they are mentioned in the mass media, such as DMT, peyote, psilocybin, mescaline.

3. Marijuana is also classified as a hallucinogen. Refer to lesson 39 grade 7, as a basis for reviewing marijuana with pupils, and compare marijuana with LSD and other hallucinogenic drugswhich have been discussed.

-12- Lessen 5

ConceiAs

1. Using any drug for recreational, social or thrillseeking motivations is misuse of drugs and abuse of the human body and mind.

2. It takes several years of expert research before any drug can be declared to be reasonably safe even if it is used under strict medical supervision.

3. A person who respects his body and mind will use drugs only with the approval of his medical adviser and will follow directions for taking drugs carefully.

Learning opportunities

1. Construct with the pupils on the chalkboard a summary chart of the drugs studied in this unit and the major effects of each on the following systems of the body; nervous, circu latory and respiratory systems. Indicate for each of these drugs the extent and quality of valid research that has al ready been done to determine their relative safety if used under medical supervision. Assist pupils in the preparation of a list of "safe" drugs and "unsafe" drugs, and indicate which drugs are illegal and why. Classify further under the headings, overthecounter, and prescription drugs. Have pupils construct a class list of rules for using prescribed and unprescribed drugs safely.

2. Have committees prepare a list of recreational and social opportunities in the school and neighborhood for teenagers. Discuss the point that participating in school and neighbor hood recreational and social programs is the wise alternative to using drugs and potentially harmful substances.

Evaluation

1. Ask each pupil to take home to his parents the list of rules for using prescribed and unprescribed drugs safely for their evaluation and suggestions. Revise list if necessary. The revised list may be the central theme of a poster or mural for the halls) for a transparency for other classes to use, or for EtprocIram..for an assembly or parent's meeting.

2. Form a volunteer "Speaker's Bureau", composed of teams of two to four pupils who, as a team, could prepare and present a pro gram on drugs to a 5th ar 6th grade class in a nearby elemen. tary school. 13 GRADE 9

Social Studies Ob'ectives

To help the pupil

1. evaluate the nature and extent of cultural patterns of self medication

2. understand the nature, extent, and seriousness of narcotic dependency

3. become acquainted with the laws which control the use and sale of alcohol, tabacco, drugs and other dangerous sub stances

4. understand the necessity for personal and social responsibility for preventing and resolving drugrelated health and social pro blems.

5. become aware of the relation between drug abuse and personal, family and social problems.

Lesson 1 and 2 Concepts

1. Narcotic dependency is one of the most serious and destructive drug problems.

2. Most of our supply of illegal drugs is smuggled into the United States from other countries.

3. Opium derivatives have legitimate medical uses.

4. Opiate dependency severely damages mental and physical health.

Learning opportunities

1. Introduce and show the FS/R, Narcotics: Uses and Abuses.Select from the accompanying teacher's guide the most appropriate sug gestions for followup discussion.

2. Help pupils report on drug use and abuse in the countries they are studying. Some topics for study and discussion are:

a. The cultural role of opium in historical China. b. The economic role of opium in historical China. c. The historical evidence that indicates that Oriental war lords introduced opium into the areas they were trying to conquer in order to weaken their military enemies. d. Mexico as a chief source of our supply of illegal narcotics.

-.14 e. The use of hashish, a derivative of the same plant from which marijuana is procured, in the past and present history of the countries of the Middle East. f. The alcoholism and other drug-related problems in the Soviet Union. g. Tribal rites at puberty in many of the African countries which involve a "demonstration of manhood." h. The evidence that Red China is a chief supplier of drugs of abuse.

3. Committee or individual reports on narcotic dependency:

a. Physiologic and psychologic effects of heroin dependency. b. Legitimate medical uses of certain opiates. c. Synthetic narcotic drugs, legal and illegal. d. Cocaine, a stimulant drug classified legally as a narcotic. e. The profit motive in the illegal drug traffic. f. Similarities and differences between dependency on "hard" narcotics and "soft" drugs of abuse. g. The effects of heroin dependency on the addict's goals in life. h. The history of the legal and illegal use of opium derivaties in this country.

1. UN, UNESCO, and WHO efforts to control illegal drug traffic On the international levels.

Lesson 3

Concepts

1. Treatment and rehabilitation of persons who become dependent upon drugs are difficult and uncertain.

2. The major focus in the prevention and treatment of drug dependency is psychological rather than physiological.

3. There is a community need for more facilities, particularly those which may help prevent a youthful "experimenter" .from becoming a drug dependent.

Learning opportunities

1. Review frames 28-341 43-51, and 52-55 for the FS/R, Narcotics: Uses and Abuses.

2. Have committees or individuals report on:

a. The federal hospitals at Lexington, Kentucky and Fort Worth, Texas, which treat drug addicts. b. The California State Hospitals for drug addicts at Cornona, Napa, and Mendocino. -15- c. State and local public supported treatment facilities for alcoholics and other drug dependents. d. Local privately supported treatment facilities for adults with drug-related problems. e. Drop-in centers for teenagers with drug-related problems. f. AA, Alanon, Alateens.

3. Committee or class visit to agencies such as Teen Challenge, Syrdnon, Off Ramp, IMPAC and others, with follow-up discussion and evaluation.

4. Invite a resource person from one of the local treatment centers, or a psychologist, psychiatrist or social worker,to talk with the class about the relationship between emotional instability and drug dependency.

5. Invite the school nurse to talk with the class about the community mental health services available to teenagers.

6. Discuss: What facilities does our community need to help a youthful "experimenter", "turn off", and "drop back"?What social action should be taken to establish and maintain these facilities?

Lesson 4

Concepts

1. The drug abuse problem is closely related to social problems such as crime, accidents, family disorganization, suicide.

2. The drug abuse problem is closely related to economics.

3. The teenager has a personal responsiblity to help solve the social problems related to drug abuse.

Learning opportunities

1. Review frames 35-42, in the FS/R, Narcotics: Uses and Abuses.

2. Discuss the relationship between the social problems listed in the first concept of this lesson and drug abuse. Some specific topics for individual reports or panel discussion might be:

a. Current local arrest reports for alcohol and drug abuse among minors. b. The drinking driver and traffic accidents. c. The problem of bad checks related to alcohol sales. d. Suicide caused by drug misuse. e. Prostitution and robbery by opiate dependents. f. Alcoholism as related to family disorganization. g. Social health problems related to drug Amse, hepatitis among "mainliners", venereal diseases and illegitimacy and alcohol and drug abuse. -16- 3. Discuss the economic aspects of drug abuse,e.g.,

a. Intoxication and alcoholism: absenteeism from work, economic losses to the community, industrial accidents. b. Hard drug dependency: cost of treatment and rehabilitation, economic losses of non-productive patients. c. Cost of a pack- a --day cigarette habit.

4. Discuss the teenager's responsibilities toward solving the drug abuse problem, e.g.,

a. Learning the truth about drugs. b. Using necessary drugs carefully. c. Avoiding unnecessary druguse, especially for minor and short-term ailments. d. Resisting temptations to experiment with alcoholic beverages, smoking or drugs. e. Helping others know the dangers. f. Reporting evidence or suspected drug abuse to parents or other responsible adults. g. Knowing and obeying the laws which protect people from drug abuse. h. Diminishing the likelihood of becoming a drug dependent by developing interests and behavior patterns which foster emotional maturity. i. Recognizing the early signs of personal inadequacy to deal with everyday problems and seeking professional help.

Lesson

Concepts

1. Laws regulating the sale and use of drugs represent a group consensus of what is best for society, and should be Obeyed and respected.

2. Drug law enforcement agencies need the cooperation of indivi- uals in order to carry out their responsibiliti6s.

3. Minors who violate drug laws jeopardize their present freedom and incur potential risks which may affeCt their later life.

Learning opportunities

1. Consult the area of the 8th grade course of study in social studies on civics, and review with the class the laws pertaining to drugs.

2. Differentiate between the law enforcement responsibilities of the Food and Drug Administration and the Bureau of Nar- cotics and Dangerous Drugs, on the federal and state levels.

-17-- 3. Individual or committee reports derived from reading. visits, resource persons invited to class on subjects such as:

a. Pending and/or recently enacted laws on drugs of abuse. b. Pending and/or recently enacted laws concerning alcohol content of the blood as prima facie evidence of driving under the influence. c. Drug laws which pertain to minors only. d. The use of informers by law enforcement agencies. e. The disposition of contraband drugs confiscated by authorities. f. Delineation ofresponsiblitj.es.and cooperation. among federal, state and local authorities. g. How over-the-counter drugs are controlled by FDA. h. The legal process by which a drug is removed from the market by FDA. i. Narcotic reports and records which doctors and pharmacists are required to keep. j. Legal responsibilities of the schoolrelearant...to alcohol, tobacco, drug abuse.

4. Duplicate or project the summary of "Penalties for Drug Abuse" andrc.:view with the pupils, noting particularly the areas most relevant to minors.

5. Invite a probation officer, judge, or lawyer to talk with the class on the usual procedures which follow the arrest of a minor for a drug violation. The legal rights of a minor as

well as the potential or actual punishment . should be included. Also important is how a minor's arrest record may be sealed if ha is "clean" for several years.

6. Discuss the potential restrictions in adult life that may accrue as the result of a junvenile arrest record.

7. Have a committee investigate and report on sources of legal aid for a minor and his family who are unable to afford a private lawyer.

8. Review the processes by which a law may be changed or a new law enacted, as they may pertain to drug laws.Consult 8th grade course of study, area on civics.

9. A concluding activity might be a panel discussion on the individual's responsibility for respecting and complying with the drug laws, particularly tbosA which relate to the use of marijuana by anyone and the use of alcohol and tobacco by minors.

-18- Evaluation

1. Panel or symposium: "If I Were 21 -- legal and social controls I would vote for to help solve the drug abuse problem."Among the areas which might be includedare: Chansves. in existing laws, new laws, enabling laws for treatment centers, mental health community services for:.prevention, international controls of the illegal drug traffic.

2. Have interested pupils plan and implementa student Drug Information Center, under parent-teacher supervision. Involve 7th and 8th gradexs. as well as 9th graders.Among the activities may be:

a. List from lending library of suitable reading materials on drugs, including related fiction books.as well as references,The librarian may be asked to assist with the selction of reading materials appropriate for young teenagers. b. Speaker's Bureau:teams of pupils who can serve as resource persons to classes of younger pupils, particularly in nearby elementary schools. c. Field trips to community agencies which aid drug users. d. Series of noon programs for voluntary attendance by interested pupils, to which some of the following resource persons may be invited: former drug users, lawyer, police, physician, representatives from community agencies, and /or discussion groups on various aspects of the drug problem.

3. Panel discussions on topics such as:

a. Contemporary international aspects of the drug abuse problem. b. Are we a drug-oriented society? c. What can a teenager do to help solve the drug problem in the community? d. Which drug laws need changing? e. What new drug legislation do we need? f. True and false approaches to discovering the meaning of life. g. Comparison of the economic costs of treatment and rehabilitation and the prevention of drug dependency. h. Patterns of drug use in underdeveloped countries.

4. Prepare a program on the theme, "What Can Our School Do About The Drug Problem," for presentation to other classes, or to a parents or faculty meeting.

-19-

309.901 0 - 10 - 10 VOCABULARY ... Simple definitions for pupils

1. 2121.Chemicals which may affect body structure or function, or alter behavior and which if used legitmately and wisely, may prevent, treat or cure illness.

2. Drug misuse or abuse. Mistreatment if the body or mind by the improper or excessive use of drugs.

3. Dependence. A compulsion to take drugs.

4. Tolerance. A tendency to need increased dosage to obtain the 'Mires of desirable effect.

5. Depressant. A substance which speeds up the normal activities of the body or mind, "down" drugs, or "downers".

6. Stimulant. A substance which speeds up the normal activities of the body or mind, "up" drugs, or "uppers".

7. Tranquilizer. A substance which has a calming effect on the mind.

8. Hallucinogen. A substance which may cause a person to experience unreal sight, sounds of feelings; e.g., ISD.

9. Narcotic. Medically, a substance which induces sleep or masks pain; legally, a classification of certain of the most hazardous drugs; e.g., morphine, heroin.

10. Amphetamines. A chemical family of stimulant drugs which mask fatigue, or depress appetite; e.g., pep pills, reducing pills, "speed".

11. Barbiturates. A chemical family of depressant drugs which induce relaxation and sleep, e.a., sleeping pills.

12. Inhalant. A substance which, if inhaled in large amount', may cause intoxication or unconsciousness; e.g., certain glues.

13. Over-the-counter drug. A drug which may be purchased without a prescription; commonly called OTC drugs; e.g.., aspirin.

14. Prescription drug. A drug which may be purchased only if prescribed by a physician.

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UnitedthatAlcoholism affects States, is 4 atoor major 5approximately million people 4% inof thethe public health problem b.c. withthein excessiveresultantindividual amountsbehavior and his detrimentalassociates to R -5 holicsadult population. has not increased over the past decade. The proportion of alco- INFORMATION ABOUT ALCOHOL 3. Alcoholismdisease,health problem, canceris the andfourthsuperceded accidents. biggest only public by heart thoughfairly not well his met nutritional by alcohol. needs, have been 4. disease.theadaptedAlcoholism, American by the byMedical Worldthe definition Association,Health Organization officially is a and An alcoholic, therefore, is a sick HANGOVERS1. drinkingTheequilibrium discomfort results of which fluidsfrom followsa indisturbance and excessive around in the the cells. 5. theTheperson, ratehighest notof alcoholismain criminal the nation innor Sanformoral Franciscoa reprobate.city of is com 2. 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The second is rarely socially R -7 INFORMATION AL6UT DRUG USE AND MISUSE ArrestsTHE DRUG lISUSE PKBLEM f CaliforAia juveniles for drug offenses desired effects. 9increasl sentingInin San196:1 7.-:.ancisco, 24%:.n to overincreasean overwhelming the juvenileoffive well year 167 arrests periodin 1966, increased 1961-1966. from over 1500%. The repre- OPIATES1. Medicial use; relief of pain. usage.ofticsenforcem:-.ataverage the reesent !,..:caal -,ge of agenciesonly theincidence anoffenders believeextremely of illegal isthat 16small arrestyears. juvenile statisdrug percentage Law 2. Examples:fromderivatives, morphine), heroin percodan. (produced synthetically morphine, codeine and other opium TERMINOLZGY1. Dllas.; any non-food substance, medicinal or 4.3. Effects;Usualnausea, method vomiting, of use: constipation, itching, con- drowsiness, sleep; side effects: intravenous injection. 2. t,D1c7non-medicinal,harmful the misuse- extent to the that which individual the may individual be orpotentially society. or society self-administration of any drug 5. Heroin.striction of pupils, slow breathing. 3. Dcoendence;01-.Anization,la'17 be harmed. dependence means "a state according to the World Health c.b.a. DiminishesWithdrawalProduces "high" sexualsymptoms or desire "kick"severe. and ofeuphoriqmic activity.almost nature, orgas-or oblivion.followed by "nod" or state of theLongert,rmsdrugazising more on "addiction"used afromgeneral periodic by repeated most term, and orauthorities. "habituation"continualadministration"dependence", basis". requiresof The use of are no a The f.e.d. RarelyDamageTolerance usedto tissuesdevelops by schdol-age is quickly. rare. youth. dclineatingc1,,sing, e.g.,the exact drug drugdependence which of the opiate one is dis- 6. b.Opiatesa. Many Use coughinby coughyouth syrups syrupbelieved containing fairlydifficult opiates common, alsoto assess extent accurately. but 4. tT Mrance: dosagesdrug user of isthe forced drug toto realizeincrease the steadily a physiological condition whereby R-8 changecontain of an dependency. emetic which tends to reduce INFORMATION ABOUT DRUG USE AND MISUSE DEPRESSANTS:1. dependence)Barbiturates: Barbiturates and Tranquilizers (commonest drug which produces STIMULANTS: untreated.cause convulsions which can be fatal if Cocaine and Amphetamines a. highMedicalcontrol blood uses: of pressure, disorders gastrointestinal such as epilepsy, sedative, sleep producer, 1. Cocainea. Derived from leaves of coca tree. c.b. Safety:Examples:illnesses.seconal, amytal, nembutal. usually safe if used drugsexactly under as trade names of b.c. WidelyNowhereanaesthetic. longer useddependence used in partsmedically is ofcommon. Latin-American, excep; as local e.d. toSymptomsUsualprescribed. that form: of of alcohol; abuse: slurred speech, pills, capsules. intoxication similar d. ness,Effects:pression,strength, euphoria, hallucinations, increased muscular followed by de- reduction of fatigue, talkative- f. Withdrawalifcanerraticstaggering untreated. cause behavior, from convulsionsgait, a dependent sluggishlaughs which or reactions,individual criescan be easily. fatal 2. Amphetaminest. Idical use: treatment of obesity, de- g. Usingcausesame barbiturates timeof the can synergistic be extremelyand alcohol effects dangerous at theof the be- b. Dimas:disorderspression, trade in ess.hypoactivity, children,names such excessive behavioralas dexedrine, sleepi i.h. DeathPhysiologicalexcessivedrugs. rate fromuse andisaccidental verypsychological' high. or intentional dependence c. Eff91.4:ormethedrine "speed"), or metamphetamine produces feeling of well-being,bonzedrjme. ("crystal" 2. Tranquilizers may result from excessive use. d. physiologicalEff.-:r!-smaskscoar::.4!racts DItiriue, of misuse: dependence, increasesdepression, alertness: increasedinhibits psychological but not times that used appetite, toler- b.a. mayPsychologicalMedicalemotional result use: fromdisorder. and excessive physiological use. dependence relief of minor mental or tion,increasedmedically;ifexcitability,ance used requiring intravenously,restlessness, urinary insomnia, dosage frequency, manytalkativeness,psychotic profuse -- perspire-behaviortremor; c. Withdrawal from dependent individual can R -9 may esult. INFORMATION ABOUT DRUG USE AND MISUSE e. Frequentlyandawake by todrivers studymisused onfor bylong final students motor examinations, trips.to stay f. haveClaimsal efficiencynot by been proponents proven and expanded byof objectiveimproved consciousness function-investi- HALLUCINOGENS1. Medical use: experimental medical use of ISD g. Manyfunctioninggation; suicides on the results.and contrary, other acts impaired of violence havepotentiallypsycho-sexualin the no treatmentmedical successful; disorders use. of alcoholism otherhas been hallucinogens and reported certain as h. Patternsthehaveare influence occurredparticularly of LSD ofwhile usage:LSD. interested individuals in wereLSD sinceunder many adoLescents 2. Examples:Effects:mescaline, marihuana. LSD, DMT, peyote, psilocybin, thisuehieveforagainst isidentity, the adult society,age exploration,statusgroup and inthrough thewhich attemptseeking rebellionthe search tcof so:u- 3. dencesymptomspsychological is believed occur dependence;on to withdrawal. be produced, no physical no physical depen- distorted sensory perceptions, radio,theseprovidesignificanttions toproblems. and thepersonal even role.solution prominent conflicts, to one persons orplays more havesue:. of a Newspapers, televisicii,They believe LSD mar 4. 1.512o Effects:thought,hallucinations, mood, activity,changes in time perception, sense, com- visual, auditory and tactile totomersmerelyglorifiedclassified indulge ratherhave LSDin to theitsthan tosupply LSDtheuse. persuade user extentthe asdrug orthatfollows: induceto pusherscus- them Dr. Sidney Cohen b. Lastingdepression.izedprehension; by effects: panic, some disorientation, "trips" are character- severe in some users, may in- (1) The Explorer: thesensory drug. awareness characteristic of curious to experience c. Recurrencewhoemotionalclude previously psychotic ofinstability. psychotic exhibited behavior, effects no evensigns mayin of personsoccur (3)(2) Hedonistic The Social Group: LSD Takers: forcommon kicks. bond for sense of belonging. Among this group era takes the drug provides d.e. mayThereEpilepticweeks occur isor somemonthsandseizures adverselyevidence after may dosage. thatbeaffect triggered. genetic progeny. damage R-10 (4) tic Pill Group: withdrawalcurereality.those them who andofare whatcontinuous dissatisfied they really escapism. with are: LSD is used as a means of hope LSD will INFORMATION ABOUT DRUG USE AND RISME (5) Artisticareemotionally probably Group: immaturepro-psychotic. individuals who attempt to see f. dividual'sHarmconsequences to society social of is thefunctions derived impairment fromand hiseconomicof theen- in- (6) Religioushistory.perception;things differently Seekers: common throughoutthrough altered believe ISD pro- SOLVENTS behavior.hanced proneness to asocial and antisocial (7) Accidentaluniversevidessonal answers problems. and Takers: solutions to questions to one's about per- the this group 1. Examples:lighterchemicals. fluid, coolants and other volatile glue, gasoline, paint thinners, usunllyledge.givenincludes thecoLsists somedrug adultswithoutof children who their have but know- been also 2. Effects:similaracterized to alcoholicby blurred intoxication, vision, slurred often speech, char- state of excitation and exhilaration 5. duration.usuallyMescaline,effects less similar psilocybin, intense to ISD,and peyote, arebut ofthe DMTshorter effects produce are 3. Usersmaylossglueliver result of sometimes ordamage,balance, solventin anemia, anduse black-outs;up death. plastic tomental their bags deterioration, prolongedface, to thVshold use riskingthe 6. b.a.MARIHUANA UsualMedical method use: of use: none. smoked or eaten. 4. lateMisusesuffocation. childhood is usually or earlylimited adolescence, to individuals and isin c. distortiontiTITS71yLffects:andeuphoria; sometimes in offeeling susceptiblesense hallucinations; of exaltation;time individuals, and distance;panic dreaming; or psychological dependence, par- SOCIAL ASPECTS OF DRUG MISUSE delinquentmost frequent behavior. among children with a history of d. physicalPhysicaltive,arefear unreliable ormay damagedependence,very result; quiet doand notuser andunpredicitable.abstinence develop. maydrowsy; be very syndrome,effects talka- 1. Societyabusedrugdifferentiate user isshould a andway accept thebetweenof life.chronic the the existence abuseroccasional to of whom orand spreedrug e. arrestsIn San Francisco,involved marihu,na 59% of the users. juvenile (1966) drug R-11. 2. shouldThe chronic be treated abuser as is such. a sick individual and INFORMATION ABOUT DRUG USE AND MISUSE 3. Druglying misuse disorder; is a symptonit may -rangeof a deep,from teenageunder e. Beunderlying constantly needs aware and that motives. social attitudes 4. Legalcharacterizedrebillion restriction to severby loneliness on disorders, drugs has andbeen is part often of and alienation. dowhichtime more createuse lasting of unduemost harm drugs.stress than asituations one or two may 5. Thesocietysocial fEmily sincenecessity. is thethe dawnprime of influence history andon theis apre 3. Guidea. pupils to differentiate between: tiveness.fluencePhysiological of drugs effects on psychological of drugs and effec the in insulatethelove,vention years care, of the ofdrug andchildlate misuseguidance childhoodagainst by particularlythe loneliness and young. adolescence, andduring Parental d.b.c. TheMedicalHonestresearch. often scientificviews divergent and moralresearch viewpoints views. and ofpseudo health TIPS FOR TEACHING ABOUT DRUG USE AND MISUSE drugfluencedalienation, misuse. have and no usuallyneed to youngescape people by means thus of in e. Risksdangerousandrightsscientists, theinherent proponents. risks drugs. criminologists, inof theknown use or of suspected anyand drug,human 1. Aimradical.servatively for an honest alarmist balance and betweenthe defiantly the con Differentiate between facts, be f. Riskslogical,drugs, and short benefitspsychological, term of and the long anduse term,social.of dangerous physio 2. generations:Narrowliefs, andthe opinions.communication gap between the 5.4. Exploreagers takewith dangerouspupils some drugs. of the reasons teen a. tigious.Beasteenagers familiar the sources withget theirtheteachers sources information consider from which aspres well Minimizeareactivitiesstitute real teacherimparted dialoguecenteredor aroundrealistic situations to theinformation.instruction. pupils.and concerns Sub that Center c.b. drugusingatmosphereLetKnew pupils the subculture.jargon ofair mutual their of teenagers curiosityviews freely and and inthea an 6. Pretest:interestinformed youtoyour them.may pupils be amazed are on ata subjecthow.well of deep d. pupils'Listensharing andwords of look opinion and for actions differencesand experience. and their between I}-l2 7. identifyUsestudents examples honest evaluate from onctroversy, current reporting, mass differentiate detectmedia. bias, Help INFORMATION ABOUT DRUG USE AND MISUSE 8. Consider:findings.botWepri 'sensationalism And 'Scientific Have we overstressed happiness and Don'tpeerfew teachersscold,pressure threaten butto experimentmost or teen-agers exhort. with drugs.are under Remember: toandrelatedfun the socialin drug ourto well-being?humansociety?subculture? productivity and personal To what degree is stress How does this relate 13. Ourachievingdrugspiritualterial, young misuse peopleintellectual, seif-fulfillment.fulfillment_ may believedamage psychological,orin preventphysical, their ma- Explore with them how Help them see and 9. Explorehelped?out,in, turnedwithturn pupils:off, on, and dropdropped back, out how wants can tohe tunebe If a person who tuned 14. Finally,havethatacceptability "copped-out"if theybe aware get as "hung-up" onthata worthwhilethemselves. during on thedrugs person teen they isyears willharder 10. morethemselveslessKnow risky predictablesome than offrom the alcohol; mainstream andreasons reliable, (illegal, why social marihuana users effectsactivities isolate is doYoungerhavior.to not come readilychildren, by than accept atand any adultsteen-agers other of time all and ofage their life. groups, be- Acceptance by teen-agers of members 11. group.Gearof the your majority teaching of people).to a realistic target You'll not convert the extremists. blem.of their own age group is even a greater pro- manyYou'llminded.toomost ofstrongly likely probablyyour pupils. tocommitted reinforceinfluence and thethose who beliefs arewho stillare of not' open Your instruction is 12. pupilssialquestion,Be honest. answers, ask admit your give it.opinion all sides or beliefs, of the story.state them. If you don't know the answer to a If there are controver- If References: AAHPER-NEA,Abuse,California A Source StateDrug :.Book Abuse,Department and Escape Guide of toforEducation, Nowheav, Teacl-.:=1 alai1967 1967 R -13 INFORMATION ABOUT SMOKING 1.PREVALENCE A survey conducted by the Advisory Committee smoker as well as in reinforcing the habit regularlythantograde, the 5% Surgeon ofhowever, before the boysGeneral the 40 andageto indicates 55%1%of of12.have the been thatgirls foundless smoke to By the 12th 5. Theprimarilyand habitual the number with use ofpsycho-socialof cigarettestobacco is consumed.drivesassociated which are 2. Estimatesbelievedbe36% smokers. in ofwomen.to smokingbe approximately incidence 60%by agein men25 areand Smoking prevalence continues 6. thatTheretralstrengthened nervousthe is smokingample system.by evidence thehabit drug becomes to effects support compulsive on the the fact cen- in PATTERNS OF SMOKING BEHAVIOR mendeclineto andincrease 4%occurs, of theuntil until women age at are35 age orsmokers. 65,40, 20%after of whichthe a withdrawalcalchologicalsome dependenceheavy symptoms insmokers. nature. upon which abstinence characterize from smoking. physi- This dependency is psy-There are no physical 1. whetherbehaviorteenMost yearsauthorities or in not arethat tocrucial theanddevelop majoritystudies in thedetermining agreepracticewill decidethat smokingduring the 7. Theaccompanyeffectsbeginningsiderable motivation such the-initialsincesmokers asfor itnausea using certainis usagewell andtobacco toxic knownvomitingof tobacco. must orthat poisonousoftenbe among con- 2. bySinkingthis the period.permissive behavior isor oftenprohibitive strongly attitudes influenced of 8. Statisticsviduals.habit is extremelyprove that difficult giving up ror the many smoking indi- Of the methods employed to cure the 3. Therefamily"smoker does and notpersonality". friends. appear to be any definite Certain personality 9. Itdriveshabit, has havebeenthose beensuggested which more deal successful.that with the the most psychogenic effective maticandsmokers;traits a problems.more are such thanmore as usual likelyextroversion, amount to be ofobserved neuroticismpsychoso- in stratedamongyoungway to thepeople cutin parents,somedown would studieson sincebethe to numberthat iteliminate hasthere of been smokers isthe a habitstrong among demon- Stressfullieved to or be challenging factors influencing experiences the are beginning be- R -14 inandcorrelation childrenthat of theirandbetween parent children. parents' habits smokingconstitutes, behavior The similarity INFORMATION ABOUT SMOKING tionbeginningaccording of and smokingto wish some for, isauthorities, initiatedadult status. byevidence an imita- that 3. pipeThesmokers, riskand cigarof but developing muchsmokers less iscancer than greater theof theriskthan lung incurredin non-for SMOKING1. AND MORTALITY Observations of thousands of patients and 4. withTheby cigarette riskthe durationof developing smokers. of smoking, lung cancer and the increases number intissuedamageautopsy smokers occurto studies bodythan more function,inshow frequentlynon-smokers. that organs, many and kinds severelycells, of and 5. ishedTheof by cigarettesmortality discontinuing ratiossmoked smoking. forper cigaretteday, and issmokers dimin- as 2. Thegeneral,is mortality70% higher the rate greaterthan for for :malethe non-smokers. number cigarette of cigarettes smokers In ofstantiallytheagainst the lung larynx, non-smokersand higher bronchus. oral risk cavity,are associated 11 toesophagus 1 for with cancer and cancer of There is also a sub- 3. mortalitygreaterThesmoked mortality thandaily rate for ratetheof smokers cigarette higherfor smokers whothe smokers dodeath whonot. inhalerate.appears is The 6. Thereurinaryship appearsbetween bladder. togastric be no cancersignificant and smoking. relation- esophagus,mortalitytocategories,cigar be considerably smokers. ratelarynx, however, for andcancershigher havelung than ofaas relatively thewellfor mouth, pipeas for andhigh Smokers in the latter two SMOKING1. AND CARDIOVASCULAR DISEASES smokersRecentcardiovascular studiesare more have disordersprone revealed to diethan thatof non-smokers. certain cigarette SMOKING AND CANCER denalcirrhosis ulcer. of the liver and stomach and duo- Theaffectedsmokersfrom studies these is by indicateabout disordersthe number2 tothat between1. of the cigarettes ratiosmokers of consumed.anddeath non- This ratio is 1. A certainmanyconsiderable species ingredients ofamount animals identifiedof experimentalhas demonstrated in cigarette work in that 2. positionAlthoughthatthe mouthit oflittlecontains rndcigarette entersis noknown less smokethe regarding thanlungs, after nine it gasesis it leaves the con - believed 2. Researchandcausallysmoke women. can has relatedproduce shown tothatcancer. lung cigarette cancer insmoking is both men R-15 inlungs.which cigarette are believed smoke areto beretained irritating in to 80 to 90% of the particles contained the mouth the 'A INFORMATION ABOUT SMOKING n. believedtheand respiratoryexact that percentage the tract vast isand majority not lungs. known, of particlesit is Although 4. smokersareCough, consistently sputum than amongproduction, more nonstokers. frequent or the among two cigarettecombined, 3. Chronictract.are deposited brochitis deeply is ainto very the common respiratory condition 5. malestionCigarette in cigarette the smoking efficiency smokers is associated- of have the alungs. greaterwith a reducAmong, preva 4. Emphysema,bronchitis,bronchiolesin which excessivea frequentiscauses a serious tecurrentmucous complication and secretion oftencoughing. of fatal inchronic the dis- 6. asthma.Cigarettelence of breathlessnesssmoking does not than appear nonsmokers. to cause. SanUnitedtheease Francisco lung. characterized States. and 10th by Californiaenlared air and sacs the in It is the 8th cause of death in 8.7. AlthoughriskCigarette of death somesmokers frompeople haveinfluenza claim a moderately there and pneumonia.are increased good 5. cessUnitedofChronic great mortality States. brondhitiespublic of health cigarette and importance emplysema smokers. inare the diseases They are linked with the ex knownmosteffects"effects authoritieshealth fromdo hazard. pat smoking, agreecounter thatsuch balance thoseas relaxation, a"good definitely SOW1. CONCLUSIONS UnitedtheCigarette causes States. smokingof chronic is thebrochitis most important in the of 3. ForsemaA relationship theand bulkcigarette of existsthe smoking. population between pulmonaryof the United emphy pollution.States,muchas a causegreater the importanceof thanchronic that ofrespiratory of cigarette atmospheric diseasesmoking is R-16 STATE OF CALIFORNIA NARCOTICitA, Cf.cnse PENALTTRS 2r12 0?-42ense NarcoticsHeroin AdultPosseSsion Conviction Years2-10 Minimum 2 Years5-10 Minimum 5 Year15-life =, lJ eialoa _:i:Imum 15 MorphineOpium AdultSales toor minorfurnishing 10-life5-life 35 10-life 10 15-life 1515 DermerolCodeine SaleMinor to minor 1-105 minimum 10 minimum i MarijuanaCocaineMethadone Marijuana Cultivating 1-10 2-20. ' 5-life (Consideredundera narcotic the SalePossession for sale 5-life2-20 3 5-life5-15 5 10-life 10 law) Adult to minor 10-life 10-life 10 1 1 -life 15 Peyote PossessionCultivate/process 2-101-10 2-205-20 5 15-life 15 5 ; 15-lifri Prescriptions Forgery_Sale 6 5-lifemos.-1 2 1010-life I 10 15 Addicts registrationUsing/influence of Misdemeanor3 mos.-1 R-117 STATE OF CALIFORNIA NARCOTIC PENALTIES Dangerous Drugs Adult Conviction Years1st Offense 11,Years1 2nd Offense LSD, DMT, STP Depressants: SalePossession (for) If' 1-3$1,000 and/or 1 I : 2-10 1 -5 Nembutal,etc. (barbiturates) Seconal, ToActual minor sale 1-5 2 -10 Miltown,(tranquilizers) Librium MethamphetamineBenzedrine (Amphetamine) (speed) Stimulants: LAWS PERTAINING TO NARCOTICS AND DANGEROUS DRUGS VIOLATIONS

FEDERAL LAWS

1. Harrison Narcotic Act of 193.4 basis of all narcotic.laWs

2. Import and Export Act of 1922 - this outlaws Heroin

3. Marijuana Tax Act 1937

4. Boggs Act of 1950 mandatory sentences for narcotic tax violations

5. Narcotic Control Act 1956

STATE LAWS

A. Health and Safety Code Div. 10)

(1).11500 H & S Code Possession of Narcotics (Heroin, Morphine, Percodan, Cocaine)(F)

(2) W00.5 H& S Code .Possession of Narcotics with Intent to Sell (Heroin, Morphine, Percodan, Cocaine) (F)

(3) 11501 H & S Code Sale of Narcotics (Heroin, Morphine, Percodan, Cocaine) (F)

(4) 11502 H&S Code Sale of Narcotics to Juvenile(F)

(.5) 11503 H&S Code Offer to Sell Narcotics or Delivers Substance in Lieu of Narcotics (F)

(6) 1100 H & S Code Possession of Marijuana/Harvesting or Cultivating (F)

(7) 11530.5 H & S Code Possession of Marijuana with Intent to Sell (F)

(8) 11531 H & S Code Sale of Marijuana (F)

(9) 11532 H & S Code Sale of Marijuana to Juvenile(F)

(10) 11140 H &S Code Possession of Peyote /Harvesting or Cultivating (F)

(11) 11721 H &S Code Illegal Use or Under the Influence of narcotics (M)

R -19 (12) 1D55 H & S Code Illegal Possession of Narcotic Paraphernalia (M)

(13) WILH & S Code Unlawful Presence or Visit Where Narcotics are Used (M)

(14) 11910 H & S Code Possession of Dangerous Drugs, Amphetamine, Barbiturates, L.S.D., or D.M.T.(M) (Prior F)

(15) 11211 H & S Code Possession of Dangerous Drugswith Intent to Sell, Amphetamine,Babi turates, L.S.D., or D.M.T.(F)

(16) 11912 H & S Code Sale of Dangerous Drugs, Ampheta mine, Barbiturates, L.S.D., or D.M.T. (F)

(17) 1191, H &S_Code Sale or Furnishing JuvenileDrugs, Amphetamine, Barbiturates, L.S.D., or D.M.T.(Use of Minor) (F)

B. Business and Professions Code

(1) 4237 B & P Code Forged/Fictitious/Altered Prer. scription (first offense(M) second offense (F)

C. Penal Code

(1) 4573 P.C. Bringing. Narcotics Into County Jail (F)

(2) 4573.5 P.C. Bringing Dangerous Drugs Into County Jail (F)

(3) 4573.6 C. Possession of Narcotics or Danger ous Drugs in County Jail(F)

D. California Vehicle Code

(1) 12805 C.V.C. The. Department of Motor Vehicles shall not issue or renew a license to a person who is addicted to narcotics or habitnaily uses drugs.

(2) 13202 C.V.C. A Court may revoke a driver's license upon conviction of any narcotic offense defined in Division 10 of the Health and Safety Code, starting at Section 11000, when the use of a motor vehicle is involved 4n the commission of the offense. (3) 23101 C.V.C. - Any person driving under the influence of intoxicating liquor or combined liquor and drug, and causes bodily injury is guilty of a felony.May be sentenced to the state prison not less than one year or in the county jail not less than one year.

(4) 23102 C.V.C. - Driving under the influence as above and no bodily harm, a misdemeanor.

(5) 23105 C.V.C. - Unlawful to drivewhile addictea to the use, or under the influence of narcotic drugs or amphetamine or any derivative thereof. . felony.

(6) 23106 C.V.C. - Unlawful for any personto drive under the influence of any Irug, other than a nnrlotic or ampho:a- mine or any doe,xctive, m' i4 r him incapable cZ safely vehicle. A misdemeanor.

(7) 23108 C.V.C. - Driving under theinfluence rf any.drnc,ffous drug other ths; a narcotic and causes bodri injury. May be ee.nt to 54.1;,e pr'.son not less t.nen one no:? more than fi-, or ccAY jail not less +,;; _r "0.dts nor more than one year.A pony.

E. Welfare and Tnstitution Code

(1) 31G0 W.I.C. - Voluntary commitmentfortreat- ment of narcotic acidities

(2) 3100.6 W.I.C. - Involuntary coll,mitment onanotic Ly health office or pcE.ce

F. Harbor-No..7i zErf,ion Code

(1) sect:: 655 -Motorboat, vessel or or ftte,. TWItle of a vr ba.!;1%tc.t;:. A. misde:,canor.

R-21 TEACHER REFERENCES a'qirr"

Books, pamphlets and periodicals

1. "A Preliminary Guide to Health and Family Life Education." San Francisco Unified School District, 1968

2. Bloomquist, E. R.: "Marijuana." Beverly Hills: Glencoe Press, 1968

3. Bowen, Haskell L.: "Drug Facts." Santa Clara County Drug Information Center, 1968

4. Bowen, Haskell L. and Landin, Les: "About Drugs."Santa Clara County Office of Education, 1968

5. Bureau of Criminal Statistics. "Drug Arrests and Dispositions in California, 1967. Sacramento: California Department of Justice, 1968

6. Bureau of Criminal Statistics. "Drug Arrests in California 1968 Mid year Preliminary Survey." Sacramento:California Department of Justice, 1968

7. Kitzinger, Angela and Hill, Patricia J.: "Drug Abuse A Sourcebook and Guide for Teachers."Sacramento: California State Department of Ed ucation, 1967

8. Landis, James B. and Fletcher, Donald K.: "Drug Abuse A Manual for Law Enforcement Officers."Philadelphia:Smith Klein, and French Labora tories, 1966

9. McCarthy, Raymond G, (Revised by John J. Pasciutti): "Facts about Al cohol." Chicago:Science Research Associates, Inc.. 1967

10. "Physicians Desk Reference to Pharmaceutical Specialties and Biologicals:" Oradell, New Jersy Medical Economics, Inc., annual

11. Smith David. E.: "Current Marijuana Issues." animal of Psychedelic Drugs; Volume 2, Issuu 1, Fall, 1968

12. Todd, Frances: "Narcotics and Dangerous Drugs A Resource Book for Teachers." San Francisco Unified School District, 1957

13. Todd, Frances: "Teaching About Alcohol." New York: McGrawHill Book Company, 1964

74. Vogel, Victor H. and Vogel, Virginia E.: "Facts 11111t N,Aruutiraizki OtherDnngevmr. Dr;leR.."nhinnantScimme ResearaAssociatep, Inc., 1967

R-22 15. U. S. Department of Health Education and Welfare:"A Guide for Teaching Poison Prevention in Kindergartens and Primary Grades." Washir,-:;on, D. C: U. S. Government Printing Office, 1966

16. U. S. Department of Justice, Bureau of Narcotics and Dangerous Drugs. "Drugs of Abuse." Washington, D. C.: U. S. Government Printing Office, 1967

R-23 SAN FR.ANCISCO UNIFIED SCHOOL DISTRICT

Sample Lesson Plans

DRUGS AND HAZARDOUS SUBSTANCES

Grades 10-12

For optional trial use, Fall term, 1969

Dr. Robert E. Jenkins Superintendent of Schools SAN FRANCISCO UNIFIED SCHOOL DISTRICT

Sample Lesson Plans

DRUGS AND HAZARDOUS SUBSTANCES

Grades 10-12

For optional trial use, Fall term, 1969

Prepared by

Milton Axt, Jr., Galileo High School Laura Johnson, George Washington High School

Edited by

John Freeman, Balboa High School Eugene Huber, Teacher-Specialist, Health Education Dr. Frances Todd, Supervisor, Health Education

Under the direction of

George Canrinus, Coordinator, Health, Physical Education, Recreation Ralph Kauer, Assistant Superintendent, Secondary Schools Dr. Raymond Pitts, Assistant Superintendent GRADES 10-12

Content7

Concept and behavioral objectives 1

Outline

Learning aids for pupils 2

Grade 10: A Unit in the Family Life Education Course 3

Grade 11: Health Education 13

Grade 12: Civics 2 14

For the teacher's reference

Vocabulary R-1

Information about alcohol R-2

Information about drug use and misuse R-8

Information about smoking R-14

State of California narcotics penalties R-17

Laws pertaining to narcotics and dangerous drugs, R-19 federal and state

References R-22 DRUGS AND HAZARDOUS SUBSTANCES

GRADES 10-12

Concept

THE USE OF SUBSTANCES WHICH MODIFY BODY FUNCTIONING, FEELINGS AND BEHAVIOR IRIS] .FROM A VARIETY OF MOTIVATIONS AND MAY BE BENEFICIAL OR HARMFUL

Behavioral Objectives

The student

1. translates knowledge about the effects of various substances which modify body functioning, feelings and behavior into pre- dictions about how these effects may manifest themselves under different physiological and environmental conditions

2. concludes that use, non-use, or misuse of drugs and medicines results from some dynamic of personal needs, social consequences, and the individuals perceptions about effects.

3. concludes that over-use and unnecessary use of any drug may threaten present and future health

4. analyzes reasons why smoking becomes habitual and a threat to future health

5. investigates methods of breaking the habit of smoking

6. differentiates between uses of alcoholic beverages which may be socially acceptable or harmless to many people and those which may produce immediate and situational, or slowdeveloping chronic problems

7. cites the warning signs which may indicate impendingalcoholism and discusses personal and social responsibility forits prevention, early identification, treatment, and rehabilitation.

8. explains the appeal and the possible dangers in useof self- prescribed mind-altering and hallucinogenic drugs

short-range effects 9. differentiates between the known and suspected of certain dangerous drugs and their unpredictableeffects later in life and upon children of the new generation

10. explains the possible effects of combiningalcoholic beverages with stimulant, depressant, and hallucinogenicdrugs

11. evaluates community resources foraiding youth and parents seeking help on drug related problems.

-1- GRADES 10-12

Outline

Grade 10 A Unit in The Family Life Education Course

Immediate and long range effects of drugs and hazardous subtances Decision making Drug dependency Personal, family, and community responsibilities Personal and social motivations for drug misuse and abuse Preventign treatment, rehabilitation Community resources Legal controls

Grade 11 Health Education

Modern drugs used in treating and preventing illness Drug misuse and abuse as a contributing cause of chronic and degenerative diseases and disorders

Grade 12 Civics 2

Drug misuse and abuse as an urban problem Social and economic aspects of drug abuse Community controls: local, state, national, international

GRADES 10-12

Learning Aids for Pupils

Grade 10

Pamphlets 1. McCarthy, Facts About Alcohol, 1967 2. Vogel, Facts About Narcotics and Dangerous Drugs, 1967 U. S. Department of Health, Education and Welfare: 3. Marihuana, 1969 4. The Up and Down Drugs, 1969 5. 021 1969 6. Narcotics, 1969 50 copies of each of the above pamphlets have been consigned to each school

A/V Aids 1. Alcohol Teaching Kit (transparencies),1969 Cleveland Health Museum: One copy consigned to each school 2. The Embattled Cell (motion picture), 21 min., 1968 Borrow from Cancer Society, or Interagency Council on Smoking and Health

2-- 3. Marijuana (film strips and recordings), 30 min., 1969 Guidance Associates. One copy consigned to each school 4. LSD: The1M!. Acid World (film strips and recordings), 30 min., 1969 Guidance Associates. One copy consigned to each school 5. LSD, 25 (motion picture), 25 min., 1967 Q613.84E3 6. Dangerous Drugs Identification Kit (display), 1968 Winston. One copy consigned to each school 7. Drug Identification (slides), 1969. One. set consigned to each school. al055

Grade 11

Select from current catalogs of printed and visual materials of the Cancer Society, Heart Association, Association for Tubercu- losis and Health, March of Dimes-National Foundation, Interagency Council on Smoking and Health, and other community health agencies.

