Teen Issues Teacher's Guide

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Teen Issues Series Program 1
HIV and TEENS: Remembering Krista Blake

Videotape Teaching Guide

Major Concepts
* Everyone is responsible for their actions and their consequences.
* You have to trust yourself and care about yourself.
* The consequences of a sexual act can affect a lifetime.

Summary
Krista Blake contracted HIV when she was sixteen from a hemophiliac boyfriend. At
nineteen she developed AIDS. Feeling that no one was speaking out about the disease,
Krista chose to do so. This program follows Krista over a three year period as she speaks
out about AIDS, and as her disease progresses. Krista's positive attitude remains present
at all times-even as she copes with hair loss and various illnesses. At the age of 22
Krista died, but her spirit remains with her family and friends.

Before Viewing
1. Write the glossary terms on the chalkboard or overhead. Tell the students to try to
interpret the meaning of the terms as they watch the program. Discuss the terms after
viewing the video. When students are in doubt of the meaning of a term, assign
someone to research the term in the dictionary and share the information with the class.

2. Ask students to write down one concern they have about HIV and to hold the question
for a discussion session after viewing the video. If the video gave them an answer to
their concern, have them write it down.

Focus Question
To give students a specific purpose for viewing ask: What are some of the consequences
of unsafe sex?

Glossary
Abstinence - the act or practice of self-restraint or self-denial from sexual activity or
illegal intravenous drug use.

AIDS (Acquired Immune Deficiency Syndrome) - a disease acquired infection with the
retrovirus that attacks lymph cells and causes an immune deficiency; a breakdown in the
body's protective immune system leading to a syndrome or collection of disabling
symptoms and resulting in death in a high percentage of cases.

CDC - Center for Disease Control located in Atlanta, GA.

Hemophiliac - a person who has a hereditary blood clotting disorder characterized by
excessive, sometimes spontaneous, bleeding.

HIV (Human Immunodeficiency Virus) - the virus that causes AIDS by attacking the
body's immune system, making infected people vulnerable to fatal infections, cancer,
and neurological disorders.

Lymphocyte - a type of white blood cell that is produced in the bone marrow and lymph
nodes.

Opportunistic Infections - infections that occur in people who have immune deficiencies;
usually caused by organisms that could not survive in the presence of a normal, healthy
immune system.

STD - sexually transmitted diseases.

T-cells - lymphocytes that are acted upon by hormones in the thymus gland before they
reach the bloodstream; often control how quickly or slowly antibodies are produced by
the B cells.

Questions for Discussion

1. What do you think is the safest way to prevent getting HIV? Explain.

2. Discuss and define self-responsibility and self-respect.

3. What do you think your outlook on life would be if you contracted HIV?

4. What is the difference between HIV and AIDS?

5. Why do you think Krista does so few activities during each day?

6. What is the importance of the T-cells to the body?

7. Why was the mediport placed into Krista's chest?

8. What do you think Krista meant by "Have a life, not just an existence."

9. What impressed you the most about Krista? Explain.

After Viewing
1. Review th glossary terms.
2. Review the focus question.
3. Go over students concerns about HIV.
4. Ask the students to state one fact they learned from the video.

Interdisciplinary Connections

LANGUAGE ARTS/GUIDANCE
Assign a student or students to invite the school nurse or a local doctor into the class to
speak about HIV and AIDS. (Listening/Writing/Interpretation)

Assign a small group of students to write to the Center for Disease Control and ask for
any literature they could send that relates to HIV and AIDS.

After receiving the material, divide the class into groups and assign each group a disease
and have them prepare a report on the effects of their assigned disease on the human
body. Set aside time for each group to give an oral report. All material received should
be set on a table in the room so it can be used for research projects.
(Research/Writing/Listening/Interpretation/Cooperation)

To help student understand self-concept have them discuss the following topics:
* why we have opinions of ourself
* why we like or dislike the qualities we have
* how self-concept is influenced by physical appearance, advertising, TV
programs, movies, friends and peers, parental values and expectations, culture and fads.
(Analysis/Comparisons/Speaking/Listening)

Have students divide a piece of paper into three parts. Mark one part IDEAL SELF,
another part PRIVATE SELF, and the third part PUBLIC SELF. Have them discuss each
type of self and then have them complete their self-image inventory. These are not to be
shared.
The following definitions may help students.

Private Self - the inner person that is the real me.
Public Self - the picture of me that I give to my friends.
Ideal Self - the person I would like to be.
(Analysis)

Have students discuss and for over the following decision-making steps: (You may wish
to have them write them down.)
1. Recognize a decision-making situation.
2. State the different decisions you might make to resolve the situation.
3. Ask questions about each different decision.
4. Make a decision.
5. Evaluate the decision.
6. Accept the responsibility for the decision and deal with the consequences.

You may wish to present various situations and let the students role play the various
parts using the decision steps.
(Speaking/Listening/Analysis)

One the statements below have the students mark whether the statement is a myth or a
fact. Have them discuss their answers.
1. You can get HIV if you have unprotected sex.
2. Your partner may be offended if you ask him to use a condom.
3. You can get HIV if you use the same toilet seat as a person infected with HIV.
4. Condoms are an effective barrier against HIV.
5. You can get HIV from breathing the air around an infected person.
6. Mothers can transmit HIV to the fetus.
7. Women have a higher risk of getting infected during heterosexual sex.
8. If you get an HIV test, others can find out your results.
9. Not all people who have HIV get AIDS.
10. Using a condom will reduce the pleasure of having sex.
(Analytical Thinking)

Reproduce the back page and give a copy to each student.
The assignment may be use in the classroom or as homework.
ANSWERS: A, D, A, D, A, A, D, A, A
(Analytical Thinking)

SCIENCE
Assign some students to research and give a report on the various ways the body's
immune system works to help ward off disease.
(Research/Speaking/Writing/Reading)

Assessment Survey
This survey is used to determine how much you know about AIDS/HIV.
Circle A (agree), D (disagree), or U (unknown) to answer the following statements.

A D U 1. HIV infection is a communicable disease which is caused by a virus.
A D U 2. You are always aware when you have an HIV infection.
A D U 3. HIV is spread through sexual contact and exposure to infected blood.
A D U 4. There is a vaccine to prevent the spread of HIV.
A D U 5. Full-blown AIDS is the final stage of HIV.
A D U 6. Practicing abstinence and saying "no" to sexual pressures are ways to avoid
HIV infection.
A D U 7. HIV can be spread by casual contact such as coughing or sneezing, or from
eating utensils.
A D U 8. Expectant mothers can transmit HIV to their babies.
A D U 9. A way to reduce the risk of HIV infection is to avoid sexual activity.

Answer the following question:
How can decision-making skills help you avoid HIV infection?

Teen Issues Series Program 2
Steroids
Videotape Teaching Guide
Video: 15 minutes

Major Concepts
Anabolic steroids are used to enhance athletic performance and to improve physical
appearance.
The use of anabolic steroids have both a negative physical and psychological effect on the
user.
The use of anabolic steroids can ruin both your goals and your life.
The use of anabolic steroids is dangerous and is illegal without a prescription.

Summary
To many teen athletes, steroids are seen as a quick and easy way to become bigger and
stronger. Why go through months of training naturally when noticeable results can be
obtained through a pill or an injection of anabolic steroids? In this program, interviews
with former users and health professionals help present concrete information about this
dangerous drug, including its physical and psychological effects. Viewers meet Steve
Curson, a former professional football player who went public about his steroid use.
Now a coach, Steve suffers from cardiomyopathy, a heart condition that he attributes to
his steroid use. Another former user reveals how his steroid use and obsession to be
"big" led to dramatic mood swings and violent behavior. He reveals the hurt he caused
his family and friends, and describes how the drug ultimately made him forget any goals
he had.

Before Viewing
Have students divide a piece of notebook paper into three equal columns. In column
one have them write What I Think I Know About Steroids, in column two have them
write What I'd Like To Know About Steroids, and in column three have them write
What I Learned About Steroids. Prior to showing the video have them fill in the
columns one and two. Column three should be filled in after viewing the video and
having a class discussion relating to the video.

List the glossary terms on the board or on the overhead. Tell the students to try to
interpret the meaning of the terms as they watch the program. When students are in
doubt of the meaning of a term assign a student to research the word and then have the
student share the information with the class.
(* Not all the terms will be found in the video.You may wish to include them to give the
students a better understanding of the subject)

Focus Question
To give students a specific purpose for viewing, ask:

Why or why not should the use of anabolic steroids be controlled?

Glossary

Anabolic steroid - any of several synthetic hormones often used to increased muscle size
and strength.
*Anorexia nervosa - the pathological loss of appetite occurring chiefly in young women
that is thought to be psychological in origin.
Cardiomyopathy - a structural or functional abnormality of the muscle of the heart,
causing weakening of the heart muscle.
*Lipid - any of numerous fats and fat-like materials that are generally insoluble in water
but soluble in common organic solvents, are related to the fatty acid esters, and
together with carbohydrates and proteins constitute the principal structural
material of living cells.
Steroids - are lipids characterized by a carbon skeleton consisting of four fused rings.
Different steroids vary in the functional groups attached to this ensemble of rings.
Cholesterol is an important steroid.
Synthetic - not genuine; artificial; devised.
Testosterone - a male sex hormone produced in the testes and functioning to control
secondary sex characteristics.

Questions for Discussion

1. Discuss some of the reasons people use anabolic steroids.

2. Explain what is meant by taking anabolic steroids in cycles.

3. What are some of the physical side-effects that can occur with the
use of anabolic steroids?

4. Discuss what are, if any, the long-term effects of using anabolic steroids.

5. Discuss some of the psychological effects of anabolic steroids to the user.

6. What did the coach mean when he stated, "Using steroids to win is a hollow
victory."?

7. Justify why steroid creams, if any are illegal, are able to be purchased in drug stores.

8. From what source do we derive anabolic steroids?

9. Explain how users of anabolic steroids get it into their bodies. Can there be
side-effects from any of these methods?

Interdisciplinary CONNECTIONS

Language Arts/Guidance/Science -
Assign a group of students to search the Internet for pertinent information related to
anabolic steroids. Have them share their information with the class.
(Research/Reading/Writing/Interpretation/Speaking/Cooperation)

Assign a student to invite a local doctor to the class to discuss what anabolic steroids can
do to the body as well as to the personality of a person. (Listening)

Assign groups of students to research and report to the class on the following questions:
A. What effect can anabolic steroids have on your platelets? Describe the functions of
platelets in the body.