GRADE 10

A UNIT IN THE FAMILY LIFE EDUCATION COURSE

To help pupils

1. discriminate been the known and suspected short-range effects of narcotics, dangerous drugs, alcohol, and nicotine and tar, and the unpredictable long-term effects on, themselves, their families and the children of the next generation

2. applyknowledgeabout the action of substances which. modify mental and physical functions and behavior to the decisions they make about smoking, drinking and experimenting with drugs

3. understand the nature of drug dependencies

4. analyze individual and social motivations for drug misuse and abuse

5. conclude that preventing and controlling drug abuse is a personal as well as a community responsibility

6. understand and respect the legal controls pertaining to drugs

7. evaluate community resources for aiding youth and parents seeking help on drag -realted problems.

Lesson 1

Concepts

1. Drugs commonly abused today are amphetamines, barbiturates, marijuana, LSD, and narcotics.

-3- 2. The inhaling of volatile chemicals is also classed as drug abuse.

Learning opportunities

1. Procure from the school drug information center, the school library and/or health agencies as many copies as possible of pupil references on the common drugs of abuse.

2. Assign individuals or committees to construct a chart which summarizes the important data on these drugs. Suggested headings for the chart are:

Name of drug (marijuana, narcotics, LSD, amphetamines, barbiturates, volatile chemicals; some of these categories m4y be broken down into sub-headings, e.g., under narcotics, morphine and derivatives, cocaine,, or, under amphetamines, "speed", wake - up pills, reducing pills)

Drug category (stimulant, depressant, hallucinogen, tranquilizer, etcl

Slang names

Source (natural or synthetic)

Medical use

Method of takinj

Physiological effects, short range and long range

Psychological effects, short range and long range

Legal Status

3. Put completed chart on chalkboard or duplicate it for class discussion. Correct or revise as necessary.

Lesson 2

Concepts

1. Alcohol affects many physiological and psychological functions.

2. Excessive, prolonged and/or compulsive use of alcohol frequently triggers physical and psychological problems.

Learning opportunities

1. Procure pupil reference material on alcohol and alcoholism from the sources suggested above in lesson 1. -4- 2. Assign idividuals or committees to construct a chart which summarizes the important data one:

a. Alcohol taken in relatively small amounts b. Alcohol taken in relatively large amounts, occasionally c. Alcohol taken in relatively large amounts, regularly, o,er a period of several years, and/or taken compulsively

3. Put completed chart on chalkboard or duplicate it for class dis cussion. Correct or revise as necessary.

Lesson 3

Concepts

1. Recent research on smoking and disease gives scientific evidence that cigarette smoking is closely linked with lung cancer, cir culatory disturbances and other serious health problems.

2. Each individual should carefully weigh the evidence concerning the health hazards of smoking before starting or continuing to smoke.

Learning opportunities

1. Procure pupil reference material on smoking from the sources suggested above in lesson 1.

2. Assign individuals or committees to construct a chart similar to the alcohol and drug charts which summarize the important data on nicotine and tars.

3. Put completed chart on chalkboard or duplicate it for class dis cussion. Correct and revise as necessary.

4. Combine the three charts the students have made to start a students' handbook. Duplicate and have students retain for reference through out the unit. This reference provides an overview of the drugs to be studied further.

5. Discuss reasons that people smoke.

6. Have pupils compute the cost of a pack a day smoking habit for one month and one year.

7. Assign students to report changes in the incidence of smoking among adults, high school students, physicians, men, women, each year since the 1964 Surgeon General's Report.

8. Assign students to report on the program of the National Clearing House for Smoking and Health, and the national, state, and local Interagency Councils or Committees on Smoking and Health.

-5- 989-982 0 - 70 - 12 9. Evaluate smoking ads for motivation and accuracy.

10. Show the film The Embattled Cell or other films suggested in the A/V list, and discuss.

11. Investigate local public and private group efforts to help people who want to stop smoking.

Lesson 4

Concepts

1. The effects of marijuana are not always predictable.

2. Drug dependence refers to both psychological and physical dependence on a drug.

Learning opportunities

1. Review marijuana in the student's handbook completed in the previous lesson.

2. Show the FS/R, Marijuana.Select from the accompanying teacher's guide the most appropriate learning opportunities and questions for discussion.

3. Differentiate between physiologic and psychologic dependency. Point out that marijuana may result in psychologio dependency. Discuss which of these dependencies is-harder to overcome.

Lesson 5

Concepts

1. The dangerous drugs may cause physiologic and psychologic dependence if misused or abused.

2. The misuse and abuse of the dangerous drugs by some young people is a serious problem to individuals families and to society.

Learning opportunities

1. Review the dangerous drugs, (amphetamines, barbiturates, LDS and the volatile chemicals) in the student's handbook.

2. Show the FS/R, LSD. Select from the accompanying teacher's guide the most appropriate learning opportunities and questions for discussion.

3. Alternatively, show the film, LSD 25, and discuss.

4. In small groups, or as a class, discuss the social and psychological causes of the misuse of dangerous drugs by young people.

-6- 5. In small groups, or as a class, discuss the social and psychological effects of the misuse of dangerous drugs by young people

6. In small groups, or as a class, discuss the physiological effects of the dangerous drugs, especially those reported to be "in" drugs in your community. Include a consideration of the evidence that indicates damage in the progeny may result from the use of these drugs by an expectant mother because of dietary deficiencies, pre-natal infections, possible chromosomal changes, etc.

Lesson 6

Concepts

1. The abuse of narcotic drugs is usually the final step in drug abuse in which the individual becomes totally dependent on drugs

2. Persons who misuse or abuse the narcotic drugs are likely to destroy themselves physically, psychologically, morally, and financially to meet their driving need to keep themselves supplied with the drugs they crave.

Learning opportunities

1. Review the narcotic drugs in the students' handbook.The drugs reviewed should include morphine and morphine derivatives such as heroin, cocaine, codeine, and the synthetic narcotics (demerol and methodone).

2. Assign a committee to report on the relation between narcotic drug abuse and crime in San Francisco and California. The D is - trict Attorney's office or the city or state Narcotics and Dan- gerous Drug Bureaus are possible sources.

3. Assign a committee to investigate and report on local, state and federal facilities for the rehabilitation of hard narcotics users.

Lesson 7

Concepts

1. Legislation and other methods of control over illegal drug traffic is a concern and problem of local, state, and international agencies.

2. Respect for and compliance with the law is an obligation of good citizenship.

Learning opportunities

1. Provide each student with a copy of State of California Nar- cotic Penalties, and/or project it with an opaque projector, or make a transpnmricy forprojuctionwith an overhead projector. 7 2. Use the student handbook. as a reference to review the nature of the drugs mentioned on this chart. Add to the students' handbook pertinent information concerning the following drugs which have not been discussed previously: peyote, DMT, STP.

3. Show color slides of the drugs mentioned on the chart; or project the appropriate pages of pakesofLbElsel on the opaque projector; or use the display of these drugs which is part of the Winston kit.

4. By panel discussion, committee reports or individual reports, interpret the penalties, discuss any differences between penal ties for adults and for minors, and compare penalties for drug offenses to penalties for other crimes.

5. Assign a committee to procure and discuss the legislative measures of California and the federal government which are presently under consideration, or recently passed, relative to drug abuse.

6. Invite a probation or law enforcement officer to talk with the class on the laws, and on the difficulties of wholly en forcing them.

7. Invite a lawyer to talk to the class about the legal processes involved in the case of a minor who is arrested for a drug law violation.

8. Discuss the reasons why the drug laws should be respected even though everyone does not agree with laws as they now stand.

9. Invite a former prison inmate to discuss life inside a penal institution.

Lesson 8

Concepts

1. Excessive use of alcohol is often related to physical illness.

2. Excessive use of alcohol may affect aperson psychologically.

3. Many accidents and crimes are related to the use of alcoholic beverages.

4. Critical attitudes are needed to evaluate advertising practices which are intended to increase the sale of alcoholic beverages.

Learning opportunities

1. Have students give reports on the relation between the excessive use of alcohol and cirrhosis of the liver, pneumonia, tuberculosis, malnutrition, diseases of the nervous system.

-8- 2. Discuss the degrees of alcoholism and the danger signs of impending dependency on alcohol, or alcoholism.

3. Visit or report from reading about agencies concerned with treating alcoholics such as AA, Alanon, Alateen, Council on Alcoholism (local, state, national), Department of Mental Health (local and state), National Institutes of Mental Health, other health, social, and welfare agencies.

4. List and discuss the 12 steps of AA. To what extent are these steps applicable to the abuse of dangerous drugs and narcotics?

5. Debate: "Can there be safe drinking?"

6. Discuss why adolescents incur more risks from drinking than do adults.

7. Assign a committee to look up and report on the relation between crime and accidents and drinking.

8. Discuss newspaper accounts of accidents and crimes related to drinking.

9. Assign a committee to inventory advertising practices related to alcoholic beverages. Notice the emphasis on social drinking, the use of these beverages by distinguished people, the association of drinking with social occasions and ceremonials. Note the lack of reference to alcoholism or other outcomes of excessive drinking, the correlation of buying beer and wine with staple foods. Evaluate the influence of this advertising on drinking practices, both moderate and excessive, of adults and youth.

10. Show the transparencies in the Alcohol Teaching Kit, and select from the accompanying teacher's guide the most suitable learning opportunities.

11. Write to the Licensed Beverage Industries, 155 E. 44th Street, New York 10017, for their Code of Ethics in Advertising.Dis- cuss the extent to which this code is observed.

Lesson 9

Concepts

1. Motivations to use, misuse, abuse, or avoid using drugs, alcohol, and tobacco result from some dynamic of personal needs, social consequences, and the individual's perceptions about effects.

2. An understanding of one's own motivations is essential to wise decision-making.

-9- Learning opportunities

1. Discuss the fcllowing questions:

Are we a drug )riented society? If so, why?Do the mass media have a Ltrong influence on personal decisions? Do many adul.s, &; well as young people, take drugs unwisely?

Do drugs maks: Nne more aware of oneself and others, or less?

Do people talc) drugs to escape, or just to "feel good"?

As people have more leisure time is drug abuse apt to increase? Defend your answer.

Are the motivations to take drugs the same for city dwellers as for those who live outside the cities?

Does the generation gap have any relation to drug use by young people?

To what extent is curiosity a motive in drug experimentation?

To what extent is rebellion against parents and/or society a motive in drug experimentation?

How can you tell when drug use is becoming drug dependency?

How can you tell when social drinking is becoming alcoholism?

To what extent is peer pressure a strong motivating factor?

Are we an "instant society"?If so, how might this relate to drug abuse?

What are the characteristics of an emotionally healthy person? Is an emotionally healthy person likely to take drugs to escape?

To what extent can more laws, revised laws, and/or increased law enforcement alleviate drug abuse problems?

2. Discuss evidences of maturity such as the ability to accept responsibility, to make decisions and accept the consequences of these decisions, to set up reasonable goals, to get along with others, to accept oneself, to face reality, to respect and care for one's body and mind, to evaluate short and long term advantages and disadvantages, to respect authority.

3. Discuss the relation between personality inadequacies and drug abuse.

Note: Most of the above suggestions for discussion can be related to smoking and drinking as well as to the misuse and abuse of drugs. 10-- Lesson 10

Learning opportunities

1. Obtain a current list of community agencies which offer help to smokers, drinkers and drug abusers who want help.The school site drug information center should have this list on file. Students may be able to suggest additions.Survey the various agencies, giving a brief description of each

2. If feasible, ask volunteers to vi&it and report on some of the agencies. By prior arrangement, many agencies will recive small groups of young people.An alternative is to invite guest resource persons from one or more of the agencies to talk with the class. Plan time for questions and answers.

3. Ask a physician to discuss private medical care for drug dependents.

4. Investigate what churches are doing to help young people with drug problems. Invite a clergyman to meet with the class to discuss spiritual and religious aspects of helping youthful drug abusers, e.g., Teen Challenge.

5. Discuss as many alternatives to drug abuse as possible.

6. Ask pupils to recommend what additional community facilities are needed to help young people with their problems.

7. Discuss why it is important for parents to be involved in helping young people work out their problems. How can parents help?

8. Assign reports on state and federal facilities for the rehabili tation of hard core narcotic and alcohol dependents.

Evaluation

1. Organize a student symposium or rro.ck community meeting on the prevention and control of drug abuse in San Francisco..

2. Panel discussion: how teenagers can handle discomforts and problems of growing up and achieving independence without using drugs or alcohol.

3. 'Plan and carry out a noontime program on drug abuse which may be attended on a voluntary basis by any member of the school.

4. Set up a "Speakers' Bureau " - -teams of two or three students who can serve as resource persons for classes in a nearby junior high or elementary school. 11 5. Have a committee develop a realistic problem situation involving the use of alcoholic beverages or drugs by teen alters. Relate the effects of drinking and/or using drugs such as marijuana or "speed" to accidents, crimes, school drop-outs, and conflicts with parents, teachers and other authority figures.

6. After reviewing the student handbook on the scientific aspects of the drug problem, add a section on motivations and alternative behaviors, and a section on legal controls.You may wish to send the completed handbook home and invite parent evaluation.

7. Jointly plan a student-parent-teacher program for presentation at a faculty meeting or PTA meeting on themes such as Smoking and Diseases, Is Smoking Worth It?, Pot's a Put-On, Can There Be Safe Drinking?, Speed Kills, Ads Are Awful, Are We A Drug - Oriented Society?, Pot's Rot, SOS: Stamp Out Stupidity.

8. Develop an outline for a three to six week mini-course on drug problems.

-12- GRADE 11

HEALTH EDUCATION

Objectives

To help pupils

1. understand that the misuse and abuse of alcohol, tobacco and drugs is an important contributing cause of chronic and de generative diseases and disorders

2. become aware that many formerly incurable and fatal diseases and disorders are now preventable, controllable, or curable by the wise use of legitimate drugs

3. concluded that overuse and unnecessary use of any drug may threaten present and future health

Suggestions for integrating instruction in the health education course of study.

It is suggested that instruction relevant to the above objectives be integrated into the 11th grade course of study in hbalth education.

As outlined in.-the Preliminary Guide to Health and Family Life Ed ucation this course includes a study of chronic and degenerative diseases and disorders, many of which are closely related to drug use, abuse and misuse

Alcohol a')Use is closely related to cirrhosis of the liver, pneumonia, EMEnlosis, malnutrition and several disorders of the nervous system.

Smoking is closely related to lung cancer and to several impairments of the heart and circulatory system.

Abuse and misuse of drugs and volatile chemicals can cause or contri bute to other causes of impairment of many of the vital organs, and to mental and emotional illnesses.

Properly administered medication can alleviate many diseases and dis orders.

Free and inexpensive printed and visual instructional materials for teachers and pupils are obtainable from the Interagency Council.on Smoking and Health, the Heart Association, the Cancer Society, the Mental Health Society, the Tuberculosis and Health Association, Al coholics Anonymous, Council on Alcoholism, and others.

13-- GRADE 12

SENIOR CIVICS 2

Drug abuse is an integral part of theUrban Problems area of Senior Civics 2.

Objectives

To help pupils

1. synthesize previously acquired knowledge about drugsand drug related problems so as to enable themto make wise personal decisions about drug use

2. participate in the formulation of solutionsto the drug problems in society

Suggestions for integrating instruction in theregular course of study

Research and discussion may be centeredon questions such as the following:

Why do people misuse and abuse drugs?

Does society benefit from the wiseuse of medicines?

How are societal problems suchas crime and accidents related to drug abuse?

Should legal controls on drugs be changed?

Are there adequate community facilities for aidfor people with drug related problems?

What is the economic cost of drug abuse?

Why are tobacco and alcohol accepted by societywhile drugs are re jected?

Other than laws, what societal controlscan you recommend to alleviate the drug problem?

What are other cities and other countries doing about social controls relevant to the drug problem?

What improvements are needed to make international drugcontrols more effective?

Are there relationships between national security and drugproblems?

14 VOCABULARY ... Simple definitions for pupils

1. alaa. Chemicals which may affect body structure or function, or alter behavior and which if used legitmately and wisely, may prevent, treat or cure illness.

2. Drug misuse or abuse. Mistreatment if the body or mind by the improper or excessive use of drugs.

3. Dependence. A compulsion to take drugs.

4. Tolerance.A tendency to need increased dosage to abtain the ----Mires of desirable effect.

5. Depressant.A substance which speeds up the normal activities of the body or mind, "down".drugs, or "downers".

6. Stimulant. A substance which speeds up the normal activities of the body or mind, "up" drugs, or "uppers".

7. Tranquilizer. A substance which has a calming effect on the mind.

8. Hallucinogen. A substance which may cause a person to experience unreal sight, sounds of feelings; e.g., LSD.

9. Narcotic. Medically, a substance which induces sleep or masks pain; legally, a classification of certain of the most hazardous drugs; e.g., morphine, heroin.

10. Amphetamines. A chemical family of stimulant drugs which mask fatigue, or depress appetite; e.g., pep pills, reducing pills, "speed".

11. Barbiturates. A chemical family of depressant drugs which induce relaxation and sleep, sleeping pills.

12. Inhalant. A substance which, if inhaled in large amount, may cause intoxication or unconsciousness; e.12., certain glues.

13. Over-the-counter drug. A drug which may be purchased without a prescription; commonly called OTC drugs; e.g.., aspirin.

14. Prescription drug. A drug which may be purchased only if prescribed by a physician.

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Alcohold.c. increases the length of reactiondrinking time.individual experience capacity of forthe selfcontrol.individual. 15. pointalcoholCasual out obServationsaffectsthe fact people that of thedifferently.drinking same amountbehavior of In many 10. beverages,norThe diminishedrisk of but intoxication theby combininglikelihood is differentneither of developing enhanced alcoholic R -4 bylogicaltheinstances differences answer factoi-s'which the is in phenomenonmost body likely size. are cannot ofprovided significant be explainedby psycho In these cases INFORMATION ABOUT ALCOHOL influence. The three most powerful psycho- 2. Wellerages over 90%do soof inthose limited who useamounts alcoholic on appropriate bev- Asorhissusceptibilitylogical a decreased result,expectations influences "nervousness" by toalcohol. at suggestion, involvethe time may the of behis individual's drinking.increased mood, and 3. 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Theplicatedeasilyis greatestsedativean inexperiencedupsetnature ofeffect and allof who drivinghumanof drivertakesalcohol traffic are anwho incompatible.andunaccustomed is hazards theordinarily com- is ALCOHOLISM1. cribedDrinkers as whothose become individuals alcoholics who canhave be lost des- :on- drinking.ofhighway.drinkadults serious or falltwo accidents beforeinto this venturingare category. associated out on with the Almost all teen-agers and some At least 50% inappropriatethattrolseveral activities theyof their hoursare times, otherintoxicateddrinking or days gulpthan habitsat drinks,drinking, frequentlya time, to lost the drinkendanger interestorextern forat in- 1.PROBLEM DRINKING butdrinking,their by healthcompulsion. and throughthose who preoccupation drink not by with choice, ofProblema.conditions: alcohol drinking under anymay orbe alldefined of the as followingthe misuseon inappropriate occasions 2. AlcoholismUnitedthat affects States, is a4 majororto approximately5 million people 4% ofin the public health problem b.c. thewithin excessiveindividual resultant amounts andbehavior his associates detrimental to R -5 holicsadult population. has not increased over the past decade. The proportion of alco- INFORMATION ABOUT ALCOHOL 3. disease,Alcoholismhealth problem,cancer is the and supercededfourth accidents. biggest only publicby heart fairlythough wellnot hismet nutritionalby alcohol. needs, have been 4. Alcoholism,disease.theadapted American by bythe Medicalthe World definition Association,Health Organizationofficially is a and An alcoholic, therefore, is a sick HANGOVERS1. drinkingTheequilibrium discomfort results of which fluidsfrom follows a indisturbance and excessive around in the the cells. 5. theTheperson, ratehighest notof alcoholismain criminal the nation innor Sanformoral Franciscoa reprobate.city of is com 2. thisTime, condition. sleep, and rest are the only cures for 6. longassociatedCirrhosisparable period size. of withof the time, excessive liver, is theoften drinking 4th but leading notover always causea 3. nohastenPopularcold scientific showers,recovery folklore foundation. blackfrom that excessivecoffeeexercise, and drinking freshsuch willair, has A temporary exhila Public.statisticts,isof 6th;death Health.)in in the San San United Francisco; Francisco States, inDepartment 9th.California of it (1967 INFORMATION RELEVANT ' theration level may of resultintoxication from such remains "treatment" the same. but PREVENTING INTOXICATION 7. biological,ItThecomponents. is causes a complex ofpsychological, alcoholism illness which are and still undoubtedlysociological unknown. has 2.1. dilutedDrinkThe only sparingly, drinkssure preventative instead slowly, of and moreis chooseabstinence. concentrated well 8. trictsallMost ofalcoholics andthem are live employed. are in nottypical on Skid residential Row. dis Almost 3. withEatones.effects before drinks of and "insulate"alcohol. during drinking. against the rapid Proteins are more effec Foods eaten 9. deficiencyAlcoholicstilled liquor diseases.are susceptibleprovides a 150to nutritionalpound man with Eight ounces of dis 4. Carbonatedtivespeed for the this dilutants, action purpose of suchthanalcohol; asfats soda wateror water,starches. used as a day.terestedtwothirds in of food his becausecaloric hisrequirement caloric needs, for one Typically, the heavy drinker is disin R,6 5. Themix atslowseffects high down altitudesof alcohol'salcohol than are action. atfelt sea more level. quickly 6. Smallfeel individuals the effects who of do the sedentary same amount work ofwill alco- INFORMATION ABOUT ALCOHOL isacceptable a disease andor disorder.is always risky. The latter 7. leastIfdohol hardycu more one mustphysical quicklyhour drive after labor. thanafter the large drinking,last individuals drink wait before at who 3. prsentSinceOldersubject young thanteen-agers of thepeople"drinking" future, willare moreratherbeconcentrate more interested than interested alcoholism.on thein thein thetakingand body's thus the wheel.utilizeoxidation the mechanism alcohol. to catch up This time lapse permits 4. threatalcoholismie sureto themselves asstudents a social knowin problemlater where life. thanto get as helpa for 8. Taking drugs or medicine of any kind with an alcohol-related problems. Among the resources . itnotForofalcoholic mcythebeexample, justbesynergistic atbeverage twice leasta highball as foureffectsis potent extremely timesplus ofas a asmany either sedative riskypotent. drugs. along,because may blem),problems),Anonymousagesare medicalwhoand (forhaveAlanonAlateen and adultsa loved-onereligious(for (for withfamily teen-agers alcohol-relatedwithadvisers, members an withalcohol Alcoholicsof anall pro- SUGGESTIONS1. FOR TEACHING ABOUT ALCOHOL Since today's youth will probably follow the 5. Emphasizealcohol problem).arethat impaired the most judgment immediate and effects diminisbef of aspectslives.drinkexample to and someof.their mental extent elders,health at some advantagesmost time of inthem oftheir willabsti- Along with pointing out the legal 6. Helpdatinginhibitions. the behavior. student realize that drinking never Tie this in with discusbion of icationunderstandnencealcohol's during when howvaried andadolescence, to if minimizeeffects they or teach so thetheir students risksenough associates of willabout intox- 7. Impressandsolves more any theserious problemstudents problems. and with frequently the fact createsthat an new 2. Distinguishcustomness,ever and drink.acceptable alcoholism.clearly tobetween most adultsdrinking, or appropri-drunken- The first is a social censure.ofalcoholic treatment is anda person understanding who is ill rather and inthan need reeference: F. Todd, Teaching About Alcoholate occasions. The second is rarely socially a -7 INFORMATION ABOUT DRUG USE AND MISUSE THEArrests DRUG MISUSEof California PROBLEM juveniles for drug offenses desired effects. senting9Inincreased in San 1963 Francisco,an to24%increase an over overwhelming juvenile theof wellfive arrestsover year167 1500%.inperiod increased1966, 1961-1966. from The repre OPIATES1. Medicial use: relief of pain. usage.ofticsenforcementaverage the represent actualage ofagencies incidencetheonly offenders an believe extremely-smallof illegal isthat 16 years.arrestjuvenile statis drug percentage Law 2. Examples:derivatives,from morphine), heroin percodan. (produced synthetically morphine, codeine and other opium 1.TERMINOLOGY Drug: any nonfood substance, medicinal or 3.4. nausea,EffeUsual mei.hod vomitirg, of use: conscipation, drowsinc;F,s, sleep; sidp intravenous injection. 2. Drugharmfulnonmedicinal, misuse: to the whichindividual may be or potentially society. selfadministration of any drug 5. Heroin.striction of pupils, slow breathing. con 3. Dependence:mayto thebe harmed.extent that the individual or society according to the World Health b.a. ProducesWitrawal "high"symptoms or severe."kick"mic ofeuphoria nature,almost or orgasfollowed oblivion. by "nod" or state of longertermsdrugarisingOrganization, on "addiction" used afrom periodic by dependencerepeated most orand authorities.conti:-,Jn1 "habicuation" admintrati_chmeans "a st,r.lte are of no The use of a The d.f.e.c. Tolerance Dimin-IshesDamageRarely touseddevoloix; tisoucs 5ey.nal by schoblage isde;:ire rare, andyouth. activity. delineatingtype.cussing,the more e.g.,general'term, the exactdrug dependencedrug "dependence", which of one the is requiresopiate dis 6. a.Opiates Use by in youth cough believed syrup fairlydifficult common, to assess extent accurately. but 4. theTolerance: dosagesdrug user of isthe forced drug toto realizeincrease the steadily a physiological condition whereby R-8 b. Many cough syrups containingchangecontain opiates of an dependency. emetic which tends to reduce also INFORMATION ABOUT DRUG USE AND MISUSE 1.DEPRESSANTS: dependence)Barbiturates: Barbiturates and Tranquilizers (commonest drug which produces STIMULANTS: untreated.cause convulsions which can be fatal if Cocaine and Amphetamines a. highMedicalcontrol blood uses: of pressure, disorders gastrointestinal such as epilepsy, sedative, sleep producer, 1. a.Cocaine Derived from leaves of coca tree. b.c. Safety:Examples:seconal,illnesses. amytal,'nembutal. usually safe if used drugsexactly under as trade names of b.c. NowhereWidelyanaesthetic. longer dependence usedused inmedically parts is common. of excep', Latin-American, as local d.e. SymptomsUsualtoprescribed. that form: ofof abuse:alcohol; slurred speech, pills, capsules. intoxication similar d. ness,Effects:pression.strength, euphoria, hallucinations, increased muscular followed by de- reduction of fatigue, talkative- f. Withdrawalifcanerraticstaggering untreated. cause behavior, fromconvulsions gait, a dependent sluggishlaughs which or reactions,individual cancries be easily.fatal 2. &.Amphetamines .Medical treatment of obesity, de- g. drugs.Usingcausesame barbiturates timeof the can synergistic be extremelyand alcohol effects dangerous at theof the be- b. Examples:disorderspression, inhypoactivity, children, excessive behavioral sleepi. trade names such as dexedrine, h.i. mayPhysiologicalDeathexcessive result rate fromuse and isexcessiveaccidental psychologicalvery high. use. dependence or intentional c. masksEffe2ts:methedrinecourA2ractsor "speed"), fatigue, or depression, metamphetamineb6nzedrinp.increases alertnessinhibits ('crystal" appetite, produces feeling of well-being, 2. Tranquilizersa. Medical use: relief of minor mental or d. Effectsmedically;physiologicalance requiring of misuse:restlessness, dependence, dosage many talkativeness, increased times toler- psychological but not that used c.b. WithdrawalmayPsychologicalemotional result fromdisorder. from anddependent excessive physiological individual use. dependence can R -9 mayiftion,increasedexcitability, usedresult. intravenously, insomnia,urinary psychoticfrequency, profuse perspire- tremor; behavior INFORMATION ABOUT DRUG USE AND MISUSE HALLUCINOGENS e. Frequentlyandawake by todrivers studymisused onfor bylong final students motor examinations, trips.to stay f. gation;havealClaimsfunctioning efficiency not byon been proponentsthe results. andprovencontrary, expanded byof objectiveimprovedimpaired consciousness functioninvesti 1. inMedicalpotentiallypsychosexual the treatment use successful; disorders of alcoholism hasother been andhallucinogens reportedcertain as experimental medical use of LSD h.g. ManyPatternsthehave suicidesinfluence occurred of LSDand ofwhile usage: otherLSD. individuals acts of violence were under many adolescents 2. Examples:havemesceline, no medical marihuana. use. LSIi, DMT, peyote, psilocybin, thisagainstnehieveforare isidentity,particularly the adultsociety, age exploration,statusgroup interestedand in throughthe which seeking attempt in rebellionthe LSD search oftcsince solu 3. Effects:symptomsdencepsychological is occurbelieved dependence;on withdrawal.to be produced, no physical no physical depen distorted sensory perceptions, tionsradio,theseprovidesignificant to.personal problems. and the even role.solution prominentconflicts, to one persons plays or more suchhave of a Newspapers, television,They believe LSD may 4. 1511a Effects:thought,hallucinations, mood, activity,changes in time perception, sense, com visual, auditory and tactile merelyclassifiedtotamersglorified indulge have rather LSDtothein supply itstothanLSD the use. userpersuade theextent asdrug follows: thator to induce pusherscue them Dr. Sidney Cohen b. Lastingdepression.izedprehension;clude by psychoticeffects:panic, some disorientation, "trips"behavior, are even character severe in persons in some users, may in (2)(1) The The Social Explorer: LSD Takers: thesensory drug. awareness characteristic of curious to experience provides a c. Recurrencewhoemotional previously of instability.psychotic exhibited effects no signs may ofoccur (3) Hedonistic Group: thoseforcommon kicks. whobond are for dissatisfied sense of belonging. with Among this group are takes the drug e.d, EpilepticmayThereweeks occur oris seizures monthssomeand adverselyevidence after may bedosage. that affecttriggered. genetic progeny. damage R 10 (4) Magic Pill Group: curewithdrawalreality. them of and what continuous they really escapism. are: LSD is used as a means of hope LSD will INFORMATION ABOUT DRUG USE AND HISUSE ( 5 ) Artisticareemotionally probably Group: immaturepre-psychotic. individuals who attempt to see f. dividual'sHarmconsequences to society social of is thefunctions derived impairment fromand hiseconomicof theen- in- (6) Religioushistory.percEption;things differently Seekers: common throughoutthrough altered believe LSD pro- SOLVENTS hancedbehavior. proneness to asocial and antisocial (7) usuallyAccidentalsonaluniversevides problems.answers consists and Takers: solutionsto ofquestions children to one'sabout but per-alsothe this group 1. Examples:lighterchemicals. fluid, coolants and other volatile glue, gasoline, paint thinners, 5. Mescaline, psilocybin, peyote, DMT produce ledge.givenincludes the some drug adults without who their have know-been 2. Effects:lossacterizedsimilar of tobalance, by alcoholic blurred black-outs; vision,intoxication, slurredprolonged often speech, use char- state of excitation and exhilaration duration.usuallyeffects less similar intense to LSD,and arebut ofthe shorter effects are 3. glueUserslivermay result ordamage,sometimes solvent in andanemia, useup death. toplastic mentaltheir bagsface,thusdeterioration, to hold risking the 6. b.a.MARIHUANA MedicalUsual methoduse: of use: none. smoked or eaten. 4. lateMisusesuffocation. childhood is usually or earlylimited adolescence, to individuals and isin c. distortiontiCTTTikyLffects:and'sometimeseuphoria; in offeeling susceptiblesense hallucinations; ofof exaltation;time individuals, and panicdistance; dreaming; or psychological dependence, par- SOCIAL ASPECTS OF DRUG MISUSE delinquentmost frequent behavior. among children with a history Jf d. Physicalaretive,fear unreliable mayor dependence; veryresult; quietand user unpredicitable. abstinenceand may drowsy; be very syndrome, effects talka- 1. drugSocietydifferentiate user should and the acceptbetween chronic the the abuserexistence occasional to whomof orand drugspree e. arrestsInphysical San Francisco, involveddamage do marihuana 59%not ofdevelop. the users. juvenile (1966) drug R-11 2. shouldTheabuse chronic isbe atreated way abuser of aslife. is such. a sick individual and INFORMATION ABOUT DRUG USE AND MISUSE 3. Drugrebillionlyingcharacterized misuse disorder; tois severa symptonbyit lonelinessdisorders,may rangeof a deep,fromand is teenageunder often and alienation. e. dowhichBeunderlyingtime moreconstantly createuse lasting ofneeds unduemostaware harm and drugs. stress thatthanmotives. social asituations one orattitudes two may 4. societyLegalsocial restriction sincenecessity. the dawnon drugs of history has been and part is aof 3. Guidea. pupils to differentiate between: fluencePhysiological of drugs effects on psychological of drugs and effec the in 5. thelove,ventionThe yearsfamily care, of of drugis andlate the guidancemisuse childhoodprime by influenceparticularly the and young. adolescence, on duringthe pre Parental c.b. Medicalresearch.Honesttiveness. scientificviews and moralresearch views. and pseudo drugalienation,insulatefluenced misuse. the have andchild nousually needagainst toyoung escapeloneliness people by means andthus ofin d.e. RisksTherightsscientists, often inherent proponents. divergent criminologists, in the viewpoints use of anyand of drug,humanhealth 1.TIPS FOR TEACHING ABOUT DRUG USE AND MISUSE Aim for an honest balance between the con f. drugs,Risksdangerousand theand short risksbenefits drugs. term of andknownof thelong or use suspectedterm, of dangerousphysio liefs,radical.servatively and opinions. alarmist and the defiantly Differentiate between facts, be 4. Exploreagers takewith dangerouspupils some drugs. of the reasons teen logical, psychological, and social. 2. Narrowa.generations: the communication gap between the asteenagersBe familiarthe sources get with theirteachers the informationsources consider from as preswhich well 5. Minimizeareactivitiesstitute real teacherimparted dialoguecenteredor aroundrealistic situations to theinformation.instruction. pupils.and concerns Sub that Center c.b. KnowLetdrugusingtigious. thepupils jargon subculture.air oftheir teenagers views freelyand the in an 6. interestinformedPretest: toyour them. pupils are on a subject of deep you may be amazed at how well d. pupils'Listensharingatmosphere andwordsof opinionlook of and mutualfor actions and differences curiosityexperience. and their betweenand a Th-12 7. identifystudentsUse examples honestevaluate from onctroversy, reporting,current mass differentiatedetect media. bias, Help betWep4 "sensationalise[ And 'scientific INFORMATION ABOUT DRUG USE AND MISUSE Don't scold, threaten or exhort. Remember: 8. funConsider:findings. in our society? Have we overstressed happiness and To what degree is stress 13. peerfew teacherspressure butto experimentmost teen-agers with drugs.are under toandrelated the social drug to well-being?humansubculture? productivity and How does this relate personal achievingdrugspiritualterial,Our youngmisuses intellectual, self-fulfillitient.fulfillment.people may damagebelieve psychological,or in prevent physical, their andma- Explore with them how Help them see 9. Explorehelped?out,in, turnedturn with off,pupils:on, and dropdropped back, out how wants can tohe tunebe If a person who tuned 14. Finally,havethat "copped-out"if theybe aware get "hung-up"onthat themselves. during on thedrugs teen they years will 10. Knowthemselveslessmore some predictablerisky of fromthanthe reasonsmainstream alcohol;and reliable, why (illegal, socialmarihuana users activities effects iboiateis Youngerhavior.dotoacceptability comenot children, readilyby than acceptatasand anya adultsworthehile teen-agersut;ner of timeall person andageof life.their groups,is harder be- 11. group.Gearof the your majority teaching of topeople). a realistic target You'll not convert the extremists. blem.of their own age group is even a greater Acceptance by teen-agers of members pro- You'llminded.mostmanytoo oflikelyprobablystrongly your topupils. reinforcecommittedinfluence theandthose beliefswho who are are ofstill not' Your instruction is open 12. pupilsquestion,Besial honest. answers,ask admityour giveopinionit. all orsides beliefs, of the state story. them. If you don't know the answer to a If there are controver- If References: AAHPER-NEA,AbuseCalifornia State DrugAbuse, Department Escape of Education,to Nowhi am A Source ....Book and Guide for Teacl.:=2 1967 R-13 PREVALENCE INFORMATION ABOUT SMOKING 1, thantoA regularly surveythe 5% Surgeonof conducted thebefore boysGeneral the byand theage indicates1% Advisoryofof 12.the thatgirls Committee less smoke By the 12th 5. Theandsmoker habitual the asnumber well use ofasof cigarettesintobacco reinforcing is consumed.associated the habit 2. Estimatesbegrade, smokers. however, of smoking 40 toincidence 55% have by been age found25 are to primarilytralstrengthened i--rvous with system.bypsychosocial the drug effects drives onwhich the arecen decline36%believedto inincrease women. occurs, to be until approximatelyuntil age at 35 age or 65,60%40, 20%inafter menof whichtheand a Smoking prevalence continues 6. thatTherechologicalsome the isheavy smokingample smokers.in evidencenature. habit becomes to support compulsive the fact in This dependency is Therepsy are no physical PATTERNS OF SMOKING BEHAVIOR men and 4% of the women are smokers. 7. withdrawalThecal dependencemotivation symptoms uponfor which usingabstinence characterizetobacco from must smoking. physibe con 1. whetherbehaviorteenMostthis yearsauthorities period. or in not arethat tocrucial theanddevelop majoritystudies in thedetermining agreepracticewill decidethat smokingduring the beginningaccompanyeffectssiderable suchsmokers thesince asinitial itnauseacertain is usagewell and toxic knownvomitingof ortobacco. thatpoisonous often among 2. Smokingfamilyby the behaviorandpermissive friends. is oroften prohibitive strongly attitudesinfluenced of 8. driveshabit,viduals.habitStatistics ishavethose extremely provebeen which morethat dealdifficult successful.giving with theupfor thp psychogenicmany =Dicing indi Of the methodo employed to cure the 3. andsmokers;traits"smokerThere a doesmore arepersonality". such morenotthan as appear likelyusualextroversion, toamountto bebe any observedof neuroticism definitepsychoso in Certain personality 9. youngamongwayIt hastDpeople the cutbeen parents, down wouldsuggested on be sincethe to thatnumbereliminate it thehas of mostbeen smokersthe effective habit among demon 4. Stressfullievedmatic problems. to or be challenging factors influencing experiences the arebeginning be R 14 incorrelationstratedand children that in of someandbetween their parentstudies children.parents' habits that smokingthereconstitutes, is behavior a strong The similarity INFORMATION ABOUT SMOKING SMOKING AND MORTALITY beginningtionaccording of andsmoking to wish some isfor, authorities, initiated adult status. by evidence an imita- that 3. bypipeThesmokers, cigarette riskand cigarof but developingsmokers. muchsmokers less iscancer than greater theof theriskthan lung incurredin non-for 1. tissuedamageautopsyObservations occurto studies body ofmore function,thousandsshow frequently that organs, ofmany patientsand kinds severelycells, ofand and 4. Theofwith ished riskcigarettes the ofby duration developingdiscontinuing smoked of persmoking,lung smoking.day, cancer and increasesisthe dimin- number 2. general,isThein 70%smokersmortality higher the than greaterratethan in for fornon-smoker. the :malenon-smokers. number cigarette of cigarettes smokers In 5. Thetheagainstof stantially mortality thelung larynx, non-smokersand ratioshigherbronchus. oral for riskarecavity, cigarette 11associated to esophagus 1 for smokers withcancer and canceras of There is also a sub- 3. mortalitygreaterThesmoked mortality thandaily rate for ratetheof smokers cigarette higherfor smokers whothe smokers dodeath whonot. inhalerate.appears is The 6. Thereurinaryship appearsbetween bladder. togastric be no cancersignificant and smoking. relation- esophagus,mortalitycategories,cigarto be smokers.considerably rate larynx, however, for cancersandhigher have lung athanof asrelatively the wellfor mouth, pipeas forhigh and Smokers in the latter two 1.SMOKING AND CARDIOVASCULAR DISEASES Recentsmokers studies are more have prone revealed to die that of cigarettecertain SMOKING AND CANCER denalcirrhcsis ulcer. of thb liver and stomach and duo- Theaffectedsmokersfromcardiovascular studies these is by indicateabout disordersthe disorders number2 tothat between1. of the thancigarettes ratiosmokers non-smokers. of consumed.anddeath non- This ratio is 1. certainmanyA smokeconsiderable species caningredients produce of amountanimals cancer.identified of has experimental demonstrated in cigarette work that in 2. thatthepositionAlthough mouthit contains oflittleand cigarette enters isno knownless the smoke thanlungs,regarding after nine it itgasesisthe leavesbe:ieved com- 2. an.dResearchcausally women. has related shown tothat lung cigarette cancer insmoking.is both men R-15 lungs.whichin cigaretteare believed. smoke to are be retainedirritating in tothe the 80 to 90% of the particles contained mouth INFORMATION ABOUT SMOKING thearebelievedand exact respiratorydeposited percentagethat deeplythe tract vast is into and notmajority lungs.theknown, respiratory of it particles is Although 4. Cough,smokersare consistently sputum than production,among more non-smokers. frequent or the amongtwo combined, cigarette 3. inChronictract. which brochitisexcessive ismucous a very secretion common conditionin the 5. tionCigarettelencemales in ofcigarette the breathlessness smoking efficiency smokers is associated of thanhave the non-smokers.alungs. greaterwith a reduc-preva- Among 4. bronchitis,Emphysema,bronchioles acausesis frequent a serious recurrent complication and coughing.often fatalof chronic dis- 6. asthma.Cigarette smoking does not appear to cause UnitedSantheease Francisco lung. States.characterized and 10th by Californiaenlared air And sacs the in It is the 8th cause of death in 8.7. AlthoughriskCigarette of death somesmokers frompeople haveinfluenza claim a moderately there and pneumonia.are increased good 5. cessUnitedofChronic great mortality States. bronchitiespublic of health cigarette and importance emplysema smokers. inare the diseases They are linked with the ex- knowneffects"mosteffects authoritieshealth dofrom nothazard. smoking, counteragree that suchbalance thoseas relaxation,a "gooddefinitely 1.S0 UnitedtheCigaretteCONCLUSIONS causes States. smokingof chronic is thebrochitis most important in the of 3.2. ForA semarelationshipthe bulkand cigaretteof the exists population smoking. between of pulmonary the United emphy- States,pollution.muchas a greatercause the importanceof than chronic that of respiratoryof cigarette atmospheric diseasesmoking is R-16 STATE OF CALIFORNIA NARCOTIC PENALTIES Narcotics Adult Conviction Years VA Cif:,n.-ie I 2r.. Of.':ense lvo 0 r p - .. __ Heroin Possession 2-10 Minimum 2 Years5-10 Minimum 5 I Year15-life ___ YinLmum 15 MorphineOpium SalesMinorAdult or to furnishing minor 10-life5life minimum 35 10-life1010-life minimum 10 15-life15-life 1515 DermerolCodeine Sale 1-105 ! MarijuanaCocaineMethadone Marijuana(Considered PossessionCultivating for sale 2-201-10 2-20 10-life5life underlaw)a narcotic the AdultSale to minor 10-life5life 3 10-life5life5-15 105 110-life -life 1510 Peyote PossessionCultivate/process 2-101-10 2-205-20 5 15-life 15 AddictsPrescri.tions Using/influenceForeSale of 36 mos.-15life 2 110 10-life 5 1015-life 15 registration Misdemeanor R-17 I an erous Dru s Adult ConvictionSTATE OF CALIFORNIA NARCOTIC PENALTIES Years1st Offense Years2nd Offense LSD, DMT, STP Depressants: SalePossession (for) 1-3$1,000 and/or 1 ; 2-10 1-5 Nembutal,etc. (barbiturates) Seconal, ToActual minor sale 1-5 i 2-10 2-10 Miltown,(tranquilizers) Librium MethamphetamineBenzedrine (Amphetamine) (speed) Stimulants: LAWS PERTAINING TO NARCOTICS AND DANGEROUS DRUGS VIOLATIONS

FEDERAL LAWS

1. Harrison Narcotic Act of 1914 - basis of all narcotic.laWs

2. Import and Export Act of 1922 - this outlaws Heroin

3. Marijuana Tax Act - 1937

4. Boggs Act of 1950 - mandatory sentences for narcotic tax violations

5. Narcotic Control Act - 1956

STATE LAWS

A. Health and Safety Code (Div._10)

(1) 11500 H & S Code - Possession ofNarcotics (Heroin, Morphine, Percodan, Cocaine)(F)

(2) 11500.5 H & S Code -.Possession of Narcotics with Intent to Sell (Heroin, Morphine, Percodan, Cocaine) (F)

(3) 11501 H & S Code - Sale of Narcotics(Heroin, Morphine, Percodan, Cocaine)(F)

(4).11502 H & S Code - Sale of Narcotics toJuvenile (F)

(5).11503 H & S Code - Offer to SellNarcotics or Delivers Substance in Lieu of Narcotics (F)

(6), 11530 H & S Code - Possession ofMarijuana/Harvesting or Cultivating (F)

(7) 11530.5 H & S Code - Possession ofMarijuana with Intent to Sell (F)

(8) 11531 H & S Code - Sale of Marijuana(F)

(9) 11532 H & S Code - Sale of Marijuanato Juvenile (F)

(10) 11540 H & S Code - Possession ofPeyote/Harvesting or Cultivating (F)

(11) 11721 H & S Code - Illegal Use orUnder the Influence of narcotics (M) RL19 (12) 11555 H & S Code Illegal Possession of Narcotic Paraphernalia (M)

(13) 11556 H & S Code Unlawful Presence or Visit Where Narcotics are Used (M)

(14) 11210 H & S Code Possession of Dangerous Drugs, Amphetamine, Barbiturates, L.S.D., or D.M.T. (M) (PriorF)

(15) 11911 H & S Code Possession of Dangerous Drugs with Intent to Sell, Amphetamine,Barbi turates, L.S.D., or D.M.T.(F)

(16) 11912 H & S Code Sale of Dangerous Drugs, Ampheta mine, Barbiturates, L.S.D., or D.M.T. (F)

(17) 11913 H & S Code Sale. or Furnishing Juvenile Drugs, Amphetamine, Barbiturates, L.S.D., or D.M.T. (Use ofMinor) (F)

B. Business and Professions Code

(1) 4237 B & P Code Forged/Fictitious/Altered Prer. scription (first offense(M) second offense (F)

C. Penal Code

(1) 4573 P.C. Bringing Narcotics'Into County Jail (F)

(2) 4573.5 P.C. Bringing Dangerous Drugs Into County Jail (F)

(3) 4573.6 P.C. Possession of Narcotics or Danger ous Drugs in County Jail(F)

D. California Vehicle Code

(1) 12805 C.V.C. The. Department of Motor Vehicles shall not issue or renew a license to a person who is addicted to narcotics or habitually uses drugs.