B. What can happen to the testosterone production in mature males when steroids are
introduced into the body?

C. What are HDL's and LDL's? What can happen to your HDL's and LDL's as a result of
anabolic steroids?

D. What types of heart problems can result from the use of anabolic steroids?

E. In anabolic steroid users, where is cancer promoted the most? Explain.

(Research/Critical Analysis/Reading/Writing/Speaking/Listening)

To help students develop a positive self-image of themselves try some of the following
activities:

A. The students portray themselves as characters they like. They name the characters
and indicate how and why they relate to them as individuals.

B. The students, working individually or in small groups, list five positive points they
like about themselves and five negative points they would like to change about
themselves.

C. The students list a few of their physical, emotional, and social qualities they want to
improve (these are not to be shared with anyone). They select one quality on which they
want to focus and list strategies to achieve the improvement. Diaries or journals may be
used to facilitate the activity.
(Self Analysis/Critical Analysis)

Assign two or three students to role play the following scenario: One of the students is
about to start taking anabolic steroids and the other students are trying to convince
him/her not to. Have the students change roles. The rest of the class should be
analyzing the strategies the students are using to convince the student not to start taking
steroids. After the role playing is ended have the class discuss the various strategies used.
(Listening/Creativity/Critical Analysis)

Facts About Anabolic Steroids
Display the following statistical information on the class bulletin board.

Side-effects of using steroids for men:
* shrinking of the testicles
* reduced sperm count
* baldness
* development of breasts
* acne

Side-effects of using steroids for women:
* growth of facial hair
* changes in or cessation of the menstrual cycle
* enlargement of the clitoris
* deepened voice
* acne

Side-effects of using steroids for adolescents:
* Growth halted prematurely through premature skeletal maturation and accelerated
puberty changes.

Side-effects of using steroids
Cardiovascular system:
* cholesterol modifications * fetal damage
* heart disease * edema (water retention)
* anaphylactic shock * diarrhea
* high blood pressure * insomnia
* septic shock * aggressive, compulsive behavior
* death * depression
* unpleasant breath odor (continuous) * yellowing of the eyes or skin

Teen Issues Series Program 3
Marijuana

Videotape Teaching Guide
Video: 15 minutes

Major Concepts
The use of marijuana by teens is increasing.
Marijuana has both physical and emotional effects on the human body.
Drug education for teens is one of the best ways to combat the use of marijuana and other
drugs.
The United States is a large producer of marijuana.

Summary
Recent studies have found that marijuana use among teens is on the rise. The anti-drug
ads of the 1980's are long gone, and so are the dramatic results of a successful national
war on drugs. Why has use increased? Where is the marijuana coming from? These
questions, as well as many others, are answered in this informative video. Viewers join
members of the Los Angeles Police Department as they go on a drug bust, and learn that
it is an everyday occurrence for them. A trip to the United States/Mexico border shows
the huge quantity of marijuana confiscated by U.S. Customs officials. Viewers soon find
out that this is only a small portion of what enters the country illegally. The physical
effects of marijuana are reviewed, and the importance of prevention through education
is emphasized.

Before Viewing
Before showing the video have the students write why they believe marijuana is or is
not harmful. After the video let the students change any part of their paper that they
wish to. Select two students having different points of views on the question and let
them debate their positions. The remainder of the class should act as the audience and
judges. Follow normal classroom debating procedures.

List the glossary terms on the chalkboard or overhead. Tell the students to try to
interpret the meaning of the terms as they watch the program. Discuss the terms after
viewing the program. When students are in doubt of a meaning of a term assign a
student to research the word and then have the student share the information with the
class.

Focus Question
To give students a specific purpose for viewing, ask:
Why do you think the use of marijuana is increasing among teens?

Glossary
Cocaine - a colorless or white crystalline narcotic alkaloid, extracted from coca leaves.
Deter - to discourage from acting or going ahead.
Drug - any chemical substance that produces physical, mental, emotional, or behavioral
change in the user.
Drug Abuse - the use of a drug for other than medical purposes which results in the
impaired physical, mental, emotional, or social well-being of the user.
Felony - any of several crimes, such as murder, rape, burglary, possession of an illegal
drug, considered more serious than a misdemeanor and punishable by a more
stringent sentence.
Heroin - is a semi-synthetic narcotic from the family known as narcotic analgesics, which
means it is a strong sleep-inducing pain killer, these drugs are know as opiates.
Marijuana - is a green or gray mixture of dried, shredded flowers and leaves of the hemp
plant. (Cannabis sativa) It is the most often used illegal drug in the United States.
Option - an act of choosing; choice.
Potent - capable of causing strong physiological or chemical effects, as medicines,
alcoholic beverages or drugs do.
THC - (delta-9-tetrahydrocannabinol) - the main active chemical in marijuana. There are
400 chemicals in a cannabis plant, but THC is the one that affects the brain the
most.

Questions for Discussion
1. Why do you think the use of marijuana today is more dangerous than 10 or 20 years
ago.

2. Do you think that police alone can eradicate the sale and use of marijuana, or the total
drug problem?

3. What do you believe would happen to the marijuana problem if we were able to
eliminate the smuggling problem?

4. Do you agree or disagree that drug education is the best way to help eliminate the drug
problem?

5. Why do you think marijuana use is on the increase with teens?

6. Why do you think so many teens are not getting the message about the use of
marijuana?

7. What are some of the physical and psychological side effects of marijuana use?

8. Marijuana is considered one of the "gateway" drugs. What do you think this means?

9. Do you think there would be any effect on your family and friends if you were using
marijuana?

10. Is there a difference between having excuses for using drugs and having reasons for
using?

Interdisciplinary CONNECTIONS

Language Arts/Guidance/Science -

Assign a group of students to search the Internet for what they think is pertinent
information on marijuana. Have them share their findings with the class.
(Research/CriticalAnalysis/Reading/Listening/Organizing)

Invite the school nurse or a local doctor to class to speak to the students about the effects
of marijuana on the body. (Listening/Interpretation/ Critical Questioning)

Divide the class into small groups. Have each group pretend that they have been
appointed by the president to come up with ways to eradicate the drug problem. Have
each group brainstorm ideas and develop a possible solution and then share it with the
rest of the class.
(Critical Thinking/Listening/ Cooperation)

Assign a group of students to contact the local health department in your city or town to
secure whatever literature they may have on marijuana. Have students display the
material in the classroom so that it may be used for research or general information.
(Speaking/Organizing/ Cooperation)

Assign a group of students to research the various names that have been given to
marijuana, including the term "blunt." (Research/Speaking)

Duplicate the last page with the 10 things teens should know about marijuana. Have the
class go over each statement and make whatever comments they wish. Have them add
any fact they think is important for teens to know about marijuana from their own
research on the subject.
(Critical Analysis/Listening/Speaking/Cooperation)

Art
Have students enlist the aid of the art teacher to help run a "No Drugs" poster contest.
Any student in the school should be allowed to design a poster with a "No Drugs
Allowed" theme. If there is a Student Council, have the council act as judge to select at
least 10 posters to be hung throughout the school building. If the school doesn't have a
council ask other teachers to help judge the winners.
(Creativity/Critical Thinking)

After Viewing
1. Review glossary terms for reinforcement.
2. Convert the major concepts into questions to see if students understand each concept.
3. Review Focus Question.
4. Discuss the "why or why not" paper students wrote prior to seeing the video.
5. Have students tell one important thing they have learned from the program.

10 Things Teens Should Know About Marijuana

1. Marijuana is illegal. Using, holding, buying or selling marijuana can get you
suspended or expelled from school. Check the rules in your school

2. Marijuana can cause you to "self destruct." You should resist peer pressure. It could
make you feel part of a crowd for a while - but who needs friends who could self
destruct at any moment?

3. Marijuana diminishes abilities. It reduces your ability to do things that require
coordination and concentration, like sports, dancing, acting, and studying.

4. Marijuana can cause cancer.

5. Marijuana hurts you. Using marijuana can hurt your education, family ties, and
social life.

6. Marijuana impairs your thinking and judgment. It's risky business. Sexually
transmitted diseases, including HIV/AIDS, violence, and car crashes are all
possible when you use marijuana.

7. Smoking marijuana does not make you "cool." Contrary to what you see on TV or in
the movies, or hear in songs, smoking marijuana is not "cool" but harmful to you.

8. Marijuana can become addictive. Many users report that over time, they require more
of the drug to get the same effect.

9. Marijuana is not an escape. Using the drug won't help you escape your problems, it
will only create more. Don't believe people who say that marijuana is no big deal,
or that it will make your life better.

10. Everyone is not "doing" marijuana. Over 86% of 12-17 year olds have never even
tried marijuana. Marijuana won't help make you happy or popular or help your
education. You can do that with the help of friends, family, and other adults you
trust.

Negative Effects of Marijuana
1. Increased heart rate.
2. Bloodshot eyes.
3. Dry mouth and throat.
4. Impaired or reduced short-term memory
5. Altered sense of time.
6. Reduced ability to perform tasks requiring concentration and coordination, such as
driving a car.
7. Altered motivation and cognition, making the acquisition of new information
difficult.
8. Paranoia.
9. Psychological dependence.
10. Impairments in learning and memory, perception and judgment - difficulty
speaking, listening effectively, thinking, retaining knowledge, problem solving,
and forming concepts.
11. Intense anxiety or panic attacks.

Teen Issues Series Program 4
Eating Disorders

Videotape Teaching Guide
Video: 15 minutes

Major Concepts
Excessive dieting can "trigger" compulsive eating disorders.
Eating disorders can cause physical damage to your body and even death.
Both females and males can develop compulsive eating disorders.
Control plays a part in people with eating disorders.
People with eating disorders do not see themselves as other do.