(2) 13202 C.V.C. A Court may revoke a driver's license upon conviction of any narcotic offense defined in Division 10 of the. Health and Safety Code, starting at Section 11000, when the use of a motor vehicle is involved in the commission of the offense. (3) 23101 C.V.C. - Any person driving under the influence of intoxicating liquor or combined liquor and-any drug, and causes bodily injury is guilty of a felony.May be sentenced to the state prison not less than one year or in the county jail not less than one year.

(4)23102 C.V.C. - Driving under theinfluence as above and no bodily harm, a misdemeanor.

(5) 23105 C.V.C. - Unlawful to drive whileaddicted to the use, or under the influence of narcotic drugs or amphetamine or any derivative thereof.A felony.

(6) 23106 C.V.C. - Unlawful for any personto drive under the influence of any drug, other than a narcotic or emph(a- mine or any der.i.vative, mult r.rHer him incapable of safely dri.7:4 vehicle. A misdemeanor.

(7) 23108 C.V.C. - Driving under theinfluence cf any dangrous drug other tha: a narcotic and causesbodi7J injury. May be sont totie prison not less then one -:mr, nor more than or coati jailnot less th'_11 90 dzs nor more than one year. A fl.ony.

E.Welfare and Institut-Lan Code

(1) 3100 W.I.C. - Voluntary commitmentfortreat - ment of narcotic additic.

(2) 3100.6 W.I.C. - Involuntary colEmitment onarcotic adr.liets Ly health office or ponce officer.

F. Harbor-Navigation Code

(1) Sectica 655 - Motorboat, vessel or crate-- skis while urdar the A,f..]cn::e of a na.cutie or barbi:7,uat(;r A. misdemeanor.

R-21 TEACHER REFERENCESern,

Books, pamphlets and periodicals

1. "A Preliminary Guide to Health and Family Life Education."San Francisco Unified School District, 1968

2. Bloomquist, E. R.: "Marijuana." Beverly Hills:Glencoe Press, 1968

3. Bowen, Haskell L.: "Drug Facts."Santa Clara County Drug Information Center, 1968

4. Bowen, Haskell L. and Landin, Les: "About Drugs."Santa Clara County Office of Education, 1968

5. Bureau of Criminal Statistics. "Drug Arrests and Dispositions in California, 1967. Sacramento: California Department of Justice,-1968

6. Bureau of Criminal Statistics. "Drug Arrests in California .1968 Mid year Preliminary Survey."Sacramento: California Department of Justice, 1968

7. Kitzinger, Angela and Hill, Patricia J.: "Drug Abuse A Sourcebook and Guide for Teachers." Sacramento: California State Department of Ed ucation, 1967

8. Landis, James B. and Fletcher, Donald K.: "Drug abuse A Manual for Law Enforcement Officers."Philadelphia: Smith Klein, and French Labora tories, 1966

9. McCarthy, Raymond G, (Revised by John .J. Pascintti): "Facts about Al cohol."Chicago: Science Research Associates, T.Lc., 1967

10. "Physicians Desk Reference to Pharmaceutical Spe;ialties and Biologicals:" Oradell, New Jersy Medical Economics, Inc., annual

11. Smith David.E.: "Current Marijuana Issues." Journal of Psychedelic Drugs; Volume 2, Issue 1, Fall, 1968

12. Todd, Frances: "Narcotics and Dangerous Drugs A Resource Book for Teachers." San Francisco Unified School District, 1957

13. Todd, Frances: "Teaching About Alcohol." New Yerk: McGrawHill Book Company, 1964

14. Vogel, Victor H. and Vogel, Virginia E.: "Facts 11.)nt. N,Areobins and Other Dongeroun Drugs."nhinogn: Science ReseardtAssociates, Inc., 1967

R-22 15. U. S. Department of Health Education and Welfare:"A Guide for Teaching Poison Prevention in Kindergartens and Primary Grades." Washino'hon, D. C: U. S. Government Printing Office, 1966

16. U. S. Department of Justice, Bureau of Narcotics and Dangerous Drugs. "Drugs of Abuse."Washington, D. C.: U. S. Government Printing Office, 1967

R -23 MAIL ORDER FORMTo: Superintendent of Documents, Government Printing Office, Washington, D.C. 20402

Enclosed find $ (check, money order, or Supt. of Documents coupons).

ORDER FORM NATIONAL CLEARINGHOUSE FOR DRUG ABUSE INFORMATION SELECTED DRUG EDUCATION CURRICULA SERIES

1. Baltimore County Board of Education Grades 6, 9, 12 Catalog No. Prex 13.8:Ed 8 Price $1.00

2. flagstaff Public Schools Grades K-12 Catalog No. Prex 13.8:Ed 8/2 Price 65¢

8. Tacoma Public Schools Grades 6-12 Catalog No. Prex 13.8:Ed 8/6 Price 60¢

9. Resource Book for Drug Abuse Education Catalog No. Fs 2.22:D 84/12 Price $1.25

NOTE:It is recommended that Item No. 9 be used in conjunction with these curricula.

[PLEASE DO NOTDETACH]- ____Enclosed To be mailed _later Please send me the publications I have checked. ____Subscription Name Refund Please charge this order Coupon refund street address to my Deposit Account Postage No. City and State ZIP Code. FOR PROMPT SHIPMENT, PLEASE PRINT OR TYPE ADDRESS ON LABEL BELOW, INCLUDING YOUR ZIP CODE

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U. S. GOVERNMENT PRINTING OFFICE : 19700 -389-982 rumonm. FOR DRUG ARM cuadunomouse MFORMATIOn

U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING VIEW OR OPINIONS IT. POINTS OF SARILY REPRESENTSTATED DO NOT NECES OFFICIAL OFF/CE OF EDU- CATION POSITION ORPOLICY. An Interagency Federal Committee was convened in the winter of 1969 under the auspices of the White House to make available to the Nation's schools a variety of State and local curricula for drug education and the prevention of drug abuse. Participating in the Committee chaired by the Office of Education, DREW, were the Bureau of Narcotics and Dangerous Drugs, Department of Justice; the National Institute of Mental Health, DHEW; and the Office of Economic Opportunity.

The National Clearinghouse for Drug Abuse Information, operated by the National Institute of Mental Health, is the focal point for Federal information on drug abuse. The Clearinghouse provides information on request through publications, and a computerized information service. The Clearinghouse distributes publications and refers specialized and technical inquiries to Federal, State, local, and private information resources. Inquiries should be directed to the National Clearinghouse for Drug Abuse Information, Educational Services, 5454 Wisconsin Avenue, Chevy Chase, Maryland 20015. An Interagency Federal Committee was convened in the winter of 1969 under the auspices of the White House to make available to the Nation's schools a variety of State and local curricula for drug education and the prevention of drug abuse. Participating in the Committee chaired by the Office of Education, DHEW, were the Bureau of Narcotics and Dangerous Drugs, Department of Justice; the National Institute of Mental Health, DHEW; and the Office of Economic Opportunity.

The curricula selected are npt recommended for adoption, but are distributed only as resources to assist schools in initiating or improving programs. All schools are encouraged to submit curricula and materials to the National Clearing- house for Drug Abuse Information. These will be reviewed by the Panel and those selectec7 will be made available to other school systems upon request. Your cooperation will be appreciated.

The problem of drug abuse is not a new phenomenon. Man's use and abuse of drugs dates back thousands of years. In recent years, however, the dimensions of the problem have reached frightening proportions, raising the specter of societal suicide. Contributors to our current concerns have been the easy accessi- bility of a myriad of drugs, a tense, stressful social environment, thrill seeking and escapism, among others.

There must also be cooperation and involvement of all other segments of the community in a joint effort with the school if the mounting trend of drug abuse is to be reversed.The closeness of the effort needed is a condition that both the school and the community organizations will find unfamiliar, but melding of community effort is essential if the common objectives are to be met.

The tasks described above will require significant, long-term financial support and commitment. They will also require wise, perceptive leadership from national and state levels. An effective program of bread-based education should produce significant results by the end of the decade.

Interdisciplinary Panel

For sale by the Superintendent of Documents, U.S. Government Printing Office Washington, D.C. 20402 - Price $1.25 Reprinted With Permission From:

Rhode Island Department of Education AN EDUCATIONAL PROGRAM DEALING WITH DRUG ABUSE

CURRICULUM AND RESOURCE GUIDE

STATE DEPARTMENT OF EDUCATION STATE BOARD OF EDUCATION

RICHARD F. STAPLES, Chairman LOUIS J. DeANGELIS.

JOSEPH L. BYRON, Vice Chairman ARLINE R. KIVEN

EDWIN C. BROWN ROBERT F. PICKARD

STATE DEPARTMENT OF EDUCATION

WILLIAM P. ROBINSON, JR. Commissioner of Education

ARTHUR R. PONTARELLI Deputy Commissioner t AN

EDUCATIONAL' ex----4.. .11,-.. PROGRAM DEALING WITH DRUG ABUSE

CURRICULUM AND RESOURCE GUIDE

DIVISION OF INSTRUCTIONAL SERVICES /

GRACE M. GLYNN Associate Commissioner FOREWORD

Certainly one of the most frightening social and health problems of our day arises from the increasingly widespread experimentation with, and dependency upon, narcotics, stimulanti and the like. This is a problem which cuts across socioeconomic and generation lines and, quite aside from its grave implications for the welfare of the community as a whole, poses a serious threat to virtually every family in the State.

While there is no gainsaying the validity and desirability of a many-fronted attackon the drug abuse problem, it also appears reasonable to charge our educational agencies with the major responsibility for confronting the problem at its roots. It id readily apparent to anyone who reads the newspaper headlines, which daily assault us with indications of the scope of the problem, that the present need for effective instruction in this area is both clear and urgent.

Some months ago I met with the Attorney General at his request to discuss the need for intensifying educational efforts to dealwith this issue. Subsequently he and I discussed the matter with the State Board of Education, which authorized the formation of an advisory committee for the purpose of devising and recommending a "crash program" in this area. The materials presented in this "kit-between- covers" represent the results of this committee's effort, which, because all concerned felt it was urgent to have curricular materials ready for use in the 1969-1970 school year, was crammed into a period of only about seven months.

Some of the materials are intended to provide background to teachers who will be dealing with this subject in their classrooms, and some will be suitable--at least as a starting point--for direct use by the teachers with their students in units of study devoted to narcotics.All the materials, as well as the basic approach recommended, are subject, of course, to testing and further refinement as a result of the teachers' experiences with them and the practical short-range and long-range results they have on our students. At the same time, however, I amconfident that this package will be of inestimable and immediate value to the concerned teacher of health, social studies, or science who has been anxious to work in this area with his students but who has been frustrated by a dearth of objective, reliable and convenient materials suitable for use with children or young adults.

A tremendous debt of thanks is owed to the members of the Committee on Drug Abuse. They gave of themselves generously and unstintingly and have performed a great public service. To those members of my own staff in the State Department of Education who workedon this project, and who were responsible for sifting through masses of published and unpublished materialsand for doing the time consuming and tedious day-to-day coordinating and development that any "crash effort" of this magnitude entails, I should like to apologize for permitting them to bear the often unreasonable pressutes that are concomitant with such projects. They did, I think, an excellent job under the most trying circumstances.

WILLIAM P. ROBINSON, JR. Commissioner of Education

September, 1969 ADVISORY COMMITTEE ON EDUCATIONAL. PROGRAMS DEALING WITH DRUG ABUSE

Grace M. Glynn, Chairman Associate Commissioner Rhode Island Department of Education

The Reverend Wayne Artis, Ph.D. George W. Gallipeau, Jr. Executive Director Teacher, Portsmouth Jr.-Sr. High School Rhode Island State Council of Churches Carlo Gamba Joseph J. Cahill Director of Grant Programs Food and Drug Control Administrator Cranston School Department Department of Health Robert L. Gammell Mrs. Richard W. Cartier, President Administrative Officer Rhode Island Congress of Parents Department of Attorney General and Teachers James Germano Leo J. Conley, Jr., Coordinator Marathon House School Health Services Rhode Island Department of Education Chief Stanley Gontarz Barrington Police Department Joseph A. Cote Rehabilitation Counselor John P. Hague Department of Education Teacher, Cranston High School West

Dr. John J. DeFeo Frederick A. Hazard Professor of Pharmacology Student at Providence College University of Rhode Island The Honorable Edward V. Healey, Jr. James E. Dougherty Associate Justice of Family Court Assistant to the Dean of the College Brown University Jarvis D. Jones Assistant Professor of Education Mrs. Adrienne R. Dowling Rhode Island College Instructional Television Coordinator WSBE-TV Louis I. Kramer Assistant Superintendent of Schools Charles H. Durant, III Providence School Department Executive Director Providence Human Relations Commission Ian D. Malcolm Superintendent of Schools James Ellison Barrington School Department Student at Cranston High School West Louis Mercian° Dr. David J. Fish Supervisor of Physical Education Physician Providence School Department Patrick F. McCarthy Helen M. Otto, R.N. Consultant, Elementary Education School Nurse Rhode Island Department of Education East Providence Senior High School

Max I. Millman, Principal Seth Perlmutter Mount Pleasant High School Student at Middletown High School

The Honorable Florence K. Murray Captain Robert E. Ricci Associate Justice of Superior Court Providence Police Department

Dr. Edward P. Nolan John W. Trombi Executive Director Consultant, Secondary Education Northern Rhode Island Communities Rhode Island Department of Education Mental Health Clinic

Brother Stephen O'Hara, F.S.C. Assistant Superintendent of Diocesan Schools

Ex-officio Members

The Honorable Herbert F. DeSimone, Attorney General Dr. Joseph E. Cannon, Director, Department of Health Dr. William P. Robinson, Jr., Commissioner of Education Page Foreword ii

Advisory Committee on Educational Programs Dealing with Drug Abuse iii

Introduction 1

General Objective 2

Desired Outcomes 2

SUGGESTED READINGS FOR TEACHERS

1. Brown, Claude, Manchild in the Promised Land (PAPERBACK)

2. Buhler, et al, Childhood Problems and the Teacher, Holt, 1958.

3. Donovan, Frank R., Wild Kids, Stackpole Books, 1967.

-63- 4. English and Pearsn, Emotional Problems of Everyday Life, 1965 ed.

5. Goodman, Paul, Growing Up Absurd, Raddom House, 1960.

6. Stewart, R. S. and Workman, A. D., Children and Other People: Achieving Maturity Through Learning, Holt, 1956.

7. Von Hoffman, N., WI. Are the People Cur Prrents Warned Us Against, Quadrangle Books, 1968.

THE ROLE OF THE FAMILY COURT IN PREVENTION AND TREATMENT OF DRUG USERS

by: The Honorable Edward V. Healey, Jr. Associate Justice of Family Ccv,rt

The Family Court of Rhode Island assumes jurisdiction over all children under eighteen years of age who have violated any laws of the state or ordinances of any city or town. This includes, therefore. all violations of the laws and statutes regulating the use of drugs.

CASE No. I. A child under eighteen is referred to the Court by some enforcement agency alleged to have used or sold drugs illegally. The Family Court authorizlr a petition against said child, setting a date for a hearing to determine whether or not he is a delinquent child in need of care and assistance. At this stage of the proceedings, the court must insure that the child in question is given his legal and constitutional rights. He has a right to be represented by counsel, and, if he cannot afford to pay for such services, to have court appointed counsel. In Rhode Island the office of the Public Defender represents indigent parties. He has a right to reasonable notice as to the specific charge; to remain silent and not testify against himself; to be able to examine and cross-examine all the witnesses; to have a record of Clie proceedings; and to appeal an adverse decision to the Supreme Court of Rhode Island.

If, after hearing all the facts the Court determines that the child has violated the law, he is found to be a delinquent child. A hearing is then held to ascertain what should be done to assist said child. To this end the Court orders a complete mental and physical evaluation of the child.This is tsually done at the Rhode Island Medical Center, Charles V. Chapin Hospital or Butler Health Center, but it may be done at any private institution qualified in this field.

Such an evaluation usually requires about thirty days and during this period tilt child is detained at the hospital by order of the Court. When the evaluation pleted, he is returned to Court. The results of the examination, psychiatric intt.- views, the physical examination, and any additional information (family history. social history, school records, etc.) that have been obtained by the investigator of the Probation Department are analyzed by the Court. Discussions and conference.

-64- are held with the parents, their attorney, interested outsiders (clergy, close relatives) and court personnel. It is the duty of the court then to determine the steps which should be undertaken to assist the subject so that his health and well- being will be fully protected.The Court must also be assured that the welfare of the general public will be protected while the rehabilitative program is being implemented.

In drug cases there are no routine dispositions, although in instances where there is medical evidence of drug dependence, long term psychiatric therapy is usually recommended. If this can be successfully accomplished on an out-patient basis, it will be done. If, however, the use of drugs is accompanied by other violent acts wherein the subject's life is in jeopardy (suicidal tendencies, direct association with narcotic suspects) or the public at large is placed in danger (subject's commission of assaults, robbery, etc.) he will be placed in a restrictive setting, usually the Rhode Island Medical Center or the Rhode Island Training School. This will be for an indeterminate time and his release will be predicated upon a favorable recommendation for release from the person in charge of said institution.

If further assistance is deemed necessary his release will be conditional. He may be placed on probation with explicit orders to stay away from certain designated people or places; he may be required to attend group therapy sessions (Marathon House, Phoenix House, Progress for Providence groups). So long as the prognosis for complete recovery is guarded, the case remains open.

The case is closed only when professional opinion feels there is no further danger either to the child or the community.

CASE No. 2. The child in the above example engages an attorney who challenges the evidence presented by the police.The Court, being required to follow the rules of evidence and to give all the constitutional rights (as enumerated above) to the accused, may accept or reject the legal challenges. If they are rejected, then the case would follow the format as explained above.

If, however, the challenges are valid and proper, the Court is constrained not to accept the evidence proffered by the police.Accordingly, the child must be ac- quitted.The child is allowed to go free inasmuch as the Court has no jurisdiction to make any further orders noto impose any restrictions on his activities.

N.B. It seems incongruous to this particular Judge that a parent confri:nted with the horrendous fact that his child is using drugs will resist the efforts of ths Court and State to assist. By presenting legal challenges to the methods used by police in obtaining the actual evidence or statements, they debar the necessary constructive assistance available to them.

Until A child becomes eighteen his case is private, his records confidential. The sole rationale of the court procedure is to assist. Drug offenders more than anybody else require this assistance.The stigma of a Family Court record pales into insignificance when matched with the fact that one's son at twenty-one or twenty-two is a confirmed heroin addict.

CASE No. 3. If a child sixteen (16) years of age or older is charged with an offense which would render said person subject to indictment f.f he were an adult, a judge of the Family Court, after full investigation, may waive jurisdiction and order ,.uch chid held for trial under the regular procedure of the court which would have jurisdiction of such offense If committed by an adult.

-65- This is the waiver section, so-called, which allows the Court under prescribed circumst..n.., and promulgated rules to transfer jurisdiction of a particular case to the 116.1: courts. Any child, so waived, is taken to the district court, arraigned and eventually his case is presented to the Grand Jury and tried in Superior Court. He is subject, upon conviction, to the same sentence as an adult.

The drug user ordinarily would not be waived unless it was evident that all previous efforts to rehabilitate hip had been rejected, e.g., constant runaways from hospital, failure to seek private help although promised, continued use of drugs where it becomes apparent that only the prospect of a jail sentence will have therapeutic value.

It is more likely that the drug seller would be waived if his offenses were continued, deliberate and calculated. In such a case the welfare of the general public would take precedence over the courtls,goncern for him individually and he would be sent to the adult courts to stand trial.

CASE No. 4. Any child who is habitually disobedient to the reasonable and lawful commands of his parent or parents, guardian or other lawful custodian may be referred to the Court as a wayward child.Under this section the parents may institute a complaint against their child and the child is brought before the Court to determine whether or not he is wayward.In order to protect the interests of the child if his position is adverse to the parents', a guardian is appointed to represent the child's interests. If the child is found to be wayward then a program of help can be inaugurated.

Ey these four illustrations, I hope the role of the Family Court is more apparent. All courts are inclined, in cases involving drug users to be more clinical than p.dicial, but the Family Court, distinctively, is mandated to use its authority to provide care and assistance for these unfortunates. Our prime goal is to rehabilitate the young offender so that he might grow and mature into a useful, respected adult citizen.

The Court can only be effective if the community resources are adequate to the task. In the field of treatment of drug abusers, we are frequently woefully inadequate, and the alarming increase in youthful offenders presents a count of four- teen who sniffed glue and 59 who used drugs, a total of 73 for the first six months of this year, as compared to 30 who sniffed glue and 66 users of drugs, a total of 99 for the year 1968, presages a multitude of problems in the near future unless a concerted effort at every level of government is immediately made.

The incidence of crimes coupled with the use of drugs is well documented, and so the general public's stake in this problem is as great as the individuals directly involved.

-66- THE ROLE OF THE COMMUNITY LEADER IN COMBATING DRUG ABUSE

by: Charles H. Durant, III Executive Director Providence Human Relations Commission

Although much is known about the effects of drugs and its abuse potential, the abuser himself remains an enigma. Slum conditions, easy access to drugs, peddlern, and organized crime have all been blamed for the problem. While any of these factors make a contribution, the community leader in combating drugs must emphasize that no single cause nor single set of conditions clearly leads to drug dependency, for it occurs in all social and economic classes. The key to the riddle lies within the abuser himself. It is true that the drug dependency cannot develop without a chemical agent. Yet while millions are exposed to drugs by reason of medical need, relatively few people turn to a life of drugs.Even in metropolitan areas, where drugs may be available on street corners, only a small percentage of individuals exposed join the ranks of the abusers.

Case studies reveal that for the most part the hard-core abuser suffers from certain types of emotional instability which may or may not have been apparent prior to his initial drug abuse experience.Occasional cases may have a backgrouncr(often undiagnosed) of psychiatric disorder.

Some psychiatrists have said that addicts have an inherent inability to develop meaningful interpersonal relationships. Others have said that addicts, are persons who are unwilling to face the responsibility of maturity. Adolescent addicts may have suffered childhood deprivation or overprotection. Or, they simply may not be able to cope with the physical and emotional changes accompanying this period.What is extremely significant is that many addicts have their first drug experience during their teens.

Community leaders must also attempt to clarify public opinion regarding the fact that many individuals become affected by drugs between the transition from childhood to adulthood.The early and middle teens bring a loosening of family ties, a diminu- tion of parental authority; increasing responsibility, and sexual maturing.Beset with anxiety, frustration, fear or failure, inner conflicts and doubts, the adolescent may find that amphetamine and marijuana promote conversation and friendship, barbiturates loosen inhibitions, hallucinogens heighten sensations, and narcotics provide relief anCescape. Drug abuse may provide the entree to an "in group" or be a way of affirming independence by defying authority and convention.

In general. drug abuses fall into three main groups. The first group employs drugs for a specific or "situational" purpose. Examples: The student who uses amphetamine to keep awake at exam time; the housewife who uses anti-obesity pills for additional energy to get through household chores; the serviceman who uses amphetamine to keep awake while driving all night to reach home on a 72-hour pass.

-67- The second group consists of "spree" users, usually of college or high school age. Drugs are used for "kicks" or just thesexperience.There may be some degree of psychological dependence, but little or no physical dependence because of the sporadic and mixed pattern of use. Drug sprees constitute a defiance of convention, an adventurous and daring experience, or a means of having fun. Unlike hard-core abusers, who often pursue their habit alone or in pairs, spree users usually take drugs only in groups or social situations.

The third is the "hard-core" addict. His activities revolve almost entirely around drug experiences and securing supplies.He exhibits strong psychological dependence on the drug, often reinforced by physical dependence when certain drugs are being used. Typically, the hard-core addict begins drug abuse on a spree basis. He has been on drugs for some time and presently feels that he cannot function without drug support.

With what has already been said serving as background, the next obvious question the community leader must ask is what does he and the local citizenry do once drug usage has been identified.The proper answer to this question is of vital concern to the local community and should begin with the request of help from the appropriate investigative, medical, and legal staff authorities.

Due to the inherent complexity of drug abuse, including the fundamental difficulty of being certain that drug abuse even exists, community leaders must be concerned with the roles they play even after a suspicion is confirmed.This, depending on the situation,can involve ongoing counseling help with rehabilitation, continuing rapport with law enforcement agencies, and a need to determine if more than one person is affected. Although the responsibilities in these areas will vary from situation to situation, and therefore cannot be individually delineated here, everyone concerned should be familiar with the broad concepts of action in drug situations.

Unusual, but most critical, is the emergency situation.In a case of unconsciousness, which may be drug-induced, rapid help is vitally important.Emergency medical aid should be summoned immediately. If breathing fails, some form of artificial respiration should be administered until medical help arrives.

The more usual situation is one in which the suspicion of drug abuse is aroused because of a person's behavior.The immediate problem at such times is to determine whether the person is abusing drugs, or if he is acting peculiarly because of some condition not related to drug abuse. In this situation, medical help must be obtained, for a thorough examination is the only method of positive identification of drug abuse.

Because of the "contagious" 'nature of drug abuse, every effort should be made to determine the names of other persons who may be abusing drugs.Experience in this area has shown that drug abusers attempt to pass their habit to friends and associates in order to raise money. For this reason, the drug abusers must be identified to help avoid the spread of drug abuse. The frequently made claim that drug peddlers start innocent persons on drugs is usually contrary to the fact.

A person who has been abusing drugs will probably need special guidance and extra emotional support. Accordingly, extraordinary efforts may be required to help him overcome his problem and remain an effective part of community life. Eventually, of course, the drug abuser may have to be referred to a special institution specifically equipped to handle such problems.

-68- In conclusion, drug abuse prevention can be practiced effectively by knowledgeable community leadership. Basic to the success of any drug abuse prevention program is an honest approach concerning the dangers of the problem. Learning should be informative and factual. Sermonizing must be avoided.The facts concerning the effects of drug abuse are the first steps toward enlightenment and mature behavioral judgements which are necessary.for developing a sound educational campaign.

THE ROLE OF THE SCHOOL NURSE IN DRUG ABUSE CONTROL

by: Helen M. Otto, R.N. School Nurse East Providence Senior High School

The educational system is called upon to assist in combatting the problem of drug abuse, a highly charged emotional area. School health encompasses the team approach to health care of the child. A very important responsibility is the coordinated effort of the educational personnel, the community agencies and the medical personnel to promote individual and group health programs.

The primary function of the school nurse is to strengthen the educational process through improvement of the health status of zhildren and youth. She is the pivot of a triangle in which she works with the child in the school, from the school to the home, from the home into the community. The nurse makes a unique contribution to the school health team because' she is prepared to think in terms of family interaction. At times the nurse is the only member of the team who knows the home situation, and she has knowledge of community resources and programs. Her approach is family-centered and she can contribute to strengthening an entire family, which, in turn influences a community's well-being. Traditionally, the nurse is seen as a non-threatening or less authoritative member of the health team; consequently, she can be used as a confidante for the student. Her knowledge of the signs and the symptoms of drug abuse may not be so important as her attitude when confronted with an irate teacher, distressed parent, or a drug-suspected student. Basic attitudes toward others are revealed by voice tone, touch of hands, body posture, facial expressions. If the school nurse is to succeed in her education of others, each person must be accepted as worthwhile and treated with respect. The nurse may not approve of another individual's way of life, his behavior, his actions and reactions, but because he is human he is treated with dignity. Treating one with dignity is at times difficult when the individual has limited ability and has less opportunity or advantage. Gentleness is more rewarding than arrogance when dealing with those who are not admired or respected. It must be remembered that the individual is loved by someone.

Causative factors of drug abuse are varied.No one can deny the youngster the rights of television where he has grown up with the solution to many problems by buying the advertised product. He is living in a drug oriented society where

-69- statistics report over sixty percent of the prescriptions written are psychoactive in effect. Energize, tranquilize, stimulate are not the physical pain relievers formerly prescribed. To eliminate pain and discomfort is understandable, but the adolescent's desire for new experiences, insight into one's psyche, or an act of rebellion against authority is the reason drugs have become abused.

Literature reveals that positive rather than negative values should be related to drugs by differentiating between "drugs". and "medicine:" Drugs are useful compared to alcohol and tobacco which are oral pleasures. State regulations require the teaching curriculum to include smoking, alcohol, and narcotics. Smoking had been a lost cause up to the present time. Private health agencies (heart, tuberculosis, cancer) joined forces under the National Council on Smoking. The harmful effects and presentation of facts on smoking brought about a decrease in national statistics in the adolescent and adult population of smokers.Many young people were and are involved in the campaign to prevent and stop smoking by presenting programs to junior nigh and elementary grade students. "Student involvement" is the desire and "tell us the facts" is the demand from youngsters father than fear tactics and exag- gerated stories which proved ineffective in the past.

The nurse's role in helping to control drug abuse is to be involved with faculty, student, family, and community. Prevention and education take priority in setting the curriculum. The nurse as a member of the educational team can make her contribution by, supplying resource material and acting as a consultant to the teacher. Emphasizing the positive value of drugs rather than the negative may orient students to the real problem. The problem for the student is living, learning and growing in en environment where change is constant and the future unpredictable. To many educators and others deeply concerned with young people, the problem is not to stop drugs but to promote a climate where the student can explore his feelings, promote self awareness and question the rules and regulations set by society.

The nurse is available for counseling, guiding and teaching for individual children and for families. She is an interpreter of the health needs of the student to the educational personnel and community and an active participant in community programs. The problems of youth call for the nurse's skills, interest, and understanding. Personal job satisfaction and a sense of accomplishment in her role as nurse in the educational setting is provided as she participates in the total development of the child.

A POLICE OFFICER LOOKS AT THE DRUG PROBLEM

by Captain Robert E. Ricci Providence Police Department

Drug abuse has been with us since ancient times. Its seriousness has increased with the passing years until the present time and it has become a major problem for law enforcement officials. The law enforcement official whether he be local, state or federal in his investigations deals not only with the so-called "hard core" addicts but many other persons in all walks of life most of whom are in it for the "kicks" they may get out of the use of the various drugs.

Although much is known to police officers about the effects of drugs on persons the user himself is difficult to understand. Slum areas, access to drugs,

-70-

389-983 0 - 70 - 8 sellers of drugs have all been blamed for the problem. Lack of control and guidance by parents is a major cause.when drug abuse occurs in the middle and higher class areas.. Vice officers working in the slum areas of the city are more apt to find the use of heroin and morphine dependence among the teen age element greater than in the higher income areas. It has been found over the past ten years of narcotic investigation in the City of Providence that generally speaking drug users fall into two main groups.

The first group is the users for "kicks;' those trying to get a "high" or "low" or the user for the experience. There may be a small degree of psychological dependency but little or no physical dependency.. Unlike the hard core user the person taking drugs for "Highs" or "Lows" usually takes his drugs only in groups or in social situations. They come to the attention of the police official through complaints, information from neighbors, parents, and at times from persons within the group. A majority of the arrests that have been made by law enforcement officials have been made by the use of undercover officers who buy drugs from sellers or by an informant who will buy drugs and testify in court against the seller. From our records within the Providence Police Department, we have found that some of the users in the first group have gone on to the use of r addicting drugs. This information is usually obtained from the person arrested. In addition, there is usually some physical signs that the subject has used drugs by injection.

The second group of persons consists of the "hard core" addict. His activities include the entire spectrum of drugs from using to selling. This group of drug users has a strong psychological dependency on drugs and more importantly an almost uncontrollable physical dependency on them. In order to pay for the drugs they use, the vast majority turn to various criminal activities such as larceny of articles from autos, breaking and entering into business places for cash and items that may be sold or females resorting to prostitution on the streets of the city. One only has to drive in certain areas of the City to see females walking the streets for the purpose of prostitution, seeking the. money tosustain their drug habit.

Repeated arrests of these subjects for offenses have not solved the original problem of their drug addiction. It is generally felt by law enforcement officials that an educational program would be a strong preventive measure of solving the problem of drug usage and addiction. As stated in the report by the Commission to Study Drug Addiction dated April, 1968, "It is generally acknowledged that preventive measures are the most productive means of solving the problem of drug abuse and drug addiction. They should be based on sound factual knowledge and should include the medical, legal, social, economic, and educational factors in the causes, prevention and treatment of drug abuse and drug addiction among adults and teenagers."

It is my opinion that along with such an educational program that is now taking shape here in the State of Rhode Island important attention must be given to the role of the law enforcement official as a deterrent factor in controlling drug abuse. For regardless of any controversy over any type of drug, once the law has been established, and until such law is held to be unconstitutional, the main concern of any law enforcement official is the strong enforcement of said laws as a deterrent against a seller or a user of drugs. It is my opinion that the various laws and the penalties that a convicted person may receive must be strongly brought to the attention of the students. Not only the fact of being convicted and possibly receiving a prison sentence but the meaning of a police record when person enters the adult wrld for employment.

-71- Civil commitment for rehabilitative purposes has proven over the years to be a start in helping the drug user understand himself and his problem, but commitment is not the entire answer. For while the drug usd'is under commitment his odds of using drugs are nil but once released and facing the return to the same environment from whence he came he invariably returns to the use of drugs. Over and over again this has been the case in the City of Providence.

Mr, Edward P. Gallogly, United States Attorney,was quoted in The Eveninc Bulletin, January 27, 1968, in an article regarding the new Federal Narcotics Program as saying that he was going to stop sending "hard core addicts" to the National Institute of Mental Health, Clinical Research Center at Lexington, Kentucky, because three out of four addicts who had been committed under a court procedure a month prior and who after examination by Federal officers were classified as "not likely to be rehabilitated by treatment." This statement by. officials whose knowledge and training in the handling of persons addicted to drugs once again points out the extreme danger people face in taking drugs illegally.

It is my belief that the teachers who will teach about 'narcotics .and drug abuse must haVe a complete understanding of the drug problem. In order to be .effective.they murk have knowledge of the.drug use in their own cities and towns to see for themselves the terrible dangers and results.from the use of drugs.

In teaching about narcotics, and drug abuse, scare and fear techniques should be avoided but students should see what involvement can mean.One informative, Personal contact kind of program has been tried in Boston.The city of Boston has developed a program which utilizes the cooperation of the Boston Police Department, the Boston School Department and the prison officials of the Norfolk Prison. Students are transported to Norfolk Prison where prisoners talk to the students about personal experiences with drug. involvement. Students are able to see and talk with persons who have been confined through their use and saleof drugs. This is one way students can see the results of drug abuse arid make judgements for themselves.

WHAT IS A DRUG?

by: Dr. John J. DeFeo Professor of Pharmacology University of Rhode Island

When the word "drug" is mentioned, it seldom evokes a single uniform definition in the mind of all people who hear it. In fact, the word very often conjures all sorts of definitions, from the "miraculous" on the one hand to "tools of the devil" on the other. It is logically contradictory to hold that anything could be simultaneously both good and evil.

Since man began his life on earth he has been subject to disease and death. No doubt he sought materials that would help him overcome various diseases, wounds, infections, etc. We have both direct and indirect medical evidence from all parts

-72- of the world that testify to his empirical medical .practices.We know that even the most primitive cultures relied on centuries-old knowledge of the use of many substances for alleviation of disease. We have records from Egypt from the 16th century B.C. (Ebers papyrus) indicating quite a sophisticated development of the use of various formulae and prescriptions. Some of the 'ingredients are still in use today, i.e., castor oil,.turpentine, opium, aloes, salt and copper sulfate. Other fascinating items were swine's teeth, stinking fat, goose grease, and moss grown,on human skulls. The Greeks, and later the Arabs, made. significant contri., butions to the.drug lore of medical practice. It is well known that the scientists and philosophers of these eras experimented on an empirical basis and interestingly enough, they achieved some .theTapeutic success.

In order to better understand why and how drugs can be used, let us turn to a brief explanation of certain principles of drug action.

We designate those aubstandes used in medicine as drugs.Drug is probably derived from the French Drogue, meaning dry herb.A good definition of a drug would be: a substance used in the prevention, diagnosis, treatment or cure of disease in man or animals. This liMits drugs to therapeutic usage.To a pharmacologist a drug would be defined as any chemical stimulus producing a response in living organisms. The latter definition covers a rather broad area, and does not limit drugs to therapeutic use only.

If drugs were used exclusively for the treatment of disease we would avoid many problems. Also, if drugs were effective only as therapeutic agents no one would have use for them unless they were ill.However, drugs are rather amazing in their ability to produce effects both on normal and diseased cells.

We know that the living body functions through chemical reactions. Digestion, muscle activity, circulation of the blood, use of elergy and brain activity, for instance, are all dependent on various specific biochemical reactions. Some of the reactions are well known, some are not. Because chemical reactions are basic to the body's activities, any interference with these reactions can cause various cells, tissues, and organs to react in a way that can be beneficial or potentially harmful to the organism. In fact, those chemical agents that we introduce into living systems that produce some effect, are doing so by interacting in some way with the body's biochemical systems. When we learn how to control the effects of some of the chemicals, and we find that they can be used to treat a particular disease state, we then employ them therapeutically. Many chemicals are known to produce effects on the normal physiology but do not have any particular use in the treatment of disease.

In most cases drugs produce both physiological as well as therapeutic effects. We must also realize that because the body's functions are integrated, the effect on one chemical mechanism may result in effects on other systems. It is also known that some chemical agents may interact with several biochemical systems: Thus we are not always able to confine the effects of a particular drug to a specific system.Most of the drugs we use today can produce several effects beside the one for which the drug is actually indicated.

It should be noted at this time that all drugs can produce toxic effects varying from mild reactions to very serious physiological disturbance.These usually vary according to dose, duration of use and responsiveness of a particular person.

-73- An important factor that relates to drug abuse, is that certain drugs can create a psychological as well as physiological need and dependence.Here we encounter the terms habituation and addiction.A habit is something that is relatively easier to change than addiction because it involves a psychological desire mostly. In a true addiction, not only the desire, but the actual need for the drug takes control of the body.. The drug becomes part of the physiological system which then creates a demand for the drug which is primarily manifested by effects on the C.N.S.

In order to terminate an addiction, the person undergoes a relative period of unpleasant, powerful, physiological changes as the body attempts to return to its normal level of activity. Thankfully, many of our most useful drugs do not produce addiction.

Finally it should be emphasized that although we can describe what can and may happen when a drug is administered, the end result is very often dependent on the physiological condition of the patient or user. This results in degrees of activity that can vary significantly from one person to another.

These facts concerning drug action may help you understand some of the reasons why there are certain problems in the use of drugs, i.e., why drugs that can produce desirable effects can produce undesirable and dangerous effects when used improperly due to misinformationbr lack of prover knowledge.

THE ROLE OF THE SCHOOL ADMINISTRATOR IN DRUG ABUSECONTROL

by: Ian Malcolm President Rhode Island Association of School Superintendents

The most important role of the Administrator in the control of drug abuse is to recognize openly and honestly the true proportions of the problem. Somewhere between the claims that every teenager is experimenting with pot and the categori- cal denial that a problem could ever exist "here in our town" lies the field on which this battle must be fought. The problem is here. Narcotics are as readily available as the family medicine chest, and experimentation among young people is to be expected. Thus the Administrator must first accept, without being defensive, the fact that there is a problem that proper educational programs could ameliorate, and he must do what he can to prevent the hysteria and panic that usually accompanies this problem and mak.s objectivity so difficult.

But this is more than a school problem or one that will be resolved by education alone.The school administration must be prepared to work cooperatively with the courts, the law enforcement agencies, the board of health, the mental health

-74- organizations, the social welfare agencies, and the churches, to name a few; and he must seek out other concerned institutions, agencies and individuals so that all available resources can be brought to bear upon this problem. In some communities the school administration might have to initiate a concerted attack by all appropriate institutions and agencies and coordinate the attack. In other communities, where the initiative has already been taken by another agency, it must be prepared to cooperate by bringing the resources of the school personnel and program to bear. It is worth the redundancy involved to repeat that the school is not the only institution capable of education; nor is education-- indispensable though it may be--the only weapon that can be employed. Treatment, probation, restraint- - and even confinement in certain cases--all have roles to play. To be effective, the schools must work cooperatively with the home, the police, the courts, the youth-serving agencies, the doctor, and the clinic.

And then the administration must play its other role. It must create an atmosphere in which all schcol personnel are willing and anxious to work on this problem, and it must provide the leadership essential to this effort. The administration should encourage the in-service training of all school personnel and, when appropriate, design, organize or coordinate programs for the in-service training of school personnel. The administration should then authorize and encourage a complete review of the curriculum to see where and how education relating to drug abuse could be so effectively presented as to modify the behavior of students through a comprehensive health program from kindergarten through high school, because changing behavior is a lengthy process, and if behavior isn't modified, it isn't education. And, too, this curriculum review must include the social studies, the sciences, physical education and other subjects so as to assure reinforcement of that which is learned in the comprehensive, sequential health program.

Most important, the administration must remember that if this program is the product of a single individual, no matter how competent that individual is, it is doomed. It must, instead, reflect the combined strengths not only of all concerned teachers but of the nurse, the psychologist, the social worker and the guidance counselor as well.

-75-- APPENDIX D

RHODE ISLAND STUDENTS VIEW DRUG ABUSE

The following three articles are winning essays written by students in Rhode Island Schools. The statewide contest was sponsored jointly by the Exchange Club of Providence and the Attorney General, Herbert F. DeSimone.

What is Drug Abuse?

Carolyn Yacavone Age: 17 East Providence High School Grade: 12

That first consumption or use of a drug other than for medicinal purposes is drug abuse; it can only lead to trouble. "Everybody else at the party was doing it, so I didn't want to look like a fool." Sounds familiar. However, some of the "nitest" kids from the "nicest" families in the "nicest" neighborhoods are helplessly hooked on drugs. I suppose it seems harmless enough at the beginning, but many times this initial action is deeply regretted in later years.

One of the most imminent dangers as a result of the use of drugs is damage to one's health. The Central Nervous System is affected; so, too, are many other organs which operate in conjunction with the nervous system.Man's most precious possession, his mind, often becomes his worst enemy while under the influence of drugs.Apparitions, usually frightening, taunt the individual; objects become distorted. Even brain damage can result from repeated use of these drugs.

Many say that certain drugs are perfectly all right to use because they are not habit-forming. This, I believe, is a fallacy; if candy can become habit-forming to a person, which it is to some people, certainly drugs are apt to do the same, if not have a worse effect. The drug becomes as a crutch to the person who can't live without it.Also, drugs serve as a means of escape for many individuals who aren't mentally mature enough to face reality. Maybe drugs aren't actually a means of escape, but the person using them believes this. What a poor state of mind in which to exist!Drugs destroy one's sense of perception as well as destroy great potential in some individuals.

Drugs play a distinct role in the disintegration of family life.Once one is hooked on drugs, it becomes difficult to hold any type of position; however, money is essential to keep a supply of drugs on hand.This situation leads to stealing and cheating. The children of a drug abuser are often underprivileged due to a lack of money, a lack of education, the lack of a healthy environment, and the lack of love. A family situation such as the one described would often lead to divorce.

In addition to having a bad effect on the individual and. the family, the drug abuser has a bad effect upon the state. It is the drug abuser who is involved in many of the automobile accidents in which many innocent people lose their lives, but, worse than that, it is the drug abuser who commits many of the crimes prevalent in our society today.

-76- A great problem confronted by the state officials today is what to do with the drug abusers who do come under their control. There are different hospitals and clinics where corrective methods are employed on these drug abusers. Some come out of such care centers cured, but most walk out of those hospital doors merely to begin that wretched life all over again.

You see, all of this hardship and trouble could have been avoided had it not been for that initial use of drugs. It seems odd to classify the first such use of a drug as abuse, but I feel that if it weren't for that first slip, an individual wouldn't fall into such a horrible existence. Life is wonderful - why not keep it this way?

What is Drug Abuse?

JoAnna Kubaska Age: 16 St. Clare High School Grade: 10

Headache? Take a pill. Depressed, tense? Take a pill. From an upset stomach to an upset psyche, there is an almost mystical faith in the power of drugs to heal, to ease pain, to tranquilize and to help people to 'escape' from the realities and responsibilities of life. Millions of Americans take pills on their own or on their doctors? say-so every day, so that we are consuming tons of drugs at a cost of nearly five billion dollars each year.

Now we are beginning to wonder about America's, and the world's, pill mania. We see a common epidemic on the horizon.An epidemic of pill-caused diseases, both mental and physical. We see death.And we look with horror at the many, many people who demand, and, unfortunately, somehow obtain unneeded and dangerous drugs. We constantly worry that those pills which were meant to be lifesavers may lose their power through indiscriminate use.

It is true that an obvious result of all this pill-taking has been the alleviation of much suffering and the saving of many lives. For before, the renowned physician and author, Oliver Wendell Holmes, stated that if the drugs of his time could be sunk to the bottom of the sea "it would be all the better for mankind - all the worse for the fishes."Yet, at the present time, when the dangers of physically addicting drugs are readily known, how many are turning to amphetamines to pep them up, barbiturates to calm them down and hallucinogens to turn them on?

The most popular was marijuana, now no longer a drug that is used only among "low-income groups." Pot has found ita way into high schools, the suburbs, college dormitories and even into the military services. The drug isn't "safe" simply because it is not physically addictive. It has been found, after two years of studying and experimenting, that even weak preparations can cause anti-social behavior, while in strong doses delusions and hallucinations are found in most subjects.

-77- Then there is the case of LSD, the new "darling" of the pill set, the famed producer of fantastic visions.Yet how does one go about persuading another to believe that significant numbers of young people actually do not return from these trips? Severe mental breakdown may occur instead, - sometimes to the point of suicide.Panic, confusion and delirium, followed by depression and fatigue, are the unfortunate states in which one finds himself after completing his trip. The sad part is, most addicts are aware of these and other dangers even before Lhey begin, but the free will of an individual, try as we may, cannot be forced to change.

We often ask ourselves why it is that individuals can indulge in something so fanatically dangerous. Several reasons exist, especially since the drug may produce pleasing effects on some people.They may seem to relieve fears and worries and cause feelings of extreme happiness for a time. However, as many begin experimenting with drugs in their teens, just because a friend does so, it may soon.play the role of leading the person to the "harder stuff," such as the true narcotic, heroin.

The drug addict soon loses his ability to act quickly and correctly. He ts harmed in both mind and body and visions frequently occur in which he may imagine that he is being persecuted by enemies.His main ambition is to obtain more drugs, so that he becomes an unreliable worker and poor parent.Many turn to crime, develop poor hygiene and later serious diseases.Their irresponsibility and lack of decency prevent them from fulfilling duties to society. When we think of the overwhelming number of drug addicts in the world today, we wonder: Are these to be among the leaders, citizens and examples of the future generations?

If we cannot stop them ourselves, we may only hope that they may someday develop the sense to stop themselves.The true story of a seventeen-year-old boy who carried his younger sister in to have sex relations with another man because he needed a fix of dope so badly will keep me away from drugs for the rest of my life. (She was too ill and weak to walk in herself.)

Yes, we realize that while modern chemistry and biology have produced a magnificent array of lifesaving and pain-alleviating chemicals, today the vast majority are overused, and abused. If we wish to retain their power to do good, we must drastically cut their power to do harm.We have only to thank God that a start on that problem has now been made.

Bibliography

1. Drug Addiction: World Book Encyclopedia; Volume 5; pp. 288d, 289. Field Enterprises Corporation, Chicago, Ill. 1965

2. The Case Against Drugs: A Year Book Close-Up; Marijuana: World Book Year Book; 1969

3. Marijuana: World Book Encyclopedia; Volume 13 - 1965

4. Narcotic; Opium Ibid

5. Pill-filled lives: World Book Year Book: Special Report; 1967

-78- What is Drug Abuse?

Arnold Kirshenbaum Age: 15 Cranston High School East Grade: 10

How could it have happened here... I still don't believe it, not in our community. What did we do wrong?Could we have stopped it from the very beginning?

"It" is drug-abuse. The words are those of civic leaders and parents whose awareness of drug-abuse in their community has just been awakened.

Drug-abuse presents two major problems: legal and medical. Those who are advocating the legal use of drugs claim it is as logical as is legal use of alcohol. Is this true?

The only reason for such prohibition of drugs is that drugs, authorities fear, are not in the hands of mature, self-disciplined adults, as everyone claims. More drugs today are being used by adolescents than by any other group, and no group can abuse drugs more easily than'they. Drug-abuse, therefore, is the using of drugs by a person whose state of health has been warped by an overuse of drugs. People use drugs in orderto feel above the average, normal, daily routine of life. But this craving for a "different" feeling can result in a permanent mental problem.

Can these drugs be categorized?Yes, there are four types: hallucinogens like LSD; stimulants, like cocaine; depressants or sedatives like amatyl and Miltown; and narcotics like heroin and opium. The most threatening drug is heroin. If this drug is used in an overdose, it can cause permanent mental disorders to its addicts.

There is no common type of drug abuser. Most drug abusers fall intb categories between one-time experimenters with drugs and those who use one drug for one purpose and other drugs for other purposes. Drug use seldom happens in social solitude. The newer values placed on drug addiction range from attainment of adventure and sincerity to close personal relations and individualism. One element that 'contributes to drug use by the older generation is the emphasis on immediate pleasure. In general, both generations place as their inspiration, their craving for sexual freedom.

The drug conflict stems from one major inconsistency. Drug affiliates desire immediate pleasure and idealism but run into difficulty, realizing their desires for self-understanding and sociability.They dislike phoniness and attend LSD sessions in order that they may understand society and their own selves.

Thoseparents who drink alcohol themselves do not help their.children in the least; College students who use LSD and marijuana are beyond the reach of these parents. And now there is sufficient evidence to prove that high school students, as well as college students, are taking LSD "trips" and pep pills.

-79- Those 10-15 year-olds who are presently "glue-sniffers," later tend to want more powerful mind-warpers and eventually locate a source of ready, available drugs. Glue may not be a true drug or cause addiction, but those who sniff glue risk suffocation and:damage to internal organs. Severe medical consequences can result from such inhaling of fumes.

Why drugrabuse?Theories offering explanations for addiction have narrowed down drug dependence on three conditions: 1. Availability of the drug and means to use it; 2. Social pressure, and support by a subgroup of addicts; 3. Need on the part of the victim that makes him liable to the promise of relief through use of the drug.

In combating drug-abuse public health authorities realize attempts to frighten students or to exaggerate the effects of drugs simply will not work on today's youth. Dr. David E. Smith, Director of the Alcohol and Drug Abuse Screening Unitat San Francisco General Hospital remarks, "Using drug misinformation to scare young people actually increases their drug experimentation because they feel they must find out the truth firsthand."

The best way to curb drug abuse is to haVe evidence of the effects of drug:, made available to students. Several ways would be to give lectures, have speakers tell their experiences, or create a society where young people can'come to discuss freely drugs and how to prevent their abuse. (the "awareness house" at Fort Bragg is a.very good example of such an endeavor).An example of drug- abuse is a 16 year-old boy who experimented with morning glory seeds after having read about hallucinogens.The effects of this dose were startling.The boy began to address nonexistent people and animals. He was immediately giVen treatment; and after the effects went away, he .was so shaken that he never Wanted another drug again.

The more LSD and other hallucinogens are freely discussed, the less attractive they will seem. Those who want to help must not object to discussing drug- abuse with students and must sincerely want to guide these individuals in the right way.

We have hope for these drug-abusers. Since scientists are showing a great interest in drugs which affect the mind, the understanding of mental processes may be soon fully known, But research does not lie in interplanetary space. It lies in the human brain, sometimes referred to as "organ of final cause." Man has risen to dominance among his fellow living creatures of the life pyramid by using this organ.By misusing it, he might well destroy himself and all living things as well.Maturity must be reached by use of the brain before mankind destroys himself.

Bibliography

1. Scientific American "Barriers in the.Brain," Aird, R. B. 194, Pages 101-108, 1956

2. Drugs and the Mind DeRopp, Robert S., New York: Grove Press, Inc., 1957

3. U. S. Book of Facts, "Drugs," An Essandess Special Edition, Statistics and Information 1969

-80- 4. Senior Scholastic Richards, Dr. Louise, "Youth and Drug "Abuse," Volume 91, (Nov. 16, 1967) 13-17

5. Life Magazine "Town in Trouble," Vol. 66, 48-61

Also

Information for this report was used from the Providence Journal and Evening Bulletin.

-81- APPENDIX E

PERTINENT 'RESOURCE MATERIALS

Dependenceon Amphetamines and Other Stimulant Drugs

I timulant drugs of the amphetamine type have dangerous course of therapy; and "abuse" refers pi been used in medical practice for the past to the self-administration of these drugs, without 35 years. During this period identifiable patterns medical supervision and particularly in large doses, of abuse and misuse have been established, and it that may lead to psychological dependence, toler- has been demonstrated that, for many persons, ance, and abnormal behavior. these substances have dependence-producing* characteristics which can bring about serious clinical Historical Note and personal problems. However, unlike that with The main stimulant drugs are amphetamine ani narcotics or barbiturates, over-medication with methamphetamine. Both were synthesized in the stimulants does not lead to physical dependence. 1920's as part of the search for a substitute for Abuse of these substances arises from and is per- ephedrine. The first clinical use of amphetamine petuated solely by psychic needs to overcome de- was as a vasopressor, by Piness et al, in 1930 pression or fatigue or to attain the euphoric and As a generic class of drugs, the amphetamines have excitatory effects associated with the drugs. certain pharmacological properties in common with The routes to dependence on stimulant drugs other sympathomimetic or adrenergic drugs, such are varied. Some start in the physician's office where as epinephrine and other catecholamines and their a prescription for amphetamine is given as treat- effect on the autonomic nervous system, cardio ment for depression or as an adjunct to weight vascular system, and smooth muscle. The ampheta reduction. Most cases, however, stem from illicit mines, however, have a much greater capacity for channels where drugs are sold indiscriminately to stimulation of the central nervous system. Witt a variety of customers, such as truck drivers who small doses of amphetamines, this stimulation is want to stay awake during long hauls or teen- limited to elevation of mood and the induction of agers and young adults looking for "kicks." a date of "well-being." As the dosage is increased, The actual incidence and prevalence of cases of apprehension, volubility, tremor, and excitement drug dependence of the amphetamine type are un- Occur. known. Clinical experience in the United States It soon became apparent that the amphetamine: and other countries indicates an increase in am- were effective in retarding fatigue-induced deterio- phetamine abuse,ie,unsupervised self-adminis- ration in psychomotor performance and that, under tration. It also has become increasingly clear that medical supervision, they had some appropriate us( many physicians have not fully appreciated the for persons required to do routine tasks for pro- inherent dangers in prescribing these medications, longed periods under adverse circumstances. For and that in many cases their presumably thera- example, under medical supervision, amphetamine peutic actions can constitute misuse of the drugs. was administered to an orbiting astronaut prior The degree to which the abuse of stimulant to reentry. drugs stems from over-prescribing or from black It was also noted that these drugs allayed the market sales is not known. However, the problem sensation of hunger and they have been prescribei is serious enough to warrant the concern of the for weight reduction of obese persons. During the medical profession and an examination of the use, past 15 years, a number of amphetamine-like sub misuse, and abuse of the stimulants. In this com- stances have been marketed as anorexiants. These munication "use" refers to the proper place of drugs also stimulate the central nervous system stimulants in medical practice; "misuse" applies to varying degrees and therefore have a potential to the physician's role in initiating a potentially for psychic disturbance and dependence. This statement was prepared by the AMA Committee on Alco- Amphetamine-type drugs were in widespread holism and Addiction, reviewed by the Council on Drugs, and ap- use before their dependence-producing properties proved by the Council on Mental Health. were recognized. However, their ability to cause *Dependence has been used here to replace "addiction" in con. formity with recent action of the Expert Committee of the.World euphoria, dysphoria, and psychic stimulation did Health Organization. lead to the removal of amphetamine from over-

-.82- DEPENDENCE ON AMPHETAMINES the-counter nasal inhalers. Restricting the legal ac- Use and Misuse of Stimulants quisition of stimulants to prescription medications Amphetamine and amphetamine-type drugs are did not, however, put an end to their misuse or prescribed in medical practice to abuse; today these drugs are part of a major medical and social problem. (1)Control the symptoms of narcolepsy. (2) Control certain hyperkinetic behavioral disorders of The United States is not the only nation so children. affected. In the late 1940's and early 1950's, Japan (3) Relieve or prevent fatigue In Individuals with deteri had a major outbreak of abuse of stimulants. At orated psychomotor performance. the onset, amphetamines were available on a non- (4) Treat mild depression. prescription basis. It is estimated that in the reek (5) Antagonize the pharmacological actions of depressant drugs (Callon, alcohol). year of the stimulant epidemic. between 500,030 Control appetite. and 1 million persons, including many teen-agers, (7) Induce insomnia and counteract fatigue in persons were regular abusers. During that period, many occasionally required to perform mental or physical tasks of cases of toxic psychosis were reported, and in one long duration. year, 1954, Japanese police arrested 55,000 abusers (8) Enhance the action 0 analgesic drugs. of amphetamines. In that same year, strong am- With the exception of the first two items, the phetamine-control laws were passed. However, the indications for the proper medical use of stimu- episode conditioned a pattern of drug abuse in lants are subject to varying degrees of.professional Japan that continues today. Other stimulants, still controversy. The debate, waged on both scientific outside legal controls, are being widely abused, and and ethical grounds, is focused on the efficacy of there has also been a marked increase in the abuse these drugs as well as on the hazards involved in of central nervous system depressants and heroin. initiating a treatment regimen that, in susceptible Great Britain also has a serious problem involv- individuals, can result in the development of psy- ing the abuse of dextroamphetamine, primarily of chic dependence and tolerance. It should be rec- a tablet containing dextroamphetamine and amo- ognized that, with the exception of Items 3, 5, and barbital. At one time, the chief abusers were 7, stimulants are currently used in treatment pro- women, in the age range of 35 to 50 years who grams often Involving long-term, continuous medi- initially received the drug for weight control. To- cation. If medical use is not to become medical day, an alarming number of younger penions are misuse, any such program necessitates careful eval- reported to be abusing stimulants. uation and supervision of the patient; control of In 1965, concern in the United States about the dose; and being certain that other physicians the growing problems of drug dependence and are not prescribing amphetamine-type drugs for the abuse led to the passage of legislation, supported same patient. by the American Medical Association, that gives When used as anorexiants, the amphetamine- the Food and Drug Administration authority to type substances apparently help some individuals control the manufacture and distribution of sub- curb their food intake for short periods. However, stances having a potential for abuse, ie, stimu- in long-term (more than a few weeks) programs lants, depressants, and hallucinogens. The Drug of weight reduction, the superiority of these sub- Abuse Control Amendments of 1965 require that stances to placebo has not been demonstrated. Par- detailed records be kept on the manufacture, ship- ticular scrutiny should be given to patients who ment, and distribution (including pharmacy pre- request amphetamine-type drugs for weight con- scription records) of the drugs covered. This law trol. should be useful in reducing the amount of these Amphetamines appear to be effective for some drugs diverted to illicit channels. Amphetamine- persons as part of the treatment of acute situa- type drugs are also illegally synthesized for dis- tional reactions with symptoms of mild depression. tribution on the black market, and thisraffic will However, it is considered poor medical practice be difficult to control. to administer stimulants without simultaneously The law also stipulates that a prescription for instituting other therapeutic efforts aimed at al- a stimulant or depressant drug under control is leviating the underlying emotional disorder. Pub- valid only for six months and, in that time, is lished studies have indicated that, in general, dex- limited to five refills. However, misuse is still pos- troamphetamine is only slightly more effective than sible within these limits. a placebo in ameliorating depressive' symptoms. Definition of the Problem The use of stimulants to antagonize drug-induced depression in acute poisoning may be prop- Stimulant Production in the United States er. However, the prolonged administration of stim- A survey by the Food and Drug Administration ulants to alcohol- and barbiturate-dependent per- indicated that, in 1962, over 100,000 lb of am- sons is not proper, since this permits the patient phetamine and methamphetamine products were to take increasing amounts of depressant drugsa available in the United States. The amount in this practice which can result in mental and physical one-year inventory is enough to supply 250 mg of deterioration. Also hazardous is the regular use of these stimulants to every man, woman, and child amphetamines to counteract the "hangover" effects in the country, ie, 25 to 50 doses per person. of excessive alcohol or barbiturates. In fact, the -83- DEPENDENCE ON AMPHETAMINES use of amphetamine-type drugs is contraindicated'volubility during examinations, there is a concur- for alcoholic persons and other dependence-prone rent loss of accuracy. persons. Prescribing amphetamines or any other drugs to When a physician prescribes stimulants, he should "increase" performance involves ethical and moral do so for a limited time and for a specific pur- as well as pharmacological and medical considera- pose. He must also assume responsibility for fre- tions. Since occasional use is not likely to harm quent reassessment to ascertain whether the drug the individual or lead to antisocial behavior, a thin is effective. If the desired results are not being line exists between whether this practice should attained, medication should be discontinued. The be adjudged as use or misuse. However, it should dosage should be substantially reduced or stopped be remembered that in these situations those de- if a patient shows signs of agitation or tension. siring "help" are not "ill" persons needing medical Prescriptions should be written for the smallest treatment. possible amount of stimulant needed. The pre- The physician who prescribes stimulants for any scription controls imposed by the Drug Abuse Con- reason must always be alert to their dependence., trol Amendments are considered only minimal for producing potential and recognize that some pa- good medical practice, and the physician should tients may seek other sources of supplyeither exercise greater discretion than is called for by illegally or from another physician. There is also the law. the danger that the efficacy of a stimulant in help- Physicians are frequently requested to prescribe ing a person achieve a time-limited goal may pre- stimulants for a variety of 'nonmedical reasons. dispose that person to look upon amphetamine- One area in which such requests are made is sports. type drugs as desirable rather than dangerous sub- Controlled studies have shown that amphetamines stances and thus may open the door for future can drive trained athletes to increased performance abuse. in individual events involving strength and endurance. However, it has also been shown that this Abuse of Stimulants practice can, by artificially pushing the athlete None of the drugs considered liere..ilegally beyond his normal endurance level, be harmful or available without prescription. Large quantities, even fatal. Using amphetamines for this purpose however, 'are available on the black market and, also violates principles of sportsmanship and has for example, thousands of pounds have been con- been condemned by the American Medical Associa- fiscated in stops along the nation's major trucking tion and major amateur sports associations. routes. The drugs are also sold "on the street" in Amphetamine-type drugs, in the usual dosage lower socioeconomic neighborhoods and in "beat- range, make most individuals more alert, more nik" or "bohemian" gathering places. The bulk of wakeful (often to the point of insomnia), and less the illicit supplies apparently are diverted from aware of fatigue, and may produce euphoria or legitimate channels and handled by fraudulent dysphoria. The drugs have some proper medical wholesalers and other "front" organizations: An use in a few situations where an individual "must" unknown percentage is obtained from unethical continue to perform adequately for an abnormally druggists or through forged or altered prescrip- long time. The physician should judge carefully tions. what constitutes a "must" situation. Ordinarily, There has been an alarming increase in the num- most physicians do not have to consider the prob- ber of "spree" amphetamine abusers, usually teen- lems of prescribing for astronauts in orbit. How- agers or young adUlts, who use the drugs in a ever, they may be asked for amphetamine-type social setting for "kicks" or as an "experience." drugs by students preparing for examinations, by Many of these persons combine stimulants with executives facing a strenuous business week, or by other drugs, including alcohol, and "experiment" automobile or truck drivers making long trips. with the effects obtained from the various com- These situations are of a rather different order of binations. Not infrequently, stimulants are taken magnitude, and the persons involved cannot be intravenously by serious drug abusers. More often, considered sick and in need of treatment in the they are taken orally in the form of amphetamine- usual sense. barbiturate combinations. It should be emphasized that amphetamines are Patterns of self-medication with amphetamine- not a magic source of extra mental or physical type drugs are varied. Some persons start taking energy; they serve only to push the user to a great- stimulants to counteract effects resulting from abuse er expenditure of his own resources, sometimes to of barbiturates or alcohol, thus developing a cycli- a hazardous point of fatigue that is often not rec- cal pattern of sedation - stimulation in which, to a ognized. Automobile or truck drivers, with or with- degree, each type of abuse counter-balances the out amphetamines, who continue beyond their usu- effects of the other. Other persons try to achieve al mental and physical capabilities risk their lives both effects simultaneously. In these cases, the and the lives of others. Students who resort to the clinical problem is of a dual nature. use of stimulants for all-night "cram" study ses- Other dependence-prone persons, who have been sions are not following sound educational practices introduced to stimulants as an anorexiant or to and may find that although stimulants increase combat fatigue or depression, become chronic abus- -84- DEPENDENCE ON AMPHETAMINES era. They often obtain their stimulants by "shop- Diagnosis of Misuse and Abuse ping" from one physician to another. Some develop General a relatively mild form of psychic dependence in which, although believing that the drugs are es- When dosage is kept within the therapeutic range, sential to maintain their daily routine, they do tolerance to the amphetamines develops rather not increase the dosage much beyond usual thera- slowly, but progressive increments in dosage will peutic limits. The more prevalent pattern of abuse speed up the development of tolerance to a point is the one in which the person self-administers the that permits ingestion of amounts hundreds of drug with increasing frequency and in increasing times greater than the therapeutic limits. Cases amounts to get the desired euphoric effects. involving the routine ingestion of several thousand With all dangerous drugs, the principal hazards milligrams have been reported, and chronic abusers of self-medication is that the abuser often is inof amphetamine can develop a tolerance to amounts capable of accurately evaluating his performance far greater than the ordinary minimal lethal doses. and is likely to overmedicatea practice that, in An unusual feature of amphetamine tolerance neurotic or dependence-prone persons, often leads is that the cardiovascular system becomes tolerant to large doses rather rapidly so that the heart rate to chronic abuse. and blood pressure may not be significantly in- Psychiatric Considerations creased in chronic abusers. Similarly, the pupils As with types of drug dependence, abuse of the may no longer show dilation, and findings at physi- amphetamine-type drugs almost invariably reflects cal examination may be within normal limits in some underlying form of psychopathology. Am- spite of active abuse. phetamine dependence is a medical syndrome: a Although the tolerant, large-dose, chronic stimu- symptom complex that usually reflects some form lant abuser may not exhibit obvious physical signs of psychological and behavioristic disorder that has of his drug dependence, he will usually show signs preceded and predisposed the patient to drug abuse. of social, economic, and emotional deterioration The stimulant is commonly used as an "adjustive" (eg, downgrading of job, run-down physical condi- mechanism to help the person "deal" with prob- tion, and unkempt appearance). Such a person also lems of living and emotional difficulties. Abuse con- tends to become unreliable, irritable, and unstable. stitutes a "reaching out" for something without The presence of amphetamine can be established which the patient feels relatively helpless, andby testing the urine, but, currently, only a few there is a continuum between what constitutes ill- laboratories are equipped for this procedure. It is advised "self-medication" and full abuse. to be hoped that within a short time testing facili- The underlying reasons for drug abuse vary from ties will be more readily available. person to person, and the drug may serve different When signs and symptoms of a more specific purposes at different times for the same patient. nature do occur, they are associated with the ef- Usually; the amphetamine-dependent patient is, fects of the drug on the sympathetic nervous sys- consciously or unconsciously, seeking to attain one tem. In cases involving single, large doses in non- or more of the following effects:relief from fa- tolerant persons or a sudden increase in dose abov2 tigue, increased mental alertness, a heightened the level of tolerance, the following signs may be sense of well-being (euphoria), and relief from the present: tachycardia, dilated pupils, elevated blood emotional tone of depression. pressure, anorexia, and hyper-reflexia. Other indi- Each drug-dependent patient must be individu- cations of the possible presence of amphetamines ally studied, evaluated, and diagnosed in terms of are nervousness and jitteriness, unclear or rapid specific psychodynamics, physiological conditions, speech, and euphoria or dysphoria. The syndrome pharmacological reactions, and sociological charac- often may be confused with other types of intoxi- teristics. A determination must be made as to cation or mistaken for an acute anxiety reaction. whether these factors are multiple contributants The duration of the syndrome is variable, and it is to or complications (consequences) of his drug- generally thought that this variability is related dependent state. Such an evaluation is essential to any ..anderlying or latent psychiatric disorder. before a therapeutic course of action is begun. As in all types of drug dependence, dependence Amphetamine Psychosis on amphetamine-like substancesisgenerally a In some persons, amphetamines produce an acute chronic, relapsing disorder. The treatment goal and florid paranoid psychosis. This phenomenon should be abstinence, but success or failure cannot was recognized in 1938, and one of the best reports be gauged by the single criterion of relapse. Changes on the subject is that of Connell.' The syndrome in the person's social and economic activities as is characterized by a paranoid state with auditory well as subjective responses and improvement in and/or visual hallucinations. Although the condi- his Physical condition must also be considered. Even tion is clearly drug-induced, it lacks certain fea- though there is intermittent, periodic, or even con- tures of an organic delirium since there is no dis- tinued drug abuse, continual treatment of the pa- orientation or true confusion. Amphetamine psy- tient's dependent state and underlying emotional chosis usually takes the form of an acute paranoid disorder is essential. reaction with variable amounts of anxiety and feel- -85- DEPENDENCE ON AMPHETAMINES ings of reference. Usually, patients do not exhibit edge, of each patient's drug history and can be the specific dissociated and autistic disorganization certain of the absence of clandestine supplies. of thinking associated with schizophrenic states. Amphetamine psychosis has been observed after Treatment and Aftercare acute poisoning with a single dose of 50 mg and Withdrawal is only the beginning of the treat- after a "spree" involving markedly increasing doses ment process for the stimulant-dependent patient. over four to five days. However, it is more common The therapeutic pattern is not significantly differ- in persons who have been taking large doses of ent from that used in cases of barbiturate or nar- amphetamines for prolonged periods. One study of cotic dependence. The physician should be pre- 242 individuals with one- to five-year histories of pared to maintain contact with the patient and chronic dreg abuse revealed signs of amphetamine be available for specific psychotherapy, or at least psychosis in 201 cases. supportive help, for a long period. If such support Even without specific therapy, the psychiatric is not forthcoming, the patient will probably re- manifestations associated with amphetamine psy- lapse and renew his drug dependence. chosis usually disappear in three to six days after Every patient must have an individualized treat- discontinuation of the drug, but they may last for ment regimen and should have a complete medical, seve-.1 weeks. However, without definitive or sup- psychological, and social assessment. Particular at- portive treatment and aftercare, relapse to the tention should be paid to any existing job-related, abuse of amphetamine is frequent and hospitaliza- marital, family, or other problems. If possible, mem- tion may again be required. bers of the patient's family should be seen period- ically. Any reports of mood or behavioral changes Withdrawal should be considered as indications of a possible There is no evidence that persons develop physi- resumption of drug abuse. cal dependence to stimulant drugs, and abrupt Psychiatric referral, on a private or public basis, withdrawal will not produce seizures; nor is it life- should be made as indicate' and feasible. In the threatening, even for large-dosage, chronic abusers absence of such referral, the general practitioner or persons with amphetamine psychosis. Depead- should administer those forms of psychotherapy ing on the intensity of the abuse, all measurable that he is qualified to provide. In cases in which traces of amphetamine should disappear from the it is not possible to give specific therapy, the gen- body in from two to seven days. eral physician can function effectively in a sup- Although there is no characteristic abstinence portive and rehabilitative role. syndrome, the abrupt discontinuance of ampheta- On a broader scale, the physician should assume mines is not without complications. Withdrawal a prominent role in developing community facili- can uncover an underlying depression or it may ties for the treatment, aftercare, and rehabilitation precipitate a depressive reaction, often with a of all drug-dependent persons. As a community suicidal potential. There also is some evidence that leader he should work not only individually but in certain persons amphetamine intoxication can through his general hospital, local medical society, precipitate a schizophrenic episode. mental health association, and other professional In many persons. whose stimulant intake masks or civic organizations. Physician leadership is es- chronic fatigue, withdrawal is followed by a two- sential to sound community education and preven- or three-day period of intense tiredness and sleepi- tion programs, and also in creating a climate where ness. In patients who are recovering from ampheta- drug dependence is regarded as a medical problem mine psychosis or in those who exhibit severe rest- as well as one involving social and law-enforcement lessness or anxiety, the administration of a Oen°. agencies. Rehabilitative efforts that may improve thiazine tranquilizer may be indicated, as well as adjustment in social, cultural, economic, and in- a barbiturate at night. dustrial spheres are also specifically indicated, just Because of the frequency of multiple dependence as they are generally indicated in alleviating other patterns, the physician should make every effort environmental factors that can precipitate serious to ascertain the patient's drug history before at- social and mental disorders. tempting withdrawal. A routine check should be made for needle marks which may indicate concur- References rent narcotic dependence. As noted, the ampheta- 1. Connell, P.H.: Amphetamine Psychosis, Mau& ley Mono- mine abuser often is taking barbiturates, in combi- graph No. 5, London: Oxford University Press, 1958. 2. Dependence on Barbiturates and Other Sedative Drugs, nations or separately and, if so, procedures should COMMITTEE ON ALCOHOLISM AND ADDICTION AND COUNCIL ON MEN- be instituted to withdraw him from barbiturates.' TAL HEALTH, JAMA 193:873-677 (Aug 23) 1985. For these reasons, withdrawal should generally NOTE: Several hundred products marketed under numerous trade names contain amphetamine lin the form of salt, an optical isomer or its salt) take place in a drug-free environment where hos- or methamphetasnine (as a salt). Tim list of trade names is too extensive pital and nursing facilities are available. In those to include here. Other drugs with amphetaminedike action used as central nervous system stimulants or anoresianta are: benzphetamine hydro. who abuse amphetamines only mildly, the drug can chloride. chlorphentermine hydrochloride, diethylpropion hydrochloride. safely be withdrawn from patients on an ambula- methYlphenidate hydrochloride, phendimetrazine tartrate, phenmetrazina hydrochloride, phentermine resin and phentennine hydrochloride. Any tory status if the physician has a complete knowl- other stimulants are =trolled under PL 8944. Reprinted From the kumat of the American Medical Auoclattan Augurt 23,1965, Vol. 193, pp. 673.677 - ColArrighr1965. by American Medical Association

389-983 0 - 70 - 7 fterlrearl Freer dr MOW et do Americas Melted Aseeelettors Awed 21 1903, yd. 193, era 913-677 Cowie* lelyd, b Harlow M.dk.i Areooleder

nependcrice Of! Barbiturates and Other Sedative Drugs

In today's society, anxiety, tension states, in- especially pentobarbital, secobarbital, and amebae- somnia, and other manifestations of stress are bite!, came into widespread use within the last 20 common. Many persons seek relief by self-medica- to 30 years. Like the bromides, they have been tion with alcohol, and "over-the-counter" and pre- subject to abuse. In the United States, these drugs scription sedatives. Unfortunately, social acceptarre can be purchased on the black market and are of this kind of self-medication seems to be ircreas- being used either alone or in combinations, particu- ing. It is essential, therefore, that physicians main- larly with heroin, amphetamines, or alcohol. tain and strengthen their dominant role in assuring The dependence-producing qualities of the bar- proper use of sedative medication. The responsi- biturates were not immediately recognized, but bility includes the administration of the minimum they have become increasingly dear since 1940. It amount of drug needed to control the patient's should be noted, however, that the long-acting bar- symptoms and the avoidance of prescribing exces- biturates, such as phenobarbital, are Ices apt to be sive quantities of a drug, in terms of both amount abused than the short-acting barbiturates. and duration, which is very likely to lead to strong In the 1950's, a new clam of drugs, the so-celled psychic and physical dependence and compulsive minor tranquilizers, began to appear. They have a abuse, particularly by emotionally unstable per- barbiturate-like action and can produce both psy- sons. chological and physical dependence. This group Historical Note followed the pattern of the earlier sedative drugs but at a more accelerated pace. They quickly found Drug abuse is probably as old sit the earliest widespread use, found their way to the black mar- civilizsona. Man has used great ingenuity in iden- ket, and have been abused in much the same man- tifying substances which are tensions, but for cen- ner as the barbiturates. (See the Appendix [])677] turies available agents remained relatively static, for a het of barbiturates and other sedatives said limited to botanicals and their derivatives. Then, hypnotice) in the 1850's, modem chemistry opened a new chapter with the introduction of bromides as seda- Definition of the Problem tives. There was an enormous demand for these compounds and a steady increase in their use. With BarbItstrato Production use however, came misuse and abuse which often In tile United States resulted in intoxication and psychotic or delirious A survey by the Food mild Drug Administration complication. The bromide problem began to abate indicates that, in 19C2, approximately one million in the 1930'. but only because the compounds were pounds of barbituric acid derivate, were available replaced by other sedatives, primarily the bar- in the United States. This ono-year inventory is biturates. It ahould be noted that chloral hydrate, enough to supply approximately twenty-four 100 - recognised as a sedative in 1889, and 8ullonal had mg (1%-grain) dome to every man, woman, and histories similar to that of the bromidea. child in the country. An estimated 50% of these The first barbiturate, Verona', was introduced in drugs were the short- and intermediate-acting bar- 1903, and a large number of other, followed in biturates, which are particularly subject to abuse. quick succession. The short-acting barbiturates, &thesis of Medical Need ataleureel wee prepared by the AMA Committee as Ai- albrribur sad Addictlee. eretetrod by the Goma ow I end No satialactory method is availell. for estimat- approwed by the Oeunril as Magdal Health. ing the legitimate medical need for barbiturate v-Depowdesoa" t4a ahl tura re typo! her beet used here to ret: `adattrrion` renleraelly with reveal ankledthe Evert sedation, especially because of thelarge number of matters d the World Health Omuta. Om other sedatives and "tanquiliting agents" currently -87- DEPENDENCE ON BARBITURATES available. This makes it impossible to calculate ac- number of patients heavily dependent on the substitute drugs attests to the danger of this Dractice. curately the prevalence and incidence of abuse. 4. Writing refillable prescriptions for barbitumtes or However, since it is considered probable that the their substitutes without thought of cumulativo effects, available supply mirrors the demand, current pro- additive action with other depressants, or the possible duction of all sedative drugs doubtless exceeds le- establishment of strong psychological or physical depen- gitimate medical need by a considerable margin. dence. Since quantities of barbiturates well beyond the therapeutic mute are necessary to create physical de- Use of Sedatives pendence, the physician has little detenee for over-prescribing. Suchpracticesare indulged in only by physicians By Physicians. Flash of the barbiturates and ignorant of, or willing to ignore, the hazards involved. other drugs with a barbiturate-like action listed in the Appendix has specific clinical indications in the Abuse of Sedatives practice of medicine. Many medical problems, in "Abuse" is used to describe self-administration everyday practice, are very efficaciously met by the of excessive quantities of barbiturates leading to proper and judicious use of these drugs. It must be tolerance, physical and psychological dependence, emphasized that these drugs are a significantly mental ccnfusion, and other symptoms of abnormal valuable part of the therapeutic armamentarium behavior. The groundwork for drug abuse may for meeting genuine medical needs. often be established by therapeutic misuse by the The barbiturates produced are prescribed for se- physician; however, many persons will seek drug dation, sometimes singly but commonly as the supplies from sources other than the physician. Ex- principal ingredient in a mixture. Their use is usu- cessive use is likely to result in the user becoming allyfor the control of signs and symptoms of wholly dependent on oarbiturates to the exclusion psychic, respiratory, circulatory, or gastrointestinal of other values in life. Many dependent persons origin. Although mixtures of this type may be mis- seek to avoid reality, gain relief from tensions and used by the physicFan, they rarely serve as the basis anxieties. They take these drugs in lieu of or in ad- for significant abuse by the patient because of the dition to alcohol or opiates. Others follow the same presence of other drugs which may not be tolerated procedure in search of paradoxical excitation and in larger amounts. new thrills. Under such circumstances, only the un- The physician relies heavily on the barbiturates ethical physician will voluntarily supply the drug for the treatment of insomnia. These compounds to maintain a state of chronic intoxication. are convenient and reasonably effective, despite certain adverse reactions such as "hang-over," devel- Psychiatric Considerations opment of tolerance, occasional rashes, Pnd paradoxical excitation. Generally any patient whose psychological de- By Patients.Although barbiturate% and similar pendence on a barbiturate drug has reached a de- compounds require physician preueription, a num- gree sufficient to constitute drug abuse has some ber of substances with unpredictable sedative or form of underlying psychopathology. The excessive hypnotic action an: available "over the counter." use of barbiturates usually induces additional psy- Among these are t'ae antihistamines, antiemetica, chopathologic chenges. The barbiturate-dependent scopolamine, and bromides. person, in these c:les, is directly comparable to the opiate-dependent person. Misuse ofSedatives Drug dependence is a medical syndrome, a symp- Although the terms misuse and abuse are some- tom complex, and almost always reflects some form what comparable, "misuse" is applied here to the of underlying mental disorder which has preceded physician's role in establishing a potentially dan- and predisposed the patient to the development of gerous type of therapyeven though it does not drug abuse. To a great extent the drug-dependent always lead to significant tolerance or physical de- person manifests his mental disorder through his pendence. Examples follow: craving for and relationship to the drug substance. Psychiatric examination usually demonstrates a A physician may contribute to the misuse of sedatives significant degree of additional symptoms of psy. by I. Utilising prolonged and unsupervised administration chologic and behavioristic malfunctioning. Accord- of barbiturates for symptomatic. relief. often without de. ing to the specific pharmacologic characteristics quate diagnosis or knowledge Of the patient's past esperi. of the particular drug on which the individual is ence with medicaticca or attitude toward drugs. dependent, there will also be many secondarily 2. Acceding to the patient's demands forincreased elaboratedphysical, physiological,psychological, quantities of the drug because of reported lack of symptom control accompanied by increase. in nervous irritability and social complications and consequences. These mid insomnia. Theis demands are often the result of de manifestations, which vary from drug to drug and veloping toleiance to the effect of the drug. Neglect of patient to patient, are discussed in ether sections of periodic chock ups and family consultations may also lead this report. to an Increase in the patient's barbiturate intake beyond the proper therapeutic range for that particular patient The underlying reasons why an individual takes and lead toundesirable crisett. barbiturates (ie, the psychodynamics of drug de- 3. Shifting from barbiturates to the newer sedatives in pendence) vary from person to person and may this mistaken belief of Daley from abuse. The increasing even serve different purposes at different times for

-88- DEPENDENCE ON BARBITURATES the same patient. It should be noted that there are of prolonged use. The drug now stimulate,ratherthan de- some groups in society, subject to special tension presses and is taken to exhilarate and animate the person to soealled increased efficiency. Oases alto exist where situations, for whom certain forms of "escape" are there is an idiosyncratic pharmacologic reaction and the socially acceptable. In these groups, barbiturate drug stimulates without long-term use. In still other cases, abuse may be found particularly in adolescents an apparent stimulation will be observed owing to the re- and younger adults. In all cases, however, the drug- lease phenomenon in which the barbiturates impair various psychological inhibitory mechanisms. In cases of this na- dependent person has found something that he ture it is important to strum; the inherent contradiction of knows will give him "relief" from tensions and anx- giving more barbiturate in an attempt to connol the state ieties which to him are unbearable. The drug is of sedative-induced stimulation. being used as an "adjustive" mechanism for living 3. In a third group are persons who take barbiturates to problems. It is u symptom representation, a behav- counteract abuse effects of various stimulant drugs, such ioristic reflection, of some form of psychological as the amphetamines. They set up a mutually reciprocat- ing, cyclical pattern of stimulation.sedation. Each type of stress-functioning; an attempt to deal with or drug abuse tends to ccunterbalance the pharmacological master some form of intrapsychic imbalance, con- effects of the other. Sone individuals in this group try to flict, orexcitation.Barbiturate dependenceis achieve both effects simultaneously.Theclinical problem, seen in persons trying to deal with anxiety, guilt, in these cases, is of a dual nature. aggression, inadequacy, depression, sexual urges, 4. In the fourth category, barbiturate abuse is found in perversions, physical pain, and other expressions of combination with other types of drug abuse, mainly alcohol and/or opiates. Many alcoholics attempt to counteract the psychoses, neuroses, and character disorders. A withdrawal effects of alcohol with barbiturates. Frequently, great variety of psychopathologier I reactions are alcohol and barbiturates are combined in an attempt to inextricably interwoven with the dependency pro- obtain effects that surpass those of either. This practice is cess, and practically every entity in the psychiatric especially hazardous, as the cumulative effects can easily result in very serious intoxication er death. Narcotic drug diagnostic nomenclature will be seen at one time abusers will often turn to the abuse of barbiturates, par- or arother. ticularly if opiate drugs are not readily available. If both In view of these considerations, each drug-de- drugs are taken at the same time, the clinical response is pendent patient must be individually studied, eval- also very hazardous. uated, and diagnosed in terms of specific pcychody- Suicide namics, phyi iological status,pharmacological reactions, and sociological characteristics. Deter- BarbiLurates are high on the list of suicidal poi- mination must be made as to whether these factors sons.f These suicides may be either intentional or are multiple contributants and/or complications unintentional. Mcst depressed patients, particular- (consequences). Such evallation is necessary be- ly those with psychoneurotic depressions, know fore deciding on a course of therapeutic action for that barbiturates are an effective Rticidal means. any particular patient. One cannot rely on general Patients often accumulate large =aunts of drugs statements which purport to relate uniformly to all by hoarding. Safeguards against this rractice re- drug-dependent persons. quire a comprehensive and coordinated effort by the Barbiturate dependence has one characteristic in physician, nurse, pharmacist, and family. common with all other states of drug dependence. Unintentional or accidental suicide falls into a It is almost always a chronic relapsing disorder, different category and is usually related to two and cycles of withdrawal and reversion to drug phenomena: (1) errors in the perception of the use are likely to occur in most cases. Success or fail- passage of time occurring at a given level of bar- ure, however, cannot he measured by the single cri- biturate intake and (2) the slow absorption rate, terion of relapse. In all cases, continuing treatment with delayed pharmacological effects,occurring of the dependency state and any underlying emo- after oral administration of barbiturates or similar tional disorder is essential, even though there is drugs. Large quantities of barbiturates in the stom- intermittent, periodic, or even continuing drug use. ach also diminish gastric and intestinal function There is good reason to believe that the total and further delay absorption. The user, not getting course of this disorder is influenced by adequate the desired 'ffect within what seems to him a long treatment over rather long periods. time, continues to take tablet after tablet until he is unconscious. In the process, he may ingest a Patterns of Abuse lethal dose. Another type of accidental or unintentional sui- Types of Abusers cide are those "acting-out" situations referred to as Essentially there are four types of barbiturate- "suicidal gestures." Too often individuals will mis- drug abuse, and they overlap only occasionally. calculate how much barbiturate should be taken to 1.In the first group are persons seeking the sedative accomplish what they are seeking and will ingest a (hypnotic)effectsof the drug in order to deal with states lethal dose. In other cases, for some reason or other, of emotional distress. This pattern may be carried to such *degree that the person look' for almost total Oblivion and the "rescuer" assigned by the patient making the semipermanent stupor, isconstantly in bed, and gets up suicide gesture, does not appear or does not react only to natures calls or to obtain more drugs. tAlthough it is beyond the mopeof this article,the grit im- 2. In the second group there isa Paradoxical reaction of portance of prompt and knowledgeable treatment of acute bar- excitationthat occurs after tolerance has developed beanie bitu.ate poisoning is streamed.