Summary
Through interviews with young women and men who are battling eating disorders
including Anorexia Nervosa and Bulimia, teen viewers learn signs to look for in a friend
or family member who may be suffering from an eating disorder. This program shows
the role that the media plays in influencing teenagers, and explains why self-starvation
can lead to a feeling of control. This program offers hope to the sufferers of these and
associated disorders, and informs viewers where to turn for help.

Before Viewing
List the glossary terms on the chalkboard or overhead. Tell the students to try to interpret
the meaning of the terms as they watch the program. Discuss the terms after viewing the
video. When students are in doubt about the meaning of a term, assign a student to
research the term and then share the information with the class. Have the students list
any other terms that are new to them that they heard while watching the video.

Focus Question
To give students a specific purpose for viewing, ask:
How can you tell if you or a friend of yours has an eating disorder?

Glossary

Anorexia Nervosa - the pathological loss of appetite occurring chiefly in young women
that is thought to be psychological in origin.
Anxiety reaction - a common form of neurotic reaction characterized by great
apprehension. There is often the vague feeling that "Something terrible is about
to happen."
Biological - of pertaining to, caused by, or affecting life or living organisms.
Bulimia - "binge eating," forcing food out of the body. (Vomiting, laxatives, and
hyper-exercise). A psychological illness.
Calorie - the quantity of heat required to raise the temperature of 1 gram of water 1 degree
centigrade.
Cardiac - of, near, or pertaining to the heart.
Culture - the totality of socially transmitted behavior patterns, arts, beliefs, institutions,
and all other products of human work and thought characteristic of a community
or population.
Depression - a psychotic or neurotic condition characterized by an inability to concentrate,
insomnia, and feelings of dejection and guilt.
Diuretic - tending to increase the discharge of urine.
Hepatitis - inflammation of the liver, caused by infectious or toxic agents, characterized
by jaundice, and usually accompanied by fever and other systemic manifestations.

Questions for Discussion

1. What reasons did Amanda use to start her dieting? Do you think her peers had any
influence in her decision to diet?

2. What is the difference between Anorexia Nervosa and Bulimia?

3. What relationship does Ashly draw between alcoholism and Anorexia Nervosa?

4. What in our culture changed in the 1960's that began to cause an increase in eating
disorders? It this factor still in our culture?

5. Do you think that advertisements have an effect on our eating habits?

6. What do you think is the difference between a "normal" diet and an eating disorder?

7. How does "control" contribute to the two eating disorders?

8. How do you think "driving" your weight down to a lower level affects your emotional
behavior?

9. What types of things can happen to your physical well being when you "drive" your
weight too low?

10. What should the normal calorie intake be for an average teen? Do you stay within
this guideline?

11. What happens to the body when the amount of food taken in reaches the point of
starvation? In what order does the body break down?

12. What are some of the reasons males begin to diet? Are these reasons any different
than the females reasons?

13. What are some of the signs your body gives you to let you know your getting thin?

14. What are some of the things you can do if you believe you have an eating disorder or
one of your friends has one?

Interdisciplinary CONNECTIONS

Language Arts/Guidance/Science -
Assign some students to check with the local hospital to see if they have an eating
disorder clinic. If so, have them invite someone from the clinic to speak to the class
about eating disorders. (Research/Listening/Cooperation/Organizing)

Invite the school nurse to come to class to speak to the students about eating disorders
and their effect on people who have this disorder. (Listening/Interpretation)

Invite a nutritionist to come to the classroom to speak to the students about the value of
the Basic Seven foods as a guide to eating and the role vitamins play in our bodies.
(Listening/Interpretation)

If there is an eating disorder clinic in your area, find out if there is a teen attending the
clinic who would be willing to come to the classroom to tell about their experiences with
their disorder. Have the person try to explain what started them on the eating disorder
path, their feelings, how they felt about themselves, physical and emotional problems,
and what made them join the group. (Listening/Critical Thinking)

Have the students, working in teams, research and debate an issue related to eating
disorders. Specific perspectives should be formulated to present a documented point of
view. Debate procedures should be followed and the students should serve as judges and
audience.
(Research/Listening/Critical Analysis/Organizing/Cooperation)

Have each student write out the answers to the following questions:
1. What five things can you say about your physical appearance,
2. List four or five traits that describe your personality, and
3. How would you describe yourself to someone who does not know you?

Have them write how they believe they can improve these traits. This paper should not
be shared.
(Critical Analysis/Writing/Introspective Thinking)

Math -
Have students keep a journal listing the amount of calories they take in for breakfast,
lunch, dinner and snack time. The journal should be kept for one week. Have students
do a bar graph of the calories taken in each day. Have them work out the percentage of
calories they take in compared to the recommended 2200 calories a day.
(Calculating/Writing/Critical Analysis)

Art -
Have students work with a partner to repeat the body drawing lesson shown in the
video. Ask them to tell if that is how they picture their bodies. If not, have them
describe what they would add to the outline of their bodies.
(Interpretation/Listening/Cooperation)

Teen Issues Series Program 5
Cults

Videotape Teaching Guide
Video: 15 minutes

Major Concepts
Cults can be found everywhere and they recruit everywhere.
The main structure of a cult is mind control and authoritarianism.
The main difference between a recognized group and a cult is the ability to question the
leader and the dogma of the group.
Cults do not only exist in a communal environment.

Summary
Cults are appearing in the news with an unnerving frequency. This program explains
what cults are and how they can destroy a young individual's freedom. Fast-paced and
entertaining, the program reviews the differences between legitimate youth
organizations and their more dangerous counterparts-cults.

Before Viewing
Ask the students to list anything they know about cults. Have the students save their list
until after they have viewed the program.

Write the glossary words on the chalkboard or overhead. Tell the students to try to
interpret the meaning of the word as they watch the program. Discuss the terms after
viewing the video. When students are in doubt of the meaning of a term, assign
someone to research the word and share the definition with the class.

Focus Question
To give students a specific purpose for viewing, ask:
Why do you think cults exist?

Glossary

Authoritarianism - characterized by or favoring absolute obedience to authority.
Buddhism - the religion of eastern and central Asia represented by many differing sects
that profess Buddhism and venerate Gautama Buddha.
Contempt - feeling that a person or thing is low, meaningless, or worthless; scorn;
disdain.
Cult - a religion or religious sect generally considered to be extremist or bogus.
Counter-culture - a culture especially of young people, with values that run counter to
those of the established culture.
Dogma - a doctrine accepted as true and as having authority.
Ethical - of or relating to ethics or standards of right and wrong.
Hinduism - the chief religious, philosophical, and social system of India.
Moral - good or virtuous in behavior or character according to a standard of right and
wrong.
Philosophy - the study of the basic nature and purpose of humanity, the universe, and
life itself.
Theology - the study of nature and being of God and God's relationship to humans and
the universe.
Utopia - an ideal place or society in which people live together in peace and happiness.

Questions for Discussion

1. What are some of the reasons Marcia Rudin gives for people joining cults? Can you
think of other reasons why someone might join a cult?
2. Discuss and name the three words that are basic to cults. (structure, control, &
authoritarianism)
3. What are some basic types of cults? (religion, new age, and business)
4. Discuss what you think are the major differences between recognized religious groups
and cults. (ability to question leader and dogma)
5. Discuss some of the things that you believe cults seem to offer to people.
(instant happiness, instant friendship)
6. Why do you think it is not necessary for cults to be in a communal setting?
(psychological control)
7. Discuss why psychological control of its members is so important for the existence of a
cult?
8. Discuss the following types of control techniques and how you think they could affect a
person.
a) guilt b) deprivation of food and sleep c) cutting ties to family and friends

9. Discuss some of the techniques used by the cult to get Ellen Mali involved.
10. How did Ellen Mali's thinking process change after she joined the cult?
How do you think the cult accomplished this?
11. What one thing stood out to you in Ellen and Adam Mali's story?
12. Do you think you could be influenced to join a cult? Why or why not?
13. Do you think all cults are bad? Why or why not?
14. What are some of the techniques you could use to avoid ending up in a cult?
15. What are some of the warning signs that a group may be a cult?
(too friendly, easy answers, pressure to join now, and will not answer specific questions)

16. What types of questions should a person ask prior to joining a group?
(affiliation, sponsor, a registered group, purpose of group)
17. Where do most cults primarily recruit and why do you think this is a good place for
recruitment?
18. Why do you think high schools and junior highs have become areas of recruitment?
19. What do you think is the meaning of the saying, "If something is too good to be true,
it usually is?"
20. Are cults protected by the Constitution? Have students give the appropriate
Amendment. (1st)

Interdisciplinary CONNECTIONS

Language Arts/Guidance/Social Studies
Assign some students to write to the International Cult Education Program (P.O. Box
1232-Gracie Station, N.Y. 10028) for information on cults. Have the students display
the material they receive on a classroom bulletin board and table.
(Writing/Cooperation/Organizing)

Assign some students to find out if the local community has a cult information program.
They may wish to start their investigation with the local mental health or police
departments. Have students invite a speaker to come to class to talk about the subject.
(Research/Listening/Speaking/Cooperation)

Assign some students to use the internet to secure information on cults. They may wish
to start with "cults" or check out http://www.rickross.com/faq.html
(Research/Analysis/Interpretation/Speaking/Organization/Cooperation)

Make a copy of the last page for each student. Have them circle M if they believe the
statement is a myth of F if they think the statement is a fact. Go over the answers with
the students.
(Myths: #'s 1, 5, 7-9, 11)
If they have checked three or more statements on the checklist, they could be prime
candidates for a cult recruiter. Discuss the statements.

After Viewing
1. Review glossary terms for reinforcement.
2. Convert major concepts into questions to see if students understand each concept.
3. Review Focus Question.
4. Have students share with the class the important concepts that they felt they got from the video.

Myth or Fact
M F 1. People join cults.

M F 2. People are recruited by a method.