-89- DEPENDENCE ON BARBITURATES as anticipated. The physician must be alert to the of inanition suggest that large amounts of amphet- fact that in many cases the patient .casts him in amines or alcohol have also been used. Respiratory the role of the "rescuer." rate and volume are not greatly depressed. The intensity of symptoms is variable and partly related Diagnosis of Misuse and Abuse to food intake, since the effects of the barbiturates General appear sooner and are much more intense if the In an attempt to conceal their problems, many drug is taken into an empty stomach. patients will give unreliable and misleading infor- Tolerance mation. The physician should suspect dependence on sedatives if members of the family report that Patients often request increases in de par- the patient is sedated, confused, ataxic, incoordi- ticularly of the short-acting barbiturate- cause nate, and irritable. Although it is important to se- of diminished hypnotic effectiveness. Wit . limits, cure a detailed history of drug use from the progressive increases in dosage result in increasing patient and hisfamily, information from these tolerance to subjective effects. This may he par- sources is often misleading. In contrast to narcotic tially avoided by shifting to the long-acting bar- abusers who usually overstate their intake in an biturates, barbital or phenobarbital, or to seda- effort to obtain more of the drug, the barbiturate tives of a different chemical type. Tolerance, since abuser generally understates his intake. He may it permits the ingestion of large doses with minimal report taking one or two tablets a night for sleep, ataxia and psychotoxicity, may be an important whereas subsequent investigation may reveal that factor in the development of physical dependence. the patient has made multiple purchases and that In contrast to that with the opiates, tolerance with his daily ingestion is large enough tc be associated barbiturates does not result in a very significant with strong physical dependence. However, there increase in the lethal dose, as evidenced by the low are patients who, under certain circumstances, will survival rate of "suicides" in barbiturate-depen- overstatetheir drug intaketoprocurelarger dent persons. amounts. This occurs most commonly in patients WithdrawalSyndrome entering a hospital. Early diagnosis of barbiturate abuse and/or de- Sudden and abrupt withdrawal of barbiturates pendence is often difficult. In many cases, drug de- from a person who is physically dependent results pendence or intoxication is diagnosed only after in definite abstinence signs and symptoms. Their hospitalization of the patient for some other clini- intensity varies according to the dose taken, the cal condition. Often the first objective finding of length of time the patient has been physically as- barbiturate dependence is the onset of acute with- cendent, the degree of intoxication produced by drawal, perhaps a single, unexplained grand mal doses consumed, and individual factors which re- seizure brought on by sudden abstinence. A diag- main incompletely understood. During the first nosis of drug dependence may be overlooked be- eight hems after abrupt withdrawal, signs and cause of general unfamiliarity with the barbiturate- symptoms of intoxication decline and the patient withdrawal syndrome. Drug dependence may be appears to improve. As these signs and symptoms difficult to detect when a state of acute barbiturate recede, increasing anxiety, headache, twitching of intoxication or poisoning involving intentional or various muscle groups, nervousness, tremor, weak- unintentional o "erdosageissuperimposed. Such ness, impaired cardiovascular responses when stand- intoxication may occur in both the drug-dependent ing, and vomiting become evident. They become and nondependent person. Barbiturate abuse may fairly intense after 16 hours of abstinence and are also be confused with acute depression, neurosis, rather severe after 24 hours. Between the 30th and schizophrenia, brain tumor, or other neurologic mal 48th hours of withdrawal, convulsions of grand mal psychiatric disorders. type are very likely to occur. Occasionally, convulsive seizures are observed as early as the 16th hour Intoxication and as late as the eighth day. Frequently, there is a Early diagnosis based on definitive clinical evi- period of postconvulsive confusion lasting for one or dence is essential. Intoxication with barbiturates two hours. At times, there will be increasing insom- resembles intoxication with alcohol. Symptoms nia culminating in a state of delirium, closely resem- and signs include various degrees of clouding of blingdelirium tremens and characterized by consciousness with impairment of mental function- confusion, marked tremors, disorientation, halluci- ing, confusion and poor judgment, euphoria or de- nations, and delusions. Ordinarily the delirium pression, loss of emotional control, irritability, ab- lasts less than five days and ends with a prolonged normal behavior, and occasionally convulsions or period of sleep. signs of a toxic psychosis. Patients will also show Even though no treatment is given, the entire objective signs of dysarthria, ataxia in gait and withdrawal syndrome is usually a self-limited con- station, muscular incoordination, nystagmus, adi- dition. Clinical recovery appears to be complete adochokinesia, ptosis, pupillary changes, and hypo- and no organic sequelae are known to occur. How- reflexia or areflexia either symmetrically or asym- ever, patients have died during uncontrolled. un- metrically. Coma is unusual, as is inanition. Signs treated barbiturate-withdrawal syndromes. -90- DEPENDENCE ON BARBITURATES

Treatment of the Withdrawal Syndrome Psychiatric referral, as indicated and feasible, Since significant abstinence symptoms and signs sh:iuld be made on either a public or private basis. do not occur even after long-term ingestion of com- The general practitioner can also administer such paratively small doses (less than five therapeutic forms of psychotherapy as he is qualified to carry doses in 24 hours), it is theoretically possible to .out. Even in cases where specific psychotherapy is not feasible, the physician can function effectively withdraw patients on a small-dosage regimen on an in a supportive and rehabilitative role, helping ambulatory basis. However, this is rarely success- the drug-dependent patient to develop ways of han- ful, as it requires the complete cooperation of a per- dling tensions and anxieties without resorting to 301.who probably has a strong psychological dependence on the drug. drugs. Withdrawal of persons with strong physical de- Physiciami should play an important role in the pendence may be life-threatening and can only be mobilization of social resources for aftercare and in accomplished satisfactorily, and with reasonable providing supervision and fellow-up treatment. The safety, in a drug-free environment where hospital use of community resources, such as voluntary and and nursing facilities are available. governmental social agencies, can be of great value When barbiturates are the addicting drug, with- to the physician in his treatment of the thug-de- drawal must be accomplished very slowly and care- pendent person. Any effort that. may contribute fully. Manifestations of mild barbiturate absti- toward better adjustment in social, cultural, eco- nence, such as anxiety, weakness, nausea, and nomic, and industrial spheres is specifically indi- tremor, signal the .danger of impending convulsions cated in the rehabilitation of the patient. and/or psychosis. Patients in this condition should State civil statutes providing for compulsory in- be given a short-acting barbiturate at once. Ex- and outpatient treatment, rehabilitation, and fol- perience has. demonstrated that sodium pentobarbi- low-up of persons suffering from dependence on tal, 200-400 mg (3-6 grains) orally or parentally, sedative drugs have been very helpful. Unfor- is extremely effective. If the syndrome is not re- tunately, few states have such laws. In genera!, lieved within one hour, the dose should be repeated. such statutes should be comparable to the modern Subseouent withdrawal consists of a graduated, and enlightened statutes for the commitment of four-timcs-daily administration of barbiturates, at mentally ill persons. the dose level which just maintains a mild degree APPENDIX of intoxication. Usually 200-300 mg (3-4 grains) of sodium pentobarbital, four times a day, will Hypnotic and sedative drugs comprise a large group of chemically unrelated substances which have the common aulfice. Clinical evidence of sedation is essential. property of inducing sedation and sleep with small quanti- Further reduction can begin after one or two days ties and anesthesia with large quantities. Barbital and its of observation, but the dosage should not be re- congeners represent the largest single group of these com- duced more than 100 nig (11/2 grains) daily. If pounds. abstinence signs or symptoms recur, the dosage The following drugs are on the US market: should be temporarily increased. Close observation Bcrbiturates Drugs With Barbiturate-Like is required because of concomitant mental confu- Action sion, lethargy, muscular incompetence, apprehen- Barbital (Verona!) Chlormezanone (Trancopal) sion, and possible convulsions. Supportive mea- Mephcbarbital (Mebaral) Emylcamate (Striatran) sures such as restoration of electrolyte balance, Metharbital (Gemonil) Meprobamate (Equanil, proper hydration with I.V. fluids, and vitamins are Phenobarbital (Luminal) Miltown) Amobarbital (Amytal) Oxanamide (Quiactin) else in order. The usual nursing care and ward rou- Aprobarbital (Alurate) Phenaglycodol (Ultran) tine applicable to patients with convulsive disor- Butabarbital (Butisol) Mebutamate (Capla) ders, confusion, or delirium states should be main- C:allylbarbituric acid (Dial) Carisoprodol (Soma) tained. Probarbital (Ival) Hydroxyzine (Atarax, Talbutal (t.otusate) Vistaril) Definitive Treatment and Aftercare Vinbarbital (Delvinal) Ectylurea (Levanil, Nostyn) Cyclobarbital (Phanodorn) Ethchlorvynol (Placidyl) The role of the physician does not terminate Heptabarhital (Medomin) Methyprylon (Noludar) Hexethal (Ortal) Ethinamate (Va 'mid) when withdrawal of the drug from the patient has Pentobarbital (Nembutal) Chlordiazepoxide (Librium) been completed. This is actually the real starting Secobarbital (Seconal) Hydroxyphenamato (Listica) point for meeting the problem of any patient's drug Hexobarbital (Cyclonal, Mephenoxalone (Trepidone) dependence. Continuing contact and help are es- Evipal, Sombulex) Carbromal (Ada lin) sential and must be mintained over a long period. Methlturql (Neraval) Bromisova lum (Bromural) Methohexital (Brevital) Chloral Betaine (Beta-Chlor) If such help is not forthcoming, relapse to the use Thiamylal (Surital) Glutethimide (Doridan) of drugs is almost inevitable. Each drug-dependent Thiopental (Pentothal) Chloral Hydrate (Somnos, person must be treated as an individual and should Allylbarbituric Noctec, !aryl) have a complete medical, psychological, and socio- (Sandoptal) Diazepam (Valium) Butethal (Neonal) Methylparafynol (Dormisnn) logical assessment. He should 1.!.."`-the the best avail- Cyclopentenyl allyibarbituric Petrichioral (Pericior) able treatment in terms of his own particular psy- acid (Cyclopcl, Cyclopen) Buc 'trine (Softran) chological, physical, and sociological needs. Butallylonal (Pernocton)

-91- Reprinted From The Journal of The American Medial Attociation June 24, 1968, Vol. 204, pp. 1187 and 1188 .Copyriht 1968, by American Medical Association

MARIHUANA THING

Marihuana, like the Vietnam question and the strate independence from a generation whose drug new morality, is one of the issues in the credi- of choice is alcohol. bility gap between youth and their elders. Although Too many of these young people, and here both cannabis has been used for many centuries as an the number and percentage appear to be significant, intoxicant, controversy regarding its effects has then proceed to experimental and spree-type, abuse waxed and waned. In recent years it has again flared of other drugs. If most marihuana users do. not up, as the drug has become popular with an appre- "graduate" to heroin, many, if not most, do go on ciable number of young people hi the middle and to "speed," goofballs, LSD, STP, and a variety of upper socioeconomic classes. Experts from fields far other three-letter hallucinogens,. either in sequence distant from pharmacology and medicine have ar- or in combination. The relatively minor effects of gued that marihuana is harmless. Some physicians have also shared this view. There is substantial weak marihuana preparations often give the false need, therefore, for the definitive statement by com- impression that any drug can be "handled." Thus, petent and recognized authorities which appears in we are seeing a substantial number of young people this issue of the JOURNAL (p 1181). who are drug-oriented, in addition to those who are The Committee on Problems of Drug Dependence strongly drug-dependent, at the very time they are of the National Research Council (of the National being called on to make important career and other Academy of Sciences) and the Committee on Al- life-molding decisions. coholism and Drug Dependence (of the AMA Coun- Legalize marihuana and we change at least one cil on Mental Health), after appraising all available of the variables in the drug-abuse complex. Enter information concerning cannabis, have correcly then the more potent forms of cannabis. The pay.' concluded that it is indeed a harmful drug and that chopharmacologic effects are intensified, drug de- its legalization would lead to even more serious pendence and nonproductivity become more pro -. medical and social consequences. than now result nounced and widespread, and we have the makings from its use. of a nroblem approximating and perhaps exceeding The harmfulness of marihuana, both to the in- the proportions of alcohol' abuse and dependence. dividual user and to society, too often is masked The AMA-NRC statement justifiably points out by the manner in which the drug is used in the that to create a marihuana problem of that magni- United States. Casual episodic use is the predomi- tude would not solve the alcohol problem. The fail- nant pattern, and the strength of the drug typically ure of prohibition made alcohol no less dangerous. is not of the magnitude found elsewhere in the Legalizing marihuana likewise would not change world. the nature of cannabis for the better, but predicta- Granted that most American users do not suffer bly would change its form and pattern of use for the lasting physical or psychological impairment and do not exhibit a strong dependence on the substance, worse. there are Levertheless a significant number, irre- Furthermore, there is no reason to assume that, spective of whether the percentage is 10 or as low as just because custom and mores made a mockery of 2, that do become chronic users with concomitant alcohol prohibition, marihuana prohibition is un- medical and interpersonal problems. workable or undesirable. It has been argued, of course, that it is the un- It is well to remember that prohibition of alcohol stable, problem-prone individual who is drawn to followed two centuries of relatively uncontrolled use marihuana, and that any ensuing untoward effects of the drug in this country, whereas the prohibition would have come to the fore with or without drug- of marihuana preceded by nearly three decades the taking. If this argument were ever valid, it is not present state of popularization. Fortunately, mari- so today. The greater proportion of users are intro- huana use is not part of the American tradition, duced to marihuana out of curiosity, youthful thrill- and we should discredit efforts to place it there. seeking, a desire to be "in" and a wish to demon- One dangerous drug does not deserve another.

DependenceonCannabis (Marihuana)

Unlike narcotics, barbiturates and other seda- in the nonmedical use of cannabis preparations are tives, and amphetamines and other stimu- the Middle East, the African nations, and the Amer- lants," cannabis (marihuana) has no known use in icas, including the United States. medical practice in most countries of the world, in- The migratory course of marihuana to the New cluding the United States. Despite this fact, the World is an interesting historical development. Ap- practicing physician should understand the nature parently originating in Asia and the Eastern Medi- of cannabis and psychological dependence on it, as terranean basin, the drug spread via Africa and well as the treatment of persons involved who may South America to Mexico. Only within the past 60 become his patients. years has marihuanr been used in the United States. While there is no accurate measure of the preva- In spite of the proximity of Europe to the Medi- lence of nonmedical use of cannabis and its prepa- terranean, its use there had little significance until rations, it is clear that they are widely used in many recently, when it was imported to England and parts of the world, including the United States. France as the American "vice." Those who utilize cannabis in one form or another Wide differences in the volume and form of use include various personality types in diverse socio- are evident despite the ntrence of hard data on economic and cultural circumstances. In the United the amount by country. Some authors believe that States, attitudes of rebellion against authority and marihuana smoking is on the increase in the United thrill seeking are not uncommonly found among States. Again, there are no data to prove or disprove marihuana smokers. this belief because there is no base line from which to make a judgment. Increasing or not, use is sub- History and General Background stantial and represents a problem with medical, As early as 1200 nc the hemp plant, Cannabis social, and legal implications. sativa, was described as a source of long textile The term "cannabis" is used in international fibers, and its "narcotic" properties were document- language according to these definitions: ed in Chinese writings by 200 AD. Its numerous de- "Cannabis" means the flowering or fruiting tops rivatives, which can be smoked, eaten, or drunk, of the cannabis ;hint (excluding the seeds and have become known throughout the world by a leaves when not accompanied by the tops) from variety of names, including hashish, bhang, ganja, which the resin has not been extracted, by what- dagga, and marihuana. Traffic in and use of can- ever name these parts may be designated. nabis derivatives now is restricted in practically "Cannabis plant" means any plant of the genus every civilized country in the world, including those Cannabis. where custom has allowed its introduction into re- "Cannabis resin" means the separated resin, ligious rites. whether crude or purified, obtained from the can- India, where the intoxicating properties of genie nabis plant. were generally recognized by about the tenth cen- The term "marihuana," used primarily in the tury, has undertaken a phased program for the re- Americas and in England, refers almost exclusively duction of the use of cannabis in the various forms to the preparations of the leaves and flowering tops of indigenous medicine, which will hopefully lead to of the cannabis plant, which are dried, sometimes the eventual elimination of such use. mixed with tobacco, and then typically smoked in Despite almost universal prohibition, cannabis cigarettes. In the vernacular of the street, they are use is still socially acceptable in certain parts of the called "reefers," "joints," or "sticks" containing world, though there is a trend away from such ac- "hay," "grass," "pot," "weed," or "tea." The in- ceptance. The priticipal areas of the world involved haled smoke has increased effect when the cigarette is reduced to a short "butt," because the active in- This is another in a series of statements regarding drug dependence, prepared by the American Medical Association's Commit. gredients concentrate there during smoking. tee on Alcoholism and Drug Dependence (formerly Committee on Legally, the preparations of cannabis are dealt Alcoholism and Addiction) and approved by the Council on Men- with in international treaties and in the western tal Health, Reprint requests to Department of Mental Health, American countries, including the United States, in the same Medical Association, 635 N Dearborn St, Chicago 60610. general manner as the narcotics. In the United -93- OE ENDENCE ON CANNABIS (MARIHUANA) States, they are controlled under he Marihuana on marihuana is the casual, episodic, noncontinuous Tax Act, administered by the Federal Bureau of use of the substance by adolescents and young Narcotics. adults in and around urban centers and college towns, and indications that its use among high Pharmacology and Biochemistry school students may be spreading. Such experimen- The female cannabis plant de taws a resinous tal use, if it does not lead to intoxication or frequent material which incorporates the active pharmaco- use and dependence, may not be medically danger- logical principles. This resin can be extracted from ous. However, it is of concern as a medicolegal prob- the base of cannabis confections, beverages, and lem because marihuana is a drug, because its pos- medicaments, or from the dried tops of the plant, session and distribution violates federal and many leaves, and flowers, and may be pulverized and state laws, and finally, because its use is probably smoked with or without admi aura with tobacco. disproportionately higher among young persons with The inhaled smoke is irritating and long continued developing psychiatric problems than among those exposure to it induces chronic respiratory disorders. without them. The principal active ingredients of cannabis resin It is in the nature of adolescence to seek new and are cannabinols, especially tt trahydrocannabinols, exciting experiences, to question self, familn and which are now known to exi3t in several isomeric society, to try on and discard new guises of behav- forms. Many cannabinols have been isolated, but it ior, to reconcile opposing pulls and strains, and to is not yet known what their exact state or propor- act, like child and adult. Such experiences contrib- tion is in the resin which beings about the typical ute to personal growth and ultimately to intellec- effects of the drug as a whole in man. tual development and social progress, though in A tetrahydrocannabinol Eas been synthesized re- some instances the behavior may appear to some cently, and its identity with a product of a natural viewz.s as thoughtless, irresponsible, or rebellious. origin established. In addition, many cannabind The kaleidoscopic activity of adolescence assumes derivatives have been prepared, utilizing, for the forms and patterns unique to each generation of most part, starting materi 31s of natural origin. Ex- adolescents, each having its own values, totems, tensive animal and clinical trials of these substances and taboos. The content of an adolescent's experi- are adding much to ow knowledge of cannabis ments depends on many variables related in the action. cultural patterns and mores of his area, his own The actions of cannabi 3 are exerted primarily on psychological development, and if marihuana is in- the central nervous system, but their modes of ac- volved, on its availablility. tion are poorly understood. Their effects, through Urban areas, with their concentrated population, smoking, are felt in a vary few minutes and may and college towns within a two- or three-hour driv- persist for as long as 121 ours. ing range of cities attract those who participate in drug traffic; although in college towns, marihuana Cannabis Dependent; andIts Consequences suppliers are most often students who purchase the No physical dependence or tolerance has been drug from a city "pusher" and then bring it into demonstrated. Neither has it been demonstrated the college community. The number of young per- that cannabis causes any lasting mental or physical sons who become psychologically dependent on changes; comments by physicians who have recent- marihuana or progress from marihuana to drugs ly visited colleagues in Africa suggest a need for that produce physical as well as psychological de- more intensive study of this possibility. pendence is not known. It is likely that those who Persons who use marihuana continually and as do become dependent on marihuana or other drugs the symptomatic expression of a psychological con- are psychiatrically disturbed and that drug use is flict, a means of gaining social acceptance, or a way but one of a complex of psychological and behavior- of escaping painful experiences of anxiety or deal symptoms manifested by them. pression may be said to be psychologically depen- Most experimenters either give up the drug dent on the substance. Continuous use may be as- quickly or continue to use it on a casual basis sociated with the development of psychiatric illness, similar to the social use of alcol,ol. Those experi- although few chronic users are admitted to psychi- menters who find the effects of the drug unpleasur- atric inpatient facilities. Chronic marihuana users able, or at least not worthwhile for them, are the often are lethargic, neglect their personal appear- ones who immediately forego further use. ance, and occasionally may experience a deep sense Most persons who experiment with and many of failure after believing they are capable of accom- who become dependent on marihuana do not go on plishing great things. The extent of psychological to stimulants, narcotics, or hallucinogens, such as dependence on marihuana in the United States is lysergic acid diethylamide (LSD). It is a fact, how- not known, but such dependence may reasonably ever, that persons physically dependent on other be presumed to be less than that to narcotic drugs substances, such as heroin, almost always have had on the grounds that the satisfactions obtained from experience with marihuana, although not necessar- marihuana by drug dependence-prone individuals ily prior to experiences with so-called hard drugs. are insufficient to meet their psychological needs. Another area of society in which marihuana use Of greater interest than psychological dependence has been observed ;'or many years is the urhan

-94- DEPENDENCE ON CANNABIS (MARIHUANA) ghettos where feelings of hopelessness, poymrless- whether or not ha experiments with or has become ness, oppression, and futile dissatisfaction provide Psychologically dependent on marihuana. fertile soil for cultivating the growth of such use. The use of marihuana among ruerto Ricans and Treatment both southern and northern Negroes is reputed to Drug dependence is a multifaceted problem, em- be high. In all likelihood, marihuana use among bracing not only medical issues but almost every the poverty-stricken urbanite is concomitant with aspect of our culture and nocioeconomic system. use of other dependence-inducing substances and Obviously, there is no simple solution. The treat- a broad range of asocial and antisocial activity. ment and rehabilitation of the person with psychological dependence on marihuana ordinarily Characteristics of Cannabis Intoxication Will require the attention not only of the physician Subjectively, the user experiences one orinore of but also of many others concerned with the prob- the following effects: a feeling of well-being, hilar- lem. There will be complicating legal, educational, ity, euphoria, distortion of time and space percep- social, moral, or religious issues which require tion, impaired judgment and memory, irritability, special skills not ordinarily possessed by the physi- and confusion. cian, and he may well find it necessary to enlist After repeated administration and high dosage, the services of those who do possess them. other effects are noted, such as: Because marihuana abuse does not result in physical dependence, the physician need not apply lowering of the sensory threshold, especially for optical and himself to physical complications of withdrawal. acoustical stimuli, thereby resulting in [a feeling of] inten- He must, however, determine at the onset of treat- sified appreciation of works of art . .., hallucinations, illu- ment whether other drugs are being taken simul- sions and delusions that predispose to antisocial behavior; taneously whose withdrawal requires careft. man- anxiety and aggressiveness as a possible result of the various intellectual and sensory derangements; and sleep disturb- agement. This is frequently the case. ances. Ordinarily, minimal protection during the period In the psychomotor sphere, hypermotility occurs without of acute intoxication is all that is required, beyond impairment of coordination. Among somatic effects, often providing appropriate measures for correcting any persistent, are injection of the ciliary vessels and oropharyn- concurrent physical illnesses, including malnutri- gitis, chronic bronchitis and asthma. These conditions and hypoglycaemia, with ensuing bulimia, are symptoms of tion. During the initial phase, ambulatory treatment intoxication, not of withdrawal.' of the person with psychological dependence (as contrasted with the experimenter) is generally not While some persons assert that marihuana im- satisfactory because of the tendency to relapse. At proves artistic and other creative endeavor, there least brief hospitalization is usually recommended is no evidence that this is so. to separate the patient from his suflply, establish There is little difficulty in recognizing the intoxi- relations, and initiate treatment. Complete cessa- cation of .:: person who has smoked a significant tion of the use of the drug is necessary, and cir- amount of marihuana in the preceding few hours. cumstances may require the family or others to If the physician has an opportunity to smell the seeklegalmeans by which thepatient can smoke of a "reefer," a characteristic acrid odor will be brought to treatment, in those states where this be noted. Federal, state, and local narcotic en- is possible. forcement officers and certain clinical laboratories The major focus of effective treatment cannot be may be helpful in identifying the odor or the dried on the repeated drug abuse alone, because psycho- marihuana preparation, should the latter come into logical dependence is almost universally sympto- the physician's hands. matic of serious underlying personality problems, The problem of recognizing a nenintoxicated severe neurotic conflicts, or psychotic reactions. marihuana-dependent person or experimenter is The task of the physician is to learn from the pa- quite difficult. As indicated earlier, there is no tient what really bothers him at both conscious physical dependence, and hence, no withdrawal and unconscious levels, and what needs are being syndrome. A careful longitudinal history from the spuriously met at both these levels by taking mari- patient and from his close friends and relatives huana. regarding his behavior and associates may be pro- It is also the physician's task to help the patient. ductive. This history should be obtained in a non- come to such a full comprehension cf his intra- judgmental manner. Such a history, even when psychic and interpersonal problems that they can marihuana use has not been admitted, coupled with be eliminated. Short of this, the physician may have a careful mental-status examination may indicate to give long-term supportive therapy that will en- the possibility of such drug use. If the patient able the patient to live as productive and satisfy- demonstrates a psychopathological condition of ing a life as possible with his psychic handicaps such nature which could make him vulnerable to and in a drug-free state. The physician, of course, experimentation with drugs or to their abuse, posi- cannot change real vocational, family, social, and tive confirmation of marihuana or other drug abuse other environmental problems contributing to the should not be considered a prerequisite for treat- patient's difficulty merely by treating his intra- ment of his condition. Such treatment is indicated psychic disorder. For this, as noted above, collab- -95- DEPENDENCE ON CANNABIS (MARIHUANA) oration with others possessing additional pertinent Drug Act in 1932. Marihuana is equated in many skills is essential. state laws with the narcoticdrugs because the abuse The physician who does not have sufficient pro- characteristics of the two types of drugs, the meth- fessional training to equip him to handle these diffi- ods of illicit trafficking, and the types of traffickers culties may wish to make early psychiatric referral. have a great deal in common. When psychiatric .sources are not available, the physician may be called upon to provide limited The PhysicianCitizen's Role individual, group, or family therapy over an extend- Only an aroused and concerned public can create, ed period of time. In such cases,, it :is particularly mobilize, end implement resources to deal ade- important to seek additional help in the commu- quately with as serious a problem as drug depen- nity from the appropriate agencies, interested lay dence in ali its forms. The proper stimulus must organizations, or concerned professionals who can come from citizens who are community leaders add substance to the treatment program. aware of these needs and from professionals who The physician's attitude will influence his ap- apply themselves to these needs. proach to the patient. It is important far tha Frank and forceful public discussions, focusing physician to remember that a person who has a on the futility and inherent dangers in experimen- psychological deper dence on marihuana is sick and tation with drugs such as marihuana and the con- deserving of understanding and treatment, even sequences of any subsequent psychological depen- th,ugh he may have been involved in unlawful dence, can act as deterrents. activity. Expanded counselingservices,in schools could A concomitant consideration is that, through the present more effective and more suitable alterna- use of marihuana, a behavioral pattern often has tives to young people for dealing with their prob- been established in which the patient has experi- lems. enced rejection by the wider society and accept- Continuing emphasis on the incompatabilities ance perhaps only by those with similar problems. between a primarily punitive approach toward those He may therefore have alienated himself from more who experiment with or become psychologically de- desirable associates and family, or perhaps never pendent on marihuana and modern concepts of have achieved a period of reasonably satisfactory treatment and rehabilitation could lead to further adjustment to which he may return. Rehabilitation improvement of legislation and enhance the op- may require concerted community support, with portunities for the drug-dependent person to ob- simultaneous efforts to provide housing, employ- tain treatment. The Narcotic Addict Rehabilitation ment, spiritual assistance, and other aids. Act of 1966, which went into effect Feb 6, 1967, Each patient represents a unique therapeutic was a substantial step in this direction at the feder- problem calling for ingenuity on the part of all who al level. endeavor to help. The prognosis for persons psycho- Persistent vigilance by law-enforcement agencies logically dependent on marihuana, and particularly in eliminating illegal sources of the drugs needs for experimenters, is good in most cases. public support and sufficient means with which to do the job. Real crusading may be required before Legal Control adequate amounts of public funds are devoted to Legal control is one of the most important and creating and operating effective treatment facilities effective aspects of prevention. Federal control of and programs for the afflicted and for the control of marihuana is the responsibility of the Federal Bu- illicit drug use. reau of Narcotics under the Marihuana Tax Act of Finally, only community understanding, compas- 1937 (US Code Title 26, sections 4,741-4,776). sion, interest, and active aid will enable the reha- The basic features of federal control are to make bilitated drug-dependent person to find a satisfac- marihuana dealings visible to public scrutiny, and tory place in society. to render difficult the acquisition of marihuana for Marihuana is centuries old, but it represents a nonmedical and noncommercial purposes. constant danger. The responsibilities of the citizen, Ihe act. requires all persons with legitimate need including the physician, are clearly defined. The to handle marihuana to register and pay an occu- time to begin is now. pational tax, requires that all marihuana transac- References tions be recorded on official forms provided for that 1. American Medical Association's Council on tviental Health purpose, makes transfers to a registered person sub- and National Academy of Sciences National Research Council's ject to a tax of $1 an ounce, and makes transfers Committee on Drug Addiction and Narcotics: Narcotics and Medi- cal Practice: The Use of Narcotic Drugs in Medical Practice and to an unregistered person subject to a prohibitive the Medical Management of Narcotic Addits, JAW 185:976- tax of $100 an ounce. 982 (Sept 21) 1963. The controls over marihuana under the federal 2. Dependence on Barbiturates and Other Sedative Drugs, MO- MITTEE ON ALCOHOLISM AND ADDICTION AND COUNCIL ON ":::NTAL and state laws are dissimilar. Under the federal HEALTH, JAMA 193:673-677 (Aug 23) 1965. law, marihuana is not considered a narcotic drug. 3. Depender.ce on Amphetamines and Other Stimolant Drugs. On the other ha d, many states have covered mari- COMMITTEE ON ALCOHOLISM AND ADDICT/ON AND COcNCII. ON MENTAL HEALTH, JAMA 191:1023-1027 (Sept 19) 196.:;. huana by including it within the definition of "nar- 4. Eddy, N.B., et at: Drug Dependems: Ita Significance and cotic drug" since adoption of the Uniform Narcotic Characteristics, Bull WHO 82:728-720 (No. 5) 1965.

-96- Council on Mental Health

Marihuana and Society

ft:t ciirefill appraisal of ail/tillable information stimulant, are dangerous psychoactive substances al. concerning -nsirihuana (cannabis) and its com- though they do not cause physical dependence. ponents, and their derivatives, analogues GM iso- 2. Legsitution of marihuana would cruets a serious mers, the Council on Mental Health and the Cceri abuse prebtern in the United Stites. mitts* on Alcoholism and Drug Dependence of the The c-.;irer.i cannabis in the United Stater. American Medical A sane:! ci n a tl,e CA 'urn t tot contrasts sharply with its use in other parts of the world In this country, the pattern of use is primarily intermittent and of the "Ewer" type, and much of it consists of experimentation by teenagers and yotonr adults. Further, hemp grown in the United Statenis on Problems of Dug Dependence of the National not commonly of high potency and "atreet" samples Research Council, National Academy of Sciences, sometimes are heavily adulterated with inert materials. have reached the following conclusions: With intermittent and casual use of comparatively 1. Cannabis is a dangerous drug and as such is weak preparations, the medical hazard is not PO great. a public health concern. although even such use when it produces intoxication can give rase to disorders of behavior with serious For orsituries the terrtp plant (canruibis) has born co.-secturnors to the individual and to society. used extrinaively and in various forma as an intoxicant And, while it is true that now only a mail propor in Asia, Africa, South America. and elsewhere With Lion of marihuana Uhe'r in the United States are chron Sr. exceptions, organized societies consider such use is users and can be raid to be strongly (mythologically undesirable and therefore a drug problem. and have dependent on the drug, their numbers, both actual imposed legal and social R411Clinfla on the user and the and potential, are large enough to be of public health distributor. CO(10(1M. Borne of the components of the natural resins ob- If all controls on marihuana were eliminated, potent taitwel from the hemp plant are powerful psychoactive preparatoona prob..bly would dominate the legal mar- agents; hence the resins themselves may be. In dogs ket, even as they are now beginning to appear on the and monkeys, they have produced complete anesthesia Mica market. If the potency of the drug were legally of several days' duration with quantities of leas than controlled, predictably there would be a market for 10 mg /kg. the more powerful illegal forms. Although dcwo.reaponse curves are'not so accurately When advocates of legalizing marihuana claim that defined in man, the orders of potency on a weight it is less harmful than alcohol, they are actually corn- (milligram)basis are greeter than those for many Paring the relatively insignificant effecta of marii,uann other powerful psychoactive agents, such as the bar- at the lower end of the dose-response curve with the biturates. They are markedly greater than those for effects of alcohol at the toxiity.end of the curve-ie. alcohol. In India, where weak decoctions are used as the "spree" use of marihuana vs acute or chronic a beverage, the government prohibits chants, the pa- "poisoning" with alcohol. It they compared both drugs tent resin, even for use in folk medicine. In many at the upper end of the curve, they would see that the countries where chronic heavy use of cannabis occurs, effects on the individual and society are highly de- ouch as Egypt, Morrocco, and Algeria, it has a mocked leterious in both cases. effect of reducing the social productivity of a aignifi Admittedly, if alcohol could be removed from the cant number of persona. reach of alcoholics, one of the larger medical and so The fad that no physical dependence develops with cial problems could be solved. But to make the active cannabis does not mean it is an innocuous do g. Many preparations of cannabis generally available would Reprintrenuentsin AMA Council onMental Health816 N solve nothing. Instead, it would create a comparable Dinsetioni 01.ank.s. tom problem of major proportions. -97- MAJUNUA.HA AND &Man'

'11)t einem marihuana wen are now payttealogicsilly they enhance rrepect for the law, can contribute to depervient, that nearly all wen become intoziroted. effective preven time and that more potent forma of cannabis could lewd Ur even enure aroma medical and aocati coneaquentee 4. Additional research on entiihuana should these facts sirup for the nutrition of legal %erection be encouraged. Only recrnUy has an active hallocinoacroc principle 3. Peebles* toe vioittione of the marihuana laws of cannabis been exactly identified and syntheaired are often harsh end unrealistic. Sufficient time has not elapsed to obtain a satiatantial Pruner %lobo ins federal law with respect to pampa- body of phannecologic and clinical evidence concern- "ion of marihuana r.-e subject to penaltiee of from 2 to ing its effect*. There are no carefully contro:led clini- 10 years imprimosonent for the Bret 0811111e. 5 to 20 cal studies of long-time effects of cannabis on the cen- years for the secondfferiae, and 10 to 40 years for tral nervous or other organ gaolers. These and other ack.i:toroal Defoe/sea. Smperaion of eentenee, probation, coresiderstions point to the importance of ongoing /e- and parok, are allowed only for Eh. fleet carcase. Marty rrand in this area. of the state level provide for comparablepenalties. It not be emphasized, however, that the issue With respect to axle, penalties are even more Nevem which !hoes the United States today is not whether Laws should provide for p vltiea in such s fashion we know all there is to know about marihuana seine that the Muria would have sufficient discretion to en- Obviously every effort thould t-4 made to able three to deal flexibly with violators. 'Mere are correct the deficiencies in our knowledge. The Wave is varicoa &areas of both possession and sale. Posses- whether we can ignore the experiences and observa- sion ranges from the youngster veto has one or two tions established over centuries of heavy use of hemp martin t: c-:tarettes to an individual who has sub- preparations in various societies. A current solution to stantial qt artily. Sale may range froen the trarnder the problem does not relate t h what is not known, but of a reigle cigarette to the ditpostion of several kilo to those facts which are kn.-. en about cannabis and its grams of the drug. preparation. There is extensive experience in its use While persons should not be allowed to become inin all of its forme, including the effects of the potent volved with marihuana with impunity, 'creditors. law natu el resins which contain the active biological redone:nen( officials, and the courts should differenth principles. ate in the handling of the occasional user, the frequent 5. Educational programs with respect to marihuana user, the chronic user, the person sharing his drug should be directed to all esernents with another, and the dealer who sells forprofit. of tfo populatior Of particular concern is the youthful experimenter who, by incurri.rg a. criminal record through a single Educational material, based on scientific knowledge, thoughtless act, placed his future career in jeopardy. should point out the nature of marihuana and the The lives of many young people are being needlessly effects of its use. Such material should bean integral damaged. part of a total educational program on drug abuse. For those persons who are chronic users of the drug, Primary and secondary schools, as well as colleges and are psychologically dependent on it, general medi- and universities, should establish such programs. cal and psychiatric treatment, plus social rehabilita- The communications media should disseminate au- tive services, should be made readily available. Such thoritative information to the general public. persons should not be treated punitively for their drug Physicians, as professional practitioners and con- abuse alone any more than are persona dependent on cerned members of the community, should call atten- other drugs, such as narcotics or alcohol. tion frequently and forcibly to the problems of drug Furthermore, if the purpose of imposing penalties is abuse and drug dependence. to deter acts which might injure the individual and An informed citizenry, in the final analysis, is the disrupt society, then equitable penalties, insofar as moat effective deterrent of all.

DRUG DEPENDENCE: ITS SIGNIFICANCE AND CHARACTERIS- TICS.Drug dependence of the cannabis type is a state arising from chronic or periodic administration of cannabis or ainnabis substances (natural or synthetic). Its characteristics are: (a) Moderate to strong psychic dependence on account of the desired subjective effects. (b) Absence of physical dependence, so that there is no characteristic abstinence ayndrome when the drug is discontinued. (c) Little tendency to increase the dose and no evidence of tolerance. For the individual, harm resulting from abuse of cannabis may include inertia. lethargy, self - neglect, feeling of increased capability, wit!. oarresponding frilure. and precipitation of psychotic episodes. Abuse of cannabis facilitates the association with social groups and sub-culturesinvolved with more dangerous drugs. such as 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 enhanced proneness to asocial rind antisocial behaviour.Eddy, N.B., et al: Drug Dependence: Its Significance and Characteristics, Bull W110 32:721.733 t No. 5) 1965.

-98- rtera+d 100.1TM Inwood ofThe Americo. Medl& Amocialloo Otootoo 14, 1407, Vol. 101, pp fr -SO CoOright 1401, Int Antoncont 4100311 Moot-40ten

Dependence on LSD and Other Hallucinogenic Drugs

In June 1968, the House of Delegates of the ing its "consciousness expanding" qualities. American Medical Association took cognizance By 1965, the medical literature contained nu- of the serious consequences of indiscriminate use merous reports of the adverse, and often catas- of halluc'inog'ens. trophic, untoward effects of the drug, particularly A resolution urging strict control and supervi- among those with preexisting severe psychopatho- sion of their production and administration includ- logical conditions. Twenty-seven patients with seed a warning that vere complications of self-administration of LSD were admitted to New York's Bellevue Hospital theta drugs can produce uncontrollable violence, over in a four-month period in 1965.* Substantial num- whelmingpanic. . . or attempted suicide or homicide. and can result, among the unstable or those with pre bers have since been admitted to that and other existing neurosis or psychosis, in severe illness demand hospitals. ins protracted stays in mental hospitals.' Today LSD is recommended only for strictly There is no accurate measure of the number of controlled research, and its legitimate produrtitn persona who take hallucinogens. It id apparent, and distribution are limited to research purposes however, that in recent years their ranks have by the Food and Drug Administration. increased, especially among college students. Wide- The AMA House of Delegates in 1966 resolved spread publicity has been given to allegedly bene- that no hallucinogen (LSD, mescaline, bufotenine, ficial effects of lysergic acid diethylamide (LSD), or dimethyltryptamine) shall be administered ex- and LSD cliques have sprung up throughout the cept by a physician trainedin its use, and this shallapply even if the current studies show LSD to be ofvaluein country. Because of continued illicit manufacture the treatment of paychoneuroses, sexual perversions, frig- and distribution of LSD in particular, physicians idity, Alcoholism, or other illnesses. in urban communities and university towns' can The American Medical Association stands; unalterably expect to encounter patients who have taken these oppased to any expansion of the use of psychedelic drugs drugs. byond use by physicians. Even use by trained physicians should continue to be limited to carefully controlled ex- History periments until incontrovertible data are available docu- Although LSD was synthesizedin1938 by Stoll menting LSD's efficacy and safety.' and Hofmann, it was not until five years later, when Some of the other hallucinogens have been avail- Hofmann accidentally ingested aninfinitesimal able for longer periods. Peyote has been used for the amount, that its halincinogenic prope.-ties were dis- past 150 years by Indians in Southwestern United covered. States and Mexico in connection with religious ritu- Subsequently, LSD was used by several inves- als and ceremonies of the Native American Church. tigators to induce a "model psychosis" thought to Such use rarely if ever leads to dependence among resemble schizephren:n. It was soon recognized, thus .deople. This dried top of cactus, however, however, that the vivid hallucinations, spectacular is generally available on the illicit market in ur- illusions, and sensory distortions induced were not ban centers with relatively high drug-abuse rates. characteristic of that disorder, even though the re- Mescaline, a product refined from cactus, is mod- sulting depersonalization was somewhat similar. erately available. Psilocybin and dimethyltrypta- By the early 1960's an increasing number of per- mine (DMT) are relative newcomers to the illicit sons were abusing (self-administering) the drug, trade. The former is obtained with difficulty, but perhaps abetted by the publications of Aldous Hux- the latter is fairly available, and readily so in some ley and of Timothy Leary and his associates laud- areas. The hallucinogens usually are taken orally, but This Is th allh In 'whet of statements rewarding drug de- pendencs.s." prepared by Me American Medical Aaexiation's users have experimented with practically every con- Committee on Alcoholism and Drug Dependency and the Council ceivable route of introduction, including. sniffing, on Mental Health. Reprint requests to Department of Mental Health. American and subcutaneous and intravenous administration. MYdical Association, 596 N Dearborn St, Chicago 00610. The capsule and the sugar cube are the common

-99- DEPENDENCE ON HALLUCINOGENIC DRUGS carriers for LSD, although animal crackers have who took LSD or other hallucinogens on infrequent been used in at least one area, posing a hazard for occasions after a "fix" with narcotics. unsuspecting children. The physical appearance of Another group includes users of other drugs, es- the more commonly abused hallucinogens was de- pecially marihuana, who relished the more intense scribed in THE JOURNAL by Ludwig and Levine.' effects of hallucinogens in their quest for Pharmacology and Biochemistry agents to raise them from their apathy, to make life more meaningful, to overcome social inhibitions, and to facia- Hallucinogenic drugs include LSD, a semisyn- tate meaningful conversations . and interpersonalrela- thetic derivative of ergonovine; the seeds of some tionships. morning glory varieties ("Olo;uqui," Rivea corym- bosa; Ipomoea vio!aceus), the active principle of A third group is composed of persons who re- which is closely related to LSD; mescaline, a peatedly took LSD only or in combination with one phenethylamine present in the buttons of c small or more of the other hallucinogens over a sustained cactus (mescal, peyote, Lophophora williamsii); period of two weeks to a month. Unlike those in psylocybin, anindolefoundina mushroom the second group, they took the drugs not for so- ( "teonanacatl," Psilocybe mexicana); and DMT, a cial purposes but to achieve "some personal, eso- synthetic indole, also found in seeds of a South teric goal." American plant (Piptadenia peregrine). These are As with marihuana, no one knows how many highly potent, with LSD being one of the most experimenters try hallucinogens once or twice and potent drugs now available. Tolerance to hallucino- then give them up. For some the "experience" not gens develops rapidly, but usually is lost in twc only fails to "fulfill" but is unpleasant and often or three days. Some users have built up their LSD frightening. Whether the trip is "good" or "bad" doses to 1,000kg or 2,000pg over a period of days. depends on a combination of factors, including the The average dose i3 200pg to 400pg. user's motives and attitudes, the nature of his com- Further, there is cross-tolerance among LSD, panionship at the time of the trip, the physical psiocybin, and mescaline, although tolerance to surroundings, and possibly the purity of the drug mescaline develops more slowly than to the other itself. two. Paradoxically, :...Ane users report a state of in- Complications creased sensitivity to LSD once they have lost their tolerance. Relapse simulating the drugged A variety of complications have been reported in the medical literature, but three appear to be most state has been reported without the ingestion of prevalent. additional LSD.' 1. Reappearance of the hallucinated, disorga- LSD in crude form is relatively simple to syn- nized state without further ingestion of an hallu- thesize, given a supply of lysergic acid or one of the cinogen is one type of complication. This has oc- ergot alkaloids. Lysergic acid, in turn, can be pro- curred in subjects within two months after a series duced by deep fermentation processes with only of relatively few exposures. It also has occurred moderatedifficulty,providedthereissuitable more than 12 months after a series of more than equipment and knowledge. The synthesis of lyser- 200 exposures that had extended over a period of gic acid, however, is accomplished only with great years. difficulty. Since lysergic acid has been brought 2. Panic is a frequent complication. Hospitaliza- under federal control, DMT, a relatively new syn- tion may be sought by the user or his companion, thetic with a somewhat shorter and more "harsh" neither of whom can cope with the sense of terror. action than LSD, has appeared on the illicit mar- 3. A third relatively common complication is the ket. An LSD "trip" or "experience" usually lasts development of an extended period of psychosis, about 12 hours and the onset is said to be fairly sometimes after a single exposure, and usually in- "gentle," whereas sa DMT trip lasts about two hours volving a person who was prepsychotic or had a and has a sudden or "rough" onset. history of current or previous psychosis. There is Dependence: Patterns of Abuse no available evidence to suggest that the massive, Hallucinogen-induced dependence is psychologi- disorganizing experience resulting from the taking cal, not physical. The drrgs have a particular at- of hallucinogens has been therapeutic for any psy- traction for adolescents and young adults who chotic patient. Quite the contrary! are socially maladjusted or emotionally inhibited One study describes three patients hospitalized and who constantly seek new "experiences" and for extended psychoses after single ingestions of "insights." LSD .° All previously were schizophrenics who at- Because there is no evident physical dependence tempted to gain "new understanding of themselves" and because tolerance develops and disappears rap- through the drug. idly, periodic rather than continuous use is the As the effects of the drug wore off, (they) were faced usual pattern. with the problems of returning to the real world and ac- commodating a vague new self image, achieved under the Three general classes of users have been de- influence of the drug, to reality. Conflict arose as they scribed.' began to interact with other people and had to become One consists of narcotic drug-dependent persons reconciled to the fact that their new understanding was

-100- DEPENDENCE ON HALLUCINOGENIC DRUGS not readily grasped or responded to by others. Rather than As with marihuana use and most other forms of give up their newfound fictional sense of self, the Psy- chotic patients strove to maintain their sense of uniqueness drug abuse, the diagnosis of hallucinogen intoxica- and withdrew from the world. tion or dependence isfacilitated by a careful history from the patient and his associates. It is Other types of complications arise when the user important to couple the history with a mental sta- becomes delusional to the degree that he believes tus examination and a personality inventory to he has unusual powers or personal invulnerability. determine whether there are features which might Several suicides while under the influence of hallu- make hallucinogens attractive to the patient. cinogens have been reported. Some users have been A prompt response to a therapeutic trial with killed while crossing busy streets in the mistaken phenothiazines or barbiturates in an acutely in- belief that they could not be hit or injured. Others toxicated patient may also assist in the diagnosis. have met their death in attempts to fly from a roof or window. For protection and other reasons Treatment (for example, to help control panic, should it oc- In the acutely intoxicated state, the patient cur) the trip taker usually enlists the aid of a should have an immediate trial with phenothiazine "guide," an experienced user who stays with the medication, preferably administered intramuscu- "tripper" but takes nd LSD himself at the time. larly. The phenothiazines' tend to block the action There is evidence that some chronic users, irre- of LSD. Dosage will, of course, vary with the sever- spective of other effects or factors, have become less ity of the intoxication. Barbiturates also may be productive. Limited observations suggest the need found useful in lieu of, or in addition to, pheno- to explore the possible impairment of abstract thiazines. Caution relative to the additive effects thinking and the ability to reason. It has not been of these drugs must be observed if, they are used in demonstrated conclusively that permanent organic combination. Once the period of intoxication is over, or other defects result from prolonged abuse. Re- and if symptoms of mental illness are apparent, cent studies show that chromosomal damage can any medication prescribed should be on the same result. basis as for a similar type of mentally ill person who Recognition of LSD Intoxication has not been involved with hallucinogens. Drug dependence is a multifaceted problem, em- Because LSD was once used to produce a "inod- bracing almost every aspect of our culture and so- el psychosis" in the study of schizophrenia, it is not cioeconomic system. There is no simple solution for unusual for an LSD-intoxicated person to be mis- such a complex problem. The treatment and re- taken for a patient suffering from an acute schizo- habilitation of the hallucinogen-dependent person phrenic episode. LSD may be in the picture if one also will require the attention of persons with spe- has a patient with "schizophrenia" or an acute cial skills beyond those of the physician. There panic reaction with sudden onset and essentially may be complicating legal, educational, social, mor- complete recovery in 12 to 72 hours, although over- al, or religious issues which will require the ser- dosage of amphetamines produces somewhat simi- vices of other professionals. lar reactions. Because the hallucinogens do not cause physical Laboratory tests are not practical ;n diagnosis. dependence, there are no physical complications A procedure has been developed for measuring of withdrawal. The physician, however, must de- LSD in blood plasma following intravenous injec- termine at the onset of treatment whether other tion,' but in the case of oral administration, blood drugs are being taken simultaneously which require samples would have to be taken within two or three careful withdrawal management.. Often this is so. hoursafteringestiontoobtainmeasurable It may, on occasion, be necessary to hospitalize, amounts. In either case, the procedure is not suit- at least briefly, a psychologically dependent person /Able for routine clinical application. who is not acutely intoxicated or psychotic, to Drugs of the LSD type induce a state of excitation of separate him from his source of supply. Complete the central nervous system and central autonomic hyper- activity manifested by changes in mood (usually euphor- cessation of the use of the drug is necessary. Cir- ic, sometimes depressive), anxiety, distortion in sensory cumstances may require the family or others to perception(chieflyvisual),visual hallucinations, delu- seek legal means by which the patient can be sions, depersonalization, dilation of the pupils, and in- brought to treatment. There is wide variation creases in body temperature and blood pressure.° among the states in regard to the civil commit- The usual dose of LSD taken by a nontolerant ment of the mentally ill, and it may be prudent to person is 200pg to 400pg, at which level there is seek advice from attorneys as well as repreaenta- often rather complete disorganization. Some physi- tives of the medical profession on such questicins. cal effects are experienced, however, when doses The major focus of effective, treatment cannot of as little as 30pg are taken. be on the drug intake alone, because dependence The other hallucinogens cause slightly varied, in its various forms is almost universally sympto- and often less intense, reactions that differ more in matic of underlying personality problems, severe degree than in kind. Mescaline produces peripheral neurotic conflicts, or psychotic reactions interact- autonomic effects, such as nausea, which tend to ing with environmental factors. The task of the limit its use. treating physician is to learn from the patient what

-101- DEPENDENCE ON HALLUCINOGENIC DRUGS really bothers him at both conscious and uncon- circumstances, unless the drug has been obtained scious levels and what needs are being spuriously legally, it is subject to seizure. An exemption is met at both these levels by taking drugs. made for the use of peyote in bona fide religious Then it becomes the physician's.task to help the ceremonies of the Native American Church. patient come to a full comprehension of his in- State laws in the area of control are less uniform trapsychic.and interpersonal problems and how to than those in relation to opiates and marihuana cope with them. Short of this, the physician may and in some instances are nonexistent. A few states have to give long -term supportive therapy that will cover peyote under their narcotic laws. I3ecause enable the patient to live as productive and satis- hallucinogens are rarely administered by physi- fying a life as possible with his psychic handicap cians, and then only 11 carefully-controlled set- and in a drug-free state. ting, their possession by a person for his own use The physician, of course, cannot change real vo- would almost always be associated with abuse. cational, family, social, and other environmental problems contributing to the patient's difficulty The Physician-Citizen's Role merely by treating his intrapsychic disorder. For Only an aroused and concerned public can create, this, as noted earlier, collaboration with others pos- mobilize, and implement resources to deal ade- sessing additional pertinent skills is essential. quately with as serious a problem as drug depen- If the physician does not have sufficient profes- dence in all its forms. Education, which can pro- sional training to equip him to handle these dif- vide the proper stimulus to accomplish this, must ficulties, early psychiatric referral may be indicat- come from community leaders aware of the needs ed. When psychiatric resources are not available, and from professionals who apply themselves to the physician may be called upon to provide limit- these needs. ed individual, group, or family therapy over an Frank and forceful public discussion, focusing on extended period of time. In such cases, it is particu- the futility and inherent dangers in experimenta- larly important to seek additional help in the com- tion with drugs such as the hallucinogens and on munity from the appropriate agencies, interested the consequences of dependence, may deter the un- lay organizations, or concerned professionals who initiated from starting. Expanded counseling ser- can add substance to the treatment program. vices in schools could provide more effective and The physician Should remember that the drug- more suitable alternatives to young people in deal- dependenperson(psychological,physical,or ing with their problems. both) is sick and deserves understanding and treat- Persistent vigilance by law enforcement agencies ment, even though he may have been involved in eliminating illegal sources of the drug needs pub- in unlawful activity. While the hallucinogen user lic support and sufficient funds to do the job. Real may resort to such activity to obtain his drug or crusading may be required before sufficient public become involved in unlawful behavior through his and private funds are devoted to creating and op- associations with others or as a consequence of tak- erating adequate treatment facilities and programs ing drugs, the abuse of drugs is not necessarily for the afflicted and for the control of illicit drug equated with criminality, although several states use. And finally, only community understanding, make possession and use of hallucinogens a crime. compassion,-interest, and active aid will enable the A concommitant consideration is that through rehabilitated drug-dependent person to find a satis- the use of the drug a behavioral pattern may factory place in society. have been established in which the patient has References experienced rejection by society and acceptance 1. Narcotics and Medical Practice: The Use of Narcotic Druga perhaps only by those with similar problems. He in Medical Practice and the Medical Management of Narcotic Addicts,COUNCIL ON MENTAL HEALTHandNATIONAL ACADEMY Or therefore may have alienated himself from more SCIENCES-NATIONAL RESEARCH COUNCIL COMMITTEE ON DRUG ADDIC- desirable associates and family, or perhaps may TIONAND NARCOTICS, JAMA 185:978-982 (Sept 21) 1963, revision never have achieved a period of reasonably satis- to be published. 2. Dependence on Barbiturates and Other Sedative Drugs, cowl- factory adjustment to which he can return. Re- s:wren ON ALCOHOLISM AND ADDICTION, JAMA 193:673.677 (Aug habilitation in all probability will require concerted 23) 1965: community support, with simultaneous efforts to 3. Dependence on Ami hetamines and Other Stimulant Drugs. COMMITTEE ON ALCOHOLISM AND ADDICTIONandCOUNCIL ON MENTAL provide housing, employment, spiritual assistance, HEALTH,JAMA 197:1023-1027 (Sept 19) 1966. and other aids. Each patient presents a unique 4. Dependence on Cannabis (Marihuana).COMMITTEE ONAz- cottousztAND DRUG DEPENDENCE,JAMA 201:368.371 (Aug 7) 1967. therapeutic problem calling for ingenuity on the 6. Resolution No. 60, adopted by House of Delegates at the part of all who endeavor to help. 115th annual convention of the American Medical Association, Chicago, June 26-30, 1966. Legal Control 6. Frosch, WA.; Robbins, E.S.: and Stem, M.: Untoward Re- actions to Lysergic Acid Diethylamide (LSD) Resulting in Hos- The control of illicit distribution of drugs is an pitalization, New Eng J Med 273:1235-1239 (Dec 2) 1965. 7. Ludwig, A.M., and Levine, J.: Patterns of Hallucinogenic important aspect of prevention of drug dependence. Drug Abuse, JAMA 191:92.96 (Jan 11) 1965. Federal enforcement rests with the FDA under 13. Eddy, N.B., et al: Drug Dependence: Its Significance and the Drug Abuse Control Amendments of 1965. Pos- Characteristics, Bull WHO 32:721-733, 1965. 9. Aghajanian, G.K., and Bing, O.H.L.: Persistence of Lyserigo session of hallucinogens outside of legitimate chan- Acid Diethylamide in the Plasma of Human Subjects, Clin nels with intent to sell is illegal and, under any Pharmacol Ther 5:611-614 (Sept-Oct) 1964.

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e wtrzHEAiTH, Health Admin is t rat ion, age parents, students, and the community to remain level-headed about TEACHING ABOUT DRUGS drug abuse. Drug abuse, like other forms of o Drug abuse is many things. It is(and a great many words have beenaberrant behavior, may have varying the heroin user injecting his bag ofspoken and written about drugs thatcauses. For some, it may represent H, the Methedrine user high onperpetuate myths). ill-advised experimentation; for oth- "speed," the teen-ager smoking "pot," This article contains brief sum-ers it may indicate basic or adoles- the 12-year-old sniffing model air-maries of factual information on thecent psychological problems. If a plane glue. But it is also the adultmajor drugs of abuse, and some hintsteacher has reason to believe that one starting his day with an amphetaminethat have proven helpful in commu-of his students is experiencing serious for needed "pick-me-up" and endingnicating with young people who are emotionaldifficulties,consultation it with several drinks to "unwind"thinking about drugs or have alreadyshould be sought with the school and a barbiturate to put him to sleep.experimented with them. counselor and a conference arrznged The problem of drug abuse reaches These suggestions are only an in-with the parents with a view to ob- deeply into our values, aspirations,troduction to ways in which teacherstainingprofessionalhelpfor the and fears.Itisanemotionally can strengthen relationships of trustyoungster. Some types of behavior charged area for almost all of us,and understanding with students inthat may be associated with serious making effective communication dif-this highly charged area, and openproblems include: loss of interest in ficult. It is not surprising that teach-up dialogue and discussionwhichschool and social relationships with ers, who are being called upon in-is far more likely to influence youthothers, marked alteration in behavior, creasingly to "do something" aboutattitudes and behavior than the lec-deterioration in physical and per- growing drug use, are frustrated andtures and sermons that all too oftensonal appearance, and the develop- troubled about how to go about it.have marked the crusade againstment of problems in dealing with It is a task that demands extremelydrugs. school and parents. Since the reasons careful preparation and implementa- To enhance their skills in the usefor drug use vary widely, so must tion. Yet most teachers have few re-of drug materials,teachers maythe approaches to individual stu- sources with which to mount an effec- seek opportunities for inservice train-dents. tive drug abuse prevention program.ing in drug abuse education. The re- While the teacher can play a role Useful materials on the subject havesource materials that will be available in referring suspected problems to been scarce. Further, where pro-from NIMH in the fall of 1969 willthe proper authorities, a panic re- grams have been initiated to combatassist school systems in working upaction expressed either to the stu- drug abuse, they have often beensuch programs. dent or to a parent can serve only hampered by inadequate or inac- to alienate the student further and curate information. Few teachersSome concrete suggestions to confuse what should be straight- have the necessary preparation for Avoid Panic. Teachers are in aforward, objective, and professional evaluating drug-orientedmaterialsparticularly good position to encour-action if the student needs help.

This article was prepared by the Office of Communica-held in many States. Two-day preconvention seminars were tions and the Center for Studies of Narcotic and Drug Abuse., alsoheldin conjunction with the annual meetings of National Institute of Mental Health, in cooperation with the AAFIPER and NSTA, The seminars included programs for staff of TODAY'S EDUCATION. It is one of a series of teacher inservice training, presentation by authorities on the publications planners by NIMH to help teachers deal riore pharmacological, legal and psychosocial aspects of drugs, and effectively with information on drug abuse. evaluation of drug-oriented materials, both audio-visual and The National. Institute of Mental Health, Health Services printed. and Mental Health Administration of the U.S. Department A number of materials to assist school systems in develop- of Health, Education, and Welfare, is the principal Federaling sound drug abuse prevention programs are being pro- agency responsible for research on drug abuse. Through its duced through this project. They will be available from the Center for Studies of Narcotic and Drug Abuse, the Institute NIMH in the fall of 1969. The NIMH will welcome letters conducts a major program of support for research, training, from teachers telling about innovative classroom approaches and services dealing with the problem. and the results they have achieved in communicating with Recognizing the key role of schools in any drug preven-students about the abuse of drugs. Addreu letters to the tion program, tie NIMH during 1968-69 factual effort onAssistant to the Director for Drug Abuse Education, Office the development of teacher training workshops. Under con- of Communications, NIMH, 5454 Wisconsin. Avenue, Chevy tract with the American Association of Health, Physical Edu- Chase, Maryland 20015. cation and Recreation, and National Science Teachers Asso- A limited number of copies of this article are available ciation of the NEA, a two-week conference on drug abuse from Box 1080, National Institute of Mental Health, Wash- education was held in California for teachers from variousington, D.C. 20013. Quantity copies for sale by the Super- parts of the Nation. intendent of Documents, U.S. Government Printing Office, Subsequently, pilot inservice training workshops have been Washington, D.C. 20402Price: 25 cents

- 104- Keep Lines ofCommunication himself whether to use or not use Since the problem of teen-age drug Open. Encouraging an atmospheredrugs. To be effective, preventionabuse embraces a wider range of sub- in which the student feels free toultimately must be based on eachstances than those prohibited by law, confide in parents and teachers andstudent's decision not to use drugseven an attitude of active suspicion to discuss his concerns is an im-because they are incompatible withand continuous surveillance, were portant first step. Obviously, the sizehis personal goals. Emphasizing thatthat possible, would not eliminate the of present classes often makes per-no authority, whether school officialproblem. It would, however, almost sonal contact difficult. At the sameor police officer, can make that ulti-certainly destroy the climate of trust time, if the student realizes that hismate decision for him may help theand confidence essential to the inter- parents and teachers are making ayoungster clarify his personal respon-generational communication that is genuine effortto understand hissibility. It may also help to reduce desirable in preventing abuse. point of view, this realizationis the adolescent tendency to view drug Avoid Drug Stereotypes.Many of likely to help him in the process ofabuse as an act of rebellion. us, when we think about the drug, growing up. Although it's sometimes Because the abuse of drugs fre-misuser, immediately think of some difficult, it's important to avoid beingquently carries with it heavy legalmore or less vague stereotype of "the moralistic and judgmental in talkingpenalties, it is important that young-addict." Similarly, we often tend .to about drugs and drug users. sters be aware of the possible long-think of all the misused drugs as being Many adults, including teachers,enn results of their behavior. Whilegenerally alike. Nothing could be feel uncomfortable and defensivethis should not be the primary 'em-further from the truth. Present evi- about discussing drugs with teen-phasis, the legal and social implica-dence suggests that the vast ma- agers. This issometimes due totions over a lifetime should be in-jority of yotingsters who awareness of our own inconsistenciesdicated as two of the essential factorswith marihuana, the most popular in the use of everyday substances liketo be taken into consideration in anyillegal drug of abuse, do so on a one- tobacco and alcohol. Nevertheless,decision to use or not use drugs. Some time, experimental basis. yourig people, feeling keenly that cer- there are good and convincing argu- Drugs differ widely in their chemi- ments against the use of drugs which tain drug laws are unjust, advocatecal composition and, more important, can be stated in terms that are per-violating them. Thoughtful discussionperhaps, in their effectsdepending of the implications of such violation suasive to youth. For example, some upon the personality of. the user and and of whether theuse teen-agers see the use of drugs as one of drugs isthe circumstances of use. The person way of developing heightened self-sufficiently important to them towho misuses drugs may vary from awareness or of enhancing their innerjustify such extreme measures maythe onetime user experimenting out freedom. Pointing out the difficultybe helpful. of curiosity to the chronic, ham user of achieving these goals if they be- Avoid Creating an Atmosphere ofwho is psychologically dependent on come drug-dependent may help them Distrust and Suspicion.Like manya drug. While some types of drug realize the fallacy of this viewpointparents, some teachers, anxious tomisuse may be fairly apparent even Similarly, if young people are to im-discourage drug abuse, are likely toto the untrained observer, other types prove the society of which they areassume that any departure from themay be so subtle as to escape the de- critical, they can only do so by re-preferred styles and customs of thetection of even the expert. maining a part of it rather than bymajority is indicative of drug abuse. chemically "copping out." Youngsters who have tried or are Although some drug users go on using drugs come in all sizes andto die use of more potent types of Avoid"Scare" Techniques.Useshapeswith short as well as longdrugs, many others do not Just why of sensational accounts or scare tech- some users become dependent en per- niques in trying to discourage drughair, and conventional clothes as well as eccentric dress. So do those whoticular drugs and others do not h experimentation is usually ineffective not very clearly understood. 7t may because the teen-ager's direct knowl-don't use drugs. By equating unconventional ap-be related to personality develop- edge frequently contradicts them. ment, but pkelological factors may Teen-agers are demandingand arepearance with drug abuse, we may encourage the very behavior we'realso play a role. While a physical de- entitled tohonest and accurate an- pendency on the drug plays scene role, swers. Given the facts, youngsterstrying to avoid. At a minimum, the often quickly respond. The apparent youngster is likely to feel that the con-psychological dependence appears to decline in LSD usage, for example,ventional world is completely op-be more important. Physical depend- is believed to be related to the well-posed to any originality or creativityence on heroin, for example, can be publicized reports of possible adversethat does not fit a common mold andcured in a relatively short time; yet psychological and potential biologi-that the price of acceptance is com-the heroin addict has a very diffi- cal hazards. plete conformity. While his externalcult time avoiding using the drug appearance may conform to the norm It is impossible to eliminate or leg-there is no assurance that the drugagain upon discharge from trearroure. islate away all possible substances ofabuse will not become his private Be Well-Informed Yourself About abuse. The individual decides formode of rebellion. Drugs.Much information is avail- -105- ableaboutthedrug ,problemart of effective discussion requiresup for individual or classroom dis- some of it accurate and useful. Butthat the teacher be a thoughtful and cussion ways in which students are unfortunately much of what is pub-responsive listener as well as a cata-or can become involved in activities lished tends to be overdramatized and lyst. that have personal meaning for them. frequently inaccurate. The arguments (often heated) of Many young people, while at- Much of the controversy over thethe student who advocates use oftempting to appear blasé or unin- effects of marihuana and its control,drugs deserve a hearing and, whenvolved, feel keenly the problems of for example, results from overinter-appropriate, a considered rebuttal.our contemporary world, and oppor- pretationormisinterpretationof Often a teen-ager's apparent convic-tunities for active involvement, such what little data are presently avail-tion masks, considerable uncertaintyas work with a political party, or a able. Drug-use advocates frequentlyabout the worth of his arguments,program for slum children, might be use the scarcity of scientifically re-which are frequently offered to testencouraged. While a strong interest liable information as a basis for argu-their validity and/or the honesty ofin other activities may not deter a stu- ing that marihuana and other drugsthe teacher. Summarily rejecting thedent from experimenting with drugs, are harmless. The absence of com-advocate's points may alter his class-he is less likely to adopt habitual drug plete agreement based on reliableroom verbal behavior but it is un-use if he feels "turned on" by shared evidence islet a substance is harmfullikely to' change his thinking. Theand constructive human experiences. does not, of course, demonstrate itsmost probable result of an arbitrary "put down" will be to convince the Adolescence is a lonely time for ~aimlessness. Often, rekaively long- many youngsters. The teen-ager who term use of a substance is requiredyoungster that adult objections to drug use are merely prejudices. is unable to find his place in some before its public health implications orthodox group sometimes turns to are apparent. Cigarette smoking pro- A student-run discussion on prevention of drug abuse may be even drug use as a means of finding a kind vides an obvious and apt example. of group acceptance. The student While American experiencewithmore effective. Teen-agers are frequently far more responsive to thewho is isolated from others or having marihuana is of relatively short dura- more than the usual difficulties in tion, foreign research studies, thoughmores and values of their own group than they are to the values of thegaining acceptance will sometimes re- often difiicuii. to interpret, suggest spond very well to a special interest that long-term use of marihuana mayadult world. Former drug abusers can often be, highly effective in com-shown by one of his teachers. Even be detrimental to the health of the when the teacher is unable to solve users. municating with a student group they can "tell it like it is!" a problem, he may serve as a necessary A discussion of the implications of bridge in helping the student get as- various social policies regarding mari- Use by teachers and parents ofsistance from some specialized pro- alcohol and tobacco is of more than huana and public health is one ap- fessional source. Particularly for the proach that may enable you to reachcasual interest to teen-agersall too often this is the thrust of their argu-student with a poor home situation, your students. The social problems of a sympathetic teacher can provide a adding another intoxicant of un- ment in favor of marihuana. In addi-model of an understanding adult who known long-range implications to ourtion, the problem of compulsive over-has no need to escape into a state of present difficulties with alcohol mayeating may be discussed as similar drugged unreality. to drug dependence. Habits, such as be the subject of profitable discussion. To helpteachers and students Another topic which might stimu-smoking and drinking and even compulsive overeating, can readily serveequip themselves with the facts about late good discussions among intelli- drugs that are abused, simple ques- gent youngsters and their teachers isto illustrate the highly persistent nature of habitual behavior despitetion-and-answer sequences are pre- the problem of allowing a harmful sented on the following pages. These drug to become popular and thenstrong rational grounds for change. As adults we can also serve to dem-provide the latest information on subsequently making itillegal.It marihuana, the up-and-down drugs might also be productive to discussonstrate that it is possible to live an involved, truly meaningful life with- (amphetamines and barbiturates), some of the originally unsuspected LSD, and drugs medically defined as deleterious effects of drugs, such asout the use of chemical substances to add meaning or excitement. Thenarcotics. The material may be used the birth defects resulting from use as background information in devel- of Thalidomide. adult who is himself "turned on" by life without recourse to drugs is oneoping classroom or small group dis- Use Drug Education Materials asof the best advertisements for thatcussions leading toward constructive a Springboard to Discussion. Even type of life. personal decisionmaking regarding good films, pamphlets, and other ma- the use of drugs. terials need to be made personallyAlternatives to drug use Wherever possible, discussions of relevant to students. This can usual- Youngsters who find satisfactiondrug abuse should be integrated into ly be done best through discussion.in other activities are less likely tothe general curriculum rather than As teachers skilled in classroom dis-find regular use of drugs appealing.limited to a specific drug abuse unit cussion are well aware, much of theAware of this, the teacher may openor lecture. -106- FACTS ABOUT DRUGS

The drug is made by crushing or eG. Ole.: Whatchopping into small pieces the dried leaves and flowers of the plant. This T AO°0. it lit e s Is MARIHUANA?green product is usually rolled and :4/ 40 smoked in short cigarettes or pipes, .9 8! Marihuana is a drug found in theor it can be eaten mixed with food. sg. flowering tops and leaves of the fe-The cigarettes are commonly known male Indian hemp plant, cannabisas "reefers," "joints," and "sticks." . saliva. The plant grows in mild cli- The smoke from marihuana is harsh mates around the world, especially and smells like burnt rope or dried in Mexico, Africa, India, and thegrasses. Its sweetish odor is easily rec- Middle East. It also grows in the ognized. United States, where the drug is The strength of the drug differs known by such names as "pot," "tea," froin place to place, depending on "grass," "weed," and "Mary Jane."where and how it is grown, how it is prepared for use, and how it is stored. The marihuana available in the United States is much weaker than the kind grown in Asia, Africa, or the Middle East.

The Facts on Drugs presented here are available for distribution to Whet Is Its use? students in the form of individual fliers on Marihuana, LSD, the Up and Marihuana isone of the least Down Drugs, and Narcotics. A limited number of sample copies are understood of all natural drugs, al- available free from Box 1080, National Institute of Mental Health, though it has been known for nearly Washington, D.C. 20013. Fliers can be ordered in quantity from the 5,000 years. According to a UN sur- Government Printing Office, Washington, D.C. 20402 at 50 apiece, vey, it has been most widely used in $3.25 per hundred for those on LSD ( #1828), Up and Down Drugs Asia and Africa. Very early in history, ( #1830), Narcotics ( #1827) ; $3.75 per hundred for the flier on the Chinese used it to relieve pain Marihuana (#1829). during surgery, and the people of In- dia used it as a medicine. Today it

-107 is used mainly for its intoxicating ef-physicalreactionsinclude' rapidexcited or silly. After an amount fects and has no known use in mod-heartbeat, lowering of the body tem-equal to four cigarettes, the user's em medicine. perature, and sometimes reddeningperceptionschange.Colorsseem Traffic in and use of drugs fromof the ry,a. The drug also changesbrighter, and hearing seems keener. the cannabis plant are now legallyblood sugar levels, stimulates the ap-After a dose equal to 10 cigarettes, restricted in nearly every civilizedpetite, and dehydrates the body. Us-other reactions set in. The user ex- country in the world, including coun-ers may get talkative,loud, un-periences visual hallucinations (see- tries where marihuana is used in re-steady, or drowsy and find it hard toing things that are not there), illu- ligious ceremonies or as a native med- coordinate their movements. sions (seeing or imagining shapes in icine. objects that are not there), or delu- What are Its other effects? sions (beliefs not based in reality). The drug's effects on the emotionsHis mood may swing from great joy How widely is It used to extreme anxiety. He may become In the United States? and senses vary widely, depending on the amount and strength of the mari- deeply depressed, or have feelings of The use of marihuana as an in-huana used. The social setting inuneasiness, panic, or fear. toxicating drug was introduced inwhich it is taken and what the user the United. States in 1920. In 1937, expects also influence his reaction toIs marihuana addicting? the Federal Marihuana Tax Act out-the drug. lawed its general use and every State Authorities now think in terms of Usually, when smoked, the drugdrug "dependence" rather than "ad- followed with strict laws and enforce- effect is felt quicklyabout 15 min- ment. In the mid-1960's, authorities diction." Marihuana, which is not a utes after inhaling the smoke of thenarcotic, does not cause physical de- reported a sharp increase in the usecigarette. Its effects can last from two of marihuana. Arrests on marihuana pendence as does heroin or other nar- to four hours. The range of effectscotics. This means that the body does charges have more than doubledcan vary from depression to a feeling since 1960, according to the Presi- not become dependent on continuing of excitement. Some users, however,use of the drug. Neither does the dent's Commission on Law Enforce-experience no change of mood at all. ment and Administration of Justice. body, probably, develop a tolerance The sense of time and distance ofto the drug, which would make No one knows the exact extent ofmany users frequently becomes dis-larger and larger doses necessary to marihuana use in the United Stases.torted. A minute May seem like an getthe same effects. Withdrawal Some health authorities believe thathour. Something near may seem farfrom marihuana does not produce 4 to 5 million Americans may haveaway. physical sickness. used the drug at least once in their lives. Other estimates are as high as Hew does marihuana affect Judgment? A number of scientists think the 20 million. Research studies are under drug can cause psychological depend- A person using marihuana findsence, however, if its users take it reg- way to determine more precisely justit harder to make decisions that re- how widely the drug is used. ularly.Allresearchers agree that quire clear thinking, and he findsmore knowledge of the physical, per- himself more responsive to other peo- sonal, and social consequences of How does the drug work? ple's suggestions. The drug has an marihuana use is needed before more When smoked, marihuana quicklyadverse effect on any task that takesfactual statements can be made. enters the bloodstream and acts ongood reflexes and thinking. For this reason it is dangerous to drive while the brain and nervous system. It af- Does It lead to use of narcotics? fects the user's mood and thinking,under the influence of the drug. but medical science still has not dis- A 1967 Leidngtcstudy of nar- What are the latest findings cotic addicts from city areas showed covered just how the drug works in about the drug? the body, what pathway it takes to that more than 80 percent had pre- the brain, and how it produces its Working with man-made tetrahy- viously used marihuana. Of the much drocannabinol, one of the active in-larger number of persons who use effects. Some scientists report that the dm accumulates in the liver. Be-gredients of marihuana, a leadingmarihuana, scientists agree that few scientistrecently found that high go on to use morphine or heroin. No cause it may cause hallucinationsdosages of the drug brought on se- when taken in very large doses, it is direct cause-and-effect link between vere reactions in every person tested.the use of marihuana and narcotics classed as a mild hallucinogen. The National Institute of Mentalhas been found. Researchers point Health study also showed that psy-out, however, that a person predis- What are its physical effects? chotic reactions sometimes occur, forposed to abuse one drug may be likely The long-term physical effects ofunknown reasons, in some individualsto abuse other, stronger drugs. Also, taking marihuana are not yet known who take smaller amounts. users of one illicit drug may be ex- because no one has done the kind of The scientist observed that a doseposed to a variety of them through research needed to learn the resultsequal to one cigarette of the Unitedcontacts with drug sellers and other of chronic use. The more obviousStates type can make the smoker feel users.

-108- What are the taws "It can be especially disturbing to dealing with marihuana? a young person who is already hav- Under federal law, which classifies ing enough oftask getting adjuste.1 marihuana as a narcotic, to have, to life and establishing his values," give, or sell marihuana in the United says an NIMH scientist engaged it States is a felony. Federal laws andstudies of young marihuana users. many State laws deal with the drug Another reason for caution is the as severely as it it were a narcotic. lack of scientific evidence to support The Federal penalty for possessing statements being reported by student: the drug is 2 to 10 years imprison-that the use of marihuana is "medi- ment for the first offense, 5 to 20 cally safe." It is hoped that research years for the sec..od offense, and 10now under way may add to the little to 40 years for further offenses. Fines currentl; known about the effects of of up to $20,000 for the first or sub- the use of marihuana. -`-: sequent offenses may be imposed 1 State laws also control the illicit Why is so little known about the drug? .:1, use of these drugs. For transfer or Medical science does not yet know sale of the drug, the first offense may enough about the effects of mari- ...> bring a 5- to 20-year sentence and huana use because its active ingre- (: fine of up to $20,000; two or moredienttetrahydrdcannabinol---w a s offenses, 10 to 40 years in prison. If ..,. l'll, not available in pure form until re- r. % /. a person over 18 sells to a minor un-cently. In the summer of 1966, the der 18 years of age, he is subect tochemical,firstsynthesizedby an a fine of up to $20,000 and/or 10 to ...... 14;,:..... N1MH-supported scientist in Israel, 40 years in prison for the first offense, was made available for research pur- with no suspension of sentence and poses. Now for the first time research- . V.. no probation or parole. ers can accurately measure the drug's effects and study its short- and long- What are the special risks term action on the body. for young users? i A %iir i:r./i/ Breaking the laws that deal with What research is being done? iv AT marihuana can have serious effects on the 'fives of young people. They The National Institute of Mental Health, an agency of the Public ,'... may find their education interrupted I:ei,s;.. and their future sbadv. ed or altered Health Service, is responsible for sup- .,,, i by having a police record. A convic- porting and conducting research to learn more about marihuana and to -Ni,. .,.i Nc.it don for a felony can complicate their ?Nip i: lives and plans at many turns. It can present this knowledge to the public. iNINele?..e. prevent a person from being able to The program of the NIMH Center ; x enter a profession, such as medicine, for Studies of Narcotic and Drug v -'14 t7; law, or teaching. It can make it diffi-Abuse includes surveys of how peo- '.:mie.... cult for him to get a responsible po-ple get the drug, how widely students V.:" % sition in business or industry. Special and others use it, and what physical individual evaluation is necessary toand psychological effects different ..)i., -... obtain a government job. Before a amounts and periods of use have /.1,1 ( student tries marihuana, he shouldupon people. With NIMH support, know these facts. scientists are now studying the special I' Experts on human growth and de- drug qualities of marihuana and its e*I velopment point out other risks. They physical effects. fit 1 say that a more subtle result of drug The NIMH Addiction Research SNy abuse on the young person is its effectCenter in Lexington, Kentucky, is l's , on his personality growth and devel- developing studies tb discover exactly opment. For young people to experi- how marihuana affects memory, per- ment with drugs at a time when they ception (or awareness), mood, and are going through a period of many physical movement. Other studies are changes in their transition to adult-planned to learn more about the hood is a seriously questionable prac- drug's long-range effects on the body 411111010 tice. and mind.

-109- palpitations(throbbing heart - and rapid breathing) ; dilate the pupils; and cause dry mouth, sweating, headache, diarrhea, and pallor. They also depress the appetite.

How do these stimulants work? Scientists have found that in the body these drugs stimulate the release of norepinephrine (a substance stcred in nerve endings) and concentrate it in the higher centers of the brain. This speeds up the action of the heart and the metabolic process through which the body converts food into the chemicals it needs.

What are the medical uses? Amphetamines were first used to treat colds, because they shrink the nasal membranes and can give temporary relief for "stuffy" heads. More effective drugs with fewer side effects are now used for this purpose. Stimu- AMPHETAMINES AND BARBITURATES Amphetamines, which firstbe- lants are now mainly prescribed for narcolepsy (overwhelming attacks of The Uandcame available for medical use in the 1930's, are stimulants to centralsleep), depression, and weight con- nervous system and are best knowntrol. Use of these drugs as appetite for their ability to combat fatigue anddepressants or for any other purposes sleepiness They are also sometimesis advisable only under the super- used to curb appetite in medicallyvision of a physician, since stimulants supervisedweight-reductionpro-can produce unwanted reactions. grams. The most commonly usedDoctors also prescribe these drugs for stimulants are amphetamine (Benze-fliers, astronauts, and others who can drine), dextroamphetamine (Dexe-use them as medically directed to drine), and methamphetamineward off fatigue during dangerous (Methedrine). Slang terms for theseand prolonged tasks. drugs include "pep pills," "bennies," and "speed." Are stimulants misused? About 20 percent of all medical How do these drugs affect mood? prescriptions for mood-affecting When properly prescribed by adrugs involve stimulants, according physician, moderate doses can checkto a national survey. The drug in- fatigue and produce feelings of alert-dustry produces enough each year to ness, self-confidence, and well-being.provide each American with 25 doses In some people, this is followed byof these drugs. The Food and Drug a letdown feeling or depression hang-Administration reports that aboat over. Heavier doses cause jitteriness half of this supply enters illegal chan- irritability, unclear speech, and ten-nels, for nonprescrihed use. Black- sion. People on very large doses ofmarketlaboratoriesalsoproduce amphetamines appear withdrawn,stimulants, which are easily obtained with their emotions dulled. Theyfrom illegal sources. seem unable to organize their think- Ail kinds of people abuse drugs ing. from the middle-aged businessman cr housewife to students, athletes, and What are the physical effects? truckdrivers. Recent government Stimulant drugs increase the heartsurvey:- show that young people are DOWN Dragsrate; raise the blood pressure; causebecoming the greatest abusers of these -110- drugs. Drivers take them to stayence, meaning that a practice can Dangers from injecting "speed" awake on long trips, students takebecome a habit for mental or emo-(methamphetamine) into the vein them while cramming for exams, and tional reasons, wih the person get-include serum hepatitis, abcesses, and athletes take them, although sport-ting used to and turning to the drugeven death in the case of unaccus- ing associations have banned theirfor its effects. tomedhighdoses.Injectionof use. Some try them for a temporary "speed" causes abnormal heart rates kick. Some abusers reach a point How dangerous are stimulant drugs? and may result in serious psychotic where they need both stimulant and These drugs can drive a person to statesandlong-termpersonality sedative drugs to get a chemical "up"do things beyond his physical en-disorders. and a chemical "down." durance that leave him exhausted. The stimulant drugs are generallyHeavy doses may cause a temporary What are sedatives? swallowed as pills, but can be takentoxicpsychosis(mentalderange- The sedatives belong to a large in liquid form by injection into a veinment) which requires hospitalization.family of drugs manufactured for at regular time intervals. This is aThis is usually accompanied by audi-medical purposes to relax the central dangerous practice known among toryand visual hallucinations. nervous system. Of these, the best abusers as "speeding." Abruptly withdrawing the drug from known are the barbiturates, made the heavy abuser can result in a deepfrom barbituric acid, which was first Are these stimulants addicting? and suicidal depression. produced in 1846. Benzedrine, Dexedrine, and other Long-term heavy users of the am- Barbiturates range from the short- stimulant drugs do not produce phys-phetamines are usually irritable and acting,fast-startingpentobarbital ical dependence as do the narcotics.unstable and, like other heavy drugsodium (Nembutal) and secobarbital Although the body does not becomeusers, they show varying degrees of physically dependent on their con-social,intellectual,and emotional tinued use, it does develop a tolerancebreakdown. to these drugs so that larger and larger doses are required to feel the effects. There is another kind of dependence medical authorities note in connection with the abuse of stimulants. They callit psychological depend- sodium (Seconal) to the long-acting,What are their effects? riod of several weeks on gradually slow-starting phenobarbital (Lumi- Taken in normal, medically su-reduced dosages.It takes several na!), amobarbital (Amytal), and bu-pervised doses, barbiturates mildlymonths for the body to return to tabarbital ( Butisol) . The short-actingdepress the action of the nerves, normal. preparations are the ones most com- skeletalmuscles,andtheheart monly abused. The slang terms formuscle. They slow down the heartWhat are the legal controls? theseinclude "barbs" and "goofrate and breathing, and lower the of balls." The Bureau Narcotics and blood pressure. Dangerous Drugs in the Department But in higher doses, the effectsof Justice regulates stimulant and How widely are they used? resembledrunkenness:confusion,depressant drugs. Regulations pro- Recent surveys show that, of all.slurred speech, and staggering. Thevide for a strict accounting of all the prescriptions doctors write forability to think, to concentrate, andsupplies of drugs by the manufac- mood-affecting drugs, one in four isto work is impaired, and emotionalturer,distributor, and seller, and for a barbiturate. control is weakened. Users may be-restrict the user to five refills of Probably an equally large supplycomeirritable,angry, and com-any one prescription. This means of these drugs is obtained illegally,bative. Finally, they may fall intothat these drugs can be had legally without prescription. deep sleep. only through a doctor. Illicit manufacturing,distributing,dispensing, What are their medical uses? Is barbfturate use dangerous? and possession of stimulants and Doctors prescribe sedativeswidely Authorities consider the barbitu-depressants with intent to sell can to treat high blood pressure, epilepsy,rates highly dangerous when takenbring a fine of up to $10,000 and a and insomnia; to diagnose and treatwithout medical advice and pre-prison sentence of up to five years. mental illness; and to relax patientsscription. Because doctors commonlyPersons over 18 convicted of selling before and during surgery. Alone or prescribe these drugs, many peoplethese drugs to persons under 21 together with other drugs, they aremistakenly consider them safetocan be fined $15,000 and receive 10 prescribed for many types of illnessesuse freely and as they choose. Theyyears injail.Second and subse- and conditions.. are not. Overdose can cause death.quent sales of these drugs to minors Barbiturates distort how peoplemay yield a fine of $20,000 and 15 see things and slow down their re-years in jail. Illegal possession without intent to sell can bring a fine of Misuse of Drugs actions and responses. They are an important cause of automobile acci-$1,000 and/or imprisonment for one WHEREAS, The misuse of the dents, especially when taken togetheryear. State laws also control illicit many drugs such as the am- with alcohol. Barbiturates tend touse of these drugs. phetamines, barbiturates, tran- heighten the effects of alcohol. quilizers and the misuse of the Users may react to the drug moreWhat rematch Is being done? so-called "harmful substances" strongly at one time than at an- The National Institute of Mental such as glue and other similar other. They may become confusedHealth isthe federal agency pri- aromatic products remains a about how many pills they havemarily responsible for research on continuing problem; and taken and die of an accidental over-drug addiction and abuse. It is con- WHEREAS, Juvenile drug ar- dose.Barbiturates arezleadingducting extensive animal research rests have increased tremen- cause of accidental poison deathsto uncover the underlying action of dously in the past several years; in the United States. They are alsothe up-and-down drugs and to try therefore be it one of the main means people useto find out how psychological or Resolved, That the dangers to commit suicide. physical dependence develops. It is of misusing and the advantages searching for new drugs and tech- of correctly using drugs should Are barbiturates addicting? niquestotreat overuse .andde- be taught to all children; and pendence on the amphetamines and therefore be it further Yes. These drugs are physically addicting. Some expertsconsiderthebarbiturates. Some investiga- Resolved, That such educators are developing new tests to di, tion should be a continuing im- barbiturate addiction more difficult to cure than a narcotic dependency.test these drugs in the body. portant part of the total cur- In addition, the NIMH is sup- riculum of Health Education. The body needs increasingly higher doses to feeltheir effects.If theporting a number of surveys to de- A resolution adopted by termine the use of these drugs by the Joint Committee on Health drugiswithdrawn abruptly,the Problems in Education of the user suffers withdrawal sickness withvarious population groups. Research clamps, nausea, delirium, and con-investigators are trying in particular NEA and the American Medi- to learn how young people become cal Association, 1967. vulsions, and in some cases, sudden death. Therefore, withdrawal shouldinvolved in drug abuse and what can take place.in a hospital over a pe-be done to help prevent this.

-112- What Is LSD? A powerful man -made chemical,Why do people take LSD? D- lysergic acid diethylamide, gen- Reasons given by users for tak- erally called LSD, was first devel-ing LSD include: "curiosity," "for oped in 1938 from one of the ergotkicks," "to understand myself bet- alkaloids. Ergotis a fungus thatter," or a quest for religious or phil- grows as a rust on rye and otherosophical insights. At various times cereals. LSD is so powerful that ain history, substances as diverse as single ounce is enough to providealcohol, ether, opium, and nitrous 300,000 average doses. oxide (so-called laughing gas) have Legally classified as a hallucino-also been claimed capable of pro- gena mind-affecting drug---LSDviding an easy and instant path to is noted mainly for producing strongwisdom, or to religious or philo- and bizarre mental reactions in peo-sophical insights. Today these "con- ple, and striking distortions in theirsciouiness expanders" of an earlier physical senses, in what and howday are regarded as merely com- they see, touch, smell, and hear. Ex-monplace substances without any cept for government-approved usemystical properties whatever. for research, the drug is illegal in Recent surveys and hospital re- the United States. Yet it is unlaw-ports show that the drug's popular- fully produced in makeshift labora-ity may be dropping, at least in tories, and many people, includingsome areas of the country, as its up to 7 percent of the students onpotentialilleffects become better some campuses, have taken it. known. Other less known but powerful hallucinogens or psychedelic (mind- What are Its physical affects? manifesting) drugs include peyote, An average dose of LSD, amount- mescaline,psilocybin, DMT, anding to a speck, has an effect that STP. usually lasts from about 8 to 10 hours. Users take it in capsule form or in a sugar cube, cracker,or cookie, or they can lickit off a stamp or other object impregnated with the drug. It increases the pulse .. and heart rate. It also causes a rise .41..4..Ai in blood pressure and temperature, dilated eye pupils, shaking of the eel.it. e sere.itsicAo.o..ef.o....ne41....44vilb%.8 *v. hands and feet, cold sweaty palms, a e a flushed face or paleness, shiver- ,A r ing, chills with goose pimples, ir- ,,,.i. regular breathing, nausea, and loss ,,,,, .: .: ._,, of appetite. -.... , The drug is not physically addict- ..... ing in the way that narcotics are ,-- That is, the body does not develop a physical need for LSD or physical sickness when it is withdrawn.