M F 3. People stay in cults because of psychological coercion.

M F 4. People are recruited to join cults.

M F 5. Cults recruit just young people.

M F 6. Normal people from normal families are recruited into cults.

M F 7. Joining a cult is a fad or phase.

M F 8. Accurate information on cults is best obtained by trying to infiltrate a cult.

M F 9. Only uneducated or emotionally troubled people get involved in cults.

M F 10. Cult members are people who need help, not hostility.

M F 11. Cult involvement happens to "other people," not to me or my family.

M F 12. Cult recruiters are rarely visually identifiable.

M F 13. Lack of critical judgment makes you more vulnerable to cults.

Use the following checklist to discover if you are vulnerable to be recruited to a cult:

________ I am considered bright in most things.
________ I am a curuios person about the world around me.
________ I have been a leader among my peers.
________ I have been a member of a group and consider myself a follower.
________ I have moments when I doubt myself and my ability to succeed.
________ I am afraid of the future from time to time.
________ I am considered idealistic by my family and friends.
________ I enjoy being liked by those around me and enjoy receiving compliments
from them.
________ I sometimes like taking risks.

Teen Issues Series Program 6
Teen Dads

Videotape Teaching Guide
Video: 15 minutes

Concepts
Most children born to teens are unplanned.
Having a child when you are a teen can change your entire life.
Having a child places a heavy responsibility on the part of parents.
Having a child when you are a teen places you in a position to make some very hard
decisions about your future of your child.

Summary
Four teen fathers who have chosen to play an active role in their children's lives are
profiled in this video about responsibility, hard decision, and planning ahead. Although
none of the fathers feel it was right to have children as young as each of them did, these
young men are examples of teens who made the best decisions possible for themselves
and for their children's futures.

Before Viewing
Explain to the class that what they are about to see is four teen fathers who have done
what less then 10% of all teen fathers have done. From a statistical stand point, there are
500,000 babies born to teen fathers every year.

List the glossary terms on the chalkboard or overhead. Tell the students to try to
interpret the meaning of the terms as they watch the program. Discuss the terms after
viewing the video. When students are in doubt about the meaning of a term, assign a
student to research the term and then share the information with the class. (You may
wish to include other terms from the sex education course the students are taking, or
have taken, that would be appropriate to this topic.)

Focus Question
To give students a specific purpose for viewing, ask:
How do you think being a teen father would change your lifestyle and life?

Glossary

Bonding - the formation of close, specialized human relationships, such as those that
link parent and child.
Custody - the act or right of guarding, especially such a right granted by a court.
Obligation - the act of binding oneself by a social, legal or moral tie.
Responsibility - something for which one is responsible; duty, obligation, or burden.
Simulate - to have or take on the appearance, forms, or sound of; imitate.

Questions for Discussion

1. How do most teen dads respond when they find out they have fathered a child?
Discuss.

2. Do you think sex education classes would have benefited Armando Ventura? At
what age do you think sex education classes should start?

3. In your opinion, do you think Armando is psychologically or emotionally ready
to be a father? Why or why not?

4. Do you think Michael Lausey made the right decision in dropping out of school?
Are there other options he could have tried?

5. What do you think are the possibilities that Michael will marry the mother of his
child or get the house and car he dreams about?

6. Why do you think all of the teen dads in the video program advised against
becoming a teen dad? What are some of the ways you could avoid becoming a
teen dad?

7. What do you think the future holds for the teen fathers in the program?
State your reasons.

8. Give some reasons that you think teens would use to justify becoming a teen
parent.

9. What do you think is the reason for the "Baby Think It Over" program?

10. The teen fathers in the video are exceptions to the rule. They took responsibility for
their act by helping to financially support and spend time with their children.
How do you honestly think you would respond if you became a teen dad?

11. Discuss what you think is meant by the saying, "when all is said and done you, and
you alone, make the final decision, and cannot blame others for that decision."

Interdisciplinary CONNECTIONS

Language Arts/Guidance/Social Studies -
Assign some students to invite a local lawyer to speak to the class about what a teen dads
legal responsibility is to children he has fathered, as well as his rights in relationship to
the child.
(Writing/Listening/Interpretation/Critical Analysis)

Assign a group of students to invite someone from the Child Welfare Department of
your community to speak to the class on the problem of teen dads in the community,
programs available and what help is given to teen dads through the Child Welfare
Department.
(Writing/Listening/Interpretation/Critical Analysis)

Assign some students to check with the local hospitals to find out if they have a
"Nursery Feeding Program." If so, have some of the students volunteer for the program
for one Saturday for an eight hour shift. Have them report back to the class on what it
was like, how they felt and any negative or positive feelings they had. (Critical
Analysis/Interpretation/ Research/ Parent permission)

Check with local day care centers to see if they use volunteer high school students, with
parent permission, to help with their program. If so, assign a group of students to work
after school for one week at the cooperating center. Have students keep a journal of their
activities. At the end of the week have assigned students share their positive and
negative feelings about caring for young children.
(Research/Critical Analysis/Interpretation)

Assign some students to try to locate a teen father who would be willing to speak to the
class on what it has been like to be a teen father and what problems he has had to try to
overcome.
(Research/Listening/Interpretation)

Have the students complete a written story starting with this statement, "I'm not ready to
be a parent because ..."
(Writing/Critical Analysis/Organizing)

If the school has a "Baby Carrying Program" have each of the students participate in the
program. If the school does not, then secure a doll and have the students carry the doll
around for one week. Have them record their problems and feelings each day in a
journal. Have them share their journal with the class and discuss the positive and
negative statements.
(Research/Interpretation/Cooperation)

Have students work in pairs to role play the following scene: They have just found out
that they have become new fathers. They should choose one problem they foresee in this
announcement. They should come up with a decision to solve the problem using the
following 5 step decision making method:
1. Identify problem,
2. Describe possible options to solveproblem,
3. Emphasize the range of the options or choices and pick the best one,
4. Accept responsibility for the decision, and express the consequences they may have to
deal with,
5. How will this effect their future?
(Critical/Analysis/Speaking/Organizing)

Language Arts/Guidance/Social Studies -
Have the students work in small groups to identify positive and negative self-talk related
to developing a positive self-concept.

The groups should list ways to avoid negative self-talk or put-down statements and ways
to develop a positive, realistic praise environment.
(An example would be: Positive Self-Talk: "I can keep my body healthy."
Negative Self-Talk: "I'm going to die anyway.")

Or you may wish to have some groups prepare and present a skit showing one strategy
for developing a positive self-concept.
(Critical Analysis/Cooperation/Organizing)

Math -
Assign some students to find out what it financially costs to take care of a new baby for
one month (30 days). Have them discuss with their parents or new parents what the
needs of a newborn are.

Have students research the cost of the various items and services. They should include
the cost of diapers, formula, clothes, doctor visits, and any other things that parents
would list as necessities.
(Research/Writing/Interpretation/Cooperation)

Teen Issues Series Program 7
Sexual Harassment
Videotape
Teaching Guide
Video: 15 minutes

Major Concepts
Sexual harassment can affect your school work and relations with your peers.
Sexual harassment can cause depression, withdrawal, suicidal tendency, school absences,
and a lack of self-esteem.
Sexual harassment occurs to both genders.
Seek help from teachers, counselors, principal, and parents to stop sexual harassment.
Sexual harassment is against the law.

Summary
The major focus of this video is to help enlighten viewers about what sexual harassment
is and how to stop it. Through various accounts of individual teens who were sexually
harassed by their classmates, and through interviews with therapists and people close to
the victims, teens are shown healthy ways to respond to and speak up about a very real
dilemma.

Before Viewing
Prior to viewing the video have the students write on a piece of paper what they think
the definition of the term sexual harassment means. List the glossary terms on the
chalkboard or overhead. Tell the students to try to interpret the meaning of the terms as
they watch the program. Discuss the terms after viewing the video. When students are
in doubt about the meaning of a term, assign a student to research the term and then
share the information with the class.

Focus Question:
To give students a specific purpose for viewing, ask:
What are the physical and social consequences of sexual harassment?

Glossary

Belittle - to represent or speak of as small or unimportant; disparage.

Depression - a psychotic or neurotic condition characterized by an inability to concentrate,
insomnia, and feelings of dejection and guilt.

Flirting - to make playfully romantic or sexual overtures.

Pervade - to be present throughout; permeate.

Post-traumatic - following injury or resulting from it.

Sexual harassment - an overture that is unwelcomed, happens repeatedly, has a sexual
element, affects ability to work on school tasks, and lower ones' self-esteem.

Tease - to make fun of; playfully mock.

Questions for Discussion

1. Do you believe that sexual harassment is a real problem in today's world or should we
learn to just ignore it?

2. Do you consider whistling at a girl a form of sexual harassment? Why?

3. When do you think sexual jokes or comments become sexual harassment?

4. In regards to sexual harassment, how do you know and how do you feel when
someone has crossed your boundaries?

5. Do you agree with the definition of sexual harassment given by psychologist
Walter Bera? What would you add or subtract from his definition?

6. Do you agree or disagree that the students who are quite shy and don't speak up for
themselves are the most likely students to be sexually harassed? Why?

7. What do you think is the major difference between flirting and sexual harassment?

8. According to psychologist Walter Bera, when does teasing become sexual harassment?

9. Do you agree or disagree that peer pressure prevents students from reporting acts that
could be considered sexual harassment? Discuss.

10. Does sexual harassment only happen to girls? Discuss.

11. What are the four main characteristics of sexual harassment?
a. Is unwelcome,
b. Happen repeatedly,
c. Affects your ability to do your work or school tasks,
d. Sexual element

12. Do you agree that 81% of students have experienced some form of sexual harassment
at school or do you think the percentage is higher or lower? Discuss.

13. Is sexual harassment illegal in schools? What do you base your answer on?
Could you use any part of the Constitution to base your answer on?

14. What can you do if you believe you have been sexually harassed?

Interdisciplinary CONNECTIONS

Language Arts/Guidance/Social Studies -
Assign a group of students to invite a local lawyer to class to discuss the legal
implications of sexual harassment. (Writing/Listening/Interpretation/Cooperation)

Assign some students to use the Internet to find book titles, organizations and articles
relating to sexual harassment in schools. Post the information found on the class
bulletin board. Have them look up under "Sexual harassment in schools."
(Research/Cooperation/Organizing)

Assign some students to research and report on the United States Naval sexual
harassment case called, "Tailhook."
(Research/Writing/ Speaking/Cooperating/Organizing)

Assign some students to research and report on Professor Anita Hill vs Clarance Thomas
sexual harassment hearings. (Research/Writing/Speaking/Cooperation/Organizing)

Have willing students tell how they handled a sexual harassment experience. Encourage
other students to discuss how they might have handled the same situation. If students
are reluctant to orally share their experiences have them write out the situation
anonymously. Select some of the experiences to be used for role playing. Have selected
students act out the situation and then have the remainder of the class discuss how they
would handle the experience. (Interpretation/Listening/Speaking/Cooperation)

Assign some students to research and report to the class the meanings of the following
sexual harassment behaviors:
a. Gender Harassment,
b. Seductive Behavior,
c. Sexual Bribery,
d. Sexual Coercion,
e. Sexual Imposition.
(Research/Speaking/Organization/Cooperation/Analysis)

Assign some students to research and report to the class on your community'sexual
harassment laws.
(Research/Interpretation/Cooperation/Speaking)

Make a copy of the last page for each student. Have them circle M if they believe the
statement is a myth of F if they think the statement is fact. Go over the answers with the
class.
(Myth: 1, 5, 6, 7, 8, 11, 12, 15)
(Interpretation/Analysis/Speaking)

After Viewing
1. Review glossary terms for reinforcement.
2. Convert the major concepts into questions to see if students understand each concept.
3. Review Focus Question.
4. Have students make any corrections to the definition they wrote prior to seeing the
video on the meaning of the term sexual harassment.
5. Have students tell one important thing they have learned from the program.

MYTH/FACT

M F 1. Sexual harassment is primarily a "women's" problem, and has been blown out
of proportion by women's advocacy groups.

M F 2. Sexual harassment claims are subject to extremely careful investigation, and, as
with all other charges, those accused of harassment are assumed to be innocent
unless and until facts prove otherwise.

M F 3. Sexual harassment is extremely widespread. It touches the lives of 40 to 60
percent of working women, and similar proportions of female students in colleges,
and high school.

M F 4. Both men and women continue to be victimized by sexual harassment, and the
number of sexual harassment complaints filed by men is growing.

M F 5. Sexual harassment is rare.

M F 6. Sexual harassment exists primarily in the eye of the beholder. Almost any word
or deed, no matter how innocent, can be labeled sexual harassment.

MF 7. A person accused of sexual harassment faces a stacked deck, and is essentially
treated as guilty until proven innocent.

MF 8. The seriousness of sexual harassment has been exaggerated; most so-called
harassment is really trivial and harmless flirtation.

MF 9. Harassment does not occur because women dress provocatively or initiate
sexual activity.

MF 10. Sexual harassment can be devastating. Studies indicate that most harassment
has nothing to do with flirtation; or sincere sexual or social interest. Rather, it is
offensive, often frightening and insulting to women and men. Research
shows that women are often forced to leave school or jobs to avoid harassment;
many experience serious psychological and health-related problems.

MF 11. Women who are sexually harassed generally provoke harassment by the way
they look, dress, and behave.

MF 12. If you ignore harassment, it will go away.

MF 13. Sexual harassment complaints based on isolated incidents and actions or word
deemed unlikely to found objectionable by a "reasonable person" are routinely
dismissed.

MF 14. Research has shown that simply ignoring the behavior is ineffective; harassers
generally will not stop on their own. Ignoring such behavior may even be seen as
agreement or encouragement.

MF 15. People who are sexually harassed should blame themselves.

Teen Issues Series Program 8
Living with HIV

Videotape Teaching Guide
Video: 15 minutes

Major Concepts
HIV is transmitted through bodily fluids.
The HIV virus causes AIDS by compromising the immune system, mainly by infecting
the helper T-cells
Some medicines can prolong the life of an HIV patient.
NIH and other scientists are constantly searching for both inhibitors and a cure for the
HIV virus.
There is no cure for AIDS at this time.

Summary
This program profiles a powerful teen role-model, Rick Harrington, who was born with
the HIV virus. He clearly explains what the HIV virus is, how it is transmitted, and what
life is like for him. Throughout experimental treatments he remains brave, hopeful, and
ready to live a full life!

Before Viewing
Write the glossary words on the chalkboard or overhead. Tell the students to try to
interpret the meaning of the word as they watch the program. Discuss the terms after
viewing the video. When students are in doubt of the meaning of a term, assign
someone to research the word and share the definition with the class (note: not all of the
glossary terms are in the video program, but all are essential to the understanding of the
subject treated in the video). Ask the students to write down one concern they have
about HIV and to hold the question for a discussion session after viewing the video. If
the video gave them an answer to their concern have them write it down also. Before
showing the video make a copy for each student of the Assessment Survey on the last
page and have them fill it out. Have them go over their answers after this unit is
completed to change any of their answers. Discuss each statement with the class.
(Answers: A, D, A, D, A, D, A, A, D, D, A, D, D, A )

Focus Question
To give students a specific purpose for viewing, ask:
What are some of the problems that occur when you have HIV?

Glossary

Acquired - received, gained, obtained; as distinguished from heritage.
AIDS - acquired immune deficiency syndrome-a disease acquired infection with the
retrovirus that attacks lymph cells and causes an immune deficiency; a breakdown
in the body's protective immune system leading to a syndrome or collection of
disabling symptoms and resulting in death in a high percentage of cases.
Antibodies -special proteins (immunoglobulins) in the blood which are produced by the
body's immune system; circulate in the bloodstream and fight off a foreign protein
(antigen), such as a virus.
Asymptomatic -people who can transmit HIV but have no symptoms. The immune
system continues to work.
HIV -human immunodeficiency virus-the virus that causes AIDS by attacking the
body's immune system, making infected people vulnerable to fatal infections,
cancer, and neurological disorders.
Immune System - a body system that helps fight off invading organisms and disease.
Inhibitor - a substance used to retard or halt an undesirable reaction.
Mutation - the act or process of being altered or changed.
Opportunistic Infection - infections that occur in people who have immune deficiencies.
Protease Inhibitor - an enzyme used to stop the HIV virus from connecting to the white
corpuscle.
T-Cells - lymphocytes that are acted upon by hormones in the thymus gland before they
reach the bloodstream, often control how quickly or slowly antibodies are
produced by the B cells.

Questions for Discussion
1. How are newborn babies infected with the HIV virus?

2. Is there a difference between HIV and AIDS? Explain.

3. Why do you think that normal childhood diseases are dangerous to an HIV patient?

4. Why do you think it is not recommended for children with AIDS to engage in contact
sports?

5. What are the known bodily fluids that can pass on the HIV virus?

6. Why do you think it is important for a person with the HIV virus to maintain a
positive attitude their disease?

7. Why are scientists finding it difficult to find a drug therapy to cure the HIV infection?

8. What is the role of the NIH in relationship to the AIDS epidemic?

9. What happens when an HIV virus attaches itself to a T-cell?

10. What is the purpose of the protease inhibitor?

11. What impressed you most about Rick? Explain.

Interdisciplinary CONNECTIONS
Language Arts/Science
Assign a student or students to invite the school nurse or a local doctor into the class to
speak about HIV and AIDS. (Listening/Critical Thinking)

Assign a small group of students to write to the U.S. Center for Disease Control, 1600
Clifton Rd. NE, Atlanta, GA 30333 and the Robert Crown Center for Health Education, 21
Salt Creek Lane, Hinsdale, IL 60521, and ask for any literature they could send that relates
to HIV and AIDS.

After receiving the material divide the class into groups. Assign each group a disease
related to HIV and AIDS and have them prepare a report on the effects of their assigned
disease on the human body. Set aside time for each group to give an oral report. All
materials received should be set on a special table in the room so it can be used for the
students research project.
(Research/Writing/Listening/Cooperation/Interpretation)

Assign some students to research and give a report on the various ways the body's
immune system works to help protect our bodies from disease.
(Research/Speaking/Writing/Reading)

Have students write a response to the following statement:
1. If a friend of mine had the HIV infection, I would ___________ ,
2. Students infected with HIV should/should not be allowed to attend school because _____________ .
(Writing/Critical Analysis)

Assign some students to research and report to the class on Kaposi's sarcoma and
Pneumocystis pneumonia. (Research/Writing/Interpretation/Cooperation)

After Viewing
1. Review glossary terms for reinforcement.
2. Convert major concepts into questions to see if students understand each concept.
3. Review the Focus Question.
4. Have students share the concerns they wrote about prior to the video.
5. Give students a chance to change their answers on the Assessment Survey, then
discuss each statement.

Assessment Survey
This survey is used to determine how much you know about HIV/AIDS.
Circle A (agree), D (disagree), or U (unknown) to answer the following statements.

A D U 1. HIV infection is a communicable disease which is caused by a virus.
A D U 2. You are always aware when you have HIV infection.
A D U 3. HIV is spread through sexual contact and exposure to infected blood.
A D U 4. There is a vaccine to prevent the spread of HIV.
A D U 5. Full-blown AIDS is the final stage of HIV.
A D U 6. HIV can be spread by casual contact such as coughing or sneezing, or from
eating utensils.
A D U 7. Expectant mothers can transmit HIV to their babies.
A D U 8. A way to reduce the risk of HIV infection is to avoid sexual activity.
A D U 9. HIV can be spread by contact with such items as toilet seats, telephones
and bites from mosquitoes.
A D U 10. Only adults get or have HIV.
A D U 11. Casual contact with a HIV-infected child does not pose a risk to other
students in a school.
A D U 12. If an acquaintance has HIV, it is wise to avoid any contact with him or
her.
A D U 13. Large quantities of HIV have been found in both saliva and teardrops.
A D U 14. The symptoms of infection with HIV may not appear for a long period
of time.

Teen Issues Series Program 9
Teens with Cancer

Videotape Teaching Guide
Video: 15 minutes

Major Concepts
90% of Childhood Leukemia can be cured.
Chemotherapy, though necessary to fight cancer, has debilitating effects on the body.
Cancer spreads faster in younger people than in adults.
There is no way to predict or prevent leukemia at the present time.

Glossary

Bone Marrow - soft tissue in the larger bones that produce red corpuscles and one kind of
white corpuscle. The yellow marrow produces corpuscles in times of great blood
loss or certain blood disease.
Cancer - any of various malignant tumors that manifest invasiveness and a tendency to
metastasize (transmitted) to new sites.
Chemotherapy - the treatment of disease with chemicals.
Leukemia - literally means, "white blood." A term to describe a variety of cancers that
begin in the blood-forming tissues of the bone marrow. Produces an
overabundance of diseased white cells and crowds out healthy red cells, platelets
and white cells.
Lymphatic system - a system of vessels and lymph nodes separate from the circulatory
system that returns fluid and protein to the blood.
Mutation - the act or process of being altered or changed.
Platelet - a disk, smaller than a red blood cell, thought to be used to promote clotting of
the blood.
Remission - the condition or period in which something, such as a disease, is halted.
Spinal tap - the use of a needle to remove fluid from the spinal column.
Toxic - harmful, destructive, or deadly.
White cells (leucocytes) - large but colorless blood cells that help fight off diseases in the
body.

Summary
Casey Moore is a teen who was diagnosed with Childhood Leukemia when she was
eight-years-old. Viewers receive a first-hand account of the family's struggle to learn
more about the disease and to deal with the debilitating effects of chemotherapy on
Casey. Casey is wonderfully humorous and frank during the video, and teens will find
themselves learning many facts about cancer and cancer treatment while connecting
emotionally to Casey and her family.

Make a copy of the quiz at the end of this teacher guide for each student. Pass it out to
them prior to showing the video. Have them circle T if the statement is true, or F if the
statement is false. Have them review the quiz after you have finished the study of the
topic.
(All answers are true.)

Focus Question:
To give students a specific purpose for viewing, ask:
How do you think cancer would effect your life?

Questions for Discussion

1. Why do you think speed is essential in identifying cancer in young people?

2. What would your reaction be if you found out that a member of your family had
cancer?

3. Do you think it is realistic to believe that you caused someone to have cancer or die
because you got angry once and wished that on the person? Are we always
rational in our thoughts?

4. Why do you think a doctor uses a bone marrow sample in diagnosing leukemia?

5. How would you describe chemotherapy? Why do you think it makes people sick?

6. What three things generally happen to people who go through chemotherapy?

7. Explain remission. When is a person considered cured of cancer?

8. Why do you think it became difficult for Casey to receive an IV?

9. Why do you think it is difficult for cancer patients to fight any type of disease?

10. What types of problems and fears do you think a family copes with when a member
of the family has cancer?

11. What was the purpose of the spinal tap?

12. What's the one major thing you saw in Casey, throughout the program, that you
think helped her get through her ordeal?

Interdisciplinary CONNECTIONS

Language Arts/Guidance/Science -
Assign some students to write to the
Leukemia Society American - National Office,
600 Third Avenue,
New York, NY 10016
Request for materials on the subject. Have the students set up a display of the material in
the classroom for student research and general information and use.
(Writing/Organizing)

Invite the school nurse or a local doctor to visit the classroom to discuss Childhood
Leukemia and other types of cancer that teens should know about.
(Listening/Critical Analysis)

Check with the local hospital to see if they have an oncology department and if they use
teen volunteers. If yes, assign volunteer students, with parent permission, to work at the
hospital one day a week for at least on month. Have each student keep a journal of their
experience to share with the class.
(Observation/Listening/ Cooperation/ Interpretation)

Assign some students to research acute lymphoblastic leukemia (ALL) and report their
findings to the class. (Research/Organizing/ Listening/Writing)

Assign some students to research chronic myelogenous leukemia (CML) and report their
findings to the class. (Research/Speaking/Organizing/Listening/Writing)

Assign some students to research why implanted catheters are used. Have them describe
the two types that are used. Have them give their findings to the class.
(Research/Writing/Speaking/Cooperation)

Assign several students to find out about the two methods used in helping manage pain
during the various medical procedures used to treat cancer. (Psychological and
Pharmacological)
Have the students report their findings to the class.
(Research/Speaking /Writing/Organizing/Critical Analysis)

Have several students research what support groups are available for teens with cancer.
Have them write away to groups for any available literature explaining their services.
Have the students report to the class on the function of the various groups.
(Research/Writing/Speaking/Cooperation)

Math -
Assign several students to check the Internet, insurance companies, and cancer support
groups to find out what the medical costs to a family are when a family member has
Childhood Leukemia. Invite an insurance agent to class to explain what the costs and
types of insurance are available for cancer coverage.
(Research/Writing/Critical Analysis/ Listening/Cooperation)

After Viewing:
1. Review glossary terms for reinforcement.
2. Convert the major concepts into questions to see if students understand each concept.
3. Review Focus Question.
4. Have students tell one important thing they have learned from the program.
5. Have students check to see if they wish to change any of their answers on the
questionnaire.

QUIZ
T-F 1. Leukemia is a malignant disease which affects the blood-forming tissues and
organs, mainly the bone marrow and spleen.

T-F 2. When leukemia strikes, millions of abnormal, useless white blood cells
accumulate, preventing production of normal blood cells and platelets.

T-F 3. Leukemia is the number one killer disease of children.

T-F 4. Ten times as many adults as children are stricken. More than half of all cases
occur in persons over the age of 60.

T-F 5. With best treatment, 73 percent of children with Childhood Leukemia will
survive.

T-F 6. Overall survival rates have doubled in the last 30 years.

T-F 7. Lymphomas and multiple myeloma are cancers related to leukemia.

T-F 8. Hodgkin's disease is a common form of lymphoma, and is considered to be one
of the most curable forms of malignancy.

T-F 9. Leukemia and related cancers will strike 97,000 Americans each year and kill
approximately 55,000.

Teen Issues Series Program 10
Drinking & Driving

Videotape
Teaching Guide
Video: 15 minutes
Major Concepts
Driving while intoxicated is the most frequently commited violent crime.
Alcohol abuse is the number one drug problem among young people.
Alcohol involvement is the single greatest factor in motor vehicle deaths and injuries.
You do not have to be drunk to be guilty of drunk driving.
Driving while intoxicated is a major problem, especially among teens.

Summary
Driving while intoxicated is the most frequently commited violent crime, and alcohol
abuse is the number one drug problem among young people. This program presents the
true story of Lonnie Allen James, who died in an alcohol-related accident at the age of
eighteen. Interviews with his parents and siblings reveal the great and talented person
that Lonnie was, and provide glimpses of what he could have become. A look at news
coverage of the accident brings even more reality to this already horrific event, and
viewers learn that it can happen to anyone at any time. The program next addresses
what is being done to stop this violent crime. Visits to a sobriety checkpoint on a state
highway and a county morgue, along with graphic footage of alcohol-related car crashes
show the dramatic results of drinking and driving.

Focus Question
To give students a specific purpose for viewing, ask:

How can a person tell if an individual is drunk or has had too much alcohol to drive?

Glossary

BAC - an acronym standing for blood alcohol concentration.
Breathalyzer - a machine used to check how much alcohol is in your system by using a
breath sample.
"Drunk Driving" - driving with a certain level of alcohol in your system as determined
by state law. Impairment of your physical abilities is not necessary.
DUI - an acronym standing for driving under the influence of alcohol.
DWI - an acronym standing for driving while intoxicated.
Intoxication - to induce, especially by the effect of alcohol and of a series of progressively
deteriorating states ranging from exhilaration to stupefaction.
Sobriety - absence of alcoholic intoxication.

Questions for Discussion

1. Why do you think the statement is made that "driving while drinking is the most
selfish crime that one can commit." Discuss whether you agree or disagree with
the statement and why.

2. Do you believe that "drunk" driving is a major issue within your school and
community? Discuss your answers.

3. As a driver, do you believe that you have a responsibility for the other people in your
car and the other cars on the road? State your reasons.

4. What do you think happens to your judgement and motor control when you have
had alcohol?

5. Do you think sobriety checkpoints are fair?

6. Do you think killing or injuring someone because you where "drunk" and driving
could be considered an accident? Why or why not?

7. Why do you think teens continue to drink and drive even though they have heard all
the negative statistics about drunk drivers?

Interdisciplinary CONNECTIONS

Language Arts/Guidance/Science -
Invite a local police officer to class to speak to the students about teen "drunk" driving
and the state laws on "drunk" driving. (Listening/Critical Analysis)

Assign some students to invite the school nurse or a local doctor to the class to speak
about the effects alcohol has on the human body.
(Speaking/Critical Analysis/Listening)

Assign some students to invite a member from MADD or SADD to come to the
classroom to speak about their organization and the teen "drunk" driving problem.
(Speaking/Critical Analysis/Listening)

Assign students to use the Interent to find any information dealing with
"drunk" driving. The finished products should be displayed in the school.
(Creativity/Critical Thinking)

Art -
Ask the Art Teacher is he/she would work with the class in developing posters on
"drunk" driving. The finished products should be displayed throughout the school.
(Creativity/Critical Thinking)

Drama -
Have several students role play a scene at a party where one of them is intoxicated and
the other students are trying to convince him not to drive. Have someone in the class
write down the various techniques they use to try to convince him not to drive. Discuss
with the rest of the class how they would have handled the situation.
(Creativity/Critical Analysis/Speaking)

Display the following statistical information on the class bulletin board.

Servings of liquor Effects on Driving Ability
(# of beers or 1 oz.)
1 Mild changes. Most drivers seem a bit moody. Bad driving habits slightly
pronounced.

2-3 Drivers take too long to decide and act. Motor skills (such as braking) impaired.

5-6 Judgement seriously affected. Physical and mental coordination impaired.
Physical difficulty in driving a vehicle.

7-8 Distortion of perception and judgement. Driving erratic. Driver in a daze.

15-20 Driver probably has passed out.

Myths
Alcohol gives you energy.
Switching between beer, wine, and liquor will make you more drunk than sticking to
one type of alcohol.
You'll get drunk a lot quicker with hard alcohol than with a beer or wine cooler.
Everybody reacts the same to alcohol.
A cold shower or a cup of coffee will sober someone up.
It's just a beer. It can't permanently damage you.
It's none of my business if a friend is drinking too much.
The worst thing that can happen is a raging hangover. Drugs are a bigger problem than
alcohol.
People who drink too much only hurt themselves.

Facts

No. It is a depressant. Alcohol slows down your ability to think, speak, and move.
No. Your blood alcohol content (BAC the percent of alcohol in your blood) is what
determines how drunk you are, not the flavors selected. Alcohol is alcohol.
Alcohol is still alcohol.

Hardly. There are dozens of factors that cause reactions to alcohol- body weight, time of
day, how you feel mentally, body chemistry, your expectations - the list goes on.

Nothing sobers you up but time. It takes about one hour to oxidize each serving of
alcohol.

Large amounts of alcohol can do major damage to your digestive system. You can hurt
your heart, liver, stomach and several other critical organs.

If you are a real friend, it is your business. You can't make someone change, but you can
be honest. Maybe they'll listen. You might even talk them into getting help.

If you drink enough alcohol, fast enough, you can get an amount in your body that can
kill you in only a few hours.

Alcohol and tobacco kill more than 50 times the number of people killed by cocaine,
heroin, and other illegal drugs. Ten million Americans are addicted to alcohol. It is a
drug.

Every person who drinks has a mother, grandfather, sister, aunt, best friend, boyfriend or
someone who cares about them. Each of the 10 million problem drinkers in this country
affects 4 other people.

Teen Issues Series Program 11
Dropouts

Videotape Teaching Guide
Video: 15 minutes

Major Concepts
1. Lack of a high school diploma restricts your future.
2. Poor attendance and skipping class is an indicator of a student at risk.
3. There are alternatives available to teens who dropout of school but still want to get an
education.
4. Before leaving school a student should seek advice from someone they trust.
5. Statistics are against a dropout having a very successful future.

Summary
Viewers will visit North High School in Des Moines, Iowa over a period of five months.
They will meet Dawn, Amy, Sovak, and O'Keitha, four teens at-risk of dropping out of
high school. Dawn's family is having problems, Amy is getting married, O'Keitha's
friends don't want to go to school, and Sovak has had trouble with the law. This
program takes an in-depth look at the process of "dropping-out" and shows the
alternatives that are available to teens who want to get an education, including night
school and alternative school.

Focus Question
To give students a specific purpose for viewing, ask:
Are there ever any really good reasons a student could give for dropping out of school?

Before Viewing
Explain to students what they are about to view, and tell them while viewing to think of
one thing they thought was important that they could share with the class.
Write the glossary words on the chalkboard or overhead. Tell the students to try to
interpret the meaning of the word as they watch the program. Discuss the terms after
viewing the video. When students are in doubt of the meaning of a term, assign
someone to research the word and share the definition with the class.

Glossary

Consequences - something that logically or naturally follows from an action or
condition; effect.

GED - an acronym for General Education Equivalency Diploma.

Options - an act of choosing; choice.

Statistics - numerical facts that are collected and used as information about a particular
subject.

Questions for Discussion

1. What do you think about the statistics shown at the beginning of the video? Do you
think if a student knew them they would prevent the student from dropping out
of school? Why or why not?

2. What do you think of the statement, "Staying in school is much easier than dropping
out."

3. What do you think is meant that some students have a "disconnection?"

4. Do you think missing six days of school in a semester is an indicator of a person who
is a good candidate for dropping out of school? Why or why not?

5. In your opinion, is there anything wrong with the statement, "You see everyone else
doing it, cutting class, so you want to do it too?" as quoted by O'Keitha?

6. Other than attendance and "cutting" classes, are there any other problems you think at-
risk students might have?

7. Do you think poor self-esteem would be a factor for a student to be at-risk? How
would you define self-esteem?

8. How valid did you think the reasons were that the students in the video gave for
dropping out of school?

9. Why do you think most of the plans dropouts make for what they are going to do after
they leave school never seem to work out?

10. When students drop out of school why are they still not "free?"

11. What do you think a student should do who is planning to leave school?

12. Do you think getting a GED diploma would be harder or easier than a regular high
school diploma?

Interdisciplinary CONNECTIONS
Language Arts/Science
Invite the school counselor into the class to discuss the negative aspects of dropping out
of school. (Listening/Critical Analysis)

Assign some students to go on the Internet to gather as much information about school
dropouts that they can. Have them share their findings with the class.
(Research/Organizing/Speaking)

Assign some students to research the following strategies for working with at-risk
students:
1. Mentoring,
2. Service Learning,
3. Multiple Intelligence,
4. Resiliency, and
5. Leadership.
(Research/Writing/Speaking/Organizing/Cooperation)

Divide the class into groups of three or four and have them come up with a plan for the
following question: If you were the administrators of a high school what would you do to
decrease the number of dropout students at your school?
(Critical Thinking/Cooperation/Writing/Speaking)

Have students divide an 8.5 x 11 paper into three parts. Mark them Ideal Self, Private
Self, and Public Self. Have them discuss each type of self and then have them complete
their self image inventory. These are not to be shared. The following definitions may
help students. Private Self-the inner person that is the real me. Public Self- the picture
of me that I give to my friends. Ideal Self-the person I would like to be.
(Critical Analysis)

Have the students discuss how self-concept is influenced by physical appearance and the
other outside factors such as:
1. advertising,
2. television programs and movies,
3. friends and peers,
4. parental values and expectations,
5. culture, and
6. fads.
(Listening/Interpretation/Critical Analysis)

Have the students discuss their decision making techniques.
(Critical Thinking/Speaking)

Make a copy of the chart at the end of the Teacher's Guide for each student. Pass it out
and discuss each section.
(Listening/Critical Thinking)

After Viewing
1. Review glossary terms for reinforcement.

2. Convert major concepts into questions to see if students understand each concept.

3. Review focus question.

4. Have students share with the class the important concept that they felt they got from
the video.

High School Graduate Dropout

Average Earnings
$360/week $246/week
$1,440/month $984/month
$17,280/year $11,808/year

Lifetime Earnings
$820,870 $608,810

Yearly Earnings
Over 13.8% will earn more than $25,000
Only 5.6% will earn more than $25,000

Job Qualifications
Qualified for 48% of all jobs
Qualified for 9.8% of all jobs

Unemployment Rate
About 5.9% About 11%

After High School
87% enroll in college Long hours spent working part-time &
full time jobs

Military Service
HS Graduates Can enroll into military service & take advantage of
related educational benefits

Dropouts Cannot enlist into the service

Prison
82% of the prison population did not graduate from high school

Teen Issues Series Program 12
Inhalants

Videotape Teaching Guide
Video: 13 minutes

Major Concepts
Inhalants can KILL.
Inhalants are considered a "gateway" drug leading to other illicit drug use.
Inhalants - including glue, paint and other regular household products-are the third
most abused substances among 12-14 year olds.
Inhalants have physiological and mental development consequences.

Summary
This program explores the rising trend of inhalant abuse among teens. Viewers meet the
parents of a young man who lost his life to inhalants before his thirteenth birthday and
hear their tragic story. Dr. Richard Scatterday, who sees patients for inhalant abuse,
discusses many of the deadly risks of which users are not aware. The physical damage
that inhalants can cause is reviewed, and the many types of inhalants are covered. An
excellent program for educating teens on the dangers of inhalant abuse.

Before Viewing
Have students write at least one paragraph telling what they think they know about
inhalants and their use.

List the glossary terms on the chalkboard or overhead. Tell the students to try to
interpret the meaning of the terms as they watch the program. Discuss the terms after
viewing the program. When students are in doubt of a meaning of a term, assign a
student to research the word and then have the student share the information with the
class.

Focus Question
To give students a specific purpose for viewing, ask:
Why do you think very young people use inhalants?

Glossary
Aerosol - a gaseous suspension of fine, solid or liquid particles such as a detergent,
insecticide, or paint, packaged under pressure with a gaseous propellant for release.
Anesthetic - a gas that causes unconsciousness or insensitivity to pain. Ether,
chloroform, halothane and oxide are some of the typical medical gases. Nitrous
Oxide is used as an aerosol propellant in whipped cream.
Central Nervous System - the portion of the vertebrate nervous system consisting of the
brain and spinal cord.
Cognition - the mental process of faculty by which knowledge is acquired.
Inhalant - a diverse group of chemicals that depress the central nervous system and can
become psychologically and physically addictive.
Nitrite - a salt or ester of nitrous acid. Can cause smooth muscles to relax causing blood
vessels to relax and enlarge throughout the body, leading to flushing, increased
heart rate, headaches, and feelings of dizziness and warmth. Found in room
deodorizers.
Street Names - "Poppers," "Snappers," "pearls," and "amys" are terms used for butyl and
amyl nitrite.
Toxic - harmful, destructive, or deadly.
Volatile - evaporating readily at normal temperatures and pressures.

Questions for Discussion

1. What major organs in the body are impacted by the use of inhalants?

2. Why do you think it is so difficult to stop the use of inhalants?

3. What makes inhalants so dangerous?

4. What is "Sudden Sniffing Death Syndrome?"

5. What are the four major categories of inhalants? Name at least one inhalant.

6. Describe some of the psychological and physical effects of using inhalants?

7. Why isn't inhalant abuse stated as the cause of death in most cases? Explain.

Interdisciplinary CONNECTIONS

Language Arts/Guidance/Science -
Assign a group of students to search the Internet for what they think is pertinent
information on inhalants. Have them share their information with the class.
(Research/Reading/Critical Analysis/Listening/Organizing/Cooperation)

Assign a group of students to contact the local health department in your city or town to
secure whatever literature they may have on inhalants. Have students display the
material in the classroom so that it may be used for research or general information by
the entire class.
(Speaking/Organizing/ Reading/Cooperation)

Duplicate the last page "Some Facts About Inhalants," so you have a copy for each
student. Have the class go over each statement and make whatever comments they
wish. Have them add any facts, from their own research that they think is important.
(Critical Analysis/Listening/Speaking/Cooperation)

Invite the school nurse or a local doctor to class to speak to the students about the effects
of inhalants on the human body.
(Listening/Interpretation/Critical Questioning)

Assign a group of students to research the short-term and long-term effects of inhalants
on the human body.
Have the students share their information with the class.
(Research/Reading/Critical Analysis/Speaking/Cooperation)

Have students either orally or in written format describe a situation in which they made
a decision under pressure from their friends. Have them use the following questions to
help direct their experience:
1. What was the situation?
2. Did you give in to the pressure?
3. Did a problem develop because of your decision?
4. What was the outcome?
5. Would you make the same decision again? Explain your answer.
Choose some of the situations and have the students comment if they would have
handled the situation differently. You may ask them to try to explain their decision-
making technique.
(Critical Analysis/Speaking/Listening/)

After Viewing
1. Review glossary terms for reinforcement.
2. Review Focus Question.
3. Put major concepts into question form to make sure students understand.
4. Have students go over and discuss what they thought they knew about inhalants.
Have them explain any changes they might want to make to their paper.

Some Facts About Inhalants

1. Inhalants - including glue, paint and other regular household products- are the
third most abused substances among 12 to 14 year olds, after alcohol and tobacco.
2. As many as one in every five students in the United States has sniffed or huffed
(inhaled through the mouth) such products as markers, gasoline and air
fresheners by the time they reach seventh grade.
3. Inhalant use is on the rise. The number of 8th graders reporting having used
inhalants at least once in their lifetime rose from 20 percent in 1994 to 22 percent
in 1995.
4. One of the greatest dangers is that while many students admit to sniffing some toxic
items, they do not consider this to be inhalant abuse. These products are easily
available, free or inexpensive, legal and may give a pleasurable effect by depressing
the central nervous system.
5. Today, students and adults abuse more than 1,000 common products. These inhalants
are dangerous chemicals that are not intended for human consumption, and they
do irreversible damage to the human body when misused.
6. People who abuse inhalants on a regular basis put themselves at risk for permanent
and servere brain damage. This is because the human brain is composed of about
one-third fatty tissue. Inhalant vapors react with these fatty tissues by literally
dissolving them. Therefore, chronic inhalant abusers may permanently lose the
ability to perform everyday tasks like, walking, talking and thinking.

7. Sudden Sniffing Death Syndrome frequently occurs when someone inhales high
concentration aerosol sprays, model airplane glue and spot removers. These items
emit especially toxic fumes absorbed by the brain cells, kidneys, liver and bone
marrow.

8. Inhalant use often leads to other illicit drug use. Students may try inhalants first
because they are legal, easy to get, inexpensive and difficult to detect.

9. Because the chemicals in inhalants enter the lungs in such high concentrations, they
can have a more toxic effect than any other type of abused drug.

10. Telltale signs of inhalant abuse include: red or runny nose, sores around the mouth
and nose, nosebleeding, nausea, headaches, chronic cough, sudden memory loss,
lack of concentration, chemical breath odor, stains on clothing, lack of
coordination, dilated pupils and peculiar spaced-out behavior or irritability. User
may look and feel tired, have bad breath, and loss of appetite.

Teen Issues Series Program 13
Heroin

Videotape Teaching Guide
Video: 20 minutes

Major Concepts
Heroin is a depressant that slows down body functions.
It is easy to become addicted to heroin.
To maintain a "high" it is necessary to keep increasing the dosage.
Heroin has become popular amongst the middle and upper-class teens.

Summary

This powerful video explores the many devastating effects of heroin - a drug which has
become increasingly popular with middle and upper-class teens. Viewers meet the
family and friends of Brad Taylor, a great guy, who seemed to have it all - until he
overdosed on heroin and died. Brad's friends and family share their anger at his
senseless death, and tell of the pain it left behind. A visit with a toxicologist explains the
physical effects of heroin use, how easy it is to become addicted, and the not-so-
glamorous symptoms of withdrawal. Recovering addicts reinforce the message as they
offer their experiences with the drug. Finally, viewers meet an addict and dealer in New
York City. This program finds him in two places where he spends the most time: out on
the streets and at a maximum security jail. He tells how his addiction to heroin made
him steal from those who loved him, and explains the horrible process of withdrawal.

Before Viewing
Have students fold and 8 1/2" x 11" paper in half. In one half label the column What I
Think I Know About Heroin, and on the second column What I Would Like to Know
About Heroin. Have students fill out the two columns and save so they can review their
responses after viewing the video.

List the glossary terms on the board or on the overhead. Tell the students to try to
interpret the meaning of the terms as they watch the program. Discuss the terms after
viewing the program. When students are in doubt of the meaning of a term or bring up
terms that were new to them, assign a student to research the terms and have the student
share the information with the class.

Focus Question
To give students a specific purpose for viewing ask: How easy is it to become addicted to
heroin?

Glossary
Addiction - a chronic, relapsing disease, characterized by compulsive drug seeking and
use and by neurochemical changes in the brain.
Detoxification (Detox) - a process of allowing the body to rid itself of a drug while
managing the symptoms of withdrawal; often the first step in a drug treatment
program.
Drug - any chemical substance that produces, mental, emotional, or behavioral change in
the user.
Drug Abuse - the use of drugs for other than medicinal purposes which results in the
impaired physical, mental, emotional, or social well-being of the user.
Endorphins - hormones produced in the brain and anterior pituitary that inhibit pain
reception by mimicking the effects of morphine on the nervous system.
Euphoric - a feeling of great happiness or well-being.
Opiate - dulling the senses, mental processes with a narcotic drug.

Questions for Discussion

1. Who do you think are the most frequent users of heroin today? Explain.

2. Why isn't "shooting up" always necessary for use of heroin today?

3. What were the "gateway" drugs that Brad used in high school?

4. Peer pressure started Brad using heroin. Is this a good reason or just an excuse?
Do most people use excuses to explain why they did something they should not have
done? Is a reason the same as an excuse?

5. What effect does heroin have on the brain? Explain.

6. Does the use of heroin effect only the user? Explain.

7. What are some of the physical side effects of heroin on the body?

8. Why do users have to continuously increase the amount of heroin that they take in
order to reach a "high?"

9. What are some of the physical signs that a user has that implies an addiction problem?

10. How difficult is it to become addicted to heroin?

11. What is meant by "chase the dragon?"

12. Why do dealers "cut" heroin, and what effect can this have on the user?

13. When did Nunzio realize that he was a loser and not "cool?" Was this a fair
evaluation of his life?

Interdisciplinary CONNECTIONS

Language Arts/Guidance/Science
Contact your cities health department to arrange for a speaker to come to the class to talk
about the dangers of substance abuse. (Listening/Interpretation)

Assign some students to research the Controlled Substance Act of 1970. Have them give
a report to the class. (Critical Analysis/Creativity/Speaking)

Assign a group of students to discuss or role play the types of decision making techniques
they would use to avoid taking heroin if offered to them by a friend.
(Critical Analysis/Listening/Speaking/Cooperation)

If there is a drug clinic in your area see if a recovering heroin addict would be willing to
come to the classroom to talk about how he/she got involved, what it was like and what
they hope for the future. Leave enough time for the students to ask questions of the
speaker.
(Listening/Interpretation)

High School teachers may want to reproduce the last page of this teachers guide for each
of the students in the class. Let students discuss the various statements.
(Critical Analysis/Speaking/Listening)

After Viewing
1. Review glossary terms for reinforcement.

2. Review Focus Question.

3. Put major concepts into question form to make sure students understand.

4. Have students go over and discuss what they wrote in their "What I Think I Know,
and What I Would Like To Know About Heroin" columns. Have them explain any
changes they might want to make.

Heroin Profile
1. Heroin is a semi-synthetic narcotic from the family known as narcotic analgesics,
which means it is a strong sleep-inducing pain killer. These drugs are known as opiates.

2. Heroin was developed as a substitute for morphine addiction, unfortunately heroin is
much more potent and addictive.

3. Heroin is the end product of an intricate chain of manufacture, and often contains
other drugs added to produce particular grades of heroin e.g., Far Eastern heroin made for
smoking contains strychnine.

4. Heroin comes in the form of powder and varies from white to brown and has a bitter
tastes.

5. Heroin is a fast-acting drug, especially when injected or smoked. Injected heroin
reaches the brain in 15 to 30 seconds; smoked heroin reaches the brain in 7 seconds.

6. Heroin can be snorted up the nose, smoked or injected. Most probably for regular
users injection is preferred. It can be skin popped (injected under the skin) or mainlined
(injected into the veins).

7. Heroin is highly addictive drug - a serious, painful process of physical and
psychological dependence on the drug can occur in a relatively short time.

8. With heroin addiction the problems are widespread and very dangerous-sharing
needles and syringes with friends can cause viral hepatitis which can lead to liver cancer
and intravenous users are at high risk for HIV/AIDS.

9. Regular users become run down in health due to poor eating and lack of rest. Short
term effects such as palpitations, rashes, constipation, runny nose and a reduced sex drive
are common.

10. The long term effects are very worrying. Damage is usually associated with un-
hygienic injection techniques and adulterants added to the heroin which do not dissolve.
Other medical problems include: blood poisoning, infection of the heart valves,
abscesses, clots in the lungs, gangrene, possible loss of limbs, lung problems, susceptibility
to all infections due to lowered functioning of the immune system.

11. Death can be caused by: overdose, respiratory depression, Cardio-respiratory collapse
or a disease contracted through intravenous drug use.

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Last Updated: Monday, 01-Dec-2008 15:31:39 EST