What are its psychological effects? People who use LSD say that it 4 has a . number of effects. The first of effects, they indicate, are likely to IP1 be sudden changes in their physical senses. Walls may appear to move; colors seem stronger and more bril- liant. Users are likely to "see" un- ."*. usualpatternsunfoldingbefore them. Flat objects seem to stand out ",:r4Aesinsp.t. in three dimensions. Taste, smell, .. hearing,andtouchseem more

-113- acute. One sensory impression maypoint. In many cases, works per-and deep depression to borderline be translated or merged into an-formed by people after they usedandseveremental derangement. other; for example, music may ap-LSD appearedtobenoticeablyMedical experts point out that the pear as a color, and colors maypoorer than before. overwhelming worries and fears that seem to have taste. can accompany the LSD experknce One of the most confusing yet How does the drug act? are sometimes disturbing enough to common reactions among usersis Just how LSD works in the bodycause acute and even long-lasting the feeling of two strong and op- is not yet known. But it seems to affect mental illness. posite emotions at the same timethe levels of certain chemicals in the they can feel both happy and sad atbrain and to produce changes in theDoes LSD cause birth detects? once or relaxed and tense. Arms brain's electrical activity. A number ofinvestigatorsare may feel both heavy and light at Animal experiments with LSDstudyingtheeffectsof LSD on the same time suggest t' at the brain's normal fil-chromosomes. These are thetiny Users also report a sensation of tering and screening-out process be-threads of matter in the nucleus of losing the normal feeling of bound-comes blocked, causing the brain to everycellthat carry geneticor ariesbetweenbodyandspace. becomefloodedwithunselectedhereditary information and guide Sometimes they believe they can flysights and sounds. reproduction. Several scientists have or float with ease. Studies of chronic LSD users in-reported that the drug causes chro- Effects can be different at differ-dicate that they continue to suffermosomal damage or changes when ent times in the same individual.from an overload of stimulation toitis added to a tissue culture of Researchers have found that even their senses. Researchers believe thiswhite blood cells. Others report that in carefully controlled studiesre- may explain the regular user's in- the chromosomes of individuals who sponses to the drug cannot be pre-ability to think clearly and to con-presumably have taken LSD show dicted. For this reason, users refer 7entrate on a goal. unusual breaks. They warn that this to "good trips" or "bad trips" to de- may possibly cause abnormalities in scribe their experiences. Is LSD dangerous? the offspring of LSD users. Recent repnrts from hospitals in Some researchers have reported Does the drug affect thinking? areas where LSD is used withoutfetal damage when LSD was given Among LSD's other effects on theclose medical supervision warn ofto peegnantrats and mice, and user is the loss of his sense of time.definite dangers. These dangers in-others have described human birth He doesn't know haw much time isclude: defects in newborns whose mothers passing, but he does remain con- 1. Panic. Because he cannot stopsaid they took LSD. scious. Scientists report that he canthe drug's action, the user may get No conclusive or direct link has reasonlogically,uptoa point,panicky and fear that he is losingyet, been found between LSD and while undergoing the drug's effects.his mind. chromosomal breaks, nor has it been He usuallyremembersafterthe 2. Paranoia. He may become in-found that such breaks cause birth drug wears off much of what hap-creasinglysuspicious,feelingthatdefects. Some changes in the cells pened to him. He may, for example,someone is trying to harm him orare temporary and not permanent. have become fascinated with an ob- controlhisthinking. This feeling Butthepreliminaryevidenceis ject in the room, like a chair or agenerally lasts 72 hours after thearousing the concern of scientists. vase. On larger doses, he may feeldrug has worn off. Untilfurtherresearchthrows mystical and report a sense of re- 3. Recurrence. Days, weeks, ormore light on the question, medical birth or new insights. But he iseven months after the individualauthorities warn that the drug must often unable to explain his expe-has stopped using LSD, the thingsbe considered a definite risk, and rience to others. Many medical au-he saw and felt while on the drugwomen of child-bearing age are par- thorities feel that chronic or con-may recur and make him fear he isticularlyadvisednottousethe tinued use of LSD changes valuesgoing insane. drug. and impairs the user's powers of 4. Accidental death. Because the concentration and ability to think.LSD user may feel that he can fly Are there special hazards This may lead to a tendency toor float in the air, he may try to for young users? drop out of society. leap out of a high window or from The strong sensations and clash other heights and fall to his death.of moods the drug causes can be Does LSD increase creativity? Or he may drive or walk in front offrightening, even for a mature per- Some users believe that LSD cana moving car because he thinks heson. For young people who are still heighten their senses, and help tocan't be harmed. undergoing emotional development make themmorecreative.But and who seek a realistic hold on studies of paintings, writings, and Does LSD cause mental illness? ways of solving problems and ways other works produced by drug users Reactions resulting from use ofof living, the effects of LSD can be have failed to support this view-LSD range from great worry, panic,even more frightening and confus-

-114- ing. The growing brain is more vul-partment of Justice. The law pro-in the United States. The NIMH nerable than the adult brain to all videsstrictpenaltiesfor anyoner.lenter for Studies of Narcotic and mind-altering drugs. who illegally produces,sells,pos- Drug Abuse is currently supporting sesses with intent tosell, or dis-58 research projects which include Does LSD have medical uses? poses of dangerous drugs like LSD.surveys of the extent of the use of The drug has been tested widelyConvictioncanbringafineofLSD by students and by the general as a possible treatment for mental$10,000 andjor imprisonment for uppopulation; LSD's biological, psy- and emotional illnesses, and for al-to five years. For persons over 18chological, and geneticeffectsin coholism. In studies so far,it hasyears of age who sell or give drugs animalsandinhumans;basic failed to help the severely ill. Butto anyone under 21, the law pro-studies to explain the drug's action under controlledconditions,neu-vides a penalty of up to 10 years inand to chart its course through the rotics andalcoholicshave madejail and a fine of up to $15,000.body; and long-range projectsto some improvement, according to in-Second and subsequent suchof- study LSD users and their culture. vestigators. The work is not com-fenses may be penalized by up to Investigators are about to complete, but follow-up studies indicke 15years imprisonment andjor aplete a series of studies to deter- that these improvements are not$20,000 fine. Merely possessing thismine the value of the drug as a always lasting. drug illegally without intention, oftreatment for alcoholism and emo- The drug is a valuable tool inselling it can bring a fine of $1,000tional problems, and as a way to biomedical research, but its thera-and/or one year in prison. Someprovide some mental relief for per- peutic value may be limited to spe-state laws are even more severe. sons with terminal illness. They are cial cases. also searching for new ways to treat How does the law view LSD? What areNIMH activities in LSD? people who suffer from the drug's Because LSD is a dangerous drug The National Institute of Mental bad side effects. when not used for research underHealth is the primary federal agency Research in this area is expected medical supervision,itisclosely responsible for supporting and over- to grow untilscience has found regulated by the Bureau of Nar-seeing research on LSD. It possessesmore answers to the many questions cotics and Dangerous Drugs, De-the only legal supply of the drug LSD has raised.

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-116- Withdrawal symptoms appear in the addicted person about 18 hours after the drug has been discontinued. In general, many factors influence the effects of the drug. These include the user's personality, the size and frequency of dose, and how the drug is taken:

Who takes narcotics? Studiesby the U.S. Public Health Service show that heroin addiction today is found chiefly among young One of the signs of heroin addic-men of Minority groups in ghetto tion is withdrawal sickness. Whenareas. Of the more than 60,000 the addict stops using the drug, heknown addicts listed by the Bureau of may sweat, shake, get chills, diarrhea,Narcotics and Dangerous Drugs, nausea, and suffer sharp abdominalmore than half live in New York and leg cramps. Modern treatmentsStateand most of these in New help the addict through these with-York City. Recent figures show that drawal stages. Science now has newmore than half of the addicts are evidence that the body's physical ad-under 30 years of age. diction may last much longer than Narcotic addiction in the United previously believed. States is not limited to the heroin There is another kind of drug de-users. Some middle-aged and older pendence connected with the use ofpeople who take narcoticdrugs narcotics. This is known as psycho-regularly to relieve pain can also be- logical dependence. That is, takingcome addicted. So do some people What Arethe drug also becomes a habit forwho can get drugs easily, such as NARCOTICemotional reasons. For example, thedoctors, nurses, and druggists. Studies addict comes to depend or. the drugshow that this type of addict has per- Drags? as a way to escape facing hie. sonality and emotional difficulties not The term narcotic refers, gener- Narcotic use can become evenmuch different from other regular ally, to opium and pain-killing drugs more of an escape than expected,narcotic users. made from opium, such as heroin,because large or unexpectedly pure morphine, paregoric, and codeine.doses canand not uncommonly doWhat Is the life of an addict like? These and other opiates are obtainedresult in death. Many addicts admit that once on from the juice of the poppy fruit. drugs, getting a continued supply Several synthetic drugs, such as Dem- What Is the effect of heroin? becomes the main object of their lives. erol and Dolophine, are also classed Typically, the first emotional re-Concentration on getting drugs fre- as narcotics. Opiates are widely used action to heroin is reduction of ten-quently prevents the addict from con- in medicine as pain killers. Cocaine, sion,easingoffears, and relieftinuing either his education or his job. made from coca leaves, and mari- from worry.Feeling"high" may beHis health is often bad. He may be huana are classified legally but notfollowed by a period of inactivitysick one day from the effects of with- chemically as narcotic drugs. bordering on stupor. drawal and sick the next from an Since heroin appears to be the nar- Heroin, which is usually mixed into overdose. Statistics indicate the life cotic usc-d by most addicts today, thea liquid solution and injected into aspan of the drug dependent indi- following questions and answers dealvein, appears to dull the edges ofvidual may be drastically shortened. mainly with heroin. reality. Addicts have reported thatHe is usually in trouble with his heroin "makes my troubles roll off myfamily, and almost always in trouble What Is narcotic addiction? mind," and "makes me feel more sure with the law. When the abuser of a narcotic gets of myself." "hooked"meaningaddictedhis The drug depresses certain areas Does addictionleadto aims? body requires repeated and largerof the brain, and may reduce hunger, Some studiessuggest that many doses of the drug. Once the habitthirst, and the sex drive. Because ad-of the known narcotic addicts have starts, larger and larger doses are re-dicts do not usually feel hungry,had some trouble with the law be- quired to get the same effects. This their hospital care may include treat-fore they became addicted. Once ad- happens because the body develops a ment for malnutrition. The drug maydicted, they may become even more tolerance for the drug. also reduce feelings of pain. involved with crime because it costs

-117- so much to support the heroin habit._want to make a fresh start in life or toHealth, Education, and Welfare for For example, an addict may have to enjoy normal pleasures. examination,treatment,andre- spend as much as $75 or $100 to buy A number of rehabilitation ap-habilitation. his day's supply of heroin. proaches to the problems are being 2. An addict already convicted of Most authorities agree that the ad-tested. Rehabilitation means physical,a crime can be committed to the At- dict's involvement with crime is notmental, emotional, social, and voca-torney General for a treatment period a direct effect of the drug itself, buttional rebuilding. With many addicts,of no more than 10 years, or for the turning to crime is usually the onlyit can take all of these efforts com-maximum period of sentence that way he has of getting that muchbined to keep their lives from beingcould be imposed for his conviction. money. His crimes are nearly always wasted. 3. An addict not charged with an thefts or other crimes against prop- One experimental techniqueto offense can be civilly committed to erty, and not often crimes of passionhelp addicts involves maintenancethe Secretary of HEW for treatment or violence. treatmentincommunityclinics, upon his own application, or that where the addict can go regularly to of a relative or another "related What are the legal penalties? take a drug that effectively blocks individual." The Harrison Act of 1914, whichthe "high" he would feel from his Care of the addict after his release provides thatillegalpossession ofheroin. Addicts who have stayed offfrom the hospital is a key aspect of his narcoticsispunishableby 'finesthe drug for a number of years reporttreatment. and/orimprisonment,established that close supervision and continued The National Institute of Mental federal penalties for illegal narcoticstreatment once they returned homeHealth of the U.S. Department of usage. Sentences can range from 2from the hospital were the main fac- Health,Education,andWelfare to 10 years for the first offense, 5tors in their rehabilitation. and the Department of Justice ad- to 20 years for the second, and 10 In a New York City halfwayminister the Act. to 20 years for further offenses. house, a self-help program run by Under more recentlegislation, former addicts is being tried as a waystates and communities can receive Illegal sale of narcotics can mean to help people break the drug habit.federal support through the NIMH a fine of $20,000 and a sentence of One of the features of Daytop Vil- forspecializedtraining programs, 5 to 20 years for the first offense, andlage is the "no nonsense" treatmentand for the construction, staffing, and 10 to 40 years for further offenses. A the new patients get from the senior person who sells narcotics to some- operation of new addiction treatment members of the house. They holdfacilities on a joint federal-state basis. one under 18 is refused parole andfrank and open group discussions sev- probation, even for the first offense. If eral times a week, and gain status andWhat is being done to learn the drug is heroin, he can be sen- more about addiction? tenced to life imprisonment or toprivileges only by hard work, honesty, and staying off drugs. The treatment The National Institute of Mental death. program lasts a year. Health operates Clinical Research The Harrison Act has served as a Because the rebuilding of a life canCentersatLexington,Kentucky, model for most state laws, and bothrequire many services and specialand Fort Worth, Texas. Scientists federal and state judges have gen- programs, this chance for addicts wasat the centers do research on patterns erally imposed severe sentences forvery limited in the past. Now a newof drug usage, on effects of drug use, narcotics violations. lawthe Narcotic Addict Rehabili-and on antidotes for narcotic ad- tation Act of 1966gives certain ad-diction. These centers were formerly What Is the medical view of addiction? dicts a choice of treatment instead ofPublic Health Service hospitals for Medical authorities say that theimprisonment, and if they are notaddicts and will treat addicts under addict is a sick person. lie needs treat-charged with a crime, the right tothe new Act until community hos- ment for his physical addiction and receive treatment instead of neglect. pital facilities are available. withdrawal sickness. Then, he needsThe law also provides for the first At the Lexington center, Institute help to keep from going back to drugtime that a complete range of re-scientists are working with compara- use after his withdrawal. habilitation services will be madetively new drugs, cyclazocine and The most difficult part of an ad- availableto addicts in their own naloxone. Early clinical trials suggest dict's treatment comes after he is out home communities. that regular doses of these drugs can of the hospital. The doctors can help help prevent heroin relapse by de- get him off the drug and help to re-What Is the Narcotic Addict creasing the addict's desire for heroin. store his health, but it is harder to Rehabilitation Act of 1966? In addition, the NIMH Center keep him from picking up the habit The Act provides that: for Studies of Narcotic and Drug again, for many reasons. Drug taking 1. An addict charged with a non- Abuse supports research,training, may have become his way of life, in-violent federal offense who elects toand services dealing with problems cluding the friends he has and thebe committed for treatment instead of addiction. kind of job he can get. He may not of prosecuted for his crime can be have a healthy enough personality to committedtotheSecretaryof -118-

389-989 0 - 70 - 9 APPENDIX LAWS RELATED TO NARCOTICS AND DRLS ABUSE "Central Nervous System AMPHETAMINES Non-Narcotic Stimulants" Class: StimulantEnergizer Pro Patti: Non-addictingEmotional Dependence No withdrawal Reaction: StimulationExcitementSleepleasneee Loss of appetite After Effect: Nervousness Tremors Paranoid ideas Hallucination Administered:Orally By Injection Slang Names:BenniesPep Pills -Co PilotaBombitos Forms: Capsule Tablet Liquid Central Nervous. System LAW&--Re: Amphetamine Stimulants SALE OR POSSESSION 21-294 (a) General Laws of Rhode Island MISBRANDED DRUGS AND.DEVICE8 (Not In original container) 21.218 (d) NO PRESCRIPTION 21494 (d) OBTAINING DRUG BY UNLAWFUL,MEANS (Fraud A Deceit) 21-204 (I) 21-294 AMPHETAMINES Amphetamine are not narcotics but are all prescription drugs. Medical use is as a stimulant or in dieting for obesity. The effect is the opposite of that of the Barbiturates in that they make the user hyper-active and restless. If taken in large doses these drugs produce hallucinations. They may cause a motor vehicle operator to "black-out" while traveling at high speeds. It is swg- gutted . that Amphetamines be suspected in 'accident investigations where there is no apparent cause and no odor of liquor Present. While most Amphetamines are ingested orally, it is notun- common to find them mixed in a "cooker"' and in*ted. the currently most popular form of this drug is "DES02 which will be found in liquid form in a 1 ml ampule. Tkis latter drug may be need alone or mixed with Heroin. There are approximately one thowaind different sizes, shapes and colors of tablets and capsules in the Amphetamine class of drugs. Preliminary identification of suspected items can be made by a pharmacist with Labomtopy Confirmation following. BARBITURATES Non-Narcotic Class: SedativeHypnotic ProPertY: AddictingSevere Withdrawal Reaction: SieepRellef from tension and anxiety After. Effect: EuphoriaHypnosisStupor--Intoxication Administered:OrallyBy Injection Slang Names: Goof BallsRed DevilsYellow Jackets Nembiett--TooiesRainbows Forms: CapsuleTabletLiquid -119- LAWS Re: BARBITURATES SALE OR POSSESSION 21-294 (d) OBTAINING BY FRAUD AND DECEIT (covers /singed prescription) (I) MISBRANDED DRUGS AND DEVICES (Not In orlgnal container (d.3) UNLAWFUL SALE BY PHARMACIST (a-1) SALE OR POSSESSION (Federal Law) Federal Food, Drug and Cosmetic Act Barbiturates, commonly referred to A e "goof balls" or "sleep- in pills" are all prescription drugs. They are not narcotics but are addicting and produce a most serious form of withdrawal, frequently resulting in death. These drugs are proably responsible for more intentional or accidental suicides than any other substance or means. The great danger in the misuse of Bariturates is that intestinal absorption is very slow and the intense effect of overdosagea is delayed and often fatal. In the practice of medicine, Barbiturates are prescribed when sedation and sleep is required. Abusers of the drugs do not use them to produce sleep but for the intoxicant effect resulting from Tare doses. They may be used as a supplement to or coincidentally with Heroin. "Goof Balls" are taken orally or injected hypoder- mically. There are hundreds of forms of Barbiturates manufactured by pharmaceutical companies. Initial identification of any suspected items can be made by a local druggist with Police Laboratory confirmation following. Barbiturates should be suspected where there is apparent intoxication without the odor of liquor on the breath. In cases of overdose, a physician should ba summoned immediately even though no *es of life are apparent. Heavy users of Barbiturates should be handled with extreme caution same maniacal seizures are common and appear without warning. NON-BARBITURATE SLEEPING PILLS These products have similar reactions to Barbiturates but are not prepared from barbituric acid. The laws affecting the Barbitu- rates do not apply. The following are common forma of these drugs and all require prescriptions: DORM EN large; white tablet, scored on one side with the letters CIBA on the other. NOLUDAR aspirin sized, flat white tablet, scored on one Miele; also as pink and white capsule. CHLORAL HYDRATEgreen capsulefilled with liquid, known as"Green Dragons" or "Knock-out drops". COCAINE Narcotic Class: StimulantLocal Anesthetic Property: Non-AddictingEmotional Dependence No withdrawal Reaction: ExhilarationEcstasyExcitement After Effect: Anti-Social BehaviorHallucinationParanoia Administered:SniffingInjection Slang Names: C--coke--Charliesnow Coeoanut Forms: DeckCapsule -120- LAWSRe: COCAINE BALE OR POSSESSION 21-284121.2842 LAWS PERTAINING TO THE SYNTHETICS (NovocaineProcaineTetracaineBenzacaine) MISBRANDED DRUGS AND DEVICES (Not In original container)21.2128 NO PRESCRIPTION 21-28-10 OBTAINING DRUG BY FRAUD AND DECEIT 21-23455 Cocaine is a narcotic drag which is used in medicine chiefly as a local anesthetic. Because of its toxicity it is rarely used hypo- dermically by doctors. Drug abusers "snort" Cocaine, i.e., introduce the drug into the nostrils by means of a small piece of folded paper matchbook cover called a "quill". Cocaine may be mixed, with Heroin and injected as a "apeedball "; this diminishes the powerfful stimulant effect of the Cocaine and reduces the severe depression which follow the use of Heroin. "Coke" is considered a "rich man's habit" since the drug coats about twice the amount of Heroin. Users will usually be found air.org professional entertainers, musicians and gamblers. Cocaine is sold in clear gelatine capsules or in silver foil "deck,:" to distinguish it from Heron. Cocaine is a white, crystalline powder resembliig Epsom Salt orsnow. SYNTHETICS OF COCAINE The synthetics are NON-NARCOTICS which have reactions similar to the natural drug. They may be found as white, crystalline powders or as colorless or colored liquids. There is no field test available for Cocaine or for the synthetics. Chemical analysis is the only accurate means of identification. HANDLING COCAINE USERS Extreme caution should be exercised since this drug and its synthetics are powerful central nervous system stimulants. Users frequently develop a sense of great physical power which makes for anti-social behavior often manifesting itself in acts off violence. COUGH MEDICINES The cough medicines which present a police problem are those preparations classed as "exemptnarcotics' latter are defined as preparations which may be sold at retail by pharmacists and dipensed by hospitals, nursing homes and dispensaries without a physician's prescription or written order, in quantities of not more than four fluid ounces to one person at any one time". The moat popular of the misused cough medicines are: ROBITUSSIN AC TUSSAR COSANYL HYCODAN ENDOTUSSIN TERPIN HYDRATE All of the above contain approximately one grain of Codeine per fluid ounce. Codeine is an Opium derivative which is a mild sedative and analgesic. Itthe sedative quality of these medicines which appeals to the drug abusers. In effect, gulping down a four ounce bo is comparable to using a weak "bag" of Heroin. To increase the effect, *common practice is to use the cough medicines to wash down a Barbiturate or other form of sleeping pill -121- GLUE SNIFFING

MATERIALS USED Airplane glue; Magic Markers; hair spray; cleaning fluids; gasoline; paint. HOW USED Airplane glue squeezed into paper bag, head inserted into bag and fumes inhaled. Other items usually sniffed right out of container. May also take caps from gasoline tanks and inhale fumes. EFFECTS State of intoxication resembling alcoholic inebriation. If used habitually may provide exhilaration and sense of well-being. Not physically addicting but may cause emotional dependence. CONSEQUENCES Damage to lungs, liver, kidneys, bone marrow and brain. While no definite knowledge available, suspect thic practice may lead to further experimentation terminating in drug use. IDENTIFICATION OF USERS Unpleasant odor on breath, secretions from nose and mouth, nausea, dozing, loss of appetite and weight. POLICE ACTION Not a crime. If child or minor, refer to Family Court as "Per- son in need of supervision". HALLUCINOGENIC DRUGS 21-294 Possess, sell or give away such drugs by unauthorized person. Includes mescaline, ammonium, peyote and their salts or derivatives. HEROIN Narcotic Class: SedativeDepressant Property: AddictingWithdrawal Reaction: AnalgesiaEuphoriaTranquilizing Effect After Effect: Sleep Lethargy Loss of drive and libido Administered:Injeca...:-. Sniffing Slang Names: Hhorse--stuffshit--junktecata doo geeHock For Forms: Decks (Bags)CapsulesGlassine or Polye thylene bags LAWSRe: HEROIN SALE OR POSSESSION 21.28412840.1 NEEDLE, SYRINGE, INSTRUMENTS, IMPLEMENTS,-SALE OR POSSES. SION 21.2843 Misdemeanor HEROIN Heroin is at all times a contraband drug in the United States; it cannot be manufactured, dispensed or even possessed. It is the drug of choice of the majority of American addicts. -122- Chart Listing Drugs, Their. Medical Uses, the Symptoms

Slang Name Name Chestiest or Pharrnacologic Medical Use How Taken Trade Name Clarification

Heroin H, Horse, Scat, Diacetylmorphine Depressant Pain Relief Injected or Sniffed Junk, Snow, Stuff Harry. Jo, Powder White Stuff, Miss Swallowed or Morphina Depressant Pain Relief Morphine Emma, M, Dream-sulphate er

Codeine Schoolboy Methy !morphine Depressant Ease Pain and Swallowed Coughing

Swallowed or Methadone Dolly Dolophine Depressant Pain Relief Injected Amidone Speed Balls, Gold Methylester of Sniffed, Injected, or Cocaine Dust, Coke, Flake,benzoylecgonine Stimulant Local Anesthesia Bernice, Cosine, Swallowed Star Dust Pot, Grass, Tea, Stimulant Smoked, Sniffed, Locoweed. Mary Cannabis Satin Depressant , or or Swallowed Marijuana None in U.S. Jane, Hashish, Hallucinogen Gage, Reefers

Barbs, Blue Devils,Phenobarbital Sedation, Relieve Swallowed or high blood pressure Barbiturates Candy, Yellow Nembutal, Secon-Depressant injected Jackets. Phennies,el. Amytal epilepsy, Peanuts, Blue hyperthyroidism Heavens --, -1seWnies,Detties, lienzedrine, Co-Pilots, Wake-up,Preludin,Dexe -Relieve mild de - Swallowed or Stimulant pression, control injected Amphetamines Lid Proppers, Pepdrine, Dexoxyn, Pills, Hearts Methodrine appetite and narcolepsy Acid, Sugar, Bid d-lysergic acid Experimental Study diethylamide of Mental Function D, Cubes, Trips Swallowed LSD Hallucinogen alcoholism

DMT Businessman's Dimethyltripta Hallucinogen None Injected High mine

3, 4, 5-trime- Mescaline Cactus, Peyote thoxy- Hallucinogen None Swallowed phenethyamine 3 (2-dimethyla- mine PsilocybIn Mushrooms Hallucinogen None ethylindo1-4-ol Swallowed ithagrogen phos-

-123- They Produce and Their Dependence Potential

Physical Mental Usual Dose Duration Initial Long-Term Dependence Dependence of Effect Symptoms Symptoms Potential Potential

Varies 4 hrs. Euphoria Addiction, Consti- Yes Yes Drowsiness pationLoss of Appitite Addiction, impairment of breathing Yes Yes 15 Milligrams 6 hrs. Euphoria Drowsiness

30 Milligrams 4 hrs. Drowsiness Addiction Yes Yes

10 Milligrams 4.6 hrs. Less Acute Addiction than opiates Yes Yes

Excitation Depression, Varies Varies Talkativeness Convulsions No Yes Tremors Relaxation, 1 or 2 cigarettes 4 hrs. Euphoria, al- Usually none teration of pe No ?

;HS I IIf1 n1 d Addiction with 50.100 Milligrams 4 hrs. Drowsiness, severe withdrawal Muscle reins- symptoms, possible Yes Yes tion convulsions

Alertness, Delusions Hallucinations No Yes 2.5.5 Milligrams 4 hrs. Activeness

Exhilaration, May intensify existing psychosis, Excitation No Yes 100 Micrograms 10 hrs. Rambling panic reactions Speech

Exhilaration 1 Milligram 4.6 hrs. ? Excitation No ?

Exhilaration, ty 350 Micrograms 12 hrs. ? No ? GasictrAnxie disesstr

Nausea, 25 Milligrams 6-8 hrs. Vomiting, ? No ? Headaches

-124- Pure Heroin is a white or slightly brownish-white crystalline powder, fine in texture and slightly bitter to the taste. Most of the drugs encountered will be impure, heavily adulterated with Lactose (Milk Sugar) or Marmite (a laxative) ; a small amount of Quinine may be added to restore the bitterness. Officers should never taste specimens. Many substances, some poisonous have been found in "decks". A field test, the Marquis Reagent, is available at the Narcotics Bureau but this is not a positive test. All samples must be submitted to the Police Laboratory; include spoons, cookers, cottons, droppers; needles, strainers, stapl- ing machines, etc. To support a Felony charge the evidence must show at least 55 grains of Heroin. As a general rule this means more than 50 $3 bags or more than 25 $5 bags. MARIHUANA Narcotic Class: Unclassified Property: Non-addictingHabit FormingNo Withdrawal Reaction: Release of inhibitionLoss of Coordination After Effect: Susceptibility to suggestionVoracious appetiteAnti-Social BehavoirHallucination Administered:SmokedInfused. in liquidsSprinkled on food Slang Names: PotTeaWeedHayGrass Forms: Cigarette formPacked in small manila envelopes LAWSRe: Marihuana SALE OR POSSESSION 21.28412140-1 UNLICENSED GROWING OF MARIHUANA PLANT 21.2E44 MARIHUANA Marihuana has no theraputic value. The plant from which it is obtained is a weed known as "Cannabis Sativa" or "Indian Hemp". The plant grows from 3 to 16 feet in height with stalks varying in thickness from V2 to 2 inches. The leaves are sticky to the touch and are compound, composed of 5, 7, 9 or more lobes or leaflets (Sways an odd number) ; the outer two lobes are always smaller than the inner; each leaf is pointed at both ends, is veined and has, serrated edges; the tops of the plants hold clusters of small flower% The resinous extraction derived from the plant is Canna- binal, a narcotic principle. When burning, Marihuana smells like burning rope or leaves. The sickeningly sweet aroma is distinctive and penetrating. HOW SOLD Cigarette Formthe dried, pulverized leaves are rolled in cigarette paper with ends twisted. or tucked in to prevent contents from falling out. These "joints" or "sticks" are much thinner than commercial cigarettes. A "bomber' is a double thickness form which sells for about twice the price. Loose MarihualAusually packed in small, brown or manila colored payroll envelopes in amount's up to 1 ounce. It is purchased in this form for rolling into cigarettes or to be smoked in tiny pipes. Smoking is called "blowing" or "blasting". EFFECTS The most dangerous feature of Marihuana is that it has varying effects on different people. The range is between a mild form of intoxication to violence. -123- Records indicate that the majority of Marihuana users will eventually become Heroin users. Arresting 'officers should exercise extreme caution when dealing with Marihuana smokers. Their reactions are unpredictable and can be dangerous. Youth Gangs are frequent users of Marihuana. OPIUM Narcotic Class: SedativeDepressant Property: AddictingWithdrawal Reaction: AnalgesiaEuphoriaTranquilizing Effect After Effect: SleepGrandiose DreamsStuporLethargy Administered:ChewedSmokedTaken Orally Slang Names: Pen YinBock ForBong Hop Forms: SolidPastePowder LAWSRe: OPIUM SALE OR POSSESSION 21.28.3128.2852 NOT IN ORIGINAL CONTAINER (legally prepared forma of the drug) 21-28.2121 APPARATUS FOR USE OF OPIUM (pipe, lamp, Yen Gow, Yen Hock, etc.) FRAUD AND DECEIT IN OBTAINING NARCOTIC DRUGS 21-28.55 OPIUM Opium is the source of a number of drugs, all classed as opiates; among them are Heroin, Morphine, Codeine, Paregoric and others. Once the most widely abused drug, Opium will now be seldom encountered in the United States. It is smoked by a small number of Orientals and fewer Occidentals. The illicit supply of Opium is sporadic and is generally offered to regular customers as soon as it enters the country. When offered for sale it may be in the form of a deep brown, brittle solid but more often as a "nip" or Smear". The latter are smears of smoking Opium on pieces of rice paper which are folded into a packet. It may also be found as a "Jung", a small plastic vial holding about 3/2 ounce of Opium. Smoking of Opium requires a pipe, heating lamp, a long pointed needle for rolling the Opium (Yen Hock) and a hooked, knife-like scraper (Yen Gow). The scrapings from the top and the interior of the bowl are collected and mixed with tea or wine as "Yen Shee Suey" and storedd in small bottles or jars. Used as a "holdover" between pipes, this liquid contains a quantity of Opium and the same laws apply. TRANQUILIZERS Non-Narcotic Class: Tranquilizing agent Property: Non-addicting; emotional dependence; withdrawal Reaction: Muscle relaxantSedative After Effect: Reduction of tension, irritability, anxiety Administered:Orally Siang Names: None encountered roma: TabletsCapsules -126- LAWSRe: TRANQUILIZERS NO PRESCRIPTION 21.204 (d) MISBRANDED DRUGS b DEVICES (Not In original container) 21404 (d) OBTAINING DRUG BY UNLAWFUL MEANS (Fraud and Deceit) 21-29-9 (I) TRANQUILIZERS These drugs are known as atarazies or tranqUizing agents. Their function is to reduce ancuety and .restlessness and they are a valuable tool of the phychiatrist. Addicts take large doses to achieve an emotional comfort when their drw of choice is in short supply. Tranquilizers are not considered addicting drugs but they do create an emotional dependence when used in large doses or over long periods. All Tranquilizers are prescription drugs under both State and Federal control. The withdrawal symptoms resulting from abrupt cessation after overdossge are similar to those seen with the Bar- bituraprolonkedtm, including convulsions.

Reprinted through the courtesy: Barrington Police Department Stanley Gontarz Chief of Police

-127- APPENDIX G

DRUG ABUSE SLANG TERMS

Drug abusers have developed their ownspecial language, a language that covers most aspects of life associated with the drug world subculture. The vocabulary frequently changes from area to area and fromtime to time. Since the teenager will often pick up the slang language associatedwith the drug abuser and include it in his vocabulary, the mere use of words doesnot indicate drug use.

Acid - LSD Blast a joint or a stick smoke a Acid head - one who abuses LSD marijuana cigarette Artillery - equipment for injecting Blasted - under the influence of drugs drugs. Blasting party - marijuana smoking party Blow (a stick, hay, jive, tea,'pot) - Backtrack - to withdraw the plunger of to smoke a marijuana cigarette a syringe before injecting drugs to Blue Heavens = Sodium amytal tablets make sure the needle is in proper Blue Devils - lAmytall (brand of position amobarbital, Eli Lilly and'Company) Bag - a small container of drugs' Blue Velvet - Paregoric and an anti- Bagman - a drug supplier, dealer. or histamine pusher Bombito or-Bombido. - injectable ampheta- Ball - a party mine, or a vial of amphetamine.- DMT Balloon - a small packet of narcotics Boot - effect of a drug Bang - to inject drugs, or the injection Boxed - in jail itself Boy - Heroin Barbs - barbiturates Bread - money Bean - capsule Brick - a kilo of marijuana in compressed Been had - arrested brick form Bennies - 'Benzedrine' (brand of Pull - a Federal narcotic agent, a police amphetamine sulfate; Smith Kline & officer French Laboratories) tablets Bum trip - an unpleasant experience with Benny - intoxication after using LSD benzedrine Bummer - an unpleasant LSD experience Bent out of shape - under the influence. Burn - to take money for heroin with no of LSD plans to deliver, stuff or phony drugs Bernice - cocaine Burned - to receive phony or badly Big. John -.the police diluted drugs Bindle - a small quantity or packet of Business - paraphenalia for injecting narcotics In a folded paper or enve- narcotics lope Busted - arrested Bird's eye - extremely small amount of Buzz - try to buy drugs or to feel the narcotics effects of drugs Biz - equipment for injecting drugs Black and Whites - patrol car Can - one ounce of marijuana.: The term Blanks - poor quality. narcotics was derived from the Prince Albert Blast - party Tobacco can in whichMarijuana was 'commonly sold in the past.

-128- C - Cocaine Cotton top - same as cottonhead Cabello - heroin Croaker - a physician who dispenses or Candy - barbiturates prescribes narcotics to an addict Cap - a container of drugs (usually a Crutch - device used to bold marijuana capsule) cigarette when it has burned to the Cartwheels - amphetamine sulfate (round, point where it will burn the fingers white, double-scored tablets) Crystals - Methamphetamine Champ - a drug abuser who won't inform, Cube - non-user of drugs; sugar cube even under pressure impregnated with LSD Channel - blood vessel Cut - to adulterate a narcotic by Charge - marijuana adding milksugar Charged up - under the influence of drugs Dabble - to take small amounts of drugs Chipping - taking small amounts of drugs -on an irregular basis on an irregular basis D.D. - a fatal dose of narcotics or Chippy - an abuser taking small, irregu- other drugs lar amounts - also, pfostitute (poten- Dealer - a drug supplier tial addict) Deck - a small packet of narcotics Clean - refers to removing stems and Dexies - 'Dexedrine' (brand. of seeds from marijuana, also an addict dextroamphetamine sulfate, Smith Kline who is free from injection marks, or & French Laboratories) tablets a pusher who has no narcotics on Dime bag - a ten dollar purchase of person, as in expression "I'm clean, narcotics man." Dirty - in po'ssession of narcotics Clear up - to withdraw from drugs Dollies - 'Dolophinel (brand of methadone Coasting - under the influence of drugs hydrochloride, Eli Lilly and Company) Coke - Cocaine tablets Coked up - under the influence of Domino - to purchase drugs cocaine DoOjee - heroin Cokie - a cocaine addict Dope - any narcotic Cold Turkey - breaking the drug habit Dope head - user of narcotics and other without medication or medical care regulated drugs Connect - to purchase drugs Double Trouble - 'Tuinalf (brand of Connection - a drug supplier amobarbital sciium and secobarbital Cooker - any spoon or bottle cap used sodium, Eli Lilly and Company) capsules in the preparation of heroin Do up - to smoke a marijuana cigarette Cook up a pill - to prepare opium for Dropper - paraphenalia for injecting smoking narcotics Coming down - emerging from an LSD Dropped - arrested experience Dust - cocaine Co-pilots - Amphetamine tablets Dynamite - narcotics of high potency Cop - to purchase drugs Cop out - to alibi, confess Ego games - a deprecative term applied Corine - cocaine by LSD users to social conformity and Cotics - narcotics to the normal activities, occupations Cottonhead - user who recooks the and responsibilities of the majority cotton fibers found in cookers when of people their supply is used up and they are Eighth - eighth of an ounce in need of an injection Ends - money Cotton - bits of cotton saturated with Experience - an LSD "trip" narcotic solution used to strain foreign matter when brewing solution Factory - equipment for injecting drugs up into hypodermic syringes or eye- Fit - paraphenalia for injecting droppers narcotics

-129- Fix - an injection of narcotics Happening - a pseudo experience obtained Flake - cocaine through the use of lights and sound; Flea powder - poor quality narcotics to have the same type of experience Floating - under the influence of drugs that one has with a drug Fly - take narcotics Happy dust - cocaine Flying high - under the influence of Hard stuff - morphine, cocaine or heroin marijuana Harness bulls - uniformed officers Foil - small packet of narcotics Harpoon - hypodermic needle Footballs - oval-shaped amphetamine Harry - heroin sulfate tablets Hash - Hashish - resin from the tops of Freak out - to have an unpleasant re- the female t.annabis plants action while on an LSD "trip" Hay - marijuana Fresh and Sweet - out of jail Hayhead - marijuana user Fuzz - the police Hearts - 'Benzedrine' or 'Dexedrine' (brands of amphetamine sulfate and to Gage - marijuana dextroamphetamine sulfate, Smith Gassing - sniffing gasoline fumes Kline & French Laboratories) heart- Gee-head - paregoric user shaped tablets Geetis - money Heat - the police Geezer - narcotic injection Heeled - having narcotics; have money Get high - to smoke marijuana Hemp - marijuana Gimmicks - the equipment for injecting Hero heroin drugs High - under the influence of drugs Glad rag - cloth material or handker- Hit - to purchase drugs; an arrest; chief saturated with the chemical an injection of narcotics Glad stuff - favorite drug of addiction Hocus - a narcotic solution ready for Gluey - glue sniffer injection Gold dust - cocaine Holding - possessing narcotics Goods - narcotics Hooked - addicted Goofballs - barbiturates or an alcohol Hophead - narcotic addict and barbiturate combination Hopped up - under the influence of drugs Goofed up - under the influence of Horn - to sniff powdered narcotics into barbiturates nostrils Gow-head - an opium addict Horse - heroin Gram - a gram of heroin (approximately Hot - wanted by the police ten capsules) Hot shot - a fatal dosage of poison Grass - marijuana in raw state which the user believes to be good Grasshopper - marijuana user drugs Greenies - green, heart-shaped tablets Hype - narcotic addict of dextroamphetamine sulfate and amobarbital Ice cream habit - a small, irregular drug Griefo - marijuana habit Guide - a person who does not use LSD while sitting with a user during a Jag - intoxication after using Benzedrine "trip" Jab - to inject drugs Gum - heroin Jive - marijuana Gun - a hypodermic needle Joint - marijuana cigarette; paraphenalia to inject a narcotic drug H - heroin Jolt - an injection of narcotics; effects Habit - addiction to drugs, physical of the drug dependency upon drugs Jones - the habit; an addict Hand-to-hand - person-to-person de- Joy-pop --to inject small amounts of livery drugs irregularly Hang-up - a personal problem Joy-popper - an occasional user of drugs

-130- Joy-powder - heroin Monkey - a drug habit where physical Junk - narcotics dependence is present Junkie - narcotic addict Mor a grifa - marijuana Juvies - juvenile offenders Mugglehead - marijuana user Muggles - marijuana Kick, or kick the habit - abandon the Mutah - marijuana drug habit Kick parties - parties or sessions Narco - police officer (the law) where LSD is used Narcotic bull - narcotic agent Kicks - the sensation derived from Needle - hypodermic syringe using drugs Nickel bag - a five dollar purchase of Kilo - a large amount of narcotics narcotics Kit - paraphenalia for injecting nar- Nimby - 'Nembutal' (brand of pentobarbital, cotics Abbott. Laboratories) capsules Knocked out - under the influence of narcotics O.U. - overdose of narcotics or other drugs, usually fatal Lace - money Off - withdrawn from drugs Layout - the equipment for injecting Oil burner - a narcotics habit requiring drugs large amounts of drugs Lid proppers - amphetamines On a rip - under the influence of LSD Lipton tea - poor quality narcotics On a trip - under the influence of LSD Lit up - under the influence of drugs or other hallucinogens Loaded - under the influence of drugs On the beam - under the influence of Locoweed - marijuana marijuana Long green - money On the needle - on hard narcotics, Luer - hypodermic needle "mainlining" On the nod - under the influence of M - morphine drugs Machinery - equipment for injecting On the street - out of jail

drugs On the stuff - regular user or addict Mainline - to inject drugs directly Oranges - 'Dexedrine' (brand of dextro- into a vein, or the injection itself amphetamine sulfate, Smith Kline & Mainliner - one who injects narcotics French Laboratories) tablets into a vein Outfit - equipment for drug injection, Make a buy - to purchase drugs eye dropper, cooker (spoon or bottle Make a meet - to purchase drugs cap) used to prepare fix Man - the police, a drug connection, Out of the body - the feeling a person or a term of address within a street experiences while under the influence group of LSD Manicure - high grade marijuana (i.e., Out of this world - under the influence no seeds or stems), or to clean and of marijuana prepare marijuana for rolling into Outside of myself - the feelings a per- cigarettes son experiences while under the in- Mary Jane - marijuana fluence of LSD Match box - marijuana container Medicine - drugs of addiction Pack - heroin Member - Negro or some other than a Pad - a drug user's domicile or center white person of activity Meth - Methedrine, Methamphetamine, Panic - a scarcity of drugs usually usually injected for rapid results caused by the arrest of a big peddler Mezz - marijuana Paper - a prescription or packet of Mickey Finn - chloral hydrate narcotics Miss Emma - morphine Paper hanger - one who forges prescrip- Mojo - narcotics tions or checks

-131- Peaches - 'Benzedrine' (brand of amphet- Scat, or Scag - heroin amine sulfate, Smith Kline & French Schmeck - heroin Laboratories) tablets Script - doctor's prescription Peanuts - barbiturates Score - to purchase drugs Peddler - dealer in drugs Seggy - 'Seconal' (brand of secobarbital, P.G. or P.O. - paregoric Eli Lilly and Company) capsules Piece - a container of drugs, an ounce Shooting gallery - place where narcotic of heroin, morphine, etc. addicts congregate to inject drugs Pill freak - user of dangerous drugs Shoot up - to inject drugs of the amphetamine or barbiturate Shot - injection type Silk - a white person Pills - barbiturates or amphetamines Sitter - an experienced LSD user who Pill head - same as pill freak helps or guides a new user filly - dangerous drug user Sixteenth - sixteenth of an ounce Pinks -' Seconal' (brand of seco- Skin pop - injection of drugs beneath barbital, Eli Lilly and Company) skin capsules Skin popper - occasional user of drugs Plant - a cache of narcotics Slammed - in jail Point - paraphenalia for injecting Sleigh ride - cocaine narcotics Smack - heroin; to sniff narcotics into Pop - to inject drugs the nostrils Pot - marijuana Sniff - to sniff narcotics, usually Pothead - marijuana user heroin or cocaine through the nostrils Psychedelic - that which enhances or Snort - to sniff powdered narcotics expands the mind through the nostrils Pure - pure narcotics of very good Snow - cocaine grade Snowbird - cocaine user Pusher - narcotic seller Source - where narcotics are obtained, pusher dealer, supplier, connection Quill - a folded matchbox cover from Speedball - an injection which combines which narcotics are sniffed through a stimulant and depressant - often the nose cocaine mixed with morphine or heroin Speed - Methedrine, methamphetamine Rainbows - 1Tuinall (brand of amobar- usually injected for rapid results bital sodium and secobarbital sodium, Speed freak - a methedrine abuser Eli Lilly and Company) capsules Spike - the needle used for injecting Reader - a prescription drugs Red devils, or redbirds - Seconal Spoon - sixteenth of an ounce of heroin (brand of secobarbital, Eli Lilly Square - non addict and Company) capsules Stack - a quality of marijuana cigarettes Reefer - a marijuana cigarette Star dust - cocaine Roach - the butt of a marijuana ciga- Stash - a cache of narcotics rette Stick - a marijuana cigarette Rope - marijuana Stoned - under the influence of narcotics Roses - 'Benzedrine' (brand of ampheta- Stool - informer mine sulfate, Smith Kline & French STP - a highly potent hallucinogen Laboratories) tablets Straight - in possession of narcotics, Rumble - police in the neighborhood, a also one who is not involved in the shakedown or search drug culture Strong out - regular user or addict Sam - Federal narcotics agents Stuff - narcotics Satoh Cotton - cotton used to strain Sugar - powdered narcotics narcotics before injection, or cotton Supplier - drug source saturated with heroin Swingman - a drug supplier

-132- Take a band - take drugs Tuning in - feeling the effects of LSD Take off - take drugs Turkey - a capsule purported to be Take up - light a marijuana cigarette narcotic but filled with a non- Taste - small quantity of narcotics narcotic substance usually given as a sample or reward Turned off - withdrawn from drugs Tea - marijuana Turned on - under the influence of Teahead - marijuana user drugs Tea party - marijuana smoking party Twist - marijuana cigarette Tecata - heroin Texas tea - marijuana Uncle - federal narcotics agent The man - dealer in drugs User - one who uses narcotics Things - various amounts of a narcotic Thoroughbred - a high type hustler who Vic - one who has been given a hot sells pure narcotics shot, a victim To be heps- to understand To be hip - to understand Wake-ups - amphetamines *To have savvy - to understand Washed up - withdrawn from drugs To hit on - to try to buy'drugs Wasted - under the influence of drugs To make it - to try to buy drugs Weed - marijuana Tooies - Ituinall (brand of amobarbital Weed-head - marijuana user sodium and secobarbital sodium, Eli Weekend habit - small, irregular drug Lilly and Company) capsules habit Toke - a drag from a marijuana pipe or Whiskers - Federal narcotics agents cigarette Whites - amphetamine sulfate tablets Tools or works - equipment used for Wired - under the influence of drugs injection by hypodermic Works'- the equipment for injecting Torch up - light a marijuana cigarette drugs Toss - search Toxy - the smallest container of opium Yellow-jackets - 'Nembutal' (brand of Tracks - a series of pLacture marks pentobarbital, Abbot Laboratories) usually on the arms or legs caused capsules, solid yellow by repeated injections Yen - desire for narcotics Travel agent - an experienced LSD Yen Hook (Hock) - instrument used in user who helps or guides a new user opium smoking Trip - being shigh on hallucinogens, Yen Shee - opium ash particularly LSD Yen Shee Suey - opium wine Truck drivers - amphetamines Youngblood - young person starting to use marijuana

-133- APPENDIX H

AUDIOVISUAL MATERIALS

MATERIALS AVAILABLE FROM THE RHODE ISLAND DEPARTMENT OF HEALTH The following films and filmstrips on drugs are available at the Department of Health Film Library and are provided as a public service. Reservations should be made as far in advance as possible.

Films should be picked up and returned to Room 101H State Office Building, Providence.

Only experienced, qualified operators should be used when showing films. severe damage to films will be the financial responsibility of the parson to whom the film is loaned.

The attendance sheet enclosed with each film should be filled in and returned with the film.

DRUGS AND THE NERVOUS SYSTEM 16 mm. color 16 minutes Junior and Senior High

The effects of drugs on organs and body systems are surveyed using aspirin to illustrate how a common drug works on the nervous system to reduce pain and fever. The film explains the serious disruption of the nervous system caused by narcotics. Substances covered are Airplane glue, stimulants, (amphetemines), depressants, (barbiturates and opiates), hallucinogens, (marijuana and LSD). An animated film.

DRUGS -- HELPFUL OR HARMFUL filmstrip color 1215 minutes Fifth and Sixth Grades

This filmstrip was designed to assist pupils in grades 5 and 6 to develop wholesome attitudes toward drugs and to make w!se personal choices concerning their safe use.

HOOKED 16 mm. black & white 20 minutes Senior High, College and Adults

This is a powerful, sometimes shocking description of drug addiction told in the words of a group of young former addicts. It is not the voice of authority, but of experience.

MARIJUANA 16 mm. color 34 minutes Junior and Senior High, College and Adults

Marijuana is the result of information gained aftermonths of research and interviews with teenagers and young adult users of thedrugs, as well as doctors,

-134-

3119-910 0 - 7010 psychiatrists, and law enforcement and narcotics officers. It is not just another general, scare -film about drugs. Instead it focuses directly on the most frequently voiced reasons given by the marijuana user in behalf of its use and legalization.

NARCOTICS -- THE DECISION 16 mm. color 30 minutes Senior High, College and Adults

A dramatic case history type presentation of a teenage girl's introduction to and continuing use of narcotics. Characteristic individual and group behavior of addiets ire interpreted which include the initial period of the teenager "getting hooke6' to the final stages of another long-term addict going through the withdrawal period. The secrecy and undercover operat4 as of their pursuits, making law enforcement efforts difficult, is well shown in the film.

SNIFFY ESCAPES POISONING 16 mm. color 6k minutes Primary Grades

Geared directly for primary grades. this film explains. in language and action he can understand, just why he should not take medicine and unknown substances himself.

YOUR AMAZING MIND 16 mm. color 16 minutes Judior and Senior High

The refreshing and positive approach to the drug dilemma which this film uses would suggest a new method of approaching the problem, by challenging junior high pupils to set their sights on the marvelous accomplishments of the human mind, rather than to allow the mind to be damaged and unproductive. Factual rather than moralizing or scaring.

MATERIALS AVAILABLE FROM THE RHODE ISLAND DEPARTMENT OF EDUCATION FILM LIBRARY

BEYOND LSD 25 minutes - color Film Associates, 11559 Santa Monica Blvd., Los Angeles, Calif. 90025

Thin film is about the communication gap between two generations: teenagers and young adultt on the one hand, and those over thirty -- "the establishment" -- on the other. The teenagers' use of LSD and other drugs is only one of the symptoms of this communications gap. In thin film, a group of parents seek help in order to understand why alienation between pnrentn and children may lead to drug use. It in intended to stimulate thought and motivate discussions among parents, students, and teachers.

-135- DRUG ABUSE: THE CHEMICAL TOMB Film Distributors International 2223 South Olive St., Los Angeles, California

This film tells who is using drugs, the effects of different drugs, the types of drugs and their danger. Portrays the cycles which take place from the effects of certain drug types. Explains the effects of drugs on teenagers. Film has a good explanation of mafijuana or pot.

DRUGS AND THE NERVOUS SYSTEM 18 minutes - color

This beautifully filmed presentation discusses same basic and vital facts about misuse of airplane glue, stimulants, depressants, marijuana and LSD. The major portion of the film explains the serious disruption of the nervous system caused by using these substances for "kicks." While the film emphasizes the dangers of drug abuse, it does so without sermonizing.The descriptions of the actions of abused drugs are enhanced by a good musical score and fascinating animation sequences. Highly recommended. Particularly appropriate for junior high school students, but recommended for junior and senior high school.

ESCAPE TO NOWHERE 25 minutes - color Profesaional Arts Corp., Universal City, Calif., P.O. Box 8484

Real-life story of drug use told "like it is" by kids who use drugs...But mostly told by Debbie, whose "escape" drugs have been.For 25 compelling minutes, you and your young audiences will become a part of Debbie's world.To go where she goes, sec what she sees, and feel what she feels about life and the many different drugs which have been such an important part of her ESCAPE TO NOWHERE. There is no "uoralizing" in ESCAPE TO NOWHERE.The message that drugs are cop outs comes from the drug users; not "the establishment," The result is a unique film with unique strategies, reaching and impressies audiences. They won't quickly forget Debbie....and neither will you.

HIDE AND SEEK Center for Mass :Communication of Columbia University Press, 440 West 110 Street, New York, New York 10025

This is a boy's personal story of his life as an addict. Starting with his initiation to drugs, the film follows his steady mental and physical deterioration.What clearly emerges is the boy's remorse, his insurmountable loneliness, and extreme anguish.He talks constantly about the things he's lost through addiction.The events in the film are actual experiences, with the narration by the addict himself.

-136- HOOKED 20 minutes - black and white

Excellent film.Young people, (ages 18 to 25), in what appears to be a security institution, describe their experiences with drug addiction.The descriptions are uninhibited, sometingo shocking, and make frequent use of addicts' jargon. The young people speak with candor about what impelled them to use drugs, how drug abuse affected their relationships with others, and the disgust with which they now regard their drug experiences.

LSD--25 27 minutes - color Professional Arts, Inc., P.O. Box 8484 University City, Calif. 91608

An excellent color film which provides a current, accurate and balanced view of LSD use. Emphasizing the unpredictability of the drug and its terrifying power, the film succeeds is discouraging LSD experimentation without adopting a "preachy" tone. It is also superior from a visual and technical point of view, and should hold the interest of the most sophisticated audiences.Recommended for high school through college.

LSD: INSIGHT OR INSANITY 28 minutes Bailey Films, 6509 DeLongpre Ave. reissued 1968 Hollywood, Calif. 90028

This film documents the dangers in the unsupervised use of LSD, explains what medical science knows of the physiologic actions of LSD and counteracts a few of the erroneous claims made for the use of LSD.Good to excellent technical accuracy, effectiveness in reaching the desired audience and in dramatic impact. Rated best for senior high school students and college students and above average when compared with other films on the same subject.Excellent sound track. Chromosome damage scene rated best; Russian roulette scene was most controversial.

MARIJUANA 34 minutes - color Bailey Films, 6509 DeLongpre Ave. Hollywood, California 90028

The film examiner reason? some teenagers give for smoking "pot" and rationally exposes these reasons for what they are.There are also interviews from throughtout the country in which teenagers present their frank and disturbing reasons for rejecting the adult world's expected behavior norms for teenagers. For balance, the film then asks opinions from among the vast majority of teenagers who do not take drugs. All arguments for and against the use of marijuana are presented objectively and unemotionally. The accumulation of honest argument is showed to speak for itself. Recommended for junior and senior high school, college and adult audiences.

NARCOTICS: A CHALLENGE 24 minutes - color The Narcotic Educational Foundation of America, 5055 Sunset Blvd., Los Angeles, California 90027

Basic information about narcotics and other drugs of abuse; f r educators.

-137- NARCOTICS: PIT OF DESPAIR 25 minutes - color Film Distributors Inc. 1967

Designed to teach perils of narcotics addiction to youngsters. Indicates how inexperienced young people are led to seek refuge in tobacco, alcot.,1 and barbiturates when questionable friends introduce marijuana and opiates. Resultant addiction and problems of withdrawal are included.Requires qualified professional discussion leader. Senior high and above.

NARCOTICS - WHY NOT? 15 minutes - color Charles Cahill & Associates, Inc. 16 mm. P.O. Box 3220, Hollywood, Calif.

A series of extemporaneous interviews with teenagers and young adults who have taken narcotics.These individuals, residents of the California Rehabilitation Center, relate how they were introduced to narcotics, what it was like to be under the influence of narcotics, why they wished they hadn't used drugs or narcotics, and what the future holds for them. The misery of narcotics addiction, as related by these people, provides a vivid and memorable answer to the question in the film's title for teenagers and young adults who are increasingly exposed to the temptation of experimenting with drugs.

POT'S A PUT ON 10 minutes - color Professional Arts Corp., Universal City, P.O. Box 8484, Calif. 91608

This film is aone sided picture of the "hippie" world, pointing out the unreality of their life.The film portrays what our world would be if "grass", marijuana was legalized -- the people would lack the ability to assume responsibility. Young approach, filmgood for middle grades.

THE DANGEROUS DRUGS 22 minutes The Narcotic Educational Foundation of America, 5055 Sunset Blvd, Los Angeles, California 90027

This film vividly portrays the dangers from abuse of amphetamines and barbiturates.. accidents, physical dependence, (from barbiturates), ruined health, even death. A candid acconnt by a female abuser dramatically and forcefully underscores these dangers. The potential relationship of heroin abuse and abuse of non-narcotic drugs is noted. Suited for high school, college, and general public.

THE LOSERS 31 minutes - black & white WCBS-TV New York, 1965, Carousel Films, Inc,, 1501 Broadway; N.Y.

Fine exposition of the drug abuse problem in relation to teenagers. Film examines the prevalence and habitual use of chemicals and drugs among people from 12 to 21. Actual experiences are recounted by youns from both slums and "nice" neighborhoods. Although it deals with the problem in New lark City, this kinescope of a TV program makes points applicable anywhere.Especially noteworthy is a clear presentation of the harmful effects of glue-sniffing, and the use of marijuana, stimulants, depressants and heroin. Suited for junior high through high school.

-138- THE BALLARD OF MARY JANE Professional Arts Corp., Universal City California, P.O. Box 8484, 91608

THE BALLARD OF MARY JANE is a 20 minute 16 mm. color sound film in which "Mary Jane" tells her own story. In the BALLARD OF MARY JANE, Mary Jane herself tells the story of "her history," "her chemistry," and most important of all, her physiological and psychological effect on her young audience." The film has received the pre-production endorsement of the Bureau of Narcotics and Dangerous Drugs.

THE TRIP RACK Sterling Movies, 43 West 61 St., New York, New York 10023

This film looks at the world of drugs through the eyes of a fifty year old woman who spent most of her life under the influence of hard drugs. Her life is now being spent trying to reach young people, telling her story of the harm and tragedy, resulting from taking drugs, especially the "hard" drugs. The film is well done, excellent for secondary school students.

FILM STRIPS AND RECORDINGS

DRUGS Raytheon Health Education Programs, Raytheon Learning Systems Co. Set Part Number 206001 04

10 color filmstrips with 33 1/3 r.p.m. automatic records. This is a complete drug abuse teaching program developed to present the student with good factual information about drugs. Besides the filmstrips and records, the kit contains a teacher's manual and scripts on each part or unit.

Part One - Introduction to Drugs Part Two and Three - Barbiturates and Amphetamines Part Four and Five - Marijuana Part Six and Seven - LSD and LSD Type Drugs Part Eight - Narcotics Part Nine and Ten - Teenagers and Drugs

)RUGS -- HELPFUL OR HARMFUL filmstrip color 12 minutes Fifth and Sixth Grades

This filmstrip was designed to assist pupils in grades 5 and 6 to develop wholesome attitudes toward drugs and to make wise personal choices concerning their safe use.

-139- APPENDIX I

ANNOTATED BIBLIOGRAPHY BOOKS AND BOOKLETS The Addict in the Street. Edited by Jeremy Lamer Drug Abuse: A Source Book and Guide for Teachers. from tape recordings collected by Ralph Teffer- Sacramento: California State Department of Edu- teller,New York: Grove Press, Inc.1984. cation, 1967. This book contains the first person stories of heroin Althoughprimarilydesignedforinstructorsin addicts who live in constant threat of degradation, California,there are two excellent chapters on arrest and torture. It shows the wide gulf that exists instruction in this source book.This guide also between the addict's needs and desires and his own contains objective tests designed to measure the self-portrait. student's knowledge of drug abuse information. Alpert, R., Cohen, S., Schiller, L. LSD. New York: Drug Abuse: Escape to Nowhere. Philadelphia: Smith New American'Library, 1968. Kline and French Laboratories, 1987.(Available This book should help educators to obtain a bal- from the National Education Association, Publica- anced view of the .present LSD controversy.Its tion-Sales Department, 1201 Sixteenth St., N.W., pictorialpresentationshighlighttheemotional Washington, D.C. 20038). nature of the LSD experience. This excellent guide for educators discusses the drugs of abuse and their effects, the various methods Ausebel, David P.Drug Addiction: Physiological, of therapy for the drug abusers, the educational Psychological and Sociological Aspects. New York: approaches that can be utilized and the problems Random House, 1958. of abuser identification. This book contains many helpful insights into the Glaser, Daniel and O'Leary, Vincent. The Control various aspects of drug addiction. and Treatment of Narcotic Use. Washington, D.C.: U.S. Government Printing Office, 1988. Blum, Richard K and Associates. Utopiates: The Use This booklet discusses the physiological effects of and Users of LSD-25. New York: Atherton Press, narcotic drugs, historical and psychological factors 1984. involved in Narcotics abuse and the various types This book discusses the legal, social and psycho- of treatment. pharmacological aspects of LSD as well as its use in many different settings. Harms, Ernest (ed.). Drug Addiction in Youth. Ox- ford: Pergamon Press, 1985. Chein, Isidor. The Road to II: Narcotic, Delinquency This volume, the results of the efforts of persons and Social Policy. New York: Basic Books, 1964. who have worked with young drug addicts, covers A study of heroin use among different ethnical many of the major aspects of juvenile drug addic- groups of teenagers in New York. This book dis- tion in an informative manner, Different authorities tinguishes four stages in involvement with drugs: have contributed to this volume, writing on topics experimentation, occasional use, habitual use and such as narcotic addiction among the newborn, regular use with efforts to break the addiction. psychopathology of drug addiction, and religion and narcotic addiction among juveniles. Cohen, Sidney. The Beyond Within: The LSD Story. New York: Atheneum, 1964. Hollander, Charles (ed.). Student Drug Involvement. A discussion of good and bad "trips" caused by Washington, D.C.: United States National Student using LSD, this book is written by a psychiatrist Association, 2115 S Street, 20008, 1967. who was one of the early investigators of the effects This publication deals with the history, sociology, of LSD. psychopharmacology and legality of drug use as well as the student drug involvement. Curtis, Lindsay R. Let's Talk About Drugs. Dallas: International Control of Narcotic Drugs. New York; Tane Press, 1987. United Nations Publications{ 1985. Written concisely and using a question-answer ap- This booklet describes the methods and scope of proach, this booklet should appeal to youth.It international narcotics control, the history leading discusses general aspects of marihuana and LSD to the present system of control, the types of drugs abuse, glue-sniffing, as well as the misuse of bar- under international control and the suppression of biturates, amphetamines and tranquilizers. illicit traffic in narcotic drugs. Drug Abuse: A Manual for Law Enforcement Officers. Kolb, Lawrence. Drug Addiction: A medical problem. 2nd edition. Philadelphia: Smith Kline and French Springfield, Illinois: Charles C. Thomas, Publishers, Laboratories, 1968. 1982. Although this manual is designed for law officers, This book's purpose isto increase the reader's in it there are several sections which could be quite understanding of drug abuse and to encourage informative toteachers, especially those sections development of control and treatment programs. which deal with drug groups subject to abuse, the The whole book attempts to point out that drug drug abuser, the illegal traffic in dangerous drugs abusers should not be treated as hardcore criminals, and the drug industry's security methods. false propaganda should stop and drug & pendency should be treated as a health problem. Drug Abuse: A Reference For Teachers.Trenton: New Jersey State. Department of Education, 1987. Kreig, Margaret. Black Market Medicine. Englewood The Chapter on "The Role of the School" provides Cliffs, N. J.: Prentice-Hall, Inc., 1967. excellent suggestions for incorporating an attack This book reveals the people who produce and on drug abuse in the school's program. distribute illegal pharmaceuticals, as well as afford-

-140- ing a view of many of the undercover activities in- Prevention and Control of Narcotic Addiction. Wash- volved with drug abuse control. ington,D.C.:U.S. Government PrintingOffice, 1988. Kreig, Margaret B. Green Medicine. Chicago: Rand Discussion of the historical aspects of the control McNally and Company, 1984. of narcotic abuse with a view toward establishing This book discusses the scientific interest in medici- two points:(1)compulsoryhospitalizationof nal plants and the research in both laboratory and narcotic abusers (2) effective policing. jungle for botanical drugs that cure. Psychedelics and the CollegeStudent.Princeton: Lindesmith, Alfred R.The Addict and the Law. Princeton University Press, 1987. Bloomington: Indiana University Press, 1985. This booklet was written by college students for By presenting relevant materials of an historical college students.Although the information is not and a current nature, the author discusses issues presented from a professional viewpoint of psyche- involved with addiction and the law. delics, it does point out that the drug question can Lin-Fu, Jane S. Neonatal Narcotic Addiction. Wash- no longer be avoided. ington, D.C.: Children's Bureau, 1967. Psychosocial Aspects of Drug-Taking.Proceedings This booklet contains a summary of information of a one day conference held at University College, available on neonatal narcotic addiction, based on London. Oxford: PergamonPress, 1985. a review of literature. Although this booklet discusses the drug depen- Livingston, Robert B. Narcotic Drug Addiction Prob- dency situation in England, some of the information lems. Proceedings of the Symposium on the History on causes and motives of drug abuse and the role of Narcotic Drug Addiction Problems, March 27 of education in preventing drug abuse may be and 28, 1958, Bethesda, Maryland. Washington, helpful to the teacher. D.C.: U.S. Government Printing Office, 1958. Saltman, Jules. What We Can Do About Drug Abuse. While reading this book, the reader must remember Public Affairs Pamphlet No. 390. New York: Pub- to keep the content in historical perspective. Some licAffairs Committee, Inc.(381 Park Avenue, of the material gives quite a good insight into South, 10016), 1986. various facets of the drug addiction problem. This booklet shows that the many-faceted problem of drug abuse calls for many solutions.It makes Louria, Donald B.Nightmare Drugs. New York: interestingaswellas.informativereadingfor Pocket Books, Inc., 1968. students. Written by a physician, this paperback discusses stimulants, heroin, sedatives, tranquilizers and hal- Services for the Prevention and Treatment of De- lucinogens, as well as addiction and the laws. pendence on Alcohol and Other Drugs. Fourteenth Report of the WHO Expert Committee on Mental Matthews, Jay De. Narcotics Legislation: Its Effects Health. World Health Organization Technical Re- on Narcotics Traffic. Elizabethtown, Pennsylvania: port Series No. 383. Geneva: WHO, 1987. 1988.Unpublished work. This report discusses the problems of dependence A student's study of the effect of legislation on the on drugs, the types of programs needed to combat narcotics traffic. drug dependence and the areas of research that still need to be explored. Maurer, D. W. and Vogel, V. H. Narcotics and Nar- coticAddiction. 3rded.Springfield,Illinois: Task Force Report: Narcotics and Drug Abuse. Wash- Charles Thomas, Publishers, 1987. ington, D.C.:U.S. Government PrintingOffice, This book is an attempt to describe the various 1987. drugs of addiction and to report on the physiological This report contains the findings and recommenda- effects of these drugs.Some generalizations are tions relating to narcotics and drug abuse made by made in reference to thesocial implications of the President's Commission on Law Enforcement addiction.. and Administration of Justice in The Challenge of Crime in a Free Society.Italso contains much Medicinal Narcotics. Washington, D.C.: Pharmaceu- information on mind-alteringdrugsrelativeto ticalManufacturers Association(1155 Fifteenth dangerous behavior and proposals for dangerous St., N.W. 20005), 1985. drug legislation. This booklet describes the various governmental controls over narcotics, points out the cornerstone Vogel, Victor H. and Virginia E. -Facts about Nar- of medicinal narcotics control and stresses the need cotics and OtherDangerous Drugs.Chicago: for uniformity in laws and terminology as the Science Research Associates, Inc., 1967. foundation for effective enforcement of regulations. This booklet contains a storehou'Se of information Recommended for high school student use. on the different types of drugs and their effects. Itis a good reference for students. Mental Health Monograph 2.Narcotic Drug Addic- tion. Washington, D.C.: U.S. Government Printing Wilkerson, David. Twelve Angels From Hell. West- Office, 1985. wood, New Jersey: Fleming H. Revell Company, Recommended for reading by high school students, 1985. iris huuklei euVeiS many of the ware important Tina book illustratesthe ersonalities of twelve aspects of narcotics drug addiction. different hard-core drug addicts and depicts the changes that occurred in their lives as a result of Nowlis, Helen H. Drugs on the College Campus. spiritual experiences. Detroit: National Association of Student Personnel Administrators(Suite405,5440 Cass Avenue. Wilkerson, David, with John and Elizabeth Sherill. 48202), 1987. The Cross and the Switchblade. Westwood, New This handbook, although it primarily applies to the Jersey: Fleming H. Revell Company, 1983. use of drugs by college students, attempts to clarify Although this book is not primarily concerned with some of the issues and implications involved with drug abuse, it does afford the reader a view of the drug abuse. physical and emotional environment of the drug

. -141 abuser in the "asphalt jungle." It also stresses the Brill, Henry and Larimore, Granville W. "Second necessity for demonstrating love for the adolescents On-Site Study of the British Narcotic System.' who abuse drugs. NACC Reprints.(June, 1967). This booklet points out the current situation on Wilner, Daniel M. and Kassebaum, Gene G. (eds). drug addiction inBritain and the modifications Narcotics. New York: McGraw-Hill Co., 1965. that are occurring in the "British System. This volume discusses the problems of drug use from the perspective of an epidemiologic model Brill, Leon. ''Drug Abuse as a Social Problem." In- of the interaction of host (drug dependent per- ternational Journal of the Addictions. Volume 1, sonality), agent (pharmacological substance abused) Number 2 (June, 1968). and the environment which promotes drug abuse. This paper highlights the sociological parameters of the addiction problem as well as the dramatic Winick, Charles. The Narcotic Addiction Problem. changes in perspective which have occurred in re- New York: The American Social Health Associa- cent years. tion (1790 Broadway, 10019), n.d. This booklet is a statement of the narcotic addiction Brodsky,Philip."Drug PlantInspection."FDA problem in the United States and a brief presenta- Papers. (May, 1987) pp. 7-14. tion of the program that the American Social Health This article describes what an FDA inspector looks Association has initiated in order to combat drug for whin he is inspecting a pharmaceutical manu- abuse. facturing plant. Winick, Charles and Goldstein, Jacob.The Clue Bulletin on Narcotics. Sniffing Problem. New York: The American Social A bimonthly publication of the United Nations, Health Association (1790 Broadway, 10019), n.d. New York. It depicts the narcotic problem on the This booklet describes the practice of glue sniffing, international level. its effects, its relationship to drug dependent and some etiological factors involved. Carner, Charles."Surprise Inside:Strange Effects of Drugs.' Today's Health. (April, 1987) pp. 57- Yablonsky, Lewis. The Tunnel Back. New York: 59+. MacMillan and Company, 1985. This article points out how drugs purchased OTC A description of Synanon's methods of treatment for (over-the-counter) can lead to serious complica- drug addiction. tions for persons who misuse them. Caruanta, S. " Trugs'.-A Social, Medical or Educa- tional Problem?" The Health Education Journal. PERIODICALS Volume 25 (November, 1980) pp. 184-91. "Addicted!" Good Housekeeping. Volume 164 (May, This article discusses the various types of drug de- 1987). pp. 12+ pendence, the yersonality of the drug- taking ado- A personal narrative of a woman who became lescent, the various groups of drugs abused and dependent upon &et pills. This article should assist the role of health education in preventing an ac- the student in understanding the dangers involved tual drug abuse situation. in abusing prescription drugs. Casselman, Bernard W. "You Cannot Be a Drug Becker, Howard S. "History, Culture and Subjective Addict Without Really Trying. Diseases of the Experience; An Exploration of the Social Bases of Nervous System. Volume 25 (March, 1984) pp. Drug-Induced Experiences." Journal of Health and 161-63. Human Behavior. Volume 8, Number 3 (Septem- This article advocates seeking the causes of drug ber, 1967). pp. 163-78. addictionsothatpreventivemeasures can be This article develops a model based on cultural applied. and social organization in an effort to explain the "Clinical Testing:Synopsis of the New Drug Regu.: incidence of drug-induced psychoses, especially as lations." FDA Papers (March, 1987) pp. 21-25. related to LSD and marihuana. An explanation of regulations involved with clini- Bewley, T. H. "Some Sr -' "lychological and En- cal testing of new drugs. vironmental Factors A. zed with Drug De- Cohen, Allan Y. "Abid is Not as Advertised." Ameri- pendence." The Health Education Journal. Number can Red Cross Journal. Volume 44, No. 3 (Decem- 26 (May, 1987). pp. 60-66. ber, 1987) pp. 18, 19. This article discusses the social organization of drug taking, the personalities of addicts, the environ- A former associate of Dr. Timothy Leary explains ment of addicts and therelationshipof drug why he stopped using LSD. addiction to delinquency. Cohen, Maimon M., Hirschhorn, Kurt, and Frosch, Bloomquist, Edward R."Lees Think Twice About William A. In Vivo and In Vitro Chromosomal 'FleeNarcotics."GP. Volume 21, Number 5 Damage Induced by LSD-25." The New England (May, 1980) pp. 156-62, and Volume 21, Number Journal of Medicine.Volume 277, Number 20 6 (June, 1900) pp. 149-55. (November 18, 1987) p. 1043. These two articles attack the idea that "free" nar- A report of a study which convinced the authors cotics should be distributed to addicts. A com- of this article that the use of LSD causes a higher parisonis Made between the so-called "British incidence of chromatid breakage than the non-use System" and the American way of handling addicts. of LSD. Curtis, Lindsay R. "LSD." Listen. Volume 21, Num- Bloomquist, Edward R."What Makes Teens Try ber 2. (February, 1988) pp. 5, 6. Dope?"Parents Magazine.(February,1980). (Reprint available from Parents' Magazine, 52 This article, written by a physician to young peo- Vanderbilt Avenue, New York, N. Y. 10017) ple, summarizes what is known about psychedelics. This artille describes methods parents can utilize Dalryc.ple, Willard. "A Doctor Speaks of Marijuana to belp their children avoid, drug abuse. and other 'Drugs'." Journal of the American Col- -142- lege Health Association.(Reprinted by permis- Pictorial description of various types of stimulants, sion of University:a Princeton Quarterly, 1965). depressants and hallucinogens.It describes why Volume 14 (February, n:-9) pp. 218-22. the various drugs are taken and what symptoms an This article, in the form c' a dialogue, could be 'abuser would exhibit when under the influence of especially helpful and interesting to students.It these drugs. discusses the relationship of drugs to the mental health of individaals and the community. Eddy, Nathan R., Halbach, H., Isbell, Harris, and Seeyers, Mau_ice H. "Drug Dependence:Its Sig- "Dependence on Amphetamines and other Stimulant nificanceandCharacteristics. BulletinWorld Drugs." Journal of the American Medical Associa- Health Organization. Volume 32 (1965) pp. 721- tion.Volume 197, Number IE (September 19, 33. 1986) pp. 1023-27. A description of the various types of drug de- Prepared by the AMA Committee on Alcoholism pendence and the rationale behind the use of the and Addiction, this statement is one in a series on term "drug dependence." drug dependence. Garrett, Dan. L., Jr. "Synanon: the Communiversity." "Dependence on Barbiturates and Other Sedative Humanist. (September-October, 1965) pp. 185-89. Drugs." Journal of the American Medical Associa- tion. Volume 193, Number 8 (August 23, 1965) A vivid description of Synanon's philosophy, meth- pp. 673-77. ods and psychology.(Available from Synanon Foundation, Inc. 1351 Ocean Front, Santa Monica, One of the series of statements regarding drug California 90401). dependence,thisarticlewas prepared by the AMA Committee on Alcoholism and Addiction. Glatt, M. M. "Problems Common to Alcoholismand "Dependence on Cannabis (Marihuana)." Journal of Drug Dependence.' WHO Chronicle. Volume 21, the American Medical Association. Volume 201, Number 7 (July, 1967) pp. 293-302. Number 6 (August 7, 1987) pp. 388-71. This article discusses the similarities between de- One of the series of statements regarding drug pendence on alcohol and dependence on drugs dependence,thisarticlewas prepared by the especially in respect to etiological and develop- AMA Committee on Alcoholism and Drug De- mental factors. pendence. Goddard, James L. "Criminal Abuse of 'Dangerous "Dependence on LSD and otherHallucinogenic Drugs'."The Forensic Quarterly.Volume 41, Drugs."Journal of the American Medical Asso- Number 3 (August, 1967). ciation. Volume 202, Number 1 (October 2, 1967) This article stresses that the drug abuse problem pp. 47-50. in the United Statesisnot an easily solvable One of the series of statements regarding drug problem. dependence,thisarticlewas prepared by the AMA Committee on Alcoholism and Drug De- "Good Manufacturing Practice." FDA Papers. (April, pendence and the Council on Mental Health. 1967) pp. 22-25. Dole, Vincent P. and Warner, Alan."Evaluation of A description of FDA's activities to assure that Narcotics Treatment Programs." American Journal good manufacturing practicesare being imple- of Public Health.Volume 57, Number 11 (No- mented by pharmaceutical firms. vember, 1967) pp. 200-08. This article points to the chaotic condition of the Harms, Ernest."Remedies for Drug AbuseRight present system of reporting of narcotics treatment and Wrong." Adolescent. Volume II, Number 5 programs.Italsocontainsaratherextensive (Spring, 1967) pp. 1-4. selected bibliography on narcotic addiction treat- This editorial stresses the need to understand the ment from 1980 to 1966. world of youth in order to obtain a proper perspective on what should be done to eradicate the "Drug Abuse." Journal of the American Pharmaceu- deep impulses which lead to drug abuse. tical Association.Volume N5B, No. 1(January, 1968). International Journal of Addictions. Much of this issue is devoted to drug abuse. The A publication devoted to the scientific study of drugs of abuse, a history of drug abuse, psycho- drug use and abuse.It is published semi-annually tomimetic agents, and the pharmacist's role in drug by the. Institute for the Study of Drug Addiction, abuse education are discussed.Several featurettes 680 West End Avenue, New York, N. Y. 10022. on drugs are also included. Kleber, Herbert D."Prolonged Adverse Reactions "Drugs."Health Information Digest.Volume 11, from Unsupervised Use of Hallucinogenic Drugs." Number 2 (July, 1967) pp. 78-87. The Journal of Nervous and Mental Disease, Vol- Interesting highlights from 14 recent articles on ume 1, Number 4 (1967) pp. 308-19. many aspects of drugs such as:clinical impressions of drug abuses, legal actions against addicts This article reviews some of the factors that have and personality of the drug abuser. brought about the drug fad and present a report df five cases that have suffered adverse reactions "Drugs." World Health. (July, 1967) pp. 1-40. from drug experimentation. An excellent pictorial portrayal of the problems associated with drug abuse on the international level. Kleber, Herbert D. "Student Use of Hallucinogens." This article takes a comprehensive and quite inter- Journal of the American College Health Associa- eating look at drugs. Recommended for senior high tion. Volume 14 (1965) pp. 109-17. school students. This study of 21 college students attempted to learn more about students who abuse drugs, the Drugs of Abuse.(Reprint from FDA Papers, July- patterns of abuse, and the effects that abuse had August, 1967). Washington, D, C.: U. S. Govern- on the students' lives. Some of the information is ment Printing Office. quite revealing about the students. -143- Lang, Irving."Narcotics LegislationA Total Ap- "Prevention and Control of Drug Abuse: Statement proach." NACC Reprints (June, 1967) (From of Needs and Principles."Social Health News. The Catholic Lawyer.) Volume 42, Number 7 (October, 1967) pp. 3-4. A description of New York's attempt to 'deal with These principles were adopted as a position paper drug abuse on a massive scale. by toe Board of Directors of the American Social Health Association and serve as ASHA's guideline Lasher, Lewis P. "LSD: The False Illusion." FDA statements for program proposals for communities. Papers. (September, 1967). A look at LSD from the viewpoint of one of FDA's Raclin, Sherwin S."Psychosocial Aspects of Drug CriminalInvestigators.Some Characteristicsof Addiction." The Journal of School Health. Num- LSD users are described. ber 36 (December, 1968) pp. 481-87. This article attempts to answer some of the ques- Levine, Jerome and Ludwig, Arnold M. "The LSD tions relatedto the psychosocial phenomena of Controversy." Comprehensive Psychiatry. Volume drug abuse. 5, Number 5 (October, 1964) pp. 314-21. The authors attempt to answer the question:do Rankin, Winton B. "National Drug Testing Center." the purported dangers and risks associated with FDA Papers. (May, 1987) pp. 4 -8. the use of LSD outweigh any benefits that could A description of a new approach to drug control. possibly be derived from it? Rehling,C.J."Drugs and the Driver?'Traffic Listen,1350VillaStreet, Mountain View, Cali- Safety.( Reprint available from National Safety fornia 94040. Council, 425 N. Michigan Avenue, Chicago, Il- This journal of better living talks about smoking linois 60811). and drinking as well as narcotics and is designed A description of the ways in which narcotics, bar- primarily for young people. biturates, amphetamines, anti-histamines and tran- Laurie, Donald B. "Cool Talk About Hot Drugs," quilizers can affect driving: NACC Reprints. (December, 1967). Rosen !louse, Leo."STP: A Deadly Trip."Listen. This article attempts to peel away some of the Volume 2I, Number 2 (February, 1968) pp. 8, 9. misconceptions about LSD, marihuana and heroin. Itis highly interesting nnd should he especially Thii article, written for young people, tells about useful to high school students. time STP situationinSan Francisco'sHaight - Ashbnry District.It also describes some physio- Lyle,David. 'The Logisticsof Junk."Esquire logical and socialfactorsassociatedwith STP (March, 1985) pp. 59 -87+. abuse. A personal narrative of a drug addict coupled with information on the world-wide traffic in narcotics Rosenthal,Theodore,Patrick,Sherman W.,and make this article quite captivating. Krug, Donald C."Congen:tal Neonatal Narcotics Addiction: A Natural History." American Journal "Medicines and Your Family's Health." Second in a of Public Health. Volume 54, Number 8 (August, series published by the Pharmaceutical Manufac- 1964) pp. 1252-62. turers Association, Washington, D. C. 20005. Read- A discussion of the factors involved in congenital er's Digest. Volume 92, Number 550 (February, neonatal narcotic addiction and steps that should 1968) pp. Ml-M8. he initiated to control such situations. The content in these pages describes some of the values of properly used drugs.Excellent reading Buskins, Arthur. "Drug Experience Reporting." FDA material for secondary level students. Papers (April, 1967) pp. 13-16. Mental Health Digest.National Clearinghouse for A description of the new adverse reactions task Mental Health Information. National Institute of force's operation and function. Mental Health, 5454 Wisconsin Avenue, Chevy Sadusk, Joseph F., Jr."Size and Extent of the Prob- Chase, Maryland 20203. lem.Journal of the American Medical Associa- Although this periodical reflects the whole spec- tion.Volume 198, Number 8 (May 23, 1966) hum of mental health and presents a broad sam- pp. 707-09. pling of subject matter and professional points of views, there are articles dealing with specific fa- Discussion of diversion of non-narcotie drugs from pects of drug abuse. legitimate to illegitimate channel.. 'Misuse of Valuable Therapeutic Agents:Barbitu- Samuels, Gertrude. "Where Junkies Learn to Hang rates, Tranquilizers and Amphetamines." A Re- Tough."Reprint from New York Times, (May, port by the Committee on Public Health, the New 1985). (Available from Synanon Foundation, Inc., York Academy of Medicine. Volume 40, Number 1351 Ocean Front, Santa Monica, California 90401). 12 (December, 1964) pp. 972-79. This article describes the operation of Synanon and A study of the hazards of drug abuse with a re- its approaches toward drug addicts. view of historical approaches toward the problem as well as a list of remedies which can now be Schreiber, Flora Rheta and Herman, Melvin. "New utilized to. tackle the drug abuse problem. Hope for Drug Addicts," Science Digest. Volume 60, Number 1 (July, 1966) pp. 15, 16. "New Insights. ..Narcotic Addiction: Problems/ Addicts can and do become useful members of Progress/Prognosis." Illinois Medical Journal. Vol- society.Factors upon which successful recovery ume 130, Number 4 (October, 1966). depends are discussed in this article. Thisjournalcontainstheproceedingsofthe IllinoisStateMedicalSociery'sConference on Selby, Earl and Anne."Pills, Glue and Kids: An Narcotic Addiction.Many differentaspectsof American Tragedy," Reader's Digest. Volume 88 drug abuse are discussed with a view toward find- (June, 1986) pp. 66-70. ing the best in each and many conflicting ideas A "popular literature" article on juvenile drug abuse and synthesizing them into a constructive program. and ways to combat it. -144- 'icons:KO'. Clean. "The 'Instant Insanity' Drugs," Winick, Charles, "Drug Addiction and Crime," Cur- Law and Miler, Volume 15, Number 9 (Septem- rent History, (June, 1967) pp. 349-54. ber, 1967) pp. 83-87. An authoritative discussion of the illegal distribu- This paper describes the dangers of the abuse of tion system of drugs and the effects of treatment LSD, as well as suggesting six steps to counter- programs, as wellr.san attempt to answer the attack the increasing prevalance of drug abuse. question: does crime maculate addiction? Smith, Jean Paul. "LSD: The False Illusion," FDA Papers, (July-August, 1987) pp. 10-18. Winick, Charles and Bynder, Herbert."Facilities for Treatment and Rehabilitation of Narcotic Drug The LSD problem is presented from a psycholo- Users and Addicts," American Journal of Public gist': point of view in this article, Health, Volume 57, . Number 6 ( June, 1967) pp. The Attack on Narcoti.7 Addiction and Drug Abuse. 1925-33. Albany, N. Y.: New Yolk State Narcotic Addiction This study attempted to determine the range and Control Commission, 12203. extent of existing programs for treatment and re- A publication devoted to publicize the activities of habilitationinthe United Statesinrespectto the New York State Addiction Conti. Ol Commission services provided and criteria of admission. and to explain various aspects of drug abuse. Ungerleider, J. Thomas and Duke, D. Fisher."The Wylie, -.Evan McLeod. "Tice Pills Drivers Shouldn't Prohlems of LSD 25 and Emotional Disorders," Take," (Condensed from Family Safety) Reader's California Mgdicine, Number 108. (January, 1967) Digest, Volume 90 (February, 1967) pp. S3-85. pp. 49-55. Adescription of the ways that many medicinal A description of the physiological and psychological drugs, especially when combined with alcohol, ear. effects of LSD with information on the acute and (render an individual unfit to drive an automobile. chronic side effects noted among LSD users. Weech, Alexander A."The Narcotic Addict and Zellweger, Hans, McDonald, John, and Abbo, Gisela. 'TheStreet.'"Archivesof General Psychiatry, "IsLysergic AcidDiethylamide aTeratogen?" Volume 14 (March, 1966) pp. 299-306. The Lancet, Volume 2 for 1987, Number 7525 ( November 18, 1987) p. 1088. A study of the environment of the individual who is dependent upon drugs and the priority that peer This case report attempts to show a relationship activities have for him over family relationships. between the use of LSD and birth deformity.

PAMPHLETSAND OTHERS A Guide to Illicit Drugs. New York: American Social These fact sheets provide information on the Drug Health Association, N.D. Abuse Control Amendments of 1965, the illegal This chart describes the habit forming drugs, their trafficin dangerous drugs, the drug abuser, de- slang names, their primary effects, their detection, pressants, hallucinogens; stimulants and controlled and the dangers of abusing the drugs. It is quite drugs. Good sources for non-technical facts. compact and contains the basic information that a teacher should know about the various drugs. Hooked. Information Materials Press, 25 W. 4th St., New York, N. Y. 10036. Barbiturates as Addicting Drugs. (Publication of U.S. This comic booklet tells the story of what it is like Dept. HEW, 1965 revised.Duplicated by and to be hooked.Excellentfor use with students available from the Pennsylvania Department of because of its appeal. Health). This pamphlet points out the dangers of abusing Living Death: The Truth About Drug Addiction. barhiturates and the methods utilized to treat indi- Washington,D.C.:U.S.GovernmentPrinting viduals who have taken too large doses of barbitu- Office, 1965. rates. Thispamphlet contains many of theessential facts about drug addiction. May be used for student Collection of Marihuana Papers. Bureau of Narcotics, reading, especially asintroductory material. 833IndianaAvenue, NV., Washington,D.C. 20226. Patton, Tom. Some Notes on the Synanon Came. A collection of materials on different aspects of (Available from Syranon Foundation, Inc., 1351 marihuana. Ocean Front, Santa Monica, California 90401). Drug Abuse: The Empty Life.Philadelphia: Smith A description of a method used to combat drug Kline and French Laboratories, 1985. addiction. A brief description of various types of drugs and SelectedPublications on Drug Dependence and some characteristics of drug abusers. Excellent us Abuse. American Social Health Association. 1740 introductory reading material for students. Broadway, New York, N. Y. 10019

Drags and People ... About Unhealthy Dependence. A kit comprised of selected publications on drug Alcoholism and Drug Addiction Research Founda- dependence and abuse.Excellent resource mation of Ontario, 24 Hnrbord St., Toronto 5, Canada. terialfor teachers. This comic bookletgives aninsightinto why people abuse drugs.Because of its appeal, this Stateof New York:Narcotic AddictionControl booklet is excellent for students. Commission (Kit), Executive Park South, Albany, N. Y. 12203. Fact Sheets 1-7. Washington, D.C.: Bureau of Drug A kit comprised of information related to the con- Abuse Control, Food and Drug Administration, trolof drug addiction and the treatment and 1967. rehabilitation of drug addicts.

Reprinted from Teachers! Resource.Guide On Drug Abuse through the courtesy of: Pennsylvania Department of Health, Division of Public Health Education, Division of Drug Control -145-

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1. Baltimore County Board of Education Grades 6, 9, 12 Catalog No. Prex 13.8:Ed 8 Price $1.00

2, Flagstaff Public Schools Grades K-12 Catalog No. Prex 13.8:Ed 8/2 Price 65¢ 3. Great Falls School District No. 1 Grade 6 Catalog No. Prex 13.8:Ed 8/8 Price $1.25 4. New York State Education Department Grades 4, 5, 6 Catalog No. Prex 13.8:Ed 8/3 Price 65¢ 5. Rhode Island Department of Education Grades K-12 Catalog No. Prex 13.8:Ed 8/5 Price $1.25 6. San Francisco Unified School District Grades K-12 Catalog No. Prex 13.8:Ed 8/7 Price $1.75

7. South Bay Union School District Grades K-12 Catalog No. Prex 13.8:Ed 8/4 Price $1.25

